Literature

Instructional Model
PEARSON
PEARSON
Literature
iterature
OVERVIEW
Literature
COMMON CORE
COMMON CORE
Find All Digital Resources at pearsonrealize.com
A LWAYS L E A R N I N G
24
G RAD ES 6-10
25
Instructional Model
Welcome
Teacher Materials
Teacher Edition
PearsonRealize.com
The digital path provides ALL teacher resources and student
workbooks:
• Teacher Edition eText
• Student Edition eText
• Daily Bellringer Activities
• Student Companion All-in-One Workbook with Answer Key
• Common Core Companion Workbook with Answer Key
• Reader’s Notebooks (Adapted, English Learner, Spanish
Version) with Teaching Guide
• Graphic Organizers
• All Program Assessments
Additional Novel Lesson Plans
Reading Guides and Lesson Plans for hundreds of novels
that are not part of the core curriculum.
Online Professional Development Center
An online PD Center including a Professional Development
Guidebook, Classroom Strategies & Routine Cards, and
articles and videos from program authors.
Hear It! CD-ROM
Includes selection audio. Summaries in Spanish and Haitian
Creole can be found online in the Student Edition eText.
Reading Kit: Intervention
Remediation activities and practice for all skills taught in
the program.
Examview® CD-ROM
Customizable test banks for all program assessments.
Teacher Answer Key CD-ROM
Answer Keys for these resources:
• Student Companion All-in-One Workbook
• Selection Support Worksheets
• Beginning-of-Year, Mid-Year, End-of-Year Test
• Benchmark Test & Interpretation Guides
• Reader’s Notebook Teaching Guide
2
reality Central
Student Edition eText
Nonfiction, high-interest readings for struggling readers.
Student Journal
Capture writing activities and notes.
Teaching Guide
Teaching support for Reality Central.
Media Studio Bundle
CD-ROM with Media Screening Room and Film Finder
Database, Teaching Resources, and Study It! Produce It!
Flip Cards.
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Component array
Student Materials
Student Edition
Student Edition eText
A digital Student Edition with audio, video, grammar
tutorials, highlighting, and note-taking at point-of-use!
Close Reading Tool
Allows students to practice strategies in a digital
environment. Includes prompts and tools for marking
the text.
Online Writer’s Notebook
A digital Notebook students can use to record answers for
all Close Reading Activities. Teachers are able to monitor
student work at all times.
Online Research Center
Support for students with helpful links and videos.
Close Reading Notebook
Allows students to mark-up, highlight, and close read
selections in a print format.
Student Companion All-in-One Workbook
•
•
•
•
•
•
Literary Analysis and Reading
Vocabulary Builder
Conventions Practice
Support for Writing and Speaking and Listening
Support for Research and Technology
Note-taking Organizers
Common Core Companion Workbook
Instructional support in student-friendly language
through modeling, and practice with every Common Core
State Standard.
EssayScorer
An online tool that provides students with instant feedback
and scoring on their essays.
SummaryScorer
An automated summary writing tool for evaluating reading
comprehension in a motivating, interactive environment.
Reader’s Notebooks
Three versions of selection support for your Below Level
Students, English Learner’s, and Spanish-speaking
students. Support includes selections in an adapted format
with vocabulary and reading support for each learner level.
22
Table of Contents
Instructional Model ...........................4
Flexible Pathways .............................6
Text Sets ..........................................8
Writing and Research .....................14
Differentiated Instruction .................16
Assessment Overview ....................18
Digital Resources ............................20
Components ..................................22
3
Instructional Model
Literature for the Common Core
Pearson Common Core Literature is designed to address
the instructional shifts in literacy required by the Common
Core State Standards. With this program, students will:
CLOSE READING TOOL
Pearson Common Core Literature delivers an Instructional
Model that will help teachers prepare students for the rigors
of college and the workplace. This Instructional Model:
• build content knowledge by reading a range of
complex texts—literary and informational—through
text sets,
• allows for instructional flexibility depending on the
learner levels in the classroom and academic
growth needed,
• provide written and oral responses to prompts that
require students to cite evidence from the text,
• puts emphasis on the close reading of complex texts,
and requires students to participate in academic
discussions, perform research, and write to sources,
• encounter complex texts and analyze and internalize
the texts’ academic language and vocabulary.
The Close Reading Tool allows students to
practice strategies in a digital environment.
Prompts and tools for marking the text help
students apply what they learned immediately.
• provides rigorous instruction and guidance in analysis of
multiple texts within a genre,
• supports deepening knowledge of a topic through
analysis of multiple-genre texts and media in a Text Set,
• provides practice in reading extended texts
independently.
ONLINE WRITER’S NOTEBOOK
f
ca
fo
ld
In s t r uc t ion
ed
Opt
ion
al
S
Unit Level Instructional Model
Use the Online Writer’s Notebook as a resource for
the Close Reading Activities for each selection. Teachers
are able to monitor student progress at all times.
Core Instruction
PART 2
TEXT ANALYSIS
GUIDED EXPLORATION
• Genre Focus
• Skills Workshops
PART 1
ONLINE STUDENT EDITION
SETTING EXPECTATIONS
The Online Student Edition provides
selection audio and video at point-of-use.
• Introducing the Big Question
• Close Reading Workshop
PART 3
TEXT SET
DEVELOPING INSIGHT
• Anchor Text
• Multiple-Genre Related
Readings
4
PART 4
DEMONSTRATING
INDEPENDENCE
• Independent Reading
• Online Text Sets
21
Digital resources
Pearson Common Core Literature offers digital resources at your fingertips.
CURRICULUM BUILDER
Program Level Table of Contents
Curriculum Builder allows you to rearrange
selections, upload your own content and resources,
and customize your curriculum!
1 Easy-to-follow Table of
Contents
2
3
4
5
1
Common Core State
2 Standards support
3
Quick access to the
Online Student Edition,
Teacher’s Edition, and
Reality Central
4
Teacher support
including a Professional
Development Center and
Research Center
All resources are
5 editable in one
easy-to-find location
6
6
Selection Level Support
1
3
2
Additional selections of
multiple genres are
available to customize
your curriculum or
provide extra
instructional opportunities
1
Assign the entire lesson
or specific parts of the
lesson with the click of
a button
2
Easily accessible
selection-specific
resources including
worksheets, answers,
and assessments
3 Point of use assignable
links and support
Instructional Model: The Parts
The Instructional Model reflects the learning process: Part 1 models expectation and
strategies; Part 2 provides scaffolded supports for reading, writing, speaking and listening,
and grammar acquisition; Part 3 enables students to demonstrate learning without scaffolds;
Part 4 presents wholly independent reading opportunities.
ParT 1: Setting expectationS
Part 1 will Set clear expectations for students as they analyze texts, participate in academic
discussions, perform research, and present written responses to text. Also introduced are
the unit’s Big Question and academic vocabulary that students will utilize and revisit in the
course of the unit.
ParT 2: text analySiS
In Part 2, students will study multiple texts within a genre and master concepts and
standards associated with that genre. Learning to closely read and analyze one specific
genre will provide students with strategies that guide them toward performing this same
analysis across multiple genres.
