Tenth Grade Curriculum Reading List

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST

Page 1 of 32 Revised August 2016

STRAND 3: READING ANALYSIS GRADE LEVEL 10

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.


10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. d) Analyze the cultural or social function of literature. e) Identify universal themes prevalent in the literature of different cultures. f) Examine a literary selection from several critical perspectives. g) Explain the influence of historical context on the form, style, and point of view of a literary text. h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and

support the author’s purpose. i) Compare and contrast literature from different cultures and eras. j) Distinguish between a critique and a summary. k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. l) Compare and contrast character development in a play to characterization in other literary forms.

m) Use reading strategies to monitor comprehension throughout the reading process.


10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

a) Identify text organization and structure. b) Recognize an author’s intended audience and purpose for writing. c) Skim manuals or informational sources to locate information. d) Compare and contrast informational texts. e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. h) Use reading strategies throughout the reading process to monitor comprehension.



Language

Arts Objectives

Language Arts Instructional Focus

Author Holt Textbook Title, Challenge

Level and/or Lexile

Genre Context or Cultural

Perspective Apply Language Arts Standards 10.3 a-g, as appropriate, and on all reading selections apply 10.4m or 10.5h (Use reading strategies to

monitor comprehension throughout the reading process). *WHII refers to World History and Geography 1500 – Present Standards Note: Critical questions for fiction and nonfiction are: What does it say? What does it mean? Why does it matter?

Instructors use the following nonfiction for instructional examples.

SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure in expository text • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,

graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit

information using textual information • Analyze and synthesize information to solve problems,

answer questions, and generate new knowledge

Informational

materials

The Power of Ideas:

Introducing the Essentials pp. 1-23

On level

Nonfiction:

Informational text

Reading text

materials to develop background knowledge

SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure in expository text • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,




Informational

materials

Text Analysis Workshop On level

“Plot, Setting, and Mood” pp. 28-35

“Analyzing Characters” pp. 176-181

“Narrative Devices” pp. 302-307

“Theme and Symbol” pp. 418-425

“Author’s Purpose and Perspective” pp. 526-531

“Argument and

Nonfiction:

Informational text

Reading text

materials to develop background knowledge



Cont.

Persuasion” pp. 632-637

“The Language of Poetry” pp. 770-777 “Author’s Style and Voice” pp. 850-855

“History, Culture, and the Author” pp. 934-939

“Greek Tragedy and Medieval Romance”

pp. 1058-1065 “Shakespeare’s World”

and “Shakespearean Drama” pp. 1186-1197

SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4h SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g

• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary

forms: personal essay • Analyze culture or social function of literature • Evaluate how an author’s specific word choices, syntax, tone, and

voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose

• Compare and contrast informational texts • Identify universal themes: growing up, outsider experience • Draw conclusions and make inferences from explicit and implicit

information using textual information • Analyze and synthesize information to answer questions and

generate new knowledge

Gage, Nicholas

“The Teacher Who

Saved My Life” pp. 228-234

1350L

On level

Literary

Nonfiction: Personal Essay

American:

Immigrant

(WHII.16a)*

SOL 10.4a SOL 10.4b SOL 10.4h SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5f SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Evaluate how an author’s specific word choices, syntax, tone, and

voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose

• Identify text organization and structure: expository essay • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Draw conclusions and make inferences from explicit and implicit

information using textual information

Ackerman, Diane

“Why Leaves turn Color in the Fall”

pp. 540-544 1150L

On level

Expository

Essay

Analyzing author’s purpose and pattern

of organization



• Analyze and synthesize information to solve problems, answer questions, and generate new knowledge

SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure: functional document • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,

graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and

implicit information using textual information • Analyze and synthesize information to solve problems, answer

questions, and generate new knowledge

Informational text

“How a Leaf Works”

pp. 548-551 On level

Functional document

Interpreting textbook

diagrams


• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts: functional document • Interpret and use data and information in maps, charts,




Informational text

“Tree Planting Guide”

pp. 552-555 On level

Functional document

Using a functional

document


• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts: functional document • Interpret and use data and information in maps, charts,




Informational text

“How to Survive a

Wildfire” pp. 572-575

On level

Functional document

Using a functional

document

SOL 10.4a • Identify main and supporting ideas



SOL 10.4c SOL 10.4e SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g

• Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary

forms: persuasive essay • Analyze culture or social function of literature • Identify universal themes: growing up • Draw conclusions and make inferences from explicit and implicit

information using textual information • Analyze/synthesize information: ans. quest./generate new knowl.

Quindlen, Anna “Doing Nothing is Something” pp. 640-642

1170L

On level

Essay: Persuasive

American Contemporary

Analyzing author’s

argument

SOL 10.4a SOL 10.4c SOL 10.4b SOL 10.4h SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5f SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Explain similarities and differences of techniques and literary

forms: persuasive essay • Evaluate how an author’s specific word choices, syntax, tone, and

voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose: developing argument

• Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Draw conclusions and make inferences from explicit and

implicit information using textual information • Analyze and synthesize information to solve problems, answer


Blinder, Alan S.

