a correlation of pearson common core...

A Correlation of Pearson

Common Core Literature West Virginia Edition

Grade 12, ©2015

to the

West Virginia 2014-2020

Group II – English Language Arts

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Table of Contents

NON–NEGOTIABLE (Generic) EVALUATION CRITERIA .................................................................................................................. 3 GENERAL EVALUATION CRITERIA .............................................................................................................................................. 32 SPECIFIC EVALUATION CRITERIA .............................................................................................................................................. 58

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PUBLISHER: Pearson Education Inc., publishing as Prentice Hall SUBJECT: English Language Arts SPECIFIC GRADE: 12

COURSE: Language Arts 6–12 TITLE: Pearson Common Core Literature, West Virginia Edition

COPYRIGHT 2015

SE ISBN: 9781269750639

TE ISBN: 9781269740203

NON–NEGOTIABLE (Generic) EVALUATION CRITERIA

2014–2020 Group II – English Language Arts

Grade 12

Yes No CRITERIA NOTES

Equity, Accessibility and Format

1. INTER–ETHNIC The instructional materials meet the inter–ethnic requirements – concepts, content and illustrations – as set by West Virginia Board of Education Policy (Adopted December 1970).

Pearson Common Core Literature: The British Tradition chronicles the literary, social, and cultural development of English literature through a wide range of voices that reflect the history of England and all the countries it influenced during the expansion of the British Empire. The literary selections, the illustrations, and photographs in the Student Edition represent the full breadth of racial groups, nationalities, and cultures that have contributed to and have been shaped by the development of Great Britain. People of diverse backgrounds, genders and origins are represented both as

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protagonists in fictional stories and as the subjects of informational writing. Authors and illustrators of the literary selections represent a wide range of ethnic groups as well.

2. EQUAL OPPORTUNITY The instructional materials meet the requirements of equal opportunity – concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures – as set by West Virginia Board of Education Policy (Adopted May 1975).

Pearson Common Core Literature avoids stereotyping and provides a balance of genders at each grade level; students also read about older people and individuals with physical challenges.

3. FORMAT This resource is available as an option for adoption in an interactive electronic format.

Pearson Common Core Literature offers students a variety of digital resources. Online Student Edition: The Online Student Edition provides selection audio and video at point–of–use. Online Writer’s Notebook: Direct students to the Online Writer’s Notebook as a resource for the Close Reading Activities for each selection. The teacher can monitor student progress at all times. Close Reading Tool: The Close Reading Tool allows students to practice strategies in a digital environment. Prompts and tools for making the text help students immediately apply what they have learned. ExamView® Assessment Suite: This tool makes it possible to create, administer, and manage assessments to make it easier to assess student performance frequently.

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Text Selection

Complexity of Texts: The submission exhibits concrete evidence that research–based quantitative measures as well as qualitative analysis have been used in selection of complex texts that align to the standards. Further, submissions will include a demonstrable staircase of text complexity as materials progress across grade bands.

4. Texts for each grade band align with the complexity requirements outlined

in the objectives. Rare exceptions (in which the qualitative measure has trumped the quantitative measure and placed the text outside the grade band) are usually reserved for literary texts in the upper grades, with clear explanation offered.

Pearson Common Core Literature meets the text complexity grade level band requirements outlined in West Virginia Objectives. Text Complexity Rubrics in the Teacher’s Edition identify quantitative and qualitative information about each selection in the program. In addition, the Text Complexity Rubrics provide Reader and Task suggestions that enable teachers to tailor instruction for struggling, on–level, above level, and advanced students so all students are able to access the same text. Examples: Text Complexity Rubrics, 20, 40, 84, 92, 93, 170, 254, 266, 274, 298, 506, 734 Text Complexity Reader and Task Support Suggestions, 21, 40, 84, 171, 255, 267, 275, 299, 507, 735

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5. Instructional materials include shorter, challenging texts that elicit close

reading and multiple readings for varied purposes.

Pearson Common Core Literature offers short, challenging texts within each unit. In the Introductory Unit, the Comprehending Complex Texts Workshop provides students with strategies for reading a text closely multiple times. Example: pp. lviii–lxiii Comprehending Complex Texts, Each of the six units of the program explores literature from consecutive periods in American History. The Multiple Perspectives on the Era feature that precedes each unit provides a framework for close reading of texts and also models and encourages multiple readings from a variety of critical perspectives. For examples see: Essential Questions Across Time, 6–13, 240–247, 468–475, 720–727, 946–953, 1126–1133; Recent Scholarship, 14–15, 248–249, 476–477, 728–729, 954–955, 1134–1135 In addition, each unit part is a text set, with selections intrinsically connected by period, theme, or genre. The Connecting to the Essential Question feature deepens close reading of selections by applying the questions posed in Multiple Perspectives on the Era to the selections in the text sets. Examples: Connecting to the Essential Question, 18, 38, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 In addition, a Close Reading Focus at the beginning of each selection provides an analysis of a literary skill or a focus on genre, as well as an introduction to a critical reading strategy. Examples: Preparing to

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Read Complex Texts, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 Point of use notes and questions deepen students’ awareness of the strategy. Examples: 48, 101, 141, 381, 507, 971, 1016, 1049, 1277 To assist struggling readers and to enhance reading for all, teacher’s edition Multidraft Reading notes encourage teachers to assign the text in chunks and apply multidraft reading protocols. Examples: Multidraft Reading, 19, 39, 83, 253, 481, 819, 867, 959, 1029, 1073, 1219

6. Instructional materials, including read aloud selections, provide all students

extensive opportunities to encounter and comprehend grade–level texts and beyond.

Pearson Common Core Literature offers a rich array of grade–level complex texts, and each student whatever their learner level, encounters the same text. To ensure students are able to experience even complex texts without difficulty, the Close Reading Focus feature that introduces individual selections and text sets provides close reading strategies as well as exploration of literary elements and genres. Examples: Think Aloud: Model the Skill, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 Point of use notes and questions deepen students’ awareness of the strategy. Examples: 48, 101, 141, 381, 507, 971, 1016, 1049, 1277 Activating Prior Knowledge notes in the Teacher’s Edition provide further opportunities for instructors to help students find a way into

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even complex texts using knowledge and experiences. Examples: Activating Prior Knowledge, 20, 40, 84, 254, 482, 820, 868, 960, 1030, 1074, 1220 Contemporary Connection texts in each unit link historical themes and genres with modern ideas and forms of expression. Examples: Contemporary Connections, 77, 293, 854, 769, 1061, 1281 Critical Reading questions follow selections or text sets and provide students with opportunities to revisit key ideas and details through a range of strategies. Examples: Critical Reading, 28, 126, 371, 610 The Close Reading Activities that follow selections and text sets further develop the reading strategies and literary analysis skills introduced in the Close Reading Focus. Examples: Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185 The Teacher’s Edition includes Differentiated Instruction notes at point–of–use with recommendations for below level readers, English learners, and above level readers. Examples: pp. 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739, 761, 781

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Additional ancillary support in the program includes the following: The Close Reading Tool allows students to interact with the text digitally. Reader’s Notebook with in–depth support designed specifically for the needs of ELLs, Spanish–speaking students, and struggling readers. Vocabulary and Reading Warm–ups are available online.

Range of Text: Instructional materials must reflect the distribution of text types and genres required by the standards.

7. In grades K–5, ELA programs shift the balance of texts and instructional

time to 50% literature / 50% informational high–quality text. In grades 6‐12, ELA programs shift the balance of texts and instructional time toward reading a blend of literary fiction, literary nonfiction and other informational texts.

Pearson Common Core Literature provides a range of reading opportunities, from narrative fiction, to poetry, to drama, to nonfiction literary selections, to functional texts and documents. The Range of Reading Table of Contents, located in the front of each book identifies the genres of each text included in the program. Range of Reading Table of Contents, xxviii–xxxiv; Skills Workshops, xxxv

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8. Instructional materials provide a thoughtful sequence or collection of texts

that build knowledge systematically through reading, writing, speaking and listening. Specific anchor texts of grade–level complexity are selected for close reading.

Pearson Common Core Literature: The British Tradition chronicles the literary, social, and cultural development of English literature through a wide range of voices that reflect the history of England and all the countries it influenced through a series of chronological units using reading selections and visual sources that are intrinsically connected by period, theme, and genre. The Multiple Perspectives on the Era feature that precedes each unit introduces students to the defining questions, artistic, social, and political, that shaped each era of The British Tradition. For examples see: Essential Questions Across Time, 6–13, 240–247, 468–475, 720–727, 946–953, 1126–1133; Recent Scholarship, 14–15, 248–249, 476–477, 728–729, 954–955, 1134–1135 In addition, each unit part is a text set, with selections connected by more precise elements of period, theme, or genre. The Connecting to the Essential Question feature deepens close reading of selections by applying the questions posed in Multiple Perspectives on the Era. Examples: Connecting to the Essential Question, 18, 38, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 Every unit includes both an Anchor Text and an Exemplar Text, each clearly identified in the table of contents. Anchor Texts are significant texts in each Unit Part that exemplify the part’s theme or genre. Exemplar Texts focus on

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literary skills by examining selections essential to the program’s canonical offerings. Examples: Anchor Text, 20, 40, 138, 185, 254, 285, 322, 482, 682, 854, 854; Exemplar Texts, 96, 309, 679, 775, 890, 991 Following each reading or series of readings in the text set, students are prompted to re–read the text exploring its language, its key ideas, its structure, and merit. Students engage in academic discussions about the text, research an aspect of the text, and write about the text, using citations from the selection to support their conclusions. Examples: Critical Reading, 88, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059,; Close Reading Activities, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095

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9. Additional instructional materials increase the opportunity for regular

independent reading of texts that appeal to students.