Direct instruction and scaffolds are provided to ensure that students of all levels are able to
comprehend and analyze the complex texts presented in this part. In addition, students are
given the opportunity to compare two or more texts and practice writing on demand. Process
workshops are also provided for Language Study, Speaking and Listening, and Writing.
ParT 3: text Set
In Part 3, the instructional focus is on the acquisition of content knowledge through
multi-genre Text Sets. Each Text Set is anchored by a text that matches the genre studied in
Part 2. The scaffolds fall away, and students are given the opportunity to encounter texts
in an authentic reading environment that will mirror what they will experience in college
textbooks and in workplace documents.
Throughout the Text Set, students read critically, participate in academic discussions, conduct
research, and develop insights on a topic. These are the types of activities students will be
required to perform on the national assessments as well as in college and the workplace.
ParT 4: DeMonStRating inDepenDence
In Part 4, students are encouraged to read extended texts independently, building stamina
and confidence. Online text sets are available, enabling students to practice independent
reading of texts within a digital environment.
Project these resources for an
interactive learning experience!
20
5
Flexible Pathways
Flexible Pathways
The Instructional Model in Pearson Common Core Literature has been carefully constructed
so that it provides you with the ultimate flexibility in meeting the needs of your students.
Your pathway through each unit can vary depending on student performance on the
Beginning-of-Year Test and on observation of student performance on Close Reading
activities. The scenarios below are suggestions for how to use the Instructional Model, and
the chart that follows provides a visual for these pathways.
A Selection Test and Open-Book Test monitor mastery of the skills taught with the
selections. Selection Tests are selected response where as Open-Book Tests are more
challenging and require students to provide textual evidence in their responses.
above Level Students
The writing portion offers a timed writing activity as well as an opportunity for
students to analyze and correct a writing passage.
Results from the Beginning-of-Year Test indicate that your students are familiar with gradelevel concepts delineated in the standards for the upcoming unit. Therefore, you begin the
unit instruction by reviewing the Part 1 models for reading, discussion, research, and writing
and assign the Independent Practice Selection Close Reading Activities to confirm that
students have the requisite tools for success.
If students struggle with any aspects of the Close Reading Activities such as participating
in academic discussion, research, or writing, you may opt to assign targeted features in Part
2 in order to provide instruction and practice in those areas.
If students are successful with the Close Reading Activities following the Independent
Practice Selection, you might want to move directly to Part 3 and work with students to
build knowledge through independent readings of a range of texts and media. Then, instruct students to self-select an extended reading from Part 4 and prepare an oral or written
presentation of their learning.
On-Level Students
Results from the Beginning-of-Year Test indicate that your students may not need further
instruction in grade-level concepts for the upcoming unit. Therefore, you plan to teach Part
1 in order to model the strategies and expected outcomes for close reading, discussion,
research, and writing. You might want to spend a little time in Part 2 by assigning targeted
selections and features which provides explicit skills instruction and scaffolds to ensure
students develop the knowledge and skills needed for success in Part 3.
When students demonstrate mastery of targeted Part 2 skills, you may then assign all
or parts of the text set in Part 3, utilizing scaffolds in the teacher’s edition when necessary.
Assign a Part 4 text for students to read independently.
In Part 2, Assessment: Skills is reading-based and tests students’ abilities to
independently read informational and literary texts and respond to an array of selected
response items and performance tasks.
The items on this assessment are aligned with unit standards and target specific skills
to enable teachers to analyze test data and perform remediation as needed.
In Part 3, Assessment: Synthesis is administered at the conclusion of the Text Set.
Students will draw upon their learning over the course of the unit, and their
progress will be evident in their oral and written responses. Students will complete
performance tasks focused on Speaking and Listening, Research, and Writing.
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. Remediation recommendations can be found online in the
Interpretation Guide.
BELOW
LEVEL
END-OF-YEAR TEST S
MID-YEAR TEST S
Unit 4
ABOVE
LEVEL
Unit 5
PART 3
PART 4
Close Reading Activities P F
Benchmark Test S R
Selection Tests S
Open-Book Tests S
Assessment: Synthesis P S F
6
19
assessment
assessment Overview
Struggling Students and English Learners
Pearson Common Core Literature delivers rigorous instruction through an Instructional
Model that provides students with strategies, practice, and skills to independently read
and respond thoughtfully and critically to multiple types of complex texts.
Instruction in the program is powered by diagnostic assessment to drive instructional
decisions, and various types of assessments are carefully integrated with the
Instructional Model of the program.
Results from the Beginning of Year Test indicate that your students need intensive instruction
in most or all of the upcoming unit skills and concepts. Therefore, you devote class time to
modeling expectations in Part 1. You might want to spend more time in Part 2 and assign
most or all of the selections and features, to ensure that students develop the requisite
reading, writing, and speaking and listening skills needed for success.
Types of assessment
A Beginning-of-Year Test assesses students’ familiarity with grade level skills and
standards. The results of this assessment enables teachers to choose a pathway through
the program. A Mid-Year and End-of-Year Test revisit these skills to
monitor progress.
Close Reading Activities following the Independent Practice Selection can be used as
a formative assessment to determine students’ readiness for Part 2.
These Close Reading Activities assess students’ abilities to read closely and
analytically, participate in an academic discussion, perform short-term research, and
write to sources within a specific mode. The Close Reading Activities in Parts 2 and 3
allow for further formative assessment enabling you to monitor student progress and
provide remediation where necessary.
The chart below shows recommended instructional pathways for the different learner levels
in your classroom. These are only recommendations, you know best the unique needs
of your students and can follow these recommended pathways, follow the units in their
entirety, or create your own path through the units. No matter which path you choose,
Pearson Common Core Literature will help you prepare your students for success in college
and the workplace.
SETTING
EXPECTATIONS
BEGINNING-OF-YEAR TEST D
Unit 2
Unit Level Pathways
PART 1
Year Long assessment
Unit 1
Then, assign a portion of the Part 3 Text Set to enable students to develop content knowledge related to the Big Question. Part 4 independent readings may be considered optional.
Unit 3
BELOW
LEVEL
PART 1
ON
LEVEL
PART 1
PART 2
TEXT ANALYSIS
GUIDED EXPLORATION
PART 2
PART 3
TEXT SET
DEVELOPING INSIGHT
PART 4
DEMONSTRATING
INDEPENDENCE
PART 3
PART 4
PART 3
PART 4
PART 3
PART 4
PART 3
PART 4
Unit Level assessment
PART 1
PART 2
Independent Practice
Close Reading Activities P F
Close Reading Activities P F
Selection Tests S
Open-Book Tests S
ABOVE
LEVEL
ELL
PART 1
PART 2
Assessment: Skills P S F R
F Formative
18
S Summative
D Diagnostic
R Remediation
P Performance Tasks
7
Text Sets
The unique aspect of the Text Sets in Pearson Common Core Literature is the use of an
Anchor Text and Related Readings. The Anchor Text is of the same genre studied in Part 2,
and it acts as the cornerstone of the Text Set. The Anchor Text does this by providing
opportunities for students to:
• devote the time and care required for a close reading of a text and,
Describe alguna vez que alguien
haya tenido reglas diferentes
para jugar un juego. ¿Qué
ocurrió en esa situación?
♦
Verifica tu comprensión
¿Qué dos grupos considera
Rainsford que componen el
mundo? Encierra en un círculo
las palabras que lo indican.