“Abolishing the Penny

Makes Good Sense” pp. 648-650

1040L

On level

Editorial

Analyzing a writer’s

assumptions and argumentative

technique

SOL 10.5a SOL 10.5b SOL 10.5f SOL 10.5g

• Identify text organization and structure: argument and counter-argument

• Recognize author’s intended purpose and audience • Draw conclusions and make inferences from explicit and implicit

information using textual information • Analyze and synthesize information to solve problems, answer


American Medical

Association

“Use of Animals in

Biomedical Research” pp. 680-684

1380L

More challenging

Position Paper

Analyzing arguments

and counterarguments

SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g

• Identify text organization and structure • Recognize author’s intended purpose: credibility of information • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,




Informational text

“Is the News Always

Reliable?” pp. 576-578

On level

Media

Assessing credibility

of information




• Identify text organization and structure: news article • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,




Informational text

“Girl, Trapped in

Water” pp. 598-601

1330L More challenging

Functional document

Analyzing a news

article


• Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,



Informational text

“Getting from Here to

There” pp. 580-592

On level

Functional document

Interpreting Graphic

Aids

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5b SOL 10.5d

• Identify main and supporting ideas • Recognize author’s intended purpose • Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary

forms: memoir • Examine universal themes: alienation, isolation, survival of

the fittest, guilt • Identify cultural archetype: outsider/outcast • Examine critical perspectives: historical, biographical, cultural,

reader response • Evaluate use of language and text structures, shaping meaning

and creating effects • Compare and contrast informational texts.

Wiesel, Elie

Night 590L

120 pp Not in HM text

On level

OR

Excerpt on pp. 942-947

Memoir

Jewish Holocaust

(WHII.12b)*

SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4h SOL 10.5b SOL 10.5f


forms: speech • Analyze culture or social function of literature • Identify universal themes: pain of growing up, man’s

responsibility to man

Wiesel, Elie

“Nobel Prize

Acceptance Speech p. 948

Less challenging

Speech

Jewish American (WHII.16a, b)*

Analyzing author’s

argumentation



SOL 10.5g • Evaluate use of language and text structures, shaping meaning and creating effects

• Draw conclusions and make inferences from explicit and implicit information using textual information

• Analyze and synthesize information to answer questions and generate new knowledge

SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g


forms: memoir • Analyze culture or social function of literature • Compare and contrast informational texts • Identify universal themes: pain of growing up,

outsider/outcast • Draw conclusions and make inferences from explicit and implicit



Houston, Jean

Wakatsuki and James D.

From Farewell to

Manzanar pp. 954-964

1010L

On level

Memoir

Japanese American (WHII. 12, 16a)*

SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g


forms: memoir • Analyze culture or social function of literature • Compare and contrast informational texts. • Draw conclusions and make inferences from explicit and implicit



King, Coretta Scott

“Montgomery Boycott”

pp. 970-977 1020L

On level

Memoir

African American

Civil Rights Movement

SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4j SOL 10.5b SOL 10.5f SOL 10.5h SOL 10.5j SOL 10.5g

• Identify main and supporting ideas • Recognize author’s intended purpose and audience Explain

similarities and differences of techniques and literary forms: essay and critique

• Analyze cultural or social function of literature • Identify universal theme: pain of growing up, immigrant

experience • Evaluate use of language and text structures, shaping meaning

and creating effects • Distinguish between a critique and a summary. • Draw conclusions and make inferences from explicit and implicit

Cisneros, Sandra

Cabrera, Yvette

“Only Daughter” pp. 902-905

800L Less challenging

Paired with “Caramelo”

p. 906 and

“Author Brings Back Memories…” pp. 911-912

1240L

Reflective

Essay

Critique

Mexican American




On level

SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4j SOL 10.5b SOL 10.5f SOL 10.5h SOL 10.5g

• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities/differences of techniques and literary forms:

essay • Analyze cultural or social function of literature • Examine universal theme: nature of heroism • Evaluate use of language and text structures, shaping meaning

and creating effects • Draw conclusions and make inferences from explicit and implicit



Rosenblatt, Roger

“The Man in the

Water” pp. 376-378

950L On level

Reflective

Essay

American

Contemporary

Instructors select one of the four plays below for instructional examples. SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4g SOL 10.4h SOL 10.4k SOL 10.4l

• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from

different cultures and eras: drama • Examine universal themes: power and corruption;

appearance vs. reality; loyalty and betrayal, relationships between men and women

• Evaluate how word choice, syntax, tone support theme, purpose • Identify and compare the dramatic conventions and literary

devices used to elicit emotion: irony (verbal, dramatic, situational), aside, soliloquy, monologue

• Compare and contrast how imagery, diction, blank verse, and other poetic devices convey a message and elicit a reader’s emotions

• Compare and contrast character development to that found in other literary forms

• Examine critical perspectives: historical, cultural, philosophical, reader response

• Explain the influence of historical context on form, style, and point of view

Shakespeare,

William

Julius Caesar 1330L

pp. 1198-1286 More Challenging

A Midsummer Night’s Dream 1350L

More Challenging Not in HM Text

Merchant of Venice 1350L


Taming of the Shrew 1340L


Drama: Tragedy

Comedy

Comedy

Comedy

Ancient Rome (Renaissance

England) (WHII.2, 3c)*

Athens, Greece (Renaissance


Venice, Italy (Renaissance


Italy (Renaissance England)

(WHII.2, 3c)*



Instructors select from the plays below for instructional examples.