Titles featured on the Independent Reading pages at the end of each unit represent a range of reading, including stories, dramas, and poetry, as well as literary nonfiction and other types of informational text. Choosing from among these titles will help students read works at increasing levels of text complexity. Notes in the Teacher’s Edition provide further support by encouraging the development of Literature Circles and by organizing independent reading titles in Text Complexity Charts accompanied by Reader and Task Support Suggestions. Examples: Titles for Extended Reading & Preparing to Read Complex Texts, 232–233, 460–461, 712–713, 938–939, 1118–1119, 1486–1487

Quality of Texts: High–quality texts are worth reading closely and exhibit exceptional craft and thought, and provide useful information.

10. Literary texts must be content rich, well–crafted, and representative of a

variety of genres and subject matter.

The texts in Pearson Common Core Literature have been carefully selected to enable students to encounter a wide and rich range of literary and informational texts. Texts including foundational documents, literature, plays, dramas, myths, stories, and articles that represent diverse cultures and subject matter. Table of Contents, viii–xxvii; Range of Reading, xxviii–xxxiv; Skills Workshops, xxxv

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11. Informational texts must provide opportunities to develop rich content

knowledge in a variety of disciplines and must reflect quality writing appropriately calibrated for students in the band level.

Pearson Common Core Literature provides a range of reading opportunities, from nonfiction literary selections, to functional texts and documents. The Text Sets draw on various genres including nonfiction, Web articles, media clips, illustrations, photographs, and newspaper/ magazine articles. Additional informational text can be found in the Online Literature Library in the Online Student Edition. The Range of Reading Table of Contents, located in the front of each book identifies the genres of each text included in the program. Range of Reading, xxviii–xxxiv

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Text–Dependent and Text–Specific Questions: Questions in the instructional materials are high–quality, text–dependent and text–specific, drawing student attention to the significant aspects of the text.

12. High–quality sequences of text–dependent questions and tasks require the use of textual evidence according to grade–specific objectives.

Following each selection are Critical Reading questions and Close Reading Activities. Critical Reading questions provide students with opportunities to revisit key ideas and details through a range of strategies using textual evidence. Examples: Critical Reading, 88, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059, 1082, 1475, 1181, 1184 The Close Reading Activities that follow selections and text sets further develop the literary analysis skills by encouraging students to use the skills they learned before the readings. Examples: Literary Analysis, 196, 261, 270, 279, 305, 358, 397, 416, 491, 501, 596 In addition, Close Reading Activities include a range of writing assignments based on the genre, themes, ideas or cultural context of the texts they have just read. For examples see: Writing, 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1168, 1186, 1206, 1243, 1270, 1307, 1399, 1431, 1443 Text Set Workshops at the end of each unit provide opportunities for students to further explore the fundamental connections among the texts that made up each of the parts of the unit. Examples: Text

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Set Workshops, 226a –226b, 454a–454b, 706a –706b, 932a–932b, 1112a–1112b, 1480a–1480b

13. Questions and tasks support students in analyzing the academic language

(vocabulary and syntax) prevalent in complex texts.

Pearson Common Core Literature highlights academic vocabulary throughout the textbook. Each grade contains a comprehensive academic vocabulary lesson in the Introductory Unit. Building Academic Vocabulary, xlviii–lv Each unit focuses on a set of academic vocabulary words that are related to the unit’s Essential Questions Across Time. These words are revisited throughout the unit. Examples: Essential Question Vocabulary, 10, 12, 16, 470, 473 In addition, high utility selection vocabulary is taught in conjunction with each text. In the Building Knowledge and Insight feature that precedes every selection, students are presented with a listing of vocabulary words. Examples: Vocabulary, 18, 38, 82, 120, 168, 252, 264, 272, 296, 480, 494, 504, 558, 588, 732, 746, 758, 910, 958, 976, 1028, 1086, 1170 Additional vocabulary words appear in the Close Reading Activities that follow each text. Examples: Vocabulary Acquisition and Use, 66, 121, 136, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1069, 1084, 1150, 1168, 1186, 1205, 1243 Each unit contains a Language Study Workshop that provides multiple opportunities for students to practice and master a key vocabulary skill. Examples:

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Language Study Workshop, 224–225, 452–453, 704–705, 930–931, 1110–1111, 1478–1479

Scaffolding and Supports: The instructional materials provide all students, including those who read below grade level, with extensive opportunities to encounter and comprehend grade–level complex texts (either listened to or read) as required by the objectives. Instructional materials direct teachers to return to focused parts of the text to guide students through rereading, discussion and writing about the ideas, events and information regularly and systematically.

14. Pre–reading activities and suggested approaches to teacher scaffolding

are highly focused and begin with the text itself. Pre–reading activities should be no more than 10% of time devoted to any reading instruction and should exclude a summary of the text.

The multi–genre Unit Parts–which are text sets with selections intrinsically connected by period, theme, or genre–draw on various genres such as fiction, nonfiction, poetry, drama, Web articles, media clips, and magazine articles. The pre–reading activities themselves begin with the text and devote no more than 10% of time to pre–reading instruction. They are presented on the Building Knowledge and Insight page. Every selection or text set begins with instruction on a critical reading strategy in the Preparing to Read Complex Texts feature, which includes a graphic organizer, to be used as the student reads. Examples: Preparing to Read Complex Texts, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218

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15. Instructional materials must be built with the goal of students gaining full

comprehension of complex texts. Reading strategies have to support comprehension of specific texts and focus on building knowledge and insight. Texts must not serve solely as platforms to practice strategies.

Pearson Common Core Literature offers a rich array of grade–level complex texts, and each student whatever their learner level, encounters the same text. To ensure students are able to experience even complex texts without difficulty, the Close Reading Focus feature that introduces individual selections and text sets provides close reading strategies as well as exploration of literary elements and genres. In addition, the Teacher’s Edition supports the Close Reading Focus with a Think Aloud: Model the Skill script. Examples: Think Aloud: Model the Skill, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 Point of use notes and questions deepen students’ awareness of the strategy. Examples: 48, 101, 141, 381, 507, 971, 1016, 1049, 1277 Activating Prior Knowledge notes in the Teacher’s Edition provide further opportunities for instructors to help students find a way into even complex texts. Examples: Activating Prior Knowledge, 20, 40, 84, 254, 482, 820, 868, 960, 1030, 1074, 1220 Contemporary Connection texts in each unit link historical themes and genres with modern ideas and forms of expression. Examples: Contemporary Connections, 77, 293, 854, 769, 1061, 1281 Critical Reading questions follow selections or text sets and provide students with opportunities to revisit key ideas and details. Examples:

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Critical Reading, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059, 1082, 1475, 1181, 1184 The Close Reading Activities that follow selections and text sets further develop the reading strategies and literary analysis skills. Examples: Close Reading Activities, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745 The Teacher’s Edition includes Differentiated Instruction notes at point–of–use with recommendations for below level readers, English learners, and above level readers. Examples: Differentiated Instruction notes, 103, 117, 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739

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16. Questions and tasks require careful comprehension of the text as a

precursor for asking students for evaluation or interpretation.

Following each selection are Critical Reading questions and Close Reading Activities. Critical Reading questions provide students with opportunities to revisit key ideas and details. Examples: Critical Reading, 88, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059, 1082, 1475, 1181, 1184 The Close Reading Activities that follow selections and text sets further develop the literary analysis skills. Examples: Literary Analysis, 196, 261, 270, 279, 305, 358, 397, 416, 491, 501, 596 In addition, Close Reading Activities include a range of writing assignments based on the genre, themes, ideas or cultural context of the texts they have just read. These Writing assignments require students to re-examine the texts and use them to generate their own writing. For examples see: Writing, 66, 121, 136, 153, 197, 262, 271, 280, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1168, 1186, 1206, 1243

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17. Questions and tasks that address academic language (vocabulary and

syntax) support students in analyzing the meaning of complex texts.

Pearson Common Core Literature highlights academic vocabulary throughout the textbook. Each grade contains a comprehensive academic vocabulary lesson in the Introductory Unit. Building Academic Vocabulary, xlviii–lv Each unit focuses on a set of academic vocabulary words that are related to the unit’s Essential Questions Across Time. These words are revisited throughout the unit. Examples: Essential Question Vocabulary, 10, 12, 16, 470, 473 In addition, high utility selection vocabulary is taught in conjunction with each text. In the Building Knowledge and Insight feature that precedes every selection, students are presented with a listing of vocabulary words. Examples: Vocabulary, 18, 38, 82, 120, 168, 252, 264, 272, 296, 480, 494, 504, 558, 588, 732, 746, 758, 910, 958, 976, 1028, 1086, 1170 Additional vocabulary words appear in the Close Reading Activities that follow each text. Examples: Vocabulary Acquisition and Use, 66, 121, 136, 197, 212, 280, 290, 306, 359, 377, 398, 417, 492, 537, 580, 597, 627, 663, 704, 745, 754, 793, 851, 865 Each unit contains a Language Study Workshop that provides multiple opportunities for students to practice and master a key vocabulary skill. Examples: Language Study Workshop, 224–225, 452–453, 704–705, 930–931, 1110–1111, 1478–1479

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18. Instructional materials offer monitoring/assessment opportunities that

genuinely measure progress. Progress must include gradual release of supporting scaffolds for students to measure their independent abilities.