El jaguar es el felino de mayor
tamaño en el continente
americano y el tercero en el
mundo, después del tigre y el
león. En las Américas Central y
del Sur precolombinas el jaguar
se consideraba como símbolo de
fuerza y poder.
♦
♦
♦
♦
♦
♦
♦
♦
Palabras de uso diario
filósofo s. pensador de cosas profundas
realista s. quien ve el mundo realmente como es
brazadas s. movimiento de los brazos al nadar
following the Anchor Text
are of multiple genres including
fiction, nonfiction, poetry,
drama, short story, web
site articles, media, cartoons,
illustrations, and more.
♦
Multiple-Meaning Words The
word game can mean “an activity
or sport that people play for
fun.” It can also mean “wild
animals that are hunted.” What
does game mean in the first
paragraph?
♦
“Don’t talk rot,1 Whitney,” said Rainsford.
“You’re a big-game hunter, not a philosopher.
Who cares how a jaguar feels?”
“Perhaps the jaguar does,” observed Whitney.
“Bah! They’ve no understanding.”
“Even so, I rather think they understand one
thing—fear. The fear of pain and the fear of
death.”
“Nonsense,” laughed Rainsford. “This hot
weather is making you soft, Whitney. Be a
realist. The world is made up of two classes—
the hunters and the huntees. Luckily, you and
I are the hunters.”
Por un rato que pareció interminable, luchó contra el
mar. Comenzó a contar sus brazadas; tal vez podría dar
cien más y entonces...
◀ The Related Readings
Vocabulary Builder
Sanger Rainsford is a famous hunter of
big game, or large animals. He and another
hunter named Whitney are sailing from
the United States to South America. They
will hunt large cats called jaguars in South
America. Whitney surprises Rainsford by
showing sympathy for the jaguars.
Pasan por la Isla Atrapabarcos. Whitney le dice a
Rainsford que todos los marineros le temen a la isla.
Whitney se va a dormir. Entonces, Rainsford oye
disparos que provienen de la isla. Se acerca hasta la
baranda del barco para ver mejor. La noche está
muy oscura y él se inclina sobre la baranda para
observar mejor la isla. Entonces, una cuerda le
tumba la pipa de la boca. Al tratar de agarrarla,
Rainsford se cae al mar.
♦
TAKE NOTES
Richard Connell
—No digas disparates, Whitney —dijo Rainsford—. Eres
cazador de presas grandes, no filósofo. ¿A quién le
importa lo que sienta un jaguar?
—Tal vez al jaguar le importe —observó Whitney.
— ¡Bah! Ellos no entienden.
—De todas maneras, preferiría pensar que hay algo
que sí entienden: el miedo. El miedo al dolor y el miedo a
la muerte.
—Tonterías —carcajeó1 Rainsford—. El calor de este
clima te está ablandando, Whitney. Sé realista. El mundo
se divide en dos grupos: los cazadores y los cazados. Por
suerte tú y yo estamos del lado de los cazadores.
♦
Comprensión cultural
The Most Dangerous Game
Sanger Rainsford es un famoso cazador de caza
mayor, o sea, de animales grandes. Viaja en barco
junto con otro cazador, de apellido Whitney, de
Estados Unidos hacia Sudamérica. Van a cazar
grandes felinos llamados jaguares en Sudamérica. A
Rainsford le sorprende que Whitney muestre
simpatía por los jaguares.
Copyright © Pearson Education, Inc. All rights reserved.
• demonstrate in-depth comprehension of a single text type and multiple text types.
El juego más peligroso
Richard Connell
Activar conocimientos
previos
1. carcajeó reírse fuertemente
72 Reader’s Notebook: Spanish Version
♦
Fluency Builder
Read aloud the bracketed
dialogue between Rainsford and
Whitney. Read one character’s
dialogue while a partner reads
the other character’s dialogue.
Then, switch roles with your
partner.
Vocabulary Builder
Homophones A homophone
is a word that has the same
pronunciation as another word
but a different spelling and
meaning. Both the verb see and
the noun sea are pronounced
SEE. See means “notice things
with the eyes.” Sea means “a
large area of salty water.” Use the
words see and sea in a sentence
that describes what happens in
the last paragraph on this page.
♦
They pass Ship-Trap Island. Whitney tells
Rainsford that all of the sailors fear the place.
Whitney goes to bed. Then, Rainsford hears
gunshots from the island. He goes to the
ship’s rail to see better. It is dark. He strains
to get a good view of the island. Then a rope
knocks his pipe from his mouth. He tries to
catch it, but he falls into the sea.
♦
© Pearson Education
The Text Sets in Part 3 of each unit are organized around a compelling topic related to the
unit’s Big Question. Text Sets are comprised of an Anchor Text and Related Readings in a
variety of multiple genres and media. Students will be exposed to content area nonfiction
and will build knowledge and develop a position on the Text Set topic.
TOMAR NOTAS
Take Notes
♦
♦
◀ Reader’s Notebooks
offer support for Below
Level, English Learner,
and Spanish-speaking
students. Support
includes selections in
an adapted format with
instruction tailored to
each learner level.
Everyday Words
philosopher (fi LAH suh fer) n. a deep thinker
realist (REE uh list) n. someone who sees the world as it really is
1. rot nonsense.
The Most Dangerous Game 91
TAKE NOTES
VOCABULARY WARM-UP
The Most Dangerous Game
Study these words from “The Most Dangerous Game.” Then, complete
the activity.
acknowledge [ak NAHL ij] v. to admit something is true or real
After our defeat, we had to acknowledge that we were not a strong team.
bewilderment [bee WIL der ment] n. strong feeling of confusion
Not knowing the customs of a place can create bewilderment.
complicated [KAHM pli kay tid] adj. having many parts; complex
The report was complicated and required a great deal of research.
consideration [kuhn sid uh RAY shuhn] n. thoughtful concern for others
Please show consideration and do not talk during the movie.
grisly [GRIZ lee] adj. horrible in an extreme way
Movies that show a lot of blood are too grisly for me to watch.
particularly [pahr TIK yoo ler lee] adv. to a great degree
All my relatives are fun, but I particularly like my oldest cousin.
superstition [soo per STI shuhn] n. irrational but deep-seated belief
It may be a superstition, but I think my four-leaf clover brings me luck.
vivid [VIV id] adj. very bright; very clear
The sky was a vivid blue, with not a cloud in sight.
Support for selection ▶
vocabulary, building
background, and leveled
graphic organizers can
be found online and
assigned as needed.
Exercise A
Fill in the blanks using each word from Word List A only once.
Julie awoke and felt total [1]
. Where was she? Nothing
was familiar, though she had to [2]
[3]
Richard Connell
Activate Prior Knowledge
Word List A
that the room was
cozy. In fact, it looked like everything in it had been
Describe a time when someone
else had different rules for
playing a game. What happened
in that situation?
Read Fluently
Underline Rainsford’s remarks
about the jaguars he hunts. What
seems to be his attitude toward
them? Circle the letter of the
best answer below.
(a) sympathy
(b) respect
(c) unconcern
(d) rage
Reading Check
What “two classes” does
Rainsford believe make up the
world? Circle the words that
tell you.
colors, and they were all over the
room. Someone had even shown the [6]
Sanger Rainsford is a famous hunter of
big game, or large animals. He and another
hunter named Whitney are sailing from
the United States to South America. They
will hunt large cats called jaguars in South
America. Whitney surprises Rainsford by
showing sympathy for the jaguars.