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4g SOL 10.4h SOL 10.4k SOL 10.4l


different cultures and eras: drama • Identify and compare the dramatic conventions and literary

devices used to elicit emotion: Greek tragedy, chorus, irony (verbal, dramatic, situational), aside, soliloquy, monologue

• Evaluate how word choice, syntax, and tone support theme, purpose

• Explain the influence of historical context on form, style, and point of view

• Compare character development to that in other literary forms • Examine critical perspectives: historical, cultural,

philosophical, reader response • Identify universal themes: loyalty vs. betrayal, state law vs.

divine law, fate, knowledge of self

Sophocles

Antigone

On Level

1090L

pp. 1068-1105 More Challenging

Drama

Ancient Greece

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4k SOL 10.4l


different cultures and eras: one act drama - farce • Identify universal themes: greed, expectation vs. reality • Explain literary devices such as use of irony or of dramatic

conventions, e.g., stage directions, farce • Evaluate use of language and text structures shaping meaning

and creating effects • Compare character development to that in other literary forms

Chekhov, Anton

A Marriage Proposal

pp. 260-272

Challenging due to context

Drama:

One act play

19th Century Russian

(WHII.8)*

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4k SOL 10.4l


different cultures and eras: drama • Identify universal themes: justice, prejudice • Identify cultural archetype: the loner • Compare literary devices used to elicit emotion, (irony, etc.) • Evaluate use of language and text structures shaping meaning

and creating effects • Compare character development to that in other literary forms

Rose, Reginald

12 Angry Men

1110L 96 pp

Not in HM text

Accessible

Drama

20th Century

American



SOL 10.4a SOL 10.4b SOL 10.4c


Rostand, Edmond

Cyrano de Bergerac

1140

Drama

French

SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4k SOL 10.4l

different cultures and eras: drama • Examine dramatic conventions: irony, asides, soliloquy,

monologue • Compare character development to that found in other literary

forms • Identify universal themes: appearance vs. reality; power of love • Evaluate how word choice, syntax, and tone support theme,

purpose • Examine critical perspectives: historical, cultural,

philosophical, reader response

240 pp Not in HM text

More challenging

(WHII.6)*

Instructors use the following poetry selections for instructional examples. (Additional poems may be used if time and circumstances permit.)

SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4g SOL 10.4h SOL 10.4i SOL 10.4k

• Make predictions, draw inferences, connect to prior knowledge • Explain differences of techniques and literary forms from

different cultures and eras: narrative poetry • Identify universal themes prevalent in the literature of different

cultures • Explain the influence of historical context on the form, style, and

point of view of a literary text • Evaluate how word choice, syntax, tone, and voice shape

meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,

rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response

• Compare differences of techniques and literary forms from different cultures

Alvarez, Julia

“Exile”

pp.142-144

Poetry:

Narrative

Caribbean American



SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4g SOL 10.4h SOL 10.4i SOL 10.4k

• Make predictions, draw inferences, connect to prior knowledge • Explain differences of techniques and literary forms from

different cultures and eras: narrative poetry • Identify universal themes prevalent in the literature of different

cultures • Explain the influence of historical context on the form, style, and

point of view of a literary text • Evaluate how word choice, syntax, tone, and voice shape



Tu Fu

“Song of P’eng-ya”

pp. 494-495

Poetry:

Narrative

Chinese

SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k

• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary

forms: lyric poetry • Identify universal themes prevalent in the literature of different

cultures • Evaluate how word choice, syntax, tone, and voice shape



Lazarus, Emma

“The New Colossus”

p. 1022

On level

Poetry: Lyric

American

(WHII.16a)*

SOL 10.4b SOL 10.4c SOL 10.4h SOL 10.4i SOL 10.4k


forms represented in the literature of different cultures and eras • Explain similarities and differences of techniques and literary

forms: sonnet • Evaluate how word choice, syntax, tone, and voice shape



Shakespeare,

William

“Sonnet 18”

p. 812

Challenging

Poetry: Sonnet

English



SOL 10.4b SOL 10.4c SOL 10.4h SOL 10.4i SOL 10.4k


forms: sonnet • Compare differences of techniques and literary forms from

different cultures • Evaluate how word choice, syntax, tone, and voice shape



Millay, Edna St. Vincent

“Sonnet XXX: of Fatal

Interview” p. 594

Less challenging

Poetry: Sonnet

American






rhyme, rhythm, and poetic form to convey a message and elicit a reader’s response

Browning,

Robert

“Meeting at Night”

p. 782

On level

Poetry: Lyric

English




cultures: relationship with parent • Evaluate how word choice, syntax, tone, and voice shape

meaning, achieve specific effects, and support purpose • Compare and contrast the use of imagery, figures of speech,

rhyme, rhythm, sound devices, tone, and poetic form to convey a message and elicit a reader’s response

Hayden, Robert

“Those Winter

Sundays” p. 246

On level

Poetry: Lyric

African American




cultures • Evaluate how word choice, syntax, and tone support theme,

purpose • Compare and contrast the use of imagery, figures of speech,

rhyme, rhythm, sound devices, tone, and poetic form to convey a message and elicit a reader’s response