Each unit of instruction includes formative assessment opportunities, such as Close Reading Activities, to help monitor students’ progress and scaffold instruction. Examples: Close Reading Activities, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085 At the conclusion of each unit an Assessment Workshop allows students to apply and reinforce their mastery of West Virginia standards and skills taught in the unit. Examples: Assessment Workshop, 226–231, 454–459, 706–711, 932–937, 1112–1117 Close Reading Focus notes help students focus on the text. Examples: 48, 101, 141, 381, 507, 971, 1016, 1049, 1277 Self–Evaluation Rubrics exist for the Writing Workshop. Examples: Rubrics, 221, 449, 701, 927, 1107 Selected–Response Selection Tests and Open–Book Tests monitor students’ skill mastery. Open–Book Tests require students to provide textual evidence to support their responses. A Benchmark Test assesses all skills taught within the unit including reading, writing, vocabulary, and grammar. Questions require students to provide textual evidence in their responses.

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ExamView® Assessment Suite: This tool makes it possible to create, administer, and manage assessments to make it easier to assess student performance frequently.

19. Instructional materials must provide both reteaching and additional student

learning opportunities.

The Close Reading Activities that follow selections and text sets reteach the reading strategies and literary analysis skills introduced in the Close Reading Focus. Examples: Close Reading Activities, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745 Close Reading Focus notes help students focus on the text. Examples: 48, 101, 141, 381, 507, 971, 1016, 1049, 1277 The Teacher’s Edition includes Differentiated Instruction notes at point–of–use with recommendations for below level readers, English learners, and above level readers. Examples: 103, 117, 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739 Text Set Workshops provide opportunities for reteaching the fundamental connections among the texts that made up each of the parts of the unit. Examples: Text Set Workshops, 226a –226b, 454a–454b, 706a –706b, 932a–932b, 1112a–1112b, 1480a–1480b Additional ancillary support in the program includes the following: The Close Reading Tool allows students to interact with the text digitally

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Reader’s Notebook with in–depth support designed specifically for the needs of ELLs, Spanish–speaking students, and struggling readers. Vocabulary and Reading Warm–ups are available online, and teachers can choose to implement as needed.

Writing to Sources Instructional materials must adequately address the writing objectives for the grade.

20. Instructional materials provide opportunities for writing based on what

students have read, heard or viewed according to grade–specific objectives.

Writing is prevalent throughout the program through the Close Reading Activities, Writing Workshop, and the Assessment Workshop. Following each selection are Close Reading Activities. Here students will find Writing to Sources features, which present writing assignments in response to the text. Examples: Writing to Sources, 66, 121, 153, 197, 271, 280, 306, 341 The Writing Workshops provide detailed instruction on writing to sources and include models and step–by–step revision instructions. Examples: Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475 The Assessment Workshop includes Timed Writing activities and Performance Tasks. These responses require careful analysis of the texts and evidence to support the responses. Examples: Timed Writing, 166, 435, 551, 809, 1215; Performance Tasks, 230, 458, 710, 936, 1116, 1484 Online EssayScorer is available with prompts for all modes or writing for additional practice.

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SummaryScorer is an automated summary writing tool for evaluating reading comprehension and providing writing instruction in literature.

21. Instructional materials provide prominent and varied writing opportunities

focusing on the following writing types and progressions: • Grades K–2 must include opportunities for informative/explanatory,

opinion and narrative writing. • Grades 3–5: informative/explanatory 35%, opinion 30%, narrative

35% • Grades 6–8: informative/explanatory 35%, argument 35%, narrative

30% • Grades 9–12: informative/explanatory 40%, argument 40%,

narrative 20%

They also may reflect blended forms.

Pearson Common Core Literature fully complies with these requirements. The Introductory unit of each book presents an in–depth exploration of Analyzing Arguments and performing short term and long–term research. The Writing Workshop lessons and Writing to Sources activities embedded within each unit reflect the requirements outlined in the West Virginia Generic Evaluation Criteria. Examples: Informative/ Explanatory Writing: Writing Workshop: write a reflective essay, 694–701, create a multimedia presentation, 920–927, historical investigation (write a report), 1096–1107; Text Set Workshop (writing), writing, 226a; Writing (explanatory and informative texts), 75, 262, 435, 551, 676, 809, 975, 1027, 1038, 1168 Argumentative Writing: Writing Process: write a persuasive essay (argument), 442–449 create a multimedia presentation, 920–927; Timed Writing, 166, 603, 1021; Text Set Workshop: writing, 226a, 454a, 706a, 932a, 1112a, 1480a Narrative Writing: Writing Workshop: autobiographical narrative, 214–221, short story, 1468–1475; Writing: interior monologue, 197, parable, 306, narrative speech, 341, soliloquy, 377, script for a scene, 1270, biographical sketch, 1357, scene from an absurd drama, 1387

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22. Instructional materials provide opportunities for short, focused research

projects to guide students in developing the expertise needed to conduct research as stated in grade–specific objectives.

Students are expected to perform both short–term and long–term research throughout Pearson Common Core Literature. Students perform routine research with each Text Set Workshop, taking notes and then using what they have learned to inform their written responses to texts. Examples: Text Set Workshop, 226a –226b, 454a–454b, 706a –706b, 932a–932b, 1112a–1112b, 1480a–1480b Common Core Workshop: Conducting Research, lxxii–lxxvii Writing Workshop: multimedia presentation, 920–927, historical investigation, 1096–1107; Writing to Sources, 879, 1365; Text Set Workshop: research, 226b, 454b, 706a, 932b, 1112b, 1480b; Speaking and Listening: solve a research problem, 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295

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Speaking and Listening To be aligned to the Next Generation Content Standards and Objectives, instructional materials must reflect communication skills required for real–world applications and for college and career readiness. Instructional materials should promote frequent and regular discussions about what students have read, heard or viewed.

23. Instructional materials used in speaking and listening tasks must meet

the criteria for complexity, range and quality of texts.

Pearson Common Core Literature provides ample opportunity for students to engage in meaningful speaking and listening tasks: A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class. Examples: Speaking and Listening Workshop, 222–223, 450–451, 702–703, 928–929, 1108–1109, 1476–1477 Speaking and Listening activities are provided throughout the text. Examples: 223, 451, 703, 929, 1109, 1477 Discussion opportunities exist with all Critical Reading and Close Reading activities. Examples: Critical Reading, 88, 276, 278, 304, 375, 415; Close Reading, 65, 151, 196, 261, 270, 279, 305 Assessment Workshop: Performance Tasks include Speaking and Listening activities where students apply and reinforce standards and skills. Examples: Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485

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24. Instructional materials provide students frequent, real–world

opportunities to engage effectively in a range of discussions and collaborations that build on the ideas of others.

Pearson Common Core Literature provides ample opportunity for students to engage in meaningful academic discussions: Connecting to the Essential Question provides discussion opportunities before each reading. Examples: 18, 38, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 Speaking and Listening activities are provided throughout the text. Examples: Small-Group Discussion, 15, 249; Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730 Discussion opportunities exist with all Critical Reading and Close Reading activities. Examples: Critical Reading, 88, 276, 278, 304, 375, 415; Close Reading, 65, 151, 196, 261, 270, 279, 305 A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class. Examples: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477 Assessment Workshop: Performance Tasks include Speaking and Listening activities where students apply and reinforce standards and skills. Examples: Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485

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25. Instructional materials provide opportunities to develop active listening

skills, such as asking relevant questions and elaborating on remarks of others. In grades 3–12, this includes note taking.

Speaking and Listening activities are provided throughout the text. Students are provided with guidelines for taking part in collegial discussions and directed to cite textual evidence as they discuss each work. Examples: Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730 Speaking and Listening Workshop: 222–223, 450–451, 702–703, 928–929, 1108–1109, 1476–1477 Assessment Workshop: Performance Tasks include Speaking and Listening activities where students apply and reinforce standards and skills. Examples: Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485

26. Instructional materials must provide opportunities to gather evidence to

discuss and orally present findings using academic language.

Students have many opportunities to research information and orally present findings using academic language. Examples: Writing Workshop: Create a Multimedia Presentation, 920–927; Speaking and Listening: Multimedia “Welcome Talk,” 250; Multimedia Presentation, 956; Writing Lesson: Multimedia Presentation Plan, 627, 1365 Text Set Workshops at the end of each unit provide opportunities for students to gather evidence to discuss and orally present findings using academic language. Examples: Text Set Workshops: Listening and Speaking Projects, 226b, 454b, 706b, 932b, 1112b, 1480b

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Language Instructional materials must adequately address the language objectives for the grade.

27. Instructional materials address the grammar and language conventions

specified by the language objectives at each grade level.

Pearson Common Core Literature offers instruction and practice in grammar and conventions throughout the program. The Conventions and Style lessons provide instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. Examples: Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339 Each Writing Workshop revisits grammar instruction previously taught within each unit. The Editing and Proofreading section, including Spiral Review, reminds students to check for usage and convention errors. Examples: pp. 221, 449, 701, 927, 1107, 1475 Each Assessment Workshop in the program requires students to examine and apply grammar concepts in their written and oral responses. Examples: 228–229, 456–457

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28. Instructional materials guide students in discovering accurate usage

patterns (grades K–2), and in identifying and correcting their own error patterns in usage and conventions (grades 3–12).