♦
chosen with her in mind. For instance, she liked [4]
patterns with many [5]
The Most Dangerous Game
♦
♦
“Don’t talk rot,1 Whitney,” said Rainsford.
“You’re a big-game hunter, not a philosopher.
Who cares how a jaguar feels?”
“Perhaps the jaguar does,” observed Whitney.
“Bah! They’ve no understanding.”
“Even so, I rather think they understand one
thing—fear. The fear of pain and the fear of
death.”
“Nonsense,” laughed Rainsford. “This hot
weather is making you soft, Whitney. Be a
realist. The world is made up of two classes—
the hunters and the huntees. Luckily, you and
I are the hunters.”
♦
♦
♦
They pass Ship-Trap Island. Whitney tells
Rainsford that all of the sailors fear the place.
Whitney goes to bed. Then, Rainsford hears
gunshots from the island. He goes to the
ship’s rail to see better. It is dark. He strains
to get a good view of the island. Then a rope
knocks his pipe from his mouth. He tries to
catch it, but he falls into the sea.
♦
of covering her
♦
♦
with a warm blanket. What had happened? She recalled riding her
bike, and then a black cat ran in front of her. She did not believe that
8
© Pearson Education
The Text Set selections do ▶
not provide scaffolds and support, so students are exposed
to the type of real-life reading
they will encounter in college
and the workplace.
, but, right after she saw it, she fell hard on her head.
Vocabulary Development
Then, a doctor was saying that her helmet saved her from a
[8]
philosopher (fi LAH suh fer) n. a deep thinker
realist (REE uh list) n. someone who sees the world as it really is
cut. What else had he said? Something about
forgetting things.
1. rot nonsense.
© Pearson Education
[7]
102 Adapted Reader’s Notebook
The Most Dangerous Game 99
Reader and Task Suggestions ▶
in the Text Complexity Rubrics
offer ways to differentiate
17
Differentiation
Differentiated Instruction
Pearson Common Core Literature offers support to differentiate instruction to
ensure all students’ needs are met.
From leveled resources to strategies in the Teacher’s Edition, this program will make literature
accessible for all learners.
UNIT 1
Developing insight
Introducing the Big Question
Is conflict necessary?
SHORT STORY
Old Man at the Bridge
00
00
SHORT STORY
The Jade Peony
Wayson Choy
TEXT SET DEVELOPING INSIGHT
DEMONSTRATING MASTERY
FACING CONFLICT
CONFORMITY
Independent Reading
Elements of a Short Story
Analyzing Character, Structure, and Theme
SHORT STORY
00
00
00
SHORT STORY READINGS
The Scarlet Ibis
James Hurst
PART 4
00
xxxx • xxxxx • xxxxxx • xxxxxx
00
Recommended
Titles for Extended Reading
00
ILLUSTRATION
Cartoon
The New Yorker
The Most Dangerous Game
Richard Connell
00
The Gift of the Magi
O. Henry
00
Rules of the Game
Amy Tan
Conformity
Saul McLeod
00
AUTOBIOGRAPHY
Blues Ain’t No Mockin Bird
Toni Cade Bambara
00
00
WEB ARTICLE
COMPARING TEXTS LITERARY ANALYSIS
00
POEM
00
00
BIOGRAPHY
Arthur Ashe Remembered
John McPhee
00
Language Study Etymology
00
Speaking and Listening Evaluating a Speech
00
00
Writing Explanatory Text
ASSESSMENT SKILLS
All Watched Over by
Machines of Loving Grace
Richard Brautigan
from Born on a Blue Day
Daniel Tennant
00
SCIENCE ARTICLE
Careers in Robotics
NASA
NEWS ARTICLE
Researcher Condemns Conformity
The New York Times
SCIENCE ARTICLE
BIOGRAPHY
From A Lincoln Preface
Carl Sandburg
ONLINE TEXT SET
ASSESSMENT SYNTHESIS
Speaking and Listening: Group Discussion
Writing: Autobiographical Narrative
Writing: Formal Argument
00
00
00
00
Team Builds Sociable Robot
Although
Doodle
Elizabeth A. Thompson
learned to crawl,
he showed no signs
of walking, but
he wasn’t idle.
4
day world”? What images do these
words evoke?
Possible response: Words
such as “necklaces,” “crowns,”
“bedecked,” “beautified, “ and
“jewels” evoke images of royalty.
The passage suggests that this is
an idyllic time in the their lives.
00
00
00
Cumulative Review
Constructed Response
Close Reading
1. Key
Ideas and Details
The
Instructional
Model in
Ask a student to read aloud the
passage. Ask: How do Doodle and
the program
offers
the narrator spend their time in
this passage?
flexibility
with each of the
Possible response: They make
necklaces and crowns from flowers
parts.
Use
each part as
and bedeck themselves.
2. Craft and
Structure
needed
depending
on your
Ask: Which words suggest that
Doodle and the narrator are
classroom
needs.
“beyond the touch of the every-
3. Integration of Knowledge
and Ideas
Ask: How do the author’s stylistic
choices lend deeper meaning to the
events described in the passage?
Possible response: The elevated
language of royalty helps to
underscore the point that this is a
rare, special time in the brothers’
lives.
4
3. Because of Doodle’s differences, the narrator
wants . . .
4. Doodle doesn’t pursue an argument with
his brother because . . .
5. The only controversy comes when Doodle’s
brother tries to . . . .
3. Paris green poisonous green powder used chiefly as an insecticide.
e
The Scarlet Ibis 00
dIffeReNTIATed INSTRuCTIoN
s, the narrator
ument with
hen Doodle’s
Strategy for Less Proficient Readers
Vocabulary for English Learners
Long and compound sentences like the one
beginning “Doodle was my brother…” (p. 000)
may prove a barrier to some students’ enjoyment of the story. Have students break down
long sentences like these by first identifying the
three independent clauses, and reading these
separately. Students should then identify the
subject of each sentence (Doodle, he, I) and the
rest of the sentence’s phrases and clauses give
further details. Once students have the sentences, they can look at the details.
With its references to many different plants,
this story’s setting provides students with an
opportunity to extend their vocabularies. Have
students list such words as magnolia, bleeding
tree, phlox, five o’clocks, and so on and look
them up in illustrated nature guides or encyclopedias.
5
Developing insight
4 Close Reading
5
1. Key Ideas and Details
Ask a student to read aloud the
passage. Ask: How do Doodle and
the narrator spend their time in
this passage?
Possible response: They make
necklaces and crowns from flowers
and bedeck themselves.
2. Craft and Structure
Ask: Which words suggest that
Doodle and the narrator are
“beyond the touch of the everyday world”? What images do these
words evoke?
Possible response: Words
such as “necklaces,” “crowns,”
“bedecked,” “beautified, “ and
“jewels” evoke images of royalty.
The passage suggests that this is
an idyllic time in the their lives.
Differentiated instruction Notes
in the Teacher’s Edition provide
strategies at point-of-use.
◀
so much as picked up my cap, he’d start crying to go with me and
Mama would call from wherever she was, “Take Doodle with you.”
