A Correlation of. Pearson Language Central 2013 to. Pearson Common Core Literature Grade 10

Transcription

1 A Correlation of Pearson Language Central 2013 to Pearson Common Core Literature 2015 Grade 10

2 Introduction This document demonstrates how, 2013 aligns to, 2015, and fully complements the program. Correlation page references are to the Student Edition and Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. is an English language development program that builds structural and academic language while scaffolding reading skills. The goals of Language Central are to introduce the Common Core State Standards where appropriate in the instruction, and to build the language necessary for students to access, learn, and master the Common Core State Standards in their core reading program is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary. Additionally, an instructional focus is paid to developing students close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources. Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 2

3 Table of Contents UNIT 1: Can progress be made without conflict?... 4 UNIT 2: What kind of knowledge changes our lives?... 7 UNIT 3: Does all communication serve a positive purpose? UNIT 4: To what extent does experience determine what we perceive? UNIT 5: Can anyone be a hero? Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 3

4 UNIT 1 Can progress be made without conflict? PART 1 Setting Expectations Early Autumn Langston Hughes, page 5 The Leap Louise Erdrich, page 9 Response to literature: write a persuasive paragraph based on the article, 65; Response to quotes: write a persuasive paragraph based on two quotes (and using information from the article), 69 Close Reading: Short Story Writing Model: Argumentative Essay Write: Analytical Essay Write a Persuasive Essay, 57; Prewriting: PART 2 TEXT ANALYSIS GUIDED EXPLORATION The Monkey s Paw W. W. Jacobs, page 24 Make predictions, 8, 12 Make Predictions Writing Sources: Sequel The Street of the Cañon Josephina Niggli, page 40 Make Inferences Writing Sources: Letter Civil Peace Chinua Achebe, page 54 Draw Conclusions Writing Sources: Character Analysis Make inferences, 32, 37, 36 Teacher s Edition: Oral Communication Project: Write letter to a television station, 2 Draw conclusions, 40, 44 Write about questions and conclusions used during reading, 41 Characteristics (that describe people, characters, or things in the text), 116; for practice readings, see the fictional conversations on the following pages: Dialogue, 6, 10, 14, 18, 30, 34, 38, 42, 54, 58, 62, 66, 78, 82, 86, 90, 102, 106, 110, 114, 126, 130, 134, 138 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 4

5 A Problem Anton Chekhov, page 66 Characters and Characterization Make Inferences Writing Sources: Retellings Like the Sun R. K. Narayan, page 80 The Open Window Saki (H. H. Munro, page 85 Make inferences, 32, 37, 36 Writing: simple paraphrase, 89 Characteristics (that describe people, characters, or things in the text), 116; for practice readings, see the fictional conversations on the following pages: Dialogue, 6, 10, 14, 18, 30, 34, 38, 42, 54, 58, 62, 66, 78, 82, 86, 90, 102, 106, 110, 114, 126, 130, 134, 138 Writing: Compare and contrast, 113, 117; Write about different worldviews, 141 Vocabulary: irony, 130 Irony and Paradox Writing Sources: Timed Writing: Expository Essay Writing Process: Argument: Analytic Response to Literature, page 94 Writing Sources: Argument: Analytic Response to Literature PART 3 TEXT SET DEVELOPING INSIGHT Contents of the Dead Man s Pocket Jack Finney, page 110 Write about questions and conclusions used during reading, 41 Cause and effect paragraph about article on happiness, 17 Writing Sources: Informative Text: Causeand-Effect Essay from Swimming to Antarctica Lynne Cox, page 130 Author s Perspective Writing Sources: Informational Text: Profile Write a Biography, 89 Compare and contrast worldviews, 136, 140 Write about a worldview, 137; Write about different worldviews, 141 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 5

6 Occupation: Conductorette from I Know Why the Caged Bird Sings Maya Angelou, page 142 Dialogue Writing Sources: Narrative Text: Autobiographical Narrative from The Upside of Quitting Stephen J. Dubner, page 150 Central Idea Dialogues, 6, 10, 14, 18, 30, 34, 38, 42, 54, 58, 62, 66, 78, 82, 86, 90, 102, 106, 110, 114, 126, 130, 134, 138 Main idea, 56, 57, 60, 61 Writing Sources: Informational Text: Reflective Essay from The Winning Edge Peter Doskoch, page 158 Writing Sources: Argumentative Text: Persuasive Essay Science Fiction and the Future from Dancing at the Edge of the World Ursula K. Le Guin, page 168 Writing Sources: Argumentative Text: Letter to the Editor from the series Empire State (Laying Beams), Lewis Hine, page 174 Tell your Writing Sources: Narrative Text: Monologue Common Core Assessment Synthesis Writing: Autobiographical Narrative, page 177 Writing: Argumentative Essay, page 178 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 6