Dickinson, Emily

“I Dwell in Possibility”

p.788

More Challenging

Poetry: Lyric

American






cultures: reaction to war • Evaluate how word choice, syntax, tone, and voice shape


rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response (Focus: verbal irony)

Crane, Stephen

“Do Not Weep, Maiden,

for War is Kind” p. 478

On level

Poetry: Lyric

American



forms: free verse • Identify universal themes prevalent in the literature of different

cultures: reaction to war • Evaluate how word choice, syntax, tone, and voice shape



Whitman, Walt

“The Artilleryman’s

Vision” pp. 882-883

On level

Poetry:

Free Verse

American



forms: dramatic monologue • Identify universal themes prevalent in the literature of different



rhyme, rhythm, and poetic form to convey a message and elicit a reader’s response

Brooks,

Gwendolyn

“The Sonnet-Ballad”

p. 480

On level

Poetry:

Dramatic Monologue

African American

SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.4k


forms: lyric poetry • Identify universal themes prevalent in lit. of different cultures • Evaluate how word choice, syntax, tone, and voice shape

meaning, achieve specific effects, and support purpose • Compare and contrast the use of sound devices, figures of

speech, imagery, tone, rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response

Teasdale, Sara

“There Will Come Soft

Rains” p. 780

Less Challenging

Poetry: Lyric

American

(WHII.10c)*



SOL 10.4b SOL 10.4c SOL 10.4i SOL 10.4k


forms: lyric poetry • Evaluate how word choice, syntax, tone, and voice shape



Dove, Rita

“Lady Freedom among

Us” pp. 606-607

On level

Poetry: Lyric

African American


• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: free verse • Evaluate how word choice, syntax, tone, and voice shape



Bishop, Elizabeth

“The Fish” pp. 796-797

More challenging

Poetry:

Free Verse

American


• Make predictions, draw inferences, connect to prior knowledge Compare/contrast of techniques and literary forms: lyric poetry

• Evaluate how word choice, syntax, tone, and voice shape meaning, achieve specific effects, and support purpose Compare and contrast the use of figures of speech, imagery, tone, rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response

Collins, Billy

“Christmas Sparrow”

pp. 798-799

On level

Poetry: Lyric

American

SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4i SOL 10.4k

• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast of techniques and literary forms: lyric poetry • Identify universal themes prevalent in the literature of different




Stafford, William

“Fifteen”

p. 805 On level

Poetry: Lyric

American




• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: lyric • Identify universal themes prevalent in the literature of different




Neruda, Pablo

“Tonight I Can

Write…” p. 806

More challenging

Poetry: Lyric

South American


• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: ballad • Identify universal themes prevalent in the literature of different




Anonymous

“Lord Randall”

p. 818 On level

Poetry: Ballad

English


• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: ballad • Identify universal themes prevalent in the literature of different




Hughes, Langston

“Midwinter Blues”

p. 822 On level

Poetry: Ballad

African American


• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: lyric • Identify universal themes prevalent in the literature of different




Frost, Robert

“Mending Wall”

pp. 890-891

More challenging

Poetry: Lyric

American




• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: imagistic

poetry • Identify universal themes prevalent in the literature of different


meaning, achieve specific effects, and support purpose • Compare and contrast the use of imagery, figures of speech, tone,


Williams, William

Carlos

“The Red

Wheelbarrow” p. 898

On level

Poetry:

Imagistic

American

Instructors select from the short stories below for instructional examples. (Additional short fiction may be used if time and circumstances permit.)

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge

to support reading comprehension • Compare/contrast differences of techniques and literary forms

from different cultures and eras: short story • Examine short story elements, including themes: family

relationships, embracing one’s heritage • Examine critical perspectives, e.g., historical, cultural,

philosophical, reader response • Examine use of language to shape meaning and create effects,

including diction, syntax, tone, voice • Compare/contrast literature from different cultures and eras • Analyze/synthesize info: answer ques., generate new knowledge

Walker, Alice

“Everyday Use”

pp. 50-59 810L

On level

Short Story

African American

1960’s South




from different cultures and eras: short story • Examine short story elements, including universal themes:

effect of nature, carpe diem • Examine critical perspectives, e.g., historical, cultural,

philosophical, reader response • Examine use of language to shape meaning and create effects,


Aiken, Joan

“Searching for

Summer” pp. 66-74

810L

On level

Short Story

British






from different cultures and eras: short story • Examine short story elements, including theme: effect of nature • Examine critical perspectives, e.g., philosophic – naturalism • Examine use of language to shape meaning and create effects,


London, Jack

“To Build a Fire”

pp. 80-93 970L

More challenging

Short Story

American

Early 20th Century

SOL 10.4a SOL 10.4b SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.5g


to support reading comprehension • Examine short story elements, including use of character foil

and theme: living with grief • Examine critical perspectives, e.g., aesthetic, cultural • Examine use of language to shape meaning and create effects,

including diction, syntax, tone, voice • Analyze/synthesize info: answer ques., generate new knowledge