He was a burden in many ways. The doctor had said that he
mustn’t get too excited, too hot, too cold, or too tired and that he
must always be treated gently. A long list of don’ts went with him,
all of which I ignored once we got out of the house. To discourage
his coming with me, I’d run with him across the ends of the cotton
rows and careen him around corners on two wheels. Sometimes I
accidentally turned him over, but he never told Mama. His skin was
very sensitive, and he had to wear a big straw hat whenever he went
out. When the going got rough and he had to cling to the sides of
the go-cart, the hat slipped all the way down over his ears. He was
a sight. Finally, I could see I was licked. Doodle was
my brother and he was going to cling to me forever, no
matter what I did, so I dragged him across the burning
Although Doodle
cotton field to share with him the only beauty I knew,
learned to crawl,
Old Woman Swamp. I pulled the go-cart through the
he showed no signs
saw-tooth fern, down into the green dimness where the
palmetto fronds whispered
of walking, but
by the stream. I lifted him out and set him down in the
he wasn’t idle.
soft rubber grass beside a tall pine. His eyes were
round with wonder as he gazed about him, and his
little hands began to stroke the rubber grass. Then he
began to cry.
“For heaven’s sake, what’s the matter?” I asked, annoyed.
“It’s so pretty,” he said. “So pretty, pretty, pretty.”
After that day Doodle and I often went down into Old Woman
Swamp. I would gather wildflowers, wild violets, honeysuckle, yellow
jasmine, snakeflowers, and water lilies, and with wire grass we’d
weave them into necklaces and crowns. We’d bedeck ourselves with
4
our handiwork and loll about thus beautified, beyond the touch of
the everyday world. Then when the slanted rays of the sun burned
orange in the tops of the pines, we’d drop our jewels into the stream
and watch them float away toward the sea.
There is within me (and with sadness I have watched it in others)
a knot of cruelty borne by the stream of love, much as our blood
sometimes bears the seed of our destruction, and at times I was
5 mean to Doodle. One day I took him up to the barn loft and showed
him his casket, telling him how we all had believed he would die. It
was covered with a film of Paris green3 sprinkled to kill the rats, and
screech owls had built a nest inside it.
Doodle studied the mahogany box for a long time, then said, “It’s
not mine.”
3. Integration of Knowledge
and Ideas
Ask: How do the author’s stylistic
choices lend deeper meaning to the
events described in the passage?
dIffeReNTIATed INSTRuCTIoN
Possible response: The elevated
language of royalty helps to
underscore the point that this is a
rare, special time in the brothers’
lives.
Strategy for Less Proficient Readers
Long and compound sentences like the one
beginning “Doodle was my brother…” (p. 000)
5
big Question:
may
prove a barrier to some students’ enjoyToward essential
ment
of the story. Have students break down
understanding
1. Readlong
aloud thesentences
passage, and then like these by first identifying the
draw students’ attention to the
first sentence.
three independent clauses, and reading these
2. Ask: Why is the narrator mean to
separately.
Students should then identify the
Doodle?
Is the conflict between
the boys necessary?
subject of each sentence (Doodle, he, I) and the
Possible response: The narrator
statesrest
that cruelty
is a partsentence’s
of his
of the
phrases and clauses give
nature that and is inseparable from
further
his love
for Doodle.details.
He likens that Once students have the sencruelty to a disease of the blood.
they saycan look at the details.
Mosttences,
students will probably
Vocabulary for English Learners
With its references to many different plants,
this story’s setting provides students with an
opportunity to extend their vocabularies. Have
students list such words as magnolia, bleeding
tree, phlox, five o’clocks, and so on and look
them up in illustrated nature guides or encyclopedias.
big Question:
Toward essential
understanding
1. Read aloud the passage, and then
draw students’ attention to the
first sentence.
2. Ask: Why is the narrator mean to
Doodle? Is the conflict between
the boys necessary?
Possible response: The narrator
states that cruelty is a part of his
nature that and is inseparable from
his love for Doodle. He likens that
cruelty to a disease of the blood.
Most students will probably say
the conflict is not necessary.
▶
n
00
EXEMPLAR TEXT
Ernest Hemingway
PART 3
TEXT ANALYSIS GUIDED EXPLORATION
Close Reading Workshop
Read • Discuss • Research • Write
PART 2
▶
PART 1
SETTING EXPECTATIONS
T
g
ge
Is conflict
necessary?
Is conflict
necessary?
Following each selection, ▶
Close Reading Activities
allow students to experience
performance tasks while they
discuss, research, and write.
Through these Activities,
students will begin to form a
coherent position on the Text
Set topic, and each writing
opportunity can be used
to develop the culminating
writing assignment.
The concluding
Assessment includes
performance tasks in
speaking and listening,
writing, and formal oral
and written responses.
3. Ask: Do you accept the narrator’s
explanation? Explain.
Possible response: Some students will say that the narrator’s
cruelty is normal, just a typical
expression of sibling rivalry. Others
may say that the cruelty the narrator exhibits when he shows
Doodle his own casket is evidence
of a deeply flawed character.
the conflict is not necessary.
3. Ask: Do you accept the narrator’s
explanation? Explain.
Possible response: Some students will say that the narrator’s
cruelty is normal, just a typical
expression of sibling rivalry. Others
may say that the cruelty the narrator exhibits when he shows
Doodle his own casket is evidence
of a deeply flawed character.
PART 3 • The Scarlet Ibis 7
PART 3 • The Scarlet Ibis 7
16
9
Text Sets
Below is a list of Text Sets in Grades 6-8
GRADE 6
The Gold Rush
SHORT STORY
The King of Mazy May
Jack London
SONG
To Klondyke We’ve Paid Our Fare
H.J. Dunham
ANNOTATED MAP
Gold Rush: The Journey by Land
from The Sacramento Bee
LETTER
A Woman’s View of the Gold Rush
Mary B. Ballou
WEB ARTICLE
Chinese and African Americans in the
Gold Rush
The Johns Hopkins University
NEWS ARTICLE
Birds Struggle to Recover From Egg
Thefts of 1800s
Edie Lau
Baseball
EXPOSITORY ESSAY
Jackie Robinson: Justice at Last
Geoffrey C. Ward and Ken Burns
ONLINE WRITING Pearson Common Core
Determination
People and Animals
POEM
Simile: Willow and Ginkgo
Eva Merriam
MYTH
Prologue from The Whale Rider
Witi Ihimaera
WEB ARTICLE
Angela Duckworth and the
Research on “Grit”
Emily Hanford
MAGAZINE ARTICLE
The Case of the Monkeys That Fell
from the Trees
Susan E. Quinlan
EXPOSITORY ESSAY
Race to the End of the Earth
William G. Scheller
WEB ARTICLE
Rescuers to Carry Oxygen Masks
for Pets
Associated Press
SHORT STORY
The Sound of Summer Running
Ray Bradbury
LETTER
from Letter on Thomas Jefferson
John Adams
AUTOBIOGRAPHY
Water
Helen Keller
POSTER
Determination
Mark Twain
PLAY
The Prince and the Pauper
SHORT STORY
The Old Woman Who Lived With
the Wolves
Chief Luther Standing Bear
NEWS RELEASE
Satellites and Sea Lions
NASA
NARRATIVE ESSAY
Turkeys
Bailey White
GRADE 7
SPEECH
Stage Fright
Mark Twain
SHORT STORY
Amigo Brothers
Piri Thomas
BIOGRAPHY
My Papa, Mark Twain
Susy Clemens
WEB ARTICLE
Get More From Competition
Christopher Funk
SHORT STORY
The Southpaw
Judith Viorst
INTERVIEW
Mark Twain’s First “Vacation”
The New York World
WEB ARTICLE
Forget Fun, Embrace Enjoyment
Adam Naylor
NEWS ARTICLE
Fenway Park Celebrates 100 Years
as America’s Oldest Working Major
League Ballpark
Molly Line
QUOTATIONS
According to Mark Twain
Mark Twain
NEWSPAPER ARTICLE
Video Game Competitiveness,
Not Violence, Spurs Aggression,
Study Suggests
Jennifer LaRue Huget
10
MEDIA
Orlando Magic
LeRoy Neiman
TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK
ROUTINE RESEARCH Students will
perform both short and long-term research
throughout the program. In Part 2, a Research
and Technology feature offers short, sustained
research tasks and the Writing Process
Workshop provides instruction on performing
research. In Part 3, the Anchor Text provides
an extended research task and the Related
Readings offer short, sustained tasks.