7 UNIT 2 What kind of knowledge changes our lives? PART 1 Setting Expectations Address to Students at Moscow State University Ronald Reagan, page 187 Everest from Touch the Top of the World Erik Weihenmayer, page 192 Close Reading: Nonfiction Writing Model: Argumentative Essay Writing to Sources: Explanatory Essay PART 2 TEXT ANALYSIS GUIDED EXPLORATION from Longitude Main idea, 56, 57, 60, 61 Dava Sobel, page 208 Expository Essay Main Idea Conventions: Action and Linking Verbs Writing to Sources: Business Letter Teacher s Edition: Write a letter to a television station, 2 The Sun Parlor Dorothy West, page 222 Reflective Essay Main Idea Main idea, 56, 57, 60, 61 Writing to Sources: Memoir Keep Memory Alive Elie Wiesel, page 234 Persuasive Writing and Rhetorical Devices Evaluate Persuasion Writing to Sources: Letter Persuasive words, 64; Persuasive Teacher s Edition: Write a letter to a television station, 2 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 7

8 The American Idea Theodore H. White, page 242 Analytic and Interpretive Essays Distinguishing Fact from Opinion Writing to Sources: Critique A Toast to the Oldest Inhabitant: The Weather of New England Mark Twain, page 252 Persuasive words, 64; Persuasive purpose and organizing ideas, WP2 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 The Dog That Bit People James Thurber, page 257 Writing to Sources: Timed Writing: Explanatory Writing Writing Process Argument: Persuasive Essay, page 268 Writing to Sources: Argument: Persuasive Essay PART 3 TEXT SET DEVELOPING INSIGHT How to React to Familiar Faces Umberto Eco, page 284 Cultural Context Writing to Sources: Argumentative Text: Persuasive Essay from Magdalena Looking Susan Vreeland, page 292 Writing to Sources: Informational Text: Comparison-and-Contrast Essay Cultural context, 128, 132 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 8

9 The Statue That Didn t Look Right from Blink: The Power of Thinking Without Thinking Malcolm Gladwell, page 304 Supporting Details Language and Comprehension Workshop: Details, 32; Connect details, 36, 44 Writing to Sources: Narrative Text: Autobiographical Narrative from The Shape of the World from Life by the Numbers Keith Devlin, page 312 Description Writing: Background knowledge, 9, 133; Research Report, 13, 37 Write a Descriptive Essay, 61, 137 Writing to Sources: Informative Text: Essay Seeing Things from How the Brain Works John McCrone, page 320 Writing to Sources: Narrative Text: Autobiographical Narrative How to Look at Nothing from How to Use your Eyes James Elkins, page 328 Writing to Sources: Argumentative Text: Position Paper Car Reflections, 1970 Richard Estes, page 334 Common Core Assessment Synthesis Writing: Nonfiction Narrative, page 337 Write a Poem, 17 Write a Biography, 89; Write an Autobiography, 113 Writing: Argumentative Essay, page 338 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 9

10 UNIT 3 Does all communication serve a positive purpose? PART 1 Setting Expectations I Am Offering This Poem Write a Poem, 17 Jimmy Santiago Baca, page 347 The Poetic Interpretation of the Twist Cornelius Eady, page 349 The Empty Dance Shoes Cornelius Eady, page 351 Close Reading: Poetry Writing Model: Explanatory Essay Write: Argumentative Essay PART 2 TEXT ANALYSIS GUIDED EXPLORATION Making a Fist Write a Poem, 17 Naomi Shihab Nye, page 363 The Fish Elizabeth Bishop, page 364 The Guitar Federico Garcia Lorca, page 366 The Bridegroom Alexander Pushkin, page 368 The Speaker in Poetry Read Fluently Conventions: Commas and Dashes Writing to Sources: Lyric Poem Punctuation and Fluency: end marks, commas, dashes, and semicolons, 80 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 10

11 Sonnet 18 William Shakespeare, page 383 Do Not Go Gentle into That Good Night Dylan Thomas, page 384 Write a Poem, 17 Read fluently, 80; Reading rate, 84 My City James Weldon Johnson, page 386 One cannot ask loneliness Priest Jakuren, page 388 Was it that I went to sleep Ono Komachi, page 388 Read Fluently Conventions: Prepositional Phrases Writing to Sources: Tanka Pride Dahlia Ravikovitch, page 395 The Wind tapped like a tired Man Emily Dickinson, page 396 Glory Yusef Komunyakaa, page 398 Write a Poem, 17 Simple paraphrase, 89 Write about questions and conclusions used during reading, 41 Metaphor Eve Merriam, page 400 Figurative Language Paraphrase Writing to Sources: Critical Essay Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 11