Nye, Naomi

Shihab

“Shoofly Pie” pp. 184-198

860

Less challenging

Short Story

American

Contemporary




from different cultures and eras • Examine short story elements, including symbol and universal

theme: the presence of evil • Examine critical perspectives, e.g., philosophic – naturalism • Examine use of language to shape meaning and create effects,

esp. irony, and including diction, syntax, tone, voice • Compare/contrast literature from different cultures and eras • Analyze/synthesize info: answer ques., generate new knowledge

Jackson, Shirley

“The Possibility of Evil”

pp. 204-214 1110L

On level

Short Story

American



SOL 10.4 a SOL 10.4 b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g

• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms

from different cultures and eras: science fiction • Examine short story elements, including point of view and

universal themes: the price of knowledge, dystopic future • Examine use of language to shape meaning and create effects,

including diction, syntax, tone, voice • Analyze/synthesize info: answer ques., generate new knowledge

Benét, Stephen

Vincent

“By the Waters of

Babylon” pp. 310-321

800L

On level

Short Story:

Science fiction Classic

American



from different cultures and eras: science fiction • Examine short story elements, inc. universal theme: end of time • Examine use of language to shape meaning and create effects,

including diction, syntax, tone, voice, esp. irony and use of detail • Analyze/synthesize info: answer ques., generate new knowledge

Bradbury, Ray

“There Will Come Soft

Rains” pp. 326-333

910L

On level

Short Story:

Science fiction Classic

American



from different cultures and eras • Examine short story elements, including setting and irony • Examine use of language to shape meaning and create effects,

including diction, syntax, tone, voice • Analyze/synthesize information to answer questions, generate

new knowledge

Saki (H.H. Munro)

“The Interlopers” pp. 428-434 1230L

On level

Short Story

Classic

British

Russian setting



from different cultures and eras • Examine short story elements, inc. setting, symbol, and irony • Examine use of language to shape meaning and create effects,


new knowledge

De Maupassant,

Guy

“Two Friends”

pp. 440-448 960L

On level

Short Story

19th Century French





from different cultures and eras • Examine short story elements, inc. setting, symbol, and irony • Examine use of language to shape meaning and create effects,


new knowledge

Poe, Edgar Allan

“The Pit and the

Pendulum” pp. 858-873

1020L

More challenging

Short Story

Classic

19th Century American

(WHII.3b)*

SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g

• Compare/contrast differences of techniques and literary forms from different cultures and eras

• Examine short story elements, inc. universal theme: nature of heroism

• Examine use of language to shape meaning and create effects, including diction, syntax, tone, voice

• Analyze/synthesize information to answer questions, generate new knowledge

Malory, Sir

Thomas

From Le Morte d’Arthur “The Crowning of

Arthur” pp. 1112 -1117

OR Sir Launcelot du Lake”

pp. 1118-1126 More challenging

Romance

15th Century

English

Instructors select from the novels below for instructional examples.

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g

• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms

from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: change vs. tradition, survival of

the fittest, search for self • Identify cultural archetypes: tragic hero, outcast/outsider • Evaluate how an author’s specific word choices, syntax, tone,

and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose

• Examine critical perspectives: historical, philosophical, cultural, reader response


Achebe, Chinua

Things Fall Apart

890L 209 pp

On grade level –

challenging context

Novel

African

Late 19th century Cultural

imperialism

(WHII.5d)*

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e

• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from

different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: coming of age, power of love

Jansen, Hanna,

and Elizabeth D. Crawford

Over a Thousand Hills I

Walk With You 790L

342 pp

Novel

(fictionalized biography)

African

Rwanda Genocide Holocaust literature



SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g

• Identify cultural archetypes: the innocent • Evaluate how an author’s specific word choices, syntax, tone,


• Examine critical perspectives: historical, biographical, philosophical, cultural, reader response

• Analyze/synthesize info: answer ques., generate new knowledge

Less challenging

(WHII12.b)*



from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: growing up, coming to terms with

the past • Identify cultural archetypes: Outsider/outcast, hero • Examine critical perspectives: Historical, reader response • Evaluate how an author’s specific word choices, syntax, tone,



Alvarez, Julia

In the Time of the

Butterflies 910L

352 pp

On level

Novel

Dominican Republic

(WHII.13)*



from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: struggle with self, tolerance, love

and friendship • Identify cultural archetypes: outsider/outcast, hero, faithful

companion, mother/father figure, scapegoat • Examine critical perspectives: Historical, reader response • Evaluate how an author’s specific word choices, syntax, tone,



Alexie, Sherman

The Absolutely True Diary of a Part-Time

Indian 600L

229 pp

Less challenging

Novel

Contemporary

American Indian

(WHII.16a)*





from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: change vs. tradition, gender roles,

discovery of the past, exile, effects of war • Identify cultural archetypes: tragic hero, outcast/outsider • Evaluate how an author’s specific word choices, syntax, tone,


• Examine critical perspectives: historical, biographical, feminist, cultural, reader response


Cao, Lan

Monkey Bridge

272 pp

On level Challenging context

Novel

Contemporary

Vietnamese American

(WHII.13c, 16a)*



different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: change vs. tradition, friendship,

mothers and daughters, power of love • Identify cultural archetypes: outsider/outcast • Evaluate how an author’s specific word choices, syntax, tone,