After all other selections
in the program, students
will perform short,
sustained research tasks.
After the Anchor Text, students will
perform an extended research activity.
◀
BASEBALL CARD
Ted Williams Baseball Card
MAGAZINE ARTICLE
Win Some, Lose Some
Charles Osgood
Students will find support in the Online
Research Center!
◀
WEB ARTICLE
Why We Love Baseball
Mark Newman
SHORT STORY
An Encounter With an Interviewer
Mark Twain
ONLINE RESEARCH CENTER
◀
Competition
ARGUMENT
Preserving a Great American
Symbol
Richard Durbin
SummaryScorer is an automated summary writing tool
that offers students a motivating, interactive environment
for practicing and improving their skills while giving them
immediate easy-to-understand feedback.
INFOGRAPHIC
2012 Pet Ownership Statistics
American Pet Products Association
NOVEL EXCERPT
from The Prince and the Pauper
Mark Twain
NEWS ARTICLE
Memories of an All-American Girl
Carmen Pauls
Literature also offers digital tools to support student
writing. EssayScorer offers instant feedback and scoring
and provides students with instruction, and immediate
feedback to improve their writing skills.
Each Writing Process Workshop has
an embedded Research strand.
15
Writing and research
Writing and research
WRITING is an integral part of Pearson Common Core Literature. The
Motivation
Leaders and Followers
program adheres to the percentages of writing outcomes as indicated in the
Common Core State Standards, and most writing outcomes involve writing to
sources and writing grounded in evidence.
AUTOBIOGRAPHY
No Gumption
Russell Baker
TELEPLAY
The Monsters Are Due on
Maple Street
Rod Serling
Each unit features a writing mode - argumentative, informative/explanatory,
narrative – and all writing activities focus on that particular mode of writing.
• The featured mode is introduced in the Close Reading Workshop with
an annotated model.
• Close Reading Activities that follow each selection provide students with
the opportunity to write with the type of activities they must be able to
perform in the upcoming assessments.
• Common Core Workshops on Analyzing Argument and Conducting
Research can be found in the Introductory Unit.
• The Writing Process Workshop provides instruction in the featured mode.
• Timed Writing activities appear after Comparing Texts and in
Assessment: Skills
• In Assessment: Synthesis, students are required to develop a formal,
written response or argument.
Writing Process
Write an Explanatory Text
Exposition: Cause-and-Effect Essay
Defining the Form Whether the subject is human nature, historical
trends, or weather patterns, cause-and-effect reasoning explains why
things happen. A cause-and-effect essay examines the relationship
between or among two or more events, explaining how one causes
another. You may use elements of this type of writing in science reports,
history papers, and health articles, for example.
Assignment Write a cause-and-effect essay to explain an event or a
condition in a subject area that interests you, such as business, the arts,
technology, history, sports, or music. Include these elements:
✓ a clear identification of a cause-and-effect relationship
✓ an analysis of specific aspects of the cause or causes that
produce the effects
✓ facts, details, examples, and reasons that support your
assertions and anticipate readers’ questions
✓ a logical organization clarified by smooth transitions
✓ error-free grammar, including correct subject-verb agreement
To preview the criteria on which your cause-and-effect essay may be
judged, see the rubric on page 409.
Common Core
State Standards
Prewriting/Planning Strategies
Writing
Examine current events. Scan newspapers or magazines for headlines
that interest you. Use a three-column chart to speculate about possible
causes and effects: In the middle column, write the event; in the left
column, write the possible causes; in the right column, note possible
effects. Notice how the event listed in the chart below—team wins
championship—is an effect of the causes listed in the left column—
practice, focus, and individual performance—as well as a cause of the
effects listed in the right column—increased fan interest, harder to buy
tickets, and revenue for city.
2. Write informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and
accurately through the effective
selection, organization, and
analysis of content.
2.a. Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions;
include formatting, graphics,
and multimedia when useful to
aiding comprehension.
2.b. Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other information
and examples appropriate to
the audience’s knowledge of
the topic.
5. Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach, focusing
on addressing what is most
significant for a specific purpose
and audience.
Common Core
Focus on ReseaRch
State Standards
Writing
Clarify cause-and-effect relationships. Review
your
When
youentire
write draft,
explanatory texts, you
might perform research to
2.c. Use appropriate and varied
focusing on the causes and effects you have presented. With two
transitions to link the major
•locatedataintheformoffactsandstatisticstosupportyourideas.
sections of the text, create
highlighters, use one color to mark phrases that show causes and the
cohesion, and clarify the
•verifyclaimsyoumakeaboutcausesandprobableeffects.
other to mark effects. Add details to strengthen connections,
insert
relationships among complex
ideas and concepts.
transitional words to make links clear, and eliminate
causes or effects
•findexamplestoillustrateyourpoints.
2.f. Provide a concluding
that do not support your main point. Provide a clear
concluding
statement
section that
Be sure
to note all resources you use
in your or
research,
and credit those
from and supports the
statement that follows logically from the information
that
preceded
sources
in your
final drafts. Refer tofollows
the Research
Workshop in the
information or explanation
it and that supports your main idea.
Introductory Unit for assistance in citing
materials.
presented.
Our class scored in the top five percent on standardized tests.
, but, more often,
We took some practice tests. Mostly we focused on learning to
Because we could6 read
well, • weIs conflict necessary?
UNIT 1 read and to understand what we read. We were able to do well
on the test.
Model: revising to Clarify Cause and Effect
Combine short sentences. If you find too many short sentences, look
for places to combine them using the following strategies:
• Combine two sentences using subordinating clauses that start with
conjunctions such as after, although, despite, if, and whenever. Use
subordinating conjunctions to show a relationship between ideas.
• Use coordinating conjunctions such as and, but, or, nor, for, so, and
yet to combine ideas of equal importance.
Example: Short Sentences:
The team members lost hope. They found an unlikely
inspiration to continue.
Combined:
The team members lost hope, but they found an unlikely
inspiration to continue.