Students have opportunities to identify and correct their own error patterns in Pearson Common Core Literature. The Conventions and Style lessons provide instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. Examples: Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339 Each Writing Workshop revisits grammar instruction previously taught within each unit. The Editing and Proofreading section, including Spiral Review, reminds students to check for usage and convention errors. Examples: pp. 221, 449, 701, 927, 1107, 1475 EssayScorer offers instant feedback and provides students with instruction to improve their writing skills. The Editing Tools highlight Spelling and Grammar errors.

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29. To avoid teaching language concepts in isolation, instructional

materials align and integrate language objectives with the reading, writing, speaking and listening objectives.

Language concepts, including grammar and conventions, are presented in connection with the reading, writing, speaking and listening objectives in Pearson Common Core Literature. The Conventions and Style lessons provide instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. Examples: Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339

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GENERAL EVALUATION CRITERIA


Grade 12

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In–depth) or A (Adequate) in order to be recommended.

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT

(IMR Committee) Responses

I=In–depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop:

Next Generation Skills

Thinking and Problem–Solving Skills

English Language Arts Content:

Close Reading Activities throughout the text deepen student understanding through meaningful and challenging inquiry–based learning. SE/TE: Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243,

1. is presented in a way that deepens student understanding through meaningful and challenging inquiry–based learning that builds on prior knowledge and promotes interdisciplinary connections;

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1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431; Literature in Context: Science, 54, 877; Culture, 369, 556; Geography, 87; History, 146, 408, 621 TE only: Activating Prior Knowledge (examples), 20, 40, 84, 254, 482, 820, 868, 960, 1030, 1074, 1220 Pearson Common Core Literature offers a rich array of grade–level complex texts, and each student whatever their learner level, encounters the same text. SE/TE: Multiple Perspective on the Era, 2–16, 236–250, 464–478, 716–730, 942–956, 1122–1136; Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431

2. engages in complex analysis of content presented in a variety of mediums that promotes the development of mental perspectives, thoughtful well–framed questions and judgments applicable to students’ own lives and future situations;

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Many selections and activities in Pearson Common Core Literature promote local and global connections. Examples follow: SE/TE: Essential Questions Across Time, 6–13, 240–247, 468–475, 720–727, 946–953, 1126–1133; Recent Scholarship, 14–15, 248–249, 476–477, 728–729, 954–955, 1134–1135; World Literature Connections, 22, 52, 254, 302, 531, 862, 888, 1000, 1082, 1229, 1354; Contemporary Connections: graphic novel, 77, interview, 293, transcript, 769, song, 1061, blog, 1281; Reading for Information: “Designing a Globe Theatre for the 21st Century”, 437, “Andalusia: Home of Flannery O’Connor”, 1025, “Extra-Terrestrial Relays: Can Rocket Stations Give World-Wide Radio Coverage”, 1455; Language Study: Words from Mythology, 452; Etymology: Political Science/History Terms, 704; Speaking and Listening: Analyze a Non-Print Political Advertisement, 928–929; Analyze and Evaluate Entertainment Media, 1108–1109; Compare Media Coverage of Same Event, 1476–1477; “The English Language Takes Root in India” (recent scholarship), 1134; “The Train from Rhodesia” (anchor text), 1342

3. promotes local and global connections past and present in real–world, authentic relationships that encourage the consideration of the human condition; and

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SE/TE: Contemporary Connections: graphic novel, 77, interview, 293, transcript, 769, song, 1061, blog, 1281; Speaking and Listening: write and deliver a persuasive Speech, 450–451; Writing Workshop: write a persuasive essay (argument), 442–449 create a multimedia presentation, 920–927; Reading for Information: “Designing a Globe Theatre for the 21st Century”, 437, “Andalusia: Home of Flannery O’Connor”, 1025, “Extra-Terrestrial Relays: Can Rocket Stations Give World-Wide Radio Coverage”, 1455; Writing: editorial, 32, persuasive sermon, 136, public service announcement, 514; “The English Language Takes Root in India” (recent scholarship), 1134; “The Train from Rhodesia” (anchor text), 1342

4. makes unusual associations and provides a variety of solutions to problems to reach unexpected answers.

Information and Communication Skills/English Language Arts

For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with opportunities to:

SE/TE: Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; Speaking and Listening Workshop, 222–223, 450–451, 702–703, 928–929, 1108–1109, 1476–1477; Performance Tasks, 230–231, 458–459, 710–711, 936–937, 1116–1117, 1484–1485

5. locate existing information in a variety of formats, interpret meaning and then create original communication;

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SE/TE: Writing: editorial, 32, persuasive sermon, 136, public service announcement, 514; Timed Writing, 166, 603, 1021; Writing Workshop: write a persuasive essay (argument), 442–449 create a multimedia presentation, 920–927; Writing Workshop: multimedia presentation, 920–927, historical investigation, 1096–1107; Writing to Sources, 879, 1365; Text Set Workshop: research, 226b, 454b, 706a, 932b, 1112b, 1480b; Speaking and Listening: solve a research problem, 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295

6. make informed choices; and

SE/TE: Conducting Research, lxxvii; Writing Workshop: background information, review, 1095, gathering details, 1097, logical organization, plan, 1098, topic sentences, place effectively, 1100, deciding what to cite, 1102, avoiding plagiarism, 1103; Comparing Primary Sources, 1069; Research task, 213, 291, 581, 909, 1070, 1295; Writing to Sources, 879; Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136

7. interact with outside resources through opportunities for local and global collaboration in a variety of safe venues.

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Personal and Workplace Productivity Skills For student mastery of content standards and objectives, the instructional materials will provide students with opportunities to:


8. conduct research, validate sources and report ethically on findings;

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

9. identify, evaluate and apply appropriate technology tools for a variety of purposes;

SE/TE: Extended Reading & Preparing to Read Complex Texts, 232–233, 460–461, 712–713, 938–939, 1118–1119, 1486–1487; Conducting Research, lxxvii; Writing Workshop: background information, review, 1095, gathering details, 1097, logical organization, plan, 1098, topic sentences, place effectively, 1100, deciding what to cite, 1102, avoiding plagiarism, 1103; Comparing Primary Sources, 1069; Research task, 213, 291, 581, 909, 1070, 1295; Writing to Sources, 879; Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136

10. engage in self–directed inquiry;

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Many collaborative learning opportunities exist throughout Pearson Common Core Literature. Examples follow: SE/TE: Speaking and Listening (Collaboration): Small-Group Discussion, 15, 249; Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730; Discussion, 1162; Performance Tasks (Common Core Assessment workshop): Small Group Discussion, 231, 937, 1117; Speaking and Listening: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477; Text Set Workshop, 226b, 454b, 706b, 1112b; Tips for Discussing Literature, R55; Oral and Visual Communication: Listening Critically, R48

11. work collaboratively; and

SE/TE: Timed Writing, 166, 435, 551, 809, 1215; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; Speaking and Listening Workshop, 222–223, 450–451, 702–703, 928–929, 1108–1109, 1476–1477; Performance Tasks, 230–231, 458–459, 710–711, 936–937, 1116–1117, 1484–1485: Close Reading activities, 19, 39, 83, 253, 265, 481, 733, 1273, 1317

12. practice time–management and project management skills in problem–based learning situations.

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Developmentally Appropriate Instructional Resources and Strategies For student mastery of content standards and objectives, the instructional materials

SE/TE: Building Knowledge and Insight (Examples), 18–19, 38–39, 82–83, 120–121, 168–169, 252–253, 264–265, 272–273, 296–297, 480–481, 494–495, 504–505, 558–559, 588–589, 732–733, 746–747, 758–759, 910–911, 958–959, 976–977, 1028–1029, 1086–1087, 1170–1171, 1218–1219, 1244–1245, 1272–1273, 1296–1297, 1308–1309, 1316–1317, 1340–1340, 1358–1359, 1366–1367, 1378–1379, 1400–1401, 1434–1435, 1444–1445, 1462–1463; Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431

13. are structured to ensure all students meet grade‐specific expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations.

SE/TE: Building Knowledge and Insight (Examples), 18–19, 38–39, 82–83, 120–121, 168–169, 252–253, 264–265, 272–273, 296–297, 480–481, 494–495, 504–505, 558–559, 588–589, 732–733, 746–747, 758–759, 910–911, 958–959, 976–977, 1028–1029, 1086–1087, 1170–1171, 1218–1219, 1244–1245, 1272–1273, 1296–1297, 1308–1309, 1316–1317, 1340–1340, 1358–1359, 1366–1367, 1378–1379, 1400–1401, 1434–1435, 1444–1445, 1462–1463; Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755,

14. include suggestions for appropriate scaffolding and provide opportunities to engage in high interest, age‐appropriate activities that simulate real‐life situations, and make cross‐curricular, global connections.

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765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431; Literature in Context: Culture, 205, 350, 369, 556, 609, 683; Geography, 87; History, 146, 408, 621, 1333 TE only: Activating Prior Knowledge (Examples), 20, 40, 84, 254, 482, 820, 868, 960, 1030, 1074, 1220

15. provide opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding.

SE/TE: Critical Viewing (examples), 47, 49, 100, 174, 259, 330, 381, 427, 487, 546, 737, 748, 751, 960, 964, 1031, 1042, 1319, 1336, 1362, 1371, 1393, 1403; Writing Workshop: publishing and presenting, 221, 449, 701, 1107, 1475; Writing Workshop: Create a Multimedia Presentation, 920–927; Speaking and Listening: Multimedia “Welcome Talk,” 250; Multimedia Presentation, 956; Writing Lesson: Multimedia Presentation Plan, 627, 1365; Performance Tasks: Speaking and Listening, 1485 Close Reading Tool: The Close Reading Tool allows students to practice strategies in a digital environment.