• Examine critical perspectives: historical, cultural, reader response


Tan, Amy

The Joy Luck Club

930L 288 pp

On level

Novel

Chinese/American

(WHII.13c, 16a)*



different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: coming of age, rite of passage,

effects of political activism • Identify cultural archetypes: the hero • Evaluate how an author’s specific word choices, syntax, tone,


• Examine critical perspectives: historical, cultural, reader resp. • Analyze/synthesize info: answer ques., generate new knowledge

Bell, William

Forbidden City: A Novel

of Modern China 790L

199 pp

Less challenging

Novel

Modern China

(WHII.13c, 16b)*





different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: coming of age, dying, guilt,

friendship, beauty • Identify cultural archetypes: outsider/outcast • Evaluate how an author’s specific word choices, syntax, tone,




Zusak, Markus

The Book Thief

576 pp

On level

Novel

Historical Fiction/

Coming of Age

German

(WHII.11, 12)*



different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: power of love, good overcoming

evil, the noble sacrifice, appearance vs. reality • Identify cultural archetypes: the hero • Evaluate how an author’s specific word choices, syntax, tone,




Dickens, Charles

A Tale of Two Cities

1130L 428 pp

More challenging

Novel

England/France

French Revolution

(WHII.6e)*





different cultures and eras: Bildüngsroman (or coming of age novel)

• Analyze the cultural or social function of literature • Identify universal themes: coming of age, struggle with self,

power of friendship • Identify cultural archetypes: the scapegoat • Evaluate how an author’s specific word choices, syntax, tone,




Knowles, John

A Separate Peace

1110L 204 pp

More challenging

Novel:

Coming of Age/ Bildüngsroman

WWII America

(WHII.12)*



different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: • Identify cultural archetypes: • Evaluate how an author’s specific word choices, syntax, tone,




Coelho, Paulo

The Alchemist

860L

208 pp

Novel:

Folk Tale Format

Northern Africa and Spain during pre-modern era

SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h


different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: effects of progress, struggle with

self, dangers of absolute power

Orwell, George

1984

1090L 328 pp

Novel:

Dystopian

London in the

“future”



SOL 10.4i SOL 10.5g

• Identify cultural archetypes: rebel • Evaluate how an author’s specific word choices, syntax, tone,






different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: power of knowledge, technology • Identify cultural archetypes: hero • Evaluate how an author’s specific word choices, syntax, tone,




Bradbury, Ray

Fahrenheit 451

890L

249 pp

Novel:

Dystopian

Unspecified city in

the future; post- Atomic war



different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: dangers of absolute power,

technology, truth vs. happiness • Identify cultural archetypes: outsider • Evaluate how an author’s specific word choices, syntax, tone,




Huxley, Aldous

Brave New World

870L

288 pp

Novel:

Dystopian

London, England and New Mexico, USA in the future



Summaries from Novels, Drama, and Long Nonfiction

1984: Written in 1948, 1984 was George Orwell’s chilling prophecy about the future. And while 1984 has come and gone, Orwell’s narrative is timelier than ever. 1984 presents a startling and haunting vision of the world, so powerful that it is completely convincing from start to finish. No one can deny the power of this novel, its hold on the imaginations of multiple generations of readers, or the resiliency of its admonitions—a legacy that seems only to grow with the passage of time.

A Separate Peace: At Devon, an exclusive New England prep school, in the summer prior to World War II, Gene and Phineas form a complex bond of friendship that draws out both the best and worst characteristics of each boy and leads ultimately to violence, a confession, and the betrayal of trust.

A Tale of Two Cities: Set in the turbulence before and during the French Revolution in the cities of Paris and London, A Tale of Two Cities tells the story of Dr. Manette's release from imprisonment in the Bastille and his reunion with daughter, Lucie. A French aristocrat Darnay and English lawyer Carton compete in their love for Lucie and the ensuing tale plays out against the menacing backdrop of the French Revolution and the shadow of the guillotine.

Brave New World: Aldous Huxley’s novel is set primarily in London of 2540 AD (or 632 AF (after Ford)), though a portion of the novel transpires in the New Mexico Savage Reservation. The world is now governed as one state. This futuristic setting is home to a very technologically advanced society in which people are engineered to be born as members of one of five different castes. Brave New World begins as a futuristic story of a Utopian society. As the story unfolds and the true nature of this ‘ideal society’ is revealed, it looks less and less appealing.

Cyrano de Bergerac: This is Edmond Rostand's immortal play in which chivalry and wit, bravery, and love are forever captured in the timeless spirit of romance. Set in Louis XIII's reign, it is the moving and exciting drama of one of the finest swordsmen in France, a gallant soldier, brilliant wit, and tragic poet- lover with the face of a clown.

Fahrenheit 451: Ray Bradbury’s internationally acclaimed novel Fahrenheit 451 is a masterwork of twentieth-century literature set in a bleak, dystopian future. Guy Montag is a fireman. In his world, where television rules and literature is on the brink of extinction, firemen start fires rather than put them out. His job is to destroy the most illegal of commodities, the printed book, along with the houses in which they are hidden.

Forbidden City: A Novel of Modern China: Alex, 17-year-old war aficionado and son of a Canadian cameraman, accompanies his father to China and becomes enmeshed in the Tiananmen Square incident of 1989. A blood-and-thunder story, incidents are piled on one another with convincing background descriptions and a bird's-eye view of the events of that brutal spring.