12 Jazz Fantasia Carl Sandburg, page 407 Meeting at Night Robert Browning, page 408 The Weary Blues Langston Hughes, page 410 Write a Poem, 17 Simple paraphrase, 89 Write about questions and conclusions used during reading, 41 Reapers Jean Toomer, page 412 Paraphrase Writing to Sources: Critical Essay Hold Fast Your Dreams and Trust Your Mistakes Billy Joel, page 418 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 All Bei Dao, page 422 Also All Shu Ting, page 423 Writing to Sources: Timed Writing: Explanatory Essay Writing Process Explanatory Text: Cause-and-Effect Essay, page 430 Conventions: Using Verbal Phrases Commas and Dashes Writing to Sources: Exposition: Cause-and- Effect Essay PART 3 TEXT SET DEVELOPING INSIGHT A Tree Telling of Orpheus Denise Levertov, page 446 Personification Cause and effect, 17, 21 Punctuation and Fluency: end marks, commas, dashes, and semicolons, 80 Punctuation and Fluency: end marks, commas, dashes, and semicolons, 80 Conventions: Prepositional Phrases Comma Usage Writing to Sources: Narrative Text: Retelling Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 12

13 By the Waters of Babylon Stephen Vincent Benét, page 456 Dramatic Irony Writing to Sources: Argumentative Essay There Will Come Soft Rains Ray Bradbury, page 470 Intertextuality Writing to Sources: Informational Text: Analytic Essay from The Way to Rainy Mountain N. Scott Momaday, page 480 Memoir and Historical Writing Compare and contrast words, 112 Write about questions and conclusions used during reading, 41 Cultural context, 128, 132 Writing to Sources: Narrative Text: Memoir Understanding Stonehenge Rossella Lorenzi, page 490 Writing to Sources: Narrative Text: Short Story from Collapse: How Societies Choose to Fail or Succeed Jared Diamond, page 496 Writing to Sources: Argumentative Text: Persuasive Essay Aquae Sulis, Roman Baths, page 506 Research Report, 13, 37; Informational Text and Careers Handbook, IC1 IC9 Writing to Sources: Informative Essay Common Core Assessment Synthesis Writing: Story, page 509 Writing: Expository Essay, page 510 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Research Report, 13, 37; Informational Text and Careers Handbook, IC1 IC9 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 13

14 UNIT 4 To what extent does experience determine what we perceive? PART 1 Setting Expectations from A Doll s House Henrik Ibsen, page 519 from An Enemy of the People Henrik Ibsen, page 523 Close Reading: Drama Writing Model: Argumentative Essay Writing to Sources: Argumentative Essay PART 2 TEXT ANALYSIS GUIDED EXPLORATION The Tragedy of Julius Caesar Picture the action, 88 William Shakespeare Act I, page 546 Shakespeare s Tragedies Use text Aids Dialogue, 6, 10, 14, 18, 30, 34, 38, 42, 54, 58, 62, 66, 78, 82, 86, 90, 102, 106, 110, 114, 126, 130, 134, 138 The Tragedy of Julius Caesar William Shakespeare Act II, page 570 Write a Poem, 17 Paraphrase, 88, 92 Paraphrase The Tragedy of Julius Caesar William Shakespeare Act III, page 594 Picture the action, 88 Write a Poem, 17 Imagery The Tragedy of Julius Caesar William Shakespeare Act IV, page 620 External and Internal Conflict The Tragedy of Julius Caesar William Shakespeare Act V, page 640 Tragic Heroes Compare and Contrast Characters Writing to Sources: Editorial Essay Visualize details, 20; Picture the action, 88 Dialogue, 6, 10, 14, 18, 30, 34, 38, 42, 54, 58, 62, 66, 78, 82, 86, 90, 102, 106, 110, 114, 126, 130, 134, 138 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 14

15 from A Raisin in the Sun Lorraine Hansberry, page 662 Character s Motivation Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Writing to Sources: Timed Writing: Explanatory Essay Writing Process Narration: Autobiographical Narrative, page 670 Writing to Sources: Autobiographical Narrative PART 3 TEXT SET DEVELOPING INSIGHT Antigone, Part 1 Sophocles (translated by Dudley Fitts and Robert Fitzgerald, page 686 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Antigone, Part 2 Sophocles (translated by Dudley Fitts and Robert Fitzgerald, page 706 Writing to Sources: Informative Text: Compare-and-Contrast Essay Conscientious Objector Edna St. Vincent Millay, page 730 The Speaker in Poetry Write a Poem, 17 Writing to Sources: Narrative Text: Reflective Essay from Nobel Lecture Alexander Solzhenitsyn, page 734 Writing to Sources: Informative Text: Reflective Essay Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 15