16. provide students with opportunities to use print, graphs, visual displays, media and technology sources to acquire and apply new information.

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SE/TE: Historical Background (timeline), 4–5, 238–239, 466–467, 718–719, 944–945, 1124–1125; Essential Questions Across Time, 6–13, 240–247, 468–475, 720–727, 946–953, 1126–1133; Preparing to read complex texts: cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242; Writing to Sources: structure ideas for effect, 865, outline events, 1307; Writing Workshop: pace your writing, 216, revising overall structure, 218, shaping your writing, 696, 1470, revising overall structure, 1472; Ghost story, flashback, 1296, 1299, 1300, 1304, 1306; Performance Task: analyze story elements, 231, analyze the development of a drama, 458, analyze the development of a narrative, 710; Plot devices, 1218, 1224, 1226, 1228, 1230, 1238, 1242

17. offer opportunities for students to build an understanding of sequencing of time, events and text with or without an anchor text.


18. provide opportunities for students to investigate issues that are interconnected to explore complex problems that can change at varied entry points suggesting the possibility of multiple solutions.

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Each Unit Part is a text set, with selections intrinsically connected by period, theme, or genre. Text Set Workshops at the end of each unit provide opportunities for students to further explore the fundamental connections among the texts that made up each of the parts of the unit. Examples see: SE/TE: Unit 1: Part One: 20–33; Part Two, 34–83; Part Three, 84–169; Unit 3: Part One: 482–515; Part Two, 516–570; Part Three, 571–677; Text Set Workshops, 226a –226b, 454a–454b, 706a –706b, 932a–932b, 1112a–1112b, 1480a–1480b

19. provide opportunities for students to investigate texts that are interconnected and linked to an anchor text.

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Pearson Common Core Literature includes questions throughout the program. Critical Reading questions and Literary Analysis questions have been carefully written to build toward a culminating insight of each text. Additionally, side–note questions and unit questions aid student comprehension. Examples below: SE/TE: Critical Reading Examples), 25, 29, 31, 69, 88, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059, 1082, 1475, 1181, 1184, 1234, 1268, 1361, 1364, 1375; Side Notes: Reading Side Notes (Examples), 48, 101, 141, 381, 507, 971, 1016, 1049, 1277; Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431

20. include guiding questions and text–dependent questions to aid student comprehension.

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SE/TE: Common Core Workshop: Building Academic Vocabulary, xlviii–lv; Building Knowledge: Vocabulary (Examples), 18, 38, 82, 120, 168, 252, 264, 272, 296, 480, 494, 504, 558, 588, 732, 746, 758, 910, 958, 976, 1028, 1086, 1170; Close Reading activities: Vocabulary: Acquisition and Use, 66, 121, 136, 197, 212, 280, 290, 306, 359, 377, 398, 417, 492, 537, 580, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988; Language Study Workshop, 224–225, 452–453, 704–705, 930–931, 1110–1111, 1478–1479 TE only: Vocabulary Development (Examples), 19, 39, 83, 169, 273, 297, 481, 505, 559, 589, 594, 747, 759, 851, 911, 959, 977, 1029, 1171, 1309, 1341, 1401

21. include best practices that emphasize the importance of authentic vocabulary acquisition using multiple methods and modes that motivate and increase vocabulary skills.

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Close Reading activities promote personalized learning through intervention and enrichment activities. Examples follow: SE/TE: Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431; Titles for Extended Reading & Preparing to Read Complex Texts, 232–233, 460–461, 712–713, 938–939, 1118–1119, 1486–1487 TE only: Differentiated Instruction, 23, 51, 55, 103, 117, 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739, 761, 781, 803, 837, 843, 873, 885, 905, 963, 965, 969, 985, 999, 1017, 1033, 1061, 1091, 1175, 1197, 1213, 1259, 1299, 1325, 1347, 1353, 1423, 1425, 1449; Vocabulary Development (Examples), 19, 39, 83, 169, 273, 297, 481, 505, 559, 589, 594, 747, 759, 851, 911, 959, 977, 1029, 1171, 1309, 1341, 1401 In addition: the Online Writer’s Notebook and the Close Reading Tool provide personalized learning opportunities.

22. support personalized learning through intervention and enrichment activities.

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Pearson Common Core Literature is designed to grow with teachers and students as they transition into a world with a blended program that features print Teacher’s and Student Editions and includes an innovative digital program built on the new PearsonRealize™ platform.

Online Student Edition: The Online Student Edition provides selection audio and video at point–of–use. Online Writer’s Notebook: A resource for all writing activities. Close Reading Tool: The Close Reading Tool allows students to practice strategies in a digital environment.

23. provide a dynamic, interactive website for students to access electronic resources (e.g., podcasts, breaking news events, videos, etc.).

TE only: Author Articles, CC6–CC13; How to Use the Program, CC68–CC73

Teacher’s Edition side note material includes teaching suggestions, background information, and material to support students with different abilities. Examples: pp. 23, 51, 55, 103, 117, 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739, 761, 781

The PearsonRealize™ platform includes my Pearson Training. This powerful and dynamic teacher resource includes the Professional Development Center, the Research Center, the Curriculum builder, the ACTIVe–book, the EssayScorer, and the SummaryScorer.

24. include a professional resource that builds content and pedagogical knowledge for the teacher.

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Critical Reading questions follow selections or text sets and provide students with opportunities to revisit key ideas and details through a range of strategies. Examples: Critical Reading, 25, 29, 31, 69, 88, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059, 1082, 1475, 1181, 1184, 1234, 1268, 1361, 1364, 1375 The Close Reading Activities that follow selections and text sets further develop the reading strategies and literary analysis skills introduced in the Close Reading Focus. Literary analysis questions and a range of researching, speaking and listening, and writing assignments offer students a variety of ways to respond to and their understanding of texts. Examples: Close Reading Activities, 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431

25. include high–quality sequences of text–dependent questions to guide students in delving deeper into text and graphics and elicit sustained attention to the specifics of the text and their impact.

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SE/TE: Close Reading Activities (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475 TE only: Differentiated Instruction, 23, 51, 55, 103, 117, 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739, 761, 781, 803, 837, 843, 873, 885, 905, 963, 965, 969, 985, 999, 1017, 1033, 1061, 1091, 1175, 1197, 1213, 1259, 1299, 1325, 1347, 1353, 1423, 1425, 1449

26. include questions and tasks that assess the depth and complexity of the analytical thinking required by the objectives. (Note: not every objective must be assessed with every text.)

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Life Skills For student mastery of content standards and objectives, the instructional materials will provide students with opportunities to: Pearson Common Core Literature provides a range of reading opportunities, from narrative fiction, to poetry, to drama, to nonfiction literary selections, to functional texts and documents. For examples see: SE/TE: Contemporary Connections, 77, 293, 854, 769, 1061, 1281; Exemplar Texts (examples from the text’s canonical offerings), 96, 309, 679, 775, 890, 991; Reading for Information, 70–75, 436–441, 598–603, 810–817, 1022–1027, 1454–1459; World Literature Connections, 22, 52, 254, 302, 531, 862, 888, 1000, 1082, 1229, 1354; also see selections as organized in the Range of Reading Table of Contents (selections organized by genre): Literature: Elegies, 20, 26, 30, 666, 960; Epics, 40, 524, 543; Lyrical Verse, 266, 268, 484, 496; Speeches, 285, 899, 902, 1201, 1287; Historical Accounts, 84, 288, 578, 648, 1291

27. achieve print literacy through access to a wide variety of high–quality classic and contemporary reading materials that address student interests and allow choice (e.g., literary fiction, literary nonfiction, informational text) to build a coherent body of knowledge and a joy in reading. Selections must meet quantitative and qualitative standards at the specific grade band;

SE/TE: Critical Viewing (examples), 47, 49, 100, 174, 259, 330, 381, 427, 487, 546, 737, 748, 751, 960, 964, 1031, 1042, 1319, 1336, 1362, 1371, 1393, 1403; Snapshot of the Period, 2–3, 236–237, 464–465; Primary Source: Art, 83, 298, 1176; Speaking and Listening: Analyze a Non-Print Political Advertisement, 928–929; Analyze and Evaluate Entertainment Media, 1108–1109; Compare Media Coverage of Same Event, 1476–1477 TE only: See Resources for Student eText and the Hear It! CD–ROM. Examples: 282, 541

28. achieve visual and media literacy through access to a wide variety of high–quality materials including, but not limited to, graphic novels, primary and secondary source documents, digital media, podcasts, podcasts, audio recordings, visual art, videos, etc.; and

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Many selections and activities in Pearson Common Core Literature promote local and global connections. Examples follow: SE/TE: World Literature Connections, 22, 52, 254, 302, 531, 862, 888, 1000, 1082, 1229, 1354; Contemporary Connections: graphic novel, 77, interview, 293, transcript, 769, song, 1061, blog, 1281; Reading for Information: “Designing a Globe Theatre for the 21st Century”, 437, “Andalusia: Home of Flannery O’Connor”, 1025, “Extra-Terrestrial Relays: Can Rocket Stations Give World-Wide Radio Coverage”, 1455; Language Study: Words from Mythology, 452; Etymology: Political Science/History Terms, 704; Speaking and Listening: Analyze a Non-Print Political Advertisement, 928–929; Analyze and Evaluate Entertainment Media, 1108–1109; Compare Media Coverage of Same Event, 1476–1477; ; “The English Language Takes Root in India” (recent scholarship), 1134; “The Train from Rhodesia” (anchor text), 1342

29. achieve global literacy and an understanding of the impact of global issues/events on their own lives through access to a wide variety of developmentally–appropriate, high–quality current print and non–print materials and technology resources.