In the Time of the Butterflies: This tale of courage and sisterhood set in the Dominican Republic during the rise of the Trujillo dictatorship is a skillful blend of fact and fiction inspired by the true story of the three Mirabal sisters who, in 1960, were murdered for their part in an underground plot to overthrow the government. Alvarez breathes life into these historical figures--known as "las mariposas," or "the butterflies," in the underground--as she imagines their teenage years, their gradual involvement with the revolution, and their terror as their dissidence is uncovered.

Monkey Bridge: Mai Ngyuen, the young Vietnamese narrator, arrives with her mother in the U.S. just before the fall of Saigon in 1975. Ending up in Arlington, Virginia, Mai adjusts to American life while her mother is haunted by her losses. Both make connections to the past and present with the bamboo bridges over Vietnam waterways as a potent symbol of links and relationships.



Night: The book, a haunting memoir of a scholarly and pious teen who survives the horror of the Holocaust and the genocidal campaign that consumed his family, is author Elie Wiesel’s first step in his lifelong project to bear witness for those who died. His memories of the nightmare world of the death camps present him with an intolerable question: how can the God he once so fervently believed in have allowed these monstrous events to occur?

Over a Thousand Hills I Walk With You: Eight-year-old Jeanne was the only one of her family to survive the 1994 Rwanda genocide. Her German adoptive mother now tells Jeanne's story in a fictionalized biography that stays true to the traumatized child's bewildered viewpoint with vividly remembered details of an African world where the mundane experiences of daily life were cataclysmically interrupted by a few months of unimaginable violence. Jeanne's courage, will to live, and understandable anger come through clearly. The young woman's adoptive mother's childhood memories, mentioned in one of the chapter introductions, make explicit the connection between Rwanda and Germany.

The Alchemist: Paulo Coelho's masterpiece tells the mystical story of Santiago, an Andalusian shepherd boy who yearns to travel in search of a worldly treasure. His quest will lead him to riches far different—and far more satisfying—than he ever imagined. Santiago's journey teaches us about the essential wisdom of listening to our hearts, of recognizing opportunity and learning to read the omens strewn along life's path, and, most importantly, to follow our dreams. The Absolutely True Diary of a Part-Time Indian: In this humorous and heartbreaking contemporary literature, Junior narrates his first-person account of growing up as a Spokane Indian on the reservation and the trials he faces with his family, girl and friend dramas, the developments associated with adolescence, and attending the all-white school in order to advance his academics.

The Book Thief: Death himself narrates the World War II-era story of Liesel Meminger, living with foster parents in Germany, who collects stolen books as well as a peculiar set of friends. Death is not a sentimental storyteller, but he does attend to an array of satisfying details, giving Liesel’s story all the nuances of chance, folly, and fulfilled expectation in a “story in which books become treasures."

The Joy Luck Club: In 1949 four Chinese women, recent immigrants to San Francisco, begin meeting. United in shared unspeakable loss and hope, they call themselves the Joy Luck Club. The club members and their daughters alternate with stories of their lives, tales that are stunning, funny, and heartbreaking. The narrators reveal secrets, trying to unravel the truth about their lives to reconcile both the deep connection and generational gap between mothers and daughters.

Things Fall Apart: The classic novel, in fable-like prose, depicts the rise and fall of Okonkwo, a Nigerian whose sense of manliness is more akin to that of his warrior ancestors than to that of his fellow clansmen who have converted to Christianity. The tough, proud, hardworking Okonkwo is at once a quintessential old-order Nigerian and a universal character, both cruel and sympathetic.

Twelve Angry Men: Sequestered in a closed room, the twelve jurors must decide in this drama the fate of a young man who has been accused of first-degree murder and faces the death penalty. One juror must tactically argue to convince the other jurors that this case has significant "reasonable doubt."



Rationales, Controversial Content, and Alternative Text 1984, by George Orwell Rationale: Well-known dystopian satire whose vernacular ("doublethink," "Big Brother") has become a significant part of modern popular culture. Central themes of privacy, personal identity, and the balance between an intrusive government and personal autonomy. Controversial Content: Sexual situations, alcohol, violence. Alternative Text: Anthem, by Ayn Rand

A Separate Peace, by John Knowles Rationale: Structured as a bildungsroman, the novel explores adolescence during wartime, when the entire country is losing its innocence. Explores themes such as coming of age, archetypes like the scapegoat, and multiple critical perspectives (historical, philosophical, reader response). Controversial Content: Violence. Alternative Text: Peace Breaks Out, by John Knowles*

A Tale of Two Cities, by Charles Dickens Rationale: Rich interweaving of political and personal realities; universal themes of injustice, love, good vs. evil, and appearance vs. reality; exploration of the hero archetype, and multiple critical perspectives. Controversial Content: Brief sexual content, violence. Alternative Texts: Great Expectations, by Charles Dickens



Brave New World, by Aldous Huxley Rationale: Dystopian novel of a society organized around instant gratification and consumerism. Explores themes including the dangers of absolute power, truth/happiness, and civilization/chaos; cultural archetypes present in the novel include the outsider; multiple critical perspectives. Controversial Content: Drug and alcohol use; sexual situations. Alternative Texts: 1984, by George Orwell