Peer review
Ask a partner to read your draft, and then have a discussion about your
work. Your reader should discuss the clarity of the cause-and-effect relationships presented throughout your essay. Consider modifying sentences,
omitting or adding transitions, or reordering paragraphs to improve the
logical flow of your ideas as needed.
10 UNIT 1 • Is conflict necessary?
5. Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach, focusing
on addressing what is most
significant for a specific purpose
and audience.
This writer adds transitional
words and phrases to
clarify the cause-and-effect
relationships.
ConvEntions
sEntEnCE
FluEnCy |
CoNVENtIoNS | SENtENCE
FLuENCy
REading-WRiting
ConnECtion
Revising to
Event
Effects
• practice, focus
• individual
performance
Team wins
championship
• increased fan
interest
• harder to buy
tickets
• revenue for city
List and freewrite. Jot down any interesting events that come to mind
from the worlds of business, science, technology, the arts, nature, politics,
and sports. Then, circle the item that most intrigues you. Freewrite for
three minutes about that topic. As you write, note any causes and effects
that come to mind. You can develop your topic from ideas you uncover in
your freewriting.
WritEr’s
toolbox
WrITer’s Toolbox
Revising Strategies
Causes
Correct Faulty
Categorize to narrow your topic. You may find that your topic is
too broad to manage in the scope of a single
essay.I Break
subject
WRITING
UNIT your
2
WRITING I idEas
UNIT 2
voiCE |
organization | Word
ChoiCE
VoICE
WorDifChoICE
| is IDEaS
into smallerorgaNIzatIoN
categories. For example,
your topic
about a record-
breaking sports event, you might create categories such as “key player,”
“great coach,” and “new equipment.” Choose a more focused topic that
interests you from your list of categories.
To get a feel for causeSubject-Verb Agreement Chart causes and effects. Using an index card or a self-sticking note,
and-effect essays, read the
excerpt from Silent Spring by
write the central event or circumstance that is your subject. Explore the
Foronapage
subject
Rachel Carson
167.and verb to agree, they must agree in number.
causes that produced the event and the effects the event produced. Write
Identifying Errors in Subject-Verb agreement
Agreement
errors
those factors
on separate
cards or notes. Write key details related to each
may occur with compound subjects, subjects
joined
or oron
nor,the
and
cause
andbyeffect
cards or notes. Then, arrange the cards or notes
indefinite pronouns as subjects. Below, subjects
are underlined
in a logical
sequence.and verbs
italicized.
Compound Subject:
The coach and the captain is going are going to attend.
Subject Joined by Or or Nor:
Either Jason or his brother are bringing is bringing the snacks.
Indefinite Pronoun as Subject:
Everybody who supports our ideas are helping is helping.
PART 2 • Writing Process 7
If a plural subject is joined to a singular subject by or or nor, the verb
should agree with the subject that is closer to it.
WEB ARTICLE
Intrinsic Motivation Doesn’t Exist,
Researcher Says
Jeff Grabmeier
POEM
The Cremation of Sam McGee
Robert Service
TEXTBOOK ARTICLE
Joseph R. McCarthy
Prentice Hall: United States History
MAGAZINE ARTICLE
A Special Gift—The Legacy of
“Snowflake” Bentley
Barbara Eaglesham
WEB ARTICLE
The Salem Witch Trials of 1962
The Salem Witch Museum
FOLK TALE
All Stories Are Anansi’s
Harold Courlander
BLOG POST
Herd Mentality? The
Freakonomics of Boarding a Bus
Stephen J. Dubner
INFOGRAPHIC
Image: Maslow’s Theory of
Motivation and Human Needs
Abraham Maslow
WEB ARTICLE
Follow the Leader: Democracy in Herd
Mentality
Michael Shirber
Heroes and Outlaws
PHOTOGRAPH
Martin Luther King, Jr., Memorial
NARRATIVE POEM
The Highwayman
Alfred Noyes
Becoming American
WEB SITE
Carnegie Hero Fund Commission
NARRATIVE ESSAY
My First Free Summer
Julia Alvarez
MAGAZINE ARTICLE
The Myth of the Outlaw
Ruth M. Hamel
NARRATIVE POEM
How I Learned English
Gregory Djanikian
EXPOSITORY ESSAY
The Real Story of a Cowboy’s Life
Geoffrey C. Ward
AUTOBIOGRAPHY
mk
Jean Fritz
SHORT STORY
After Twenty Years
O. Henry
PUBLIC DOCUMENT
Discovering a Paper Son
Byron Yee
WEB ARTICLE
Harriet Tubman
PLAY
from Grandpa and the Statue
Arthur Miller
Correct: Either the coach or the co-captains are going to speak.
Correct: Either the co-captains or the coach is going to speak.
POSTER
Harriet Tubman Wanted Poster
Fixing Errors To correct subject and verb agreement, follow these steps:
1. Identify whether the subject in a sentence is singular or plural.
2. Select the matching form of the verb:
• For compound subjects joined by and, use plural verb forms.
• For singular subjects joined by or or nor, use singular verb forms.
• When the subject is an indefinite pronoun, use the appropriate
verb form. Use this chart for guidance.
Indefinite Pronouns
Always Singular
anybody, anyone, anything, each, either, every, everybody, everyone, everything,
neither, nobody, no one, nothing, somebody, someone, something
Always Plural
both, few, many, others, several
Singular or Plural
all, any, more, most, none, some
grammar in your Writing
Scan several paragraphs in your draft and underline all compound subjects
and indefinite pronouns. In each case, make sure that the verb form you
have used agrees with the subject.
Writing 11
SHORT STORY
All Summer in a Day
Ray Bradbury
GRADE 8
Human vs. Machine
SHORT STORY
Who Can Replace a Man?
Brian Aldiss
BALLAD
John Henry
Traditional Ballad
MAGAZINE ARTICLE
Julie and the Turing Test
Linda Formichelli
CARTOON
“The good news, Dave, . . . “
Chris Madden
PRESS RELEASE
Robots Get a Feel for the World at
USC Viterbi
University of Southern California Viterbi
TV SCRIPT
from The Measure of a Man from
Star Trek: The Next Generation
Melinda M. Snodgrass
Belonging to a Place
AUTOBIOGRAPHY
from Travels with Charley
John Steinbeck
SHORT STORY
Gentleman of Río en Medio
Juan A. A. Sedillo
SPEECH
Choice: A Tribute to Martin Luther King, Jr.
Alice Walker
SHORT STORY
Tears of Autumn
Yoshiko Uchida
AUTOBIOGRAPHY
from I Know Why the Caged Bird Sings
Maya Angelou
NEWS ARTICLE
Melting Pot
Anna Quindlen
ONLINE ARTICLE
Study Finds Americans Increasingly
Rooted
Cindy Weiss
INFOGRAPHIC
Census Data on Immigration
U.S. Department of Homeland
Security, Office of Immigration Statistics.
CHART
Relationships to Place from What Is
Sense of Place?