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SE/TE: Connecting to the Essential Question, 18, 38, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218; Speaking and Listening (Collaboration): Small-Group Discussion, 15, 249; Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730; Discussion, 1162; Performance Tasks (Common Core Assessment workshop): Small Group Discussion, 231, 937, 1117; Speaking and Listening: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477; Writing Workshop: Create a Multimedia Presentation, 920–927; Performance Tasks, 230–231, 458–459, 710–711, 936–937, 1116–1117, 1484–1485

30. practice situational language (e.g. mock interviews, presentations, debates, speeches, collaborative discussions, social media) in real–world activities.

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Assessment Each unit of instruction includes formative assessment opportunities, such as Close Reading Activities, to help monitor students’ progress and scaffold instruction. Examples: Close Reading Activities, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597 At the conclusion of each unit an Assessment Workshop allows students to apply and reinforce their mastery of West Virginia standards and skills taught in the unit. Examples: Assessment Workshop, 226–231, 454–459, 706–711, 932–937, 1112–1117 Close Reading Focus notes help students focus on the text. Examples: 48, 101, 141, 381, 507, 971, 1016, 1049, 1277 Self–Evaluation Rubrics exist for the Writing Workshop workshops. Examples: Rubrics, 221, 449, 701, 927, 1107, 1475 Selected–Response Selection Tests and Open–Book Tests monitor students’ skill mastery. Open–Book Tests require students to provide textual evidence to support their responses. A Benchmark Test assesses all skills taught within the unit including reading, writing, vocabulary, and grammar. Questions require students to provide textual evidence in their responses.

31. Instructional materials provide tools for a balanced approach to assessment including diagnostic, formative and summative assessments in multiple formats (i.e., rubrics, text–dependent questions (TDQs), performance tasks, open–ended questions, portfolio evaluation, and multimedia simulations).

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ExamView® Assessment Suite: This tool makes it possible to create, administer, and manage assessments to make it easier to assess student performance frequently. SE/TE: Rubric for Self–Assessment, 221, 449, 701, 927, 1107, 1475; Student Models, 220, 448, 700, 926, 1104–1107, 1474; Guide to Rubrics, R43–R46 TE only: Performance Task Rubric, 230, 458, 710, 936, 1116, 1484 Professional Development Guidebook includes rubrics for writing. Examples: Autobiographical Writing, 248–249; Persuasive Essay, 256–257

32. Instructional materials provide supports for assessment (i.e., rubrics, student work samples, model texts).

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Organization, Presentation and Format Pearson Common Core Literature: The British Tradition chronicles the literary, social, and cultural development of our nation through a series of chronological units. The Multiple Perspectives on the Era feature that precedes each unit introduces students to the defining questions that shaped each era. For examples see: Essential Questions Across Time, 6–13, 240–247, 468–475, 720–727, 946–953, 1126–1133; Recent Scholarship, 14–15, 248–249, 476–477, 728–729, 954–955, 1134–1135 In addition, each unit part is a text set, with selections connected by more precise elements of period, theme, or genre. The Connecting to the Essential Question feature deepens close reading of selections by applying the questions posed in Multiple Perspectives on the Era to the selections in the text sets. Examples: Connecting to the Essential Question, 18, 38, 82, 123, 252, 480, 818, 866, 958, 1028, 1072, 1218 Every unit includes both an Anchor Text and an Exemplar Text, each clearly identified in the table of contents. Anchor Texts are significant texts in each Unit Part that exemplify the part’s theme or genre. Exemplar Texts focus on literary skills by examining selections essential to the program’s canonical offerings. Examples: Anchor Text, 20, 40, 138, 185, 254, 285, 322, 482, 682, 854, 854; Exemplar Texts, 96, 309, 679, 775, 890, 991

33. Information is organized logically and presented clearly using multiple methods and modes for delivering differentiated instruction that motivates and increases literacy as students engage in high interest, authentic activities.

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Following each reading or series of readings in the text set, students are prompted to re–read the text exploring its language, its key ideas, its structure, and merit. Critical Reading (Examples), 25, 29, 31, 69, 88, 276, 278, 304, 375, 415, 483, 485, 561, 743, 752, 845, 918, 968, 1047, 1049, 1059, 1082, 1475, 1181, 1184, 1234, 1268, 1361, 1364, 1375; (Examples), 65–67, 151–154, 196–197, 261–263, 270–271, 279–280, 305–306, 358–359, 397–398, 416–419, 491–493, 501–503, 596–597, 744–745, 753–755, 765–767, 850–851, 974–975, 987–988, 1040–1041, 1050–1051, 1083–1085, 1094–1095, 1185–1186, 1204–1207, 1242–1243, 1278–1279, 1306–1307, 1337–1339, 1356–1357, 1430–1431 TE only: Differentiated Instruction (examples), 23, 51, 55, 103, 117, 253, 268, 379, 385, 439, 487, 525, 527, 531, 547, 577, 601, 609, 615, 621, 633, 639, 651, 671, 687, 739, 761, 781, 803, 837, 843, 873, 885, 905, 963, 965, 969, 985, 999, 1017, 1033, 1061, 1091, 1175, 1197, 1213, 1259, 1299, 1325, 1347, 1353, 1423, 1425, 1449

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SE/TE: Critical Viewing (examples), 47, 49, 100, 174, 259, 330, 381, 427, 487, 546, 737, 748, 751, 960, 964, 1031, 1042, 1319, 1336, 1362, 1371, 1393, 1403; Snapshot of the Period, 2–3, 236–237, 464–465; Primary Source: Art, 83, 298, 1176; Speaking and Listening: Analyze a Non-Print Political Advertisement, 928–929; Analyze and Evaluate Entertainment Media, 1108–1109; Compare Media Coverage of Same Event, 1476–1477 TE only: See Resources for Student eText and the Hear It! CD–ROM. Examples: 282, 541

34. The media included in the instructional materials must enhance and support instruction and learning.

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Offering personalized teaching and learning with powerful digital features and tools, Pearson Common Core Literature enables teachers to customize instruction and differentiate easily. Online Student Edition: The Online Student Edition provides selection audio and video at point–of–use. Online Writer’s Notebook: Direct students to the Online Writer’s Notebook as a resource for the Close Reading Activities for each selection. The teacher can monitor student progress at all times. Close Reading Tool: The Close Reading Tool allows students to practice strategies in a digital environment. Prompts and tools for making the text help students immediately apply what they have learned. ExamView® Assessment Suite: This tool makes it possible to create, administer, and manage assessments to make it easier to assess student performance frequently.

35. Instructional materials include an electronic file of the student edition provided on an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a link on the publisher’s server, both of which are accessible by an internet–enabled device that can open standard file formats.

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SPECIFIC EVALUATION CRITERIA


Grade 12

English Language Arts twelfth grade students are College and Career Ready. They make connections, transfer knowledge to new situations through research and writing, and understand the value of literacy–rich environments. They set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and divergent and creative thinking. They use research to make informed decisions and solve problems independently. They analyze and articulate the value of and take responsibility for their learning. They focus on reading, writing, speaking, listening and the conventions of language across curriculums in educational endeavors and collaborative learning situations including complex, critical analysis and evaluation of how texts and ideas interact as well as how and why author’s craft impacts the quality and aesthetic value of texts . They initiate and facilitate inquiry based, engaging endeavors and understand that this is the foundation for lifelong learning. Complex analysis of a broad array of quality literary and informational texts of appropriate complexity, with increasing emphasis on informational text, creates independent and proficient readers and communicators who convey a clear and distinct perspective and address alternative or opposing perspectives with diverse audiences. Students use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information and recognize the benefit of the sustained writing process. With increased emphasis on informational/explanatory and argumentative writing, they use the writing process and the conventions of language to compose logical arguments and explanations using rhetorical devices, varied syntax and relevant evidence anticipating the audience’s values and biases. Through academic rigor and relevance, the ability to evaluate, speak and write logically, clearly and distinctly are evident. They effectively evaluate and use multiple sources following standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy. The 21st Century student adeptly employs technology best suited to audience, task, purpose and discipline. Using higher order thinking skills, communication skills and independent and creative thinking, students effectively build content knowledge. The Next Generation West Virginia Content Standards and Objectives work in tandem with the College and Career Readiness (CCR) anchor standards for the graduating twelfth grade student. The grade–specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools. Standard 1: Reading The development of proficient reading skills is critical for mastering academic content, succeeding in school and fulfilling life’s potential. Students must show a steadily growing ability to discern more from and fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in text. In order to build the foundational skills of reading, students will master the essential components of reading: phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension and written application. Students will gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. Standard 2: Writing Students will apply writing skills and strategies to communicate effectively for different purposes using specific writing types. They will use the writing process by appropriately applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of literary and informational texts, print sources and media sources, students will select, organize and evaluate for research purposes. Standard 3: Speaking and Listening Students will be required to communicate ideas clearly and efficiently, including but not limited to formal presentations. They will need to use oral communication and interpersonal skills as they work together. They will need to be able to express and listen carefully to ideas, integrate information from oral, visual, quantitative and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. Standard 4: Language Students will learn and apply the standard rules of written and spoken English while approaching language as a matter of craft and informed choice among alternatives to communicate. Students will understand words and phrases, their relationships, and their nuances and acquire new vocabulary, particularly general academic and domain–specific words and phrases.