16 The Censors Luisa Valenzuela, page 740 Writing to Sources: Argumentative Text: Position Paper purpose and organizing ideas, WP2 Persuasive appeals, 64 Persuasive Culture of Shock Stephen Reicher; S. Alexander Haslam, page 746 purpose and organizing ideas, WP2 Writing to Sources: Informational Text: Editorial from Army Regulation : Conscientious Objection Department of the Army, page 756 Writing to Sources: Informational Text: Definition Essay Tiananmen Square Tank Man Jeff Widener, page 760 Writing to Sources: Argumentative Essay Common Core Assessment Synthesis Writing: Autobiographical Narrative, page 763 Writing: Argumentative Essay, page 764 Worldviews, 136, 140 Write about a worldview, 137; Write about different worldviews, 141 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 16

17 UNIT 5 Can anyone be a hero? PART 1 Setting Expectations from Things Fall Apart Chinua Achebe, page 773 Games at Twilight Anita Desai, page 778 Close Reading: World Literature Writing Model: Argumentative Essay Writing to Sources: Argumentative Essay PART 2 TEXT ANALYSIS GUIDED EXPLORATION Prometheus and the First People Oral Histories and Traditions, Olivia E. Coolidge, page 794 Writing: Use cultural context, 129 Myths Cultural Context Cultural context, 132 Writing to Sources: Myth from Sundiata: An Epic of Old Mali D. T. Niane, page 806 Epic and Epic Hero Cultural Context Analyze long sentences, 92 News Article, IC3 Conventions: Sentence Types Writing to Sources: News Story Damon and Pythias retold by William F. Russell, page 822 Legends and Legendary Heroes Analyze Worldviews Writing to Sources: Script from Don Quixote Miguel de Cervantes, page 830 Parody Compare Worldviews Conventions: Semicolons, Colons, Colons and Ellipsis Points Writing to Sources: Parody Oral Histories and Traditions, Writing: Use cultural context, 129 Cultural context, 132 Worldviews, 136, 140 Write about a worldview, 137; Write about different worldviews, 141 Punctuation and Fluency: end marks, commas, dashes, and semicolons, 80 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 17

18 Cupid and Psyche Lucius Apuleius (retold by Sally Benson), page 844 Ashputtle Jakob and Wilhelm Grimm, page 852 Writing to Sources: Timed Writing: Explanatory Essay Writing Process Informative Text: Comparison-and-Contrast Essay, page 864 Conventions: Semicolons, Colons, Colons and Ellipsis Points Writing to Sources: Exposition: Comparison-and-Contrast Essay PART 3 TEXT SET DEVELOPING INSIGHT Arthur Becomes King of Britain from The Once and Future King T. H. White, page 880 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Oral Histories and Traditions, Writing: Use cultural context, 129 Cultural context, 132 Write a Compare and Contrast Essay, 85, 109; also see: Writing: Compare and contrast, 113, 117 Punctuation and Fluency: end marks, commas, dashes, and semicolons, 80 Dialogue, 6, 10, 14, 18, 30, 34, 38, 42, 54, 58, 62, 66, 78, 82, 86, 90, 102, 106, 110, 114, 126, 130, 134, 138 Dialogue Writing to Sources: Explanatory Text: Literary Criticism Morte d Arthur Alfred, Lord Tennyson, page 898 Write about questions and conclusions used during reading, 41 Writing to Sources: Informational Text: Analytical Essay from A Connecticut Yankee in King Arthur s Court Mark Twain, page 910 Writing to Sources: Narrative Text: Fictional Narrative Oral Histories and Traditions, Writing: Use cultural context, 129 Cultural context, 132 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 18

19 Youth and Chivalry from A Distant Mirror: The Calamitous 14th Century Barbara W. Tuchman, page 924 Writing to Sources: Argumentative Text: Persuasive Essay from The Birth of Britain Winston S. Churchill, page 932 Connotation Writing to Sources: Argumentative Text: Response to Literature A Pilgrim s Search for Relics of the Once and Future King Caroline Alexander, page 938 Word analysis: context, 125, words with multiple meanings, 101 Writing to Sources: Narrative Text: Reflective Essay The New Yorker, page 944 Writing to Sources: Narrative Text: Short Story Common Core Assessment Synthesis Writing: Fictional Narrative, page 947 Writing: Informative Essay, page 948 Oral Histories and Traditions, Writing: Use cultural context, 129 Cultural context, 132 Key: WP = Writing Process Handbook; IC = Informational Text and Careers Handbook 19