Jennifer E. Cross
(gRaDe 8 continued)
14
TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK
11
Text Sets
Below is a list of Text Sets in Grades 8-10
GRADE 8 (continued)
Generations
POEM
Old Man
Ricardo Sánchez
POEM
For My Sister Molly Who in the Fifties
Alice Walker
SHORT STORY
The Medicine Bag
Virginia Driving Hawk Sneve
AUTOBIOGRAPHY
Cub Pilot on the Mississippi
Mark Twain
SHORT STORY
Thank You, M’am
Langston Hughes
NEWS ARTICLE
Tutoring Benefits Seniors’ Health,
Students’ Skills
David Crary
RESEARCH ARTICLE WITH GRAPHS
The Return of the Multi-Generational
Family Household
Pew Research Center
The Holocaust
DRAMA
from Kindertransport
Diane Samuels
DIARY ENTRIES
from Anne Frank: The Diary of a
Young Girl
Anne Frank
MEMOIR
from Anne Frank Remembered
Miep Gies (with Allison Leslie Gold)
AUTOBIOGRAPHICAL NARRATIVE
(WITH MAP)
from Night
Elie Wiesel
SPEECH
from Remarks on a Visit to Buchenwald
Elie Wiesel
EXPOSITORY TEXT
Local Holocaust Survivors and
Liberators Attend Opening Event for
Exhibition
Florida Holocaust Museum
12
Freedom Fighters
The Great Depression
Defining Heroism
Vision
Conscientious Objections
PERSUASIVE SPEECH
from The American Dream
Martin Luther King, Jr.
SPEECH EXEMPLAR TEXT
First Inaugural Address
Franklin Delano Roosevelt
EPIC
from the Ramayana
retold by R. K. Narayan
EXPOSITORY ESSAY
How to React to Familiar Faces
Umberto Eco
NARRATIVE POEM
Runagate Runagate
Robert Hayden
EXPOSITORY ESSAY
from Nothing to Fear Alan Axelrod
MYTH
Perseus Edith Hamilton
HISTORY
from Americans in the Great Depression
Eric Rauchway
NARRATIVE ESSAY
The Washwoman Isaac Bashevis Singer
NOVEL EXCERPT
from Magdalena Looking
Susan Vreeland
DRAMA
Antigone, Part 1 and Part 2
Sophocles (translated by Dudley Fitts and
Robert Fitzgerald)
HISTORICAL ESSAY
Emancipation from Lincoln:
A Photobiography
Russell Freedman
LYRIC POEM
Harriet Beecher Stowe
Paul Laurence Dunbar
HISTORICAL ESSAY
Brown vs. Board of Education
Walter Dean Myers
JOURNALISM
from Women on the Breadlines
Meridel LeSueur
PHOTOGRAPH
Bread Line, New York City, 1932
H. W. Fechner
The Kennedy Assassination
PERSUASIVE SPEECH
On Woman’s Right to Suffrage
Susan B. Anthony
POEM
The Assassination of John F. Kennedy
Gwendolyn Brooks
PERSUASIVE SPEECH
from Address to the Commonwealth
Club of San Francisco
Cesar Chavez
POEM
Instead of an Elegy G. S. Fraser
CHART
Nonviolence Tree
GRADE 9
Conformity
SHORT STORY
The Scarlet Ibis James Hurst
POEM
Much Madness is divinest Sense—
Emily Dickinson
MEMOIR
from A White House Diary
Lady Bird Johnson
SHORT STORY
American History Judith Ortiz Cofer
SPEECH
Address Before a Joint Session of the
Congress
Lyndon Baines Johnson
VISUAL TIMELINE
Images of a Tragedy
Aspiration
SHORT STORY
My English Julia Alvarez
DRAMA
from The Importance of Being Earnest
Oscar Wilde
MAGAZINE ARTICLE
The Case for Fitting In
David Berreby
SHORT STORY
The Necklace Guy de Maupassant
EXPOSITORY ESSAY
from The Geeks Shall Inherit the Earth
Alexandra Robbins
MEMOIR
from Blue Nines and Red Words
Daniel Tammet
CARTOON
from The New Yorker
AUTOBIOGRAPHY
New Directions Maya Angelou
ANALYTICAL ESSAY
from Fragile Self-Worth Tim Kasser
MAGAZINE ARTICLE
My Possessions Myself Russell Belk
CARTOON
from The New Yorker The New Yorker
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EXPOSITORY NONFICTION
from The Statue That Didn’t Look
Right, from Blink: The Power of
Thinking Without Thinking
Malcolm Gladwell
INTERVIEW
from The Hero’s Adventure
Joseph Campbell and Bill Moyers
PERSONAL ESSAY
from My Hero’s Hero Elie Wiesel
EXPOSITORY NONFICTION
from The Shape of the World
from Life by the Numbers
Keith Devlin
SCIENTIFIC ARTICLE
On Altruism, Heroism, and Nature’s
Gifts in the Face of Terror
Natalie Angier
SCIENCE WRITING
Seeing Things from How the Brain
Works
John McCrone
INFOGRAPHIC
American Blood Donation
Executive Healthcare Management
Magazine
SCIENCE WRITING
How to Look at Nothing from How
to Use Your Eyes
James Elkins
GRADE 10
PAINTING
Car Reflections, 1970
Richard Estes
Perseverance
SHORT STORY
Contents of the Dead Man’s Pocket
Jack Finney
Lost Civilizations
POEM
A Tree Telling of Orpheus
Denise Levertov
MEMOIR
from Swimming to Antarctica
Lynne Cox
AUTOBIOGRAPHY
Occupation: Conductorette from I Know
Why the Caged Bird Sings
Maya Angelou
RADIO TRANSCRIPT
from The Upside of Quitting
Stephen J. Dubner
MAGAZINE ARTICLE
from The Winning Edge
Peter Doskoch
SPEECH
Science Fiction and the Future from
Dancing at the Edge of the World
Ursula K. Le Guin
PHOTOGRAPH
from the series Empire State
(Laying Beams), 1930–31
Lewis Hine
SHORT STORY
By the Waters of Babylon
Stephen Vincent Benét
SHORT STORY
There Will Come Soft Rains
Ray Bradbury
POEM
Conscientious Objector
Edna St. Vincent Millay
SPEECH
from Nobel Lecture
Alexander Solzhenitsyn
SHORT STORY
The Censors
Luisa Valenzuela
MAGAZINE ARTICLE
Culture of Shock
Stephen Reicher; S. Alexander Haslam
GOVERNMENT POLICY
from Army Regulation 600-43:
Conscientious Objection
Department of the Army
PHOTOGRAPH
Tiananmen Square “Tank Man”
Jeff Widener
The Arthurain Legend
NOVEL EXCERPT
Arthur Becomes King of Britain
from The Once and Future King
T. H. White
POEM
Morte d’Arthur
Alfred, Lord Tennyson
PARODY
from A Connecticut Yankee in King
Arthur’s Court
Mark Twain
MEMOIR
from The Way to Rainy Mountain
N. Scott Momaday
HISTORY
Youth and Chivalry from A Distant
Mirror: The Calamitous 14th Century
Barbara W. Tuchman
JOURNALISM
Understanding Stonehenge
Rossella Lorenzi
HISTORY
from The Birth of Britain
Winston S. Churchill
EXPOSITORY NONFICTION
from Collapse: How Societies Choose
to Fail or Succeed
Jared Diamond
MAGAZINE ARTICLE
A Pilgrim’s Search for Relics of the
Once and Future King
Caroline Alexander
DRAWING
Aquae Sulis, Roman Baths
CARTOON
The New Yorker
TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK
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