Cyrano de Bergerac, by Edmond Rostand Rationale: Romantic exploration of chivalry, wit, bravery, and love. Conventions of drama across eras, including irony, asides, and soliloquy; themes of appearance/reality, love; multiple critical perspectives. Controversial Content: None. Alternative Texts: Twelfth Night, by William Shakespeare

Fahrenheit 451, by Ray Bradbury Rationale: Classic science fiction novel exploring mankind's impulse to suppress what it doesn't understand. Overlaid with the cultural tone of the Cold War, media and entertainment become the opiate of the masses, and the power of text becomes the enemy of the state. Themes of the power of knowledge and the potential uses and misuses of technology. Controversial Content: Violence. Alternative Texts: Brave New World, by Aldous Huxley



Forbidden City: A Novel of Modern China, by William Bell Rationale: Coming of age novel exploring the motif of rites of passage and the effects of political activism; cultural archetype of the hero. Closely based on eyewitness accounts of the massacre in Tiananmen Square; invites analysis of cultural, historical, and political context. Controversial Content: Violence, potentially sensitive political commentary. Alternative Texts: A Long Way Gone, by Ishmael Beah

In the Time of Butterflies, by Julia Alvarez Rationale: Novel of political resistance during the dictatorship of Trujillo; told through the voices of four sisters (the "butterflies") who gave their lives in a fight for liberty. Univeral themes include coming of age, political oppression/personal freedom; exploration of the outsider/outcast and the hero archetypes. Controversial Content: Violence, war. Alternative Texts: Angela's Ashes: A Memoir, by Frank McCourt, How the Garcia Girls Lost Their Accents, by Julia Alvarez *

Monkey Bridge, by Lan Cao Rationale: Narrated by a young Vietnamese immigrant who arrived in the U.S. just before the fall of Saigon; structured around her adjustment to American life in the shadow of the losses that haunt her mother. Themes of change/tradition, mothers/daughters, love; cultural archetype of the outsider/outcast. Controversial Content: Sexual references. Alternative Texts: Paradise of the Blind: A Novel, Duong Thu Huong *



Night, by Elie Wiesel Rationale: Memoir of a teenage Holocaust survivor; story is told as a first step in the author's mission to bear witness for those who died. Themes include faith/loss of belief, coming of age, state/individual. Controversial Content: Mass murder, violence. Alternative Texts: Sarah's Key, by Tatiana de Rousnay *

Over a Thousand Hills I Walk with You, by Hanna Jansen and Elizabeth D. Crawford Rationale: Fictionalized biography of Jeanne, the lone survivor of her family's massacre in the Rwandan genocide. Explores themes of coming of age and the power of love; cultural archetype of the innocent. Invites application of multiple critical perspectives. Controversial Content: Violence. Alternative Texts: Broken Memory: A Novel of Rwanda, by Elisabeth Combres*

The Alchemist, by Paulo Coelho Rationale: Mystical story of Santiago, whose quest for worldly travel teaches readers about the wisdom of knowing oneself, recognizing opportunity, and following our dreams. Unique critical perspective; themes of self-awareness, identity. Controversial Content: None. Alternative Texts: Things Fall Apart, by Chinua Achebe



The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie Rationale: As Junior narrates his first-person account of growing up as a Spokane Indian on the reservation while attending an all-white school, universal themes of struggle with self, tolerance, love, and friendship are explored through multiple critical perspectives. Cultural archetypes of outsider/outcast, hero, faithful companion, mother/father figure, scapegoat. Controversial Content: Sexual content. Alternative Texts: A Lesson Before Dying, by Ernest Gaines

The Book Thief, by Markus Zusak Rationale: Personified Death narrates this World War II era story of Liesel, who collects stolen books to create a "story in which books become treasures." Universal themes of coming of age, death, guilt, friendship, and beauty; cultural archetypes of the outsider/outcast. Controversial Content: War, violence. Alternative Texts: Fahrenheit 451, by Ray Bradbury

The Joy Luck Club, by Amy Tan Rationale: Explores the potentially tense relationships between mothers and daughters, focusing on a Chinese-American family. Universal themes of change/tradition, friendship, mothers and daughters, power of love. Controversial Content: Violence, sexual content, drug use. Alternative Texts: The Kitchen God's Wife, by Amy Tan*



Things Fall Apart, by Chinua Achebe Rationale: Fable-like prose depicts the rise and fall of Nigerian citizen Okonkwo, whose old-order Nigerian values contrast with his clansmen, who have converted to Christianity. Explores universal themes of change/tradition, survival of the fittest, and search for self. Cultural archetypes of the tragic hero and the outcast/outsider. Controversial Content: Cultural appropriation. Alternative Texts: The Alchemist, by Paulo Coelho

Twelve Angry Men, by Reginald Rose Rationale: Story of twelve jurors determining the fate of a man facing the death penalty, overcoming assumptions and stereotypes to consider the facts of the case that lead to reasonable doubt. Presents the conventions of drama; universal themes of justice and prejudice; cultural archetype of the loner. Controversial Content: Classism Alternative Texts: Cyrano de Bergerac, by Edmond Rostand

• Books that need to be vetted.

Documents

Tenth Grade Curriculum Reading List