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For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT

IMR Committee Responses

I=In–depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

READING

Key Ideas and Details

SE/TE: Comprehending Complex Texts, lviii–lix; Comparing Literary Works, 1011; Performance Task: analyze character, 230, make inferences, 231, draw inferences, 459, 936; Critical Reading: inferences, draw/support, 300, 305; Preparing to read complex texts: main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 296, 305, paraphrasing, 42, 45, 48, 51, 52, 53, 58, 61, 65, 309, 668, 670, 880, 883, 887, 888, 893, questioning, 95, 588, clarity of meaning, analyze, 342, 343, 350, 353, 358, summarize, 168, 172, 176, 181, 183, 186, 189, 194, 196, 1366, 1370, 1376, cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242, comparing and contrasting elements, 866, 1170, author's purpose, 1308, 1310, 1312, 1313, 1315, author's philosophical assumptions, analyze, 958, 974, 1138, 1141, 1148, author's beliefs, analyze, 958, 974, 1086, 1093, 1094, author's assumptions,

1. cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS RL.11–12.1)

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analyze, 1028, 1030, 1035, 1149, relate literary work to historical period, 1154, 1340, infer, 1272, 1278 SE/TE: Objective Summary, lvi–lvii; Preparing to read complex texts: determine the main idea, 168, 264, similar themes, analyze, 504, 508, 510, 513, 514, 1316, 1320, 1323, 1325, 1326, 1329, 1330, 1332, 1334, 1337, meaning, 552, determine essential meaning, 664, understand social commentary, 746, mood as a key to theme, 1040, 1043, 1047, 1049, 1050, theme and symbol, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268, 1269, infer essential message, 1272, 1277, 1278, universal theme, 1308, 1310, 1312, 1313, 1315, style and theme, 1388, 1390, 1393, 1397; Close Reading Focus: theme, 1040; Performance Task: analyze the development of central ideas, 458, analyze development of theme, 710, 937, Analyze Development of Themes, 1116, Analyze Themes in Literature, 1484; Literary Analysis: similar themes, 270; Analyze a Literary Work: theme, 702

2. determine two or more themes or central ideas of a literary 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. (CCSS RL.11–12.2)

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SE/TE: Epic Hero, 38, 46, 48, 60, 65; Elizabethan drama, 321, 325, 327, 328, 333, 334, 337, 340 ; Text Structures, 378, 381, 391, 392, 397; Comparing Epics Around the World, 541, 551; Point of view, 588, 591, 593, 596; Dramatic monologue, 976, 980, 987; Author’s purpose, 997, 1002, 1006; Author’s assumptions, 1028, 1035, 1038; Point of view, stream of consciousness, 1191, 1195, 1204, 1209, 1215; Theme, symbol, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1269; Ghost story, flashback, 1296, 1299, 1300, 1304, 1306; Critique, allusion, 1358, 1360, 1363, 1365; Theater of the absurd, 1378, 1380, 1381, 1382, 1385, 1386, 1387; Generational conflict, 1418, 1421, 1424, 1430; Characterization, theme, 1434,1437, 1443; Performance Task: analyze character, 230, analyze story elements, 231, analyze the development of a drama, 458, analyze the development of a narrative, 710, analyze character development, 1116, analyze a narrative element, 1484

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). (CCSS RL.11–12.3)

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

4. cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (CCSS RI.11–12.1)

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SE/TE: Comprehending Complex Texts: key ideas and details, lx–lxi; Preparing to Read Complex Texts (nonfiction): summarize, 282, 283, 289, 291, author's philosophical assumptions, 680, 685, expository critique, 1444, 1447, 1448, 1453; Common Core Assessment workshop: analyze the development of central ideas, 458; analyze central ideas, 711, Assessment: reading test, 932–933; Reading for Information: summarizing, restating main ideas, 282–291, determine essential message, analyze rhetorical devices, 1284–1295

5. determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex and critical analysis; provide an objective summary of the text. (CCSS RI.11–12.2)

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

6. 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 informational text. (CCSS RI.11–12.3)

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Craft and Structure

SE/TE: Building Academic Vocabulary: Critical Thinking Terms, liv–lv; Multiple-meaning words, 152, 502, 894; Figurative language, 296, 299, 774, 852, 855, 858, 864; Word choice, 480; Epigram, 494; Comparing Literary Works: value terms, 558; New vocabulary, relating to familiar words; Defining Lyric Poetry, 774–775; Comparing Literary Works: diction, 779; Performance Task: analyze Shakespearean language, 458, Analyze Word Choice and Tone, 711, analyze word choice, 936; Symbol, 1138; Tone, 1272; Diction, 1366; Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 676, 704, 745, 754, 766, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Language Study, 224, 452, 704, 930, 1110, 1478

7. determine the meaning of words and phrases as they are used in a variety of literary texts, 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.) (CCSS RL.11–12.4)

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SE/TE: Lyric Poetry, 18, 23; Allegories, Narrative Elements, 123, 127, 128, 130, 133, 135; Sonnet, 252, 261; Text structure, analyze, 272, 279, 378, 381, 391, 392, 397, 552, 557; Blank Verse, 342, 345, 349, 354, 354; Performance Task: analyze poetic structure, 230; analyze text structure, 231, analyze the development of a drama, 458, analyze text structure, 459, analyze text structure, 936, analyze a key narrative element, 1484; Italian sonnet, epic, 521, 523, 526, 527, 529, 530, 533, 536; Allegory, 552, 555, 557; Lyric poetry, 797, 800, 803, 808; Narrative poetry, poetic sound devices, 818 ; Ode, 880, 887, 889, 891, 892, 893; Defining the Novel, 990–991; Analyze patterns of organization, 1072, 1076, 1081, 1083; Rhythm, feet, 1086, 1090, 1094; Plot devices, 1218, 1224, 1226, 1228, 1230, 1238, 1242; Meter, free verse, 1400, 1404, 1405, 1409; Elegy, 1410, 1415

8. analyze how an author’s choices concerning how to structure specific parts of a literary 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. (CCSS RL.11–12.5)

SE/TE: Irony, 360, 366, 376, 610, 614, 626, 1072, 1308, 1313, 1315, 1319, 1322, 1323, 1331, 1334, 1337; Satire, sarcasm, 604, 608, 610, 612, 614, 620, 622, 623, 624, 625, 1011; Sarcasm, 626; Parody, epic simile, 628, 634, 639, 642, 644; Literary Analysis, 120

9. analyze and defend a case in which grasping a point of view requires distinguishing what is directly stated in a literary text from what is really meant (e.g., satire , sarcasm, irony, or understatement). (CCSS RL.11–12.6)

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SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, lii–liii, Critical Thinking Terms, liv–lv; Language Study, 224, 452, 704, 930, 1110, 1478; Comparing Literary Works: diction, word choice, 646; Analyzing rhetorical devices, 896, 897, 900, 901, 902; Assessment: reading test, 932–933; Analogy, 1444, 1449, 1453; Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Performance Task: analyze word choice and meaning, 711

10. determine the meaning of words and phrases as they are used in an informational 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). (CCSS RI.11–12.4)

SE/TE: Common Core Workshop: Analyzing Arguments, lxiv–lxv, The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii, Analyzing Legal Meanings and Reasoning, lxviii–lxix; Preparing to Read Complex Texts (nonfiction): analyze clarity of meaning, 82, 85, 86, 89, outlining arguments and strategies, 1462, 1465, 1467; Reading for Information: evaluate information from text features, 598–603, analyze information from charts, graphs, and illustrations, 810–817, text features, 1022–1027, analyze cause and effect relationship, 1454–1459; Performance Task: analyze and evaluate text structure, 710

11. in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including how the author uses structure to make points clear, convincing, and engaging. (CCSS RI.11–12.5)

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SE/TE: Common Core Workshop: Analyzing Arguments, lxiv–lxv, The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii, Analyzing Legal Meanings and Reasoning, lxviii–lxix; Reading for Information: evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295; Persuasive techniques, identify / compare, 708, 919; Rhetorical devices, analyze, 896, 897, 909; Social commentary, 910, 914, 919; Assessment: reading test, 932–933; Modes of persuasion, recognize, 1062, 1063, 1065, 1068, 1070; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's message, judge, 1394; Performance Task: determine author’s point of view, 459

12. determine an author’s point of view, purpose and tone in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. (CCSS RI.11–12.6)

Integration of Knowledge and Ideas

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

13. analyze multiple interpretations of a story, drama or poem (e.g., recorded or live production of a play or recorded novel or poetry), critically evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS RL.11–12.7)

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SE/TE: Writing to Sources: explanatory text, 645, essay, 663, 851, 1243. In addition to the study of the texts included on the pages listed here, which compare American and British works, this book provides numerous opportunities for students to analyze foundational works of British literature across genres.

14. demonstrate a deep knowledge of eighteenth–, nineteenth– and early–twentieth–century foundational works of American literature, including how multiple literary texts from the same period treat similar themes or topics. (CCSS RL.11–12.9)

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

15. integrate, evaluate and synthesize 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. (CCSS RI.11–12.7)

SE/TE: Analyzing Legal Meanings and Reasoning (Brown vs. Board of Education), lxviii–lxix; Research Task: The Reform Bill Debate, 909

16. delineate and evaluate the reasoning in seminal U.S. informational 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). (CCSS RI.11–12.8)

SE/TE: In addition to the study of the texts included on the pages listed here, this book provides numerous opportunities for students to analyze foundational documents of historical and literary significance. Please see: Ask Questions: Preamble to the Constitution, Bill of Rights, lxii–lxiii; Writing to Sources, 645, 662 17. analyze seventeenth–, eighteenth–, and nineteenth–century foundational

U.S. informational 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 and current relevancy. (CCSS RI.11–12.9)

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Range of Reading and Level of Text Complexity

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

18. by the end of the year, read and comprehend literature, including stories, dramas and poetry, independently and proficiently at the high end of the grades 11–CCR text complexity band. (CCSS RL.11–12.10)

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

19. by the end of the year, read and comprehend literary nonfiction independently and proficiently at the high end of the grades 11–CCR text complexity band. (CCSS RI.11–12.10)

WRITING

Text Types and Purposes

SE/TE: Common Core Workshop: composing an argument, lxx–lxxi; Writing: editorial, 32, persuasive sermon, 136, public service announcement, 514; Writing to Sources, 66, 89, 359, 514, 663, 745, 988, 1051, 1095, 1150, 1279; Text Set Workshop: writing, 226a, 454a, 706a, 932a, 1112a, 1480a; Timed Writing, 166, 603, 1021; Writing Workshop: write a persuasive essay (argument), 442–449 create a multimedia presentation, 920–927

20. write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• 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.

• develop and justify 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.

• analyze 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.

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

1. provide a concluding statement or section that follows from and supports the argument presented. (CCSS W.11–12.1)

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SE/TE: Writing Workshop: write a reflective essay, 694–701, create a multimedia presentation, 920–927, historical investigation (write a report), 1096–1107; Writing (explanatory and informative texts), 75, 262, 435, 551, 676, 809, 975, 1027, 1038, 1168, 1215, 1315, 1338, 1365, 1376, 1453, 1459, 1467; Common Core Workshop: Writing an Objective Summary, lvi–lvii; Text Set Workshop: writing, 226a; Performance Tasks: writing essays, 230, 458, 710, 936, 1116, 1484; Research task: research report, 213, 291, 581, 1070

21. 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.

• 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.

• 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.

• use and evaluate 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.

• use precise language, domain–specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

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

• 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). (CCSS W.11–12.2)

71

SE/TE: Writing Workshop: autobiographical narrative, 214–221, short story, 1468–1475; Writing: interior monologue, 197, parable, 306, narrative speech, 341, soliloquy, 377, script for a scene, 1270, biographical sketch, 1357, scene from an absurd drama, 1387

22. write narratives to develop real or imagined experiences or events using effective technique, well–chosen details, and well–structured event sequences.

• engage and orient the reader by setting out a problem, situation or observation and its significance, establishing multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

• use and evaluate 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).

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

• provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative. (CCSS W.11–12.3)

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Production and Distribution of Writing

SE/TE: Common Core Workshop: writing an objective summary, lvi–lvii, composing an argument, lxx–lxxi; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; Text Set Workshop: writing, 226a, 706a; Writing, 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1168, 1186, 1206, 1243, 1270, 1307, 1399, 1431, 1443; Performance Tasks: Writing, 230, 458, 710, 936, 1116, 1484

23. 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 objectives in Text Types and Purposes.) (CCSS W.11–12.4)

SE/TE: Writing Workshop: prewriting, 215, 443, 695, 921, 1097, 1469, drafting, 216, 444, 696, 922, 1098, 1470, revising, 218, 446, 698, 924, 1100, 1472, editing and proofreading, 221, 449, 701, 927, 1475, publishing and presenting, 221, 449, 701, 927, 1107, 1475; Writing (prewriting, drafting, revising), 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1150, 1186, 1206, 1218, 1243, 1270, 1307, 1431

24. 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 all Language objectives up to and including grade 12.) (CCSS W.11–12.5)

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

25. 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. (CCSS W.11–12.6)

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Research to Build and Present Knowledge

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

26. conduct 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. (CCSS W.11–12.7)


27. gather and synthesize 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. (CCSS W.11–12.8)

SE/TE: Text Set Workshop: writing, 226a, 1112a; Writing to Sources (writing about literature and nonfiction), 89, 153, 166, 280, 359, 435, 454, 538, 663, 794, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307, 1338; Research Task, 909; Performance Tasks: writing about literature and informational text, 230, 458, 710, 936, 1116, 1484

28. draw evidence from literary or informational texts to support analysis, reflection and research.

• apply grade 12 Reading objectives 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”).

• apply grade 12 Reading objectives 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]”). (CCSS W.11–12.9)

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Range of Writing

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

29. 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. (CCSS W.11–12.10)

75

SPEAKING AND LISTENING

Comprehension and Collaboration

SE/TE: Speaking and Listening (Collaboration): Small-Group Discussion, 15, 249; Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730; Discussion, 1162; Performance Tasks (Common Core Assessment workshop): Small Group Discussion, 231, 937, 1117; Speaking and Listening: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477; Text Set Workshop, 226b, 454b, 706b, 1112b; Tips for Discussing Literature, R55; Oral and Visual Communication: Listening Critically, R44

30. initiate and participate effectively in a range of collaborative discussions (one–on–one, in groups and teacher–led) with diverse partners on grade 12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

• 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.

• work with peers to promote civil, democratic discussions and decision–making, set clear goals and deadlines, establish norms and experience various individual roles.

• 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.

• respond thoughtfully to diverse perspectives; synthesize and evaluate 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. (CCSS SL.11–12.1)

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

31. 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 analyzing any discrepancies among the data. (CCSS SL.11–12.2)

76

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

32. evaluate a speaker’s point of view, reasoning and uses of evidence and rhetoric, in order to assess the stance, premises, links among ideas, word choice, points of emphasis and tone used among multiple speakers. (CCSS SL.11–12.3)

Presentation of Knowledge and Ideas

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

33. 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 determine if the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks. (CCSS SL.11–12.4)

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

34. make strategic and engaging 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. (CCSS SL.11–12.5)

SE/TE: Speaking and Listening: Deliver a Persuasive Speech, 450–451; Oral Interpretation of Literary Work, 702–703; Speaking and Listening: Multimedia “Welcome Talk,” 250; Debate, 478; Press Conferences, 730; Multimedia Presentation, 956; Presentation, 1135; Book Talk, 1136; Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485

35. adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grade 12 Language objectives for specific expectations.) (CCSS SL.11–12.6)

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LANGUAGE

Conventions of Standard English

SE/TE: The Changing English Language: Beginnings of English, 7; A Man of Fire-New Words, 241; Britspeak, A to Zed, 1129; Integrate and Evaluate Information, 16; Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Editing/proofreading, 221, 449, 701, 927, 1107, 1475; Word Analysis, 306; Vocabulary Connection, 388; Dialect, 732, 741, 744; Diction, 779, 792, 1366, 1376; Literary Analysis, 919; Assessment workshop, 934; Language Study: Idioms, 1110; Grammar, Usage, and Mechanics Handbook R46–R53

36. demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

• 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. (CCSS L.11–12.1)

SE/TE: Editing/Proofreading, 221, 449, 701, 927, 1107, 1475; Use Punctuation in Dialogue, 1473; Conventions and Style: Punctuation Tip, 67, 154, 263, 419, 755, 1151, 1169; Commonly Confused Words, R50–R51; Spelling Rules, R53

37. demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

• observe hyphenation conventions.

• spell correctly. (CCSS L.11–12.2)

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Knowledge of Language

SE/TE: Conventions and Style: Using Coordinating Conjunctions, 67; Vocabulary Acquisition and Use, 152, 1095, 1186; Language Study: Words from Mythology, 452; Etymology: Political Science/History Terms, 704; Etymology of Scientific, Medical, and Mathematical Terms, 930; Idioms, 1110; Transitional Expressions, 1169; Variety in Sentence Beginnings, 1339; Cognates and Borrowed Words, 1478; Speaking and Listening: Analyze a Non-Political Advertisement, 928–929; Assessment workshop, 932–933, 1478–1479

38. 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.

• 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. (CCSS L.11–12.3)

Vocabulary Acquisition and Use

SE/TE: Multiple-Meaning Words, 152, 502, 894; Etymology, 156, 704, 908, 930, 1069, 1294, 1338; Word Analysis: Patterns of Word Change, 262, 1357; Using Resources to Build Vocabulary, 417, 537, 797, 1007; Language Study: Using Dictionaries and Other Resources, 224; Words from Mythology, 452; Etymology: Political Science/History Terms, 704; Etymology of Scientific, Medical, and Mathematical Terms, 930; Content-Area Vocabulary, 603; Contextual Meaning, 1338; Vocabulary Acquisition and Use (word analysis), 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Life of the English Language: Using a Dictionary and Thesaurus, R14;

39. determine or clarify the meaning of unknown and multiple–meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies.

• 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.

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

• 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.

• 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). (CCSS L.11–12.4)

79

SE/TE: Figurative Language, 223, 451, 774, 775, 852, 855, 858, 864; Language Study: Words from Mythology, 452; Idioms, 1110; Literary Analysis, 32, 893; Vocabulary Acquisition and Use, 66, 89, 280, 341, 492, 627, 879, 1084, 1168, 1279; Synonyms, 745, 1243; Performance Tasks: Analyze the Impact of Word Choice, 936; Using Resources to Build Vocabulary, 793

40. demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

• analyze nuances in the meaning of words with similar denotations. (CCSS L.11–12.5)

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

41. 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. (CCSS 11–12.6)

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