The instructional materials reviewed for Grade 11 partially meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

The materials offer students opportunities to use evidence pulled directly from the text as well as make inferences while reading in order to help make meaning of the texts provided. Most discussion questions and tasks include analysis of language, key ideas, details and craft and structure. In the margins of the student text there are questions to call out specific details to note in the text. The sequenced questions allow for making meaning and building understanding of texts. Within the Tiered Discussion Prompts, there are questions labeled evaluate or analyze. The materials do include a range of text dependent questions and tasks throughout each unit. Questions and tasks cover a wide continuum of standards and strategies. However, questions and tasks do not build knowledge or grow in rigor throughout the year. Examples include:

Examples of questions and tasks in Unit 1 after reading the text, “The Crucible Act” include:

• “The setting of the literary work refers to the time and place in which the action occurs how do you think Miller uses setting to help create mood in Act One?”
• “Reread lines 825-842. How does the fight between Proctor and Abigail signal a turning point in the play?
• “In lines 52-80 stage directions and dialogue reveal the condition of the jail cell. What is it like? Cite evidence.”
• “According to the stage directions, Abigail draw the sobbing, repentant Mary to her side “out of her infinite charity.’ Why is this comment ironic?”

Examples of questions and tasks in Unit 4 after reading the text, “The Autobiography of Mark Twain” include:

• “Direct students to lines 20-47. Use these prompts to help students explore young Twain’s motivation and character:”
• “Why does Twain pretend to be mesmerized?”
• “What does the passage reveal about young Twain’s character? Cite evidence.”
• “Reread lines 14-19 looking for instances of Twain’s use of this rhetorical technique. Why do you think he uses overstatement here? How might his use of overstatement in a work of nonfiction affect readers?”
• “In lines 203-210, use these prompts to help students explore Twain’s reflection upon his experiences with the mesmerizer.”
• “Is Twain’s cynical response to his experience believable? Defend your opinion.”

Examples of questions and tasks in Unit 5 after reading the text, “Helen” include:

• “Note the use of the word apparition to describe the faces in the crowd. What does this suggest about the people?”
• “Reread the first stanza of this poem about Helen. Identify the images that account for Helen’s grip on the imagination.”
• “The speaker says that Greece is “unmoved” by Helen, but in fact the Greeks are moved by emotion. What emotion moves them when they see Helen?”
• “Which images in the poem are most effective in conveying the feeling of the scene? Explain.”

The instructional materials reviewed for Grade 11 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Anchor texts are accompanied by linked activities and questions before, during, after reading, which are text-dependent and text-specific. The threads of questions connected to anchor texts are coherently sequenced due to a repeated three-part structure: Test Analysis and Reading Skill tasks, which students are directed to complete in their Reader/Writer Notebooks, introduce skills and topics such as reading folk literature, analyzing structure, rhetorical devices, diction, satire, imagery, figurative language. There are some opportunities for students to build knowledge between multiple texts. Questions placed alongside the text and after the text prompt students to identify and comment on the effect or meaning of focus text features. However, the level of questions does not increase significantly over the course of the year, and tasks are scaffolded and passages labeled consistently across the year. Students do not become prepared to execute these skills on their own.

In Unit 2 students respond to a Task Across Texts: “In the two text read, the authors looked to nature for inspiration. Using the provided chart with elements of nature, individualism, emotion or passion, imagination and supernatural, write the elements that you can find in the two works you have just read. Write a brief essay explaining why these two very different writers were good examples of the romantic movement.” Student read the texts “The Devil and Tom Walker” by Washington Irving and “Thanatopsis” by William Cullen Bryant. Questions during the reading of these texts include:

• “What kind of mood is established by the description of the swamp in line 40-47?”
• “Which images in lines 189-192 suggest that Tom’s discovery won’t be a pleasant one?”
• “Reread lines 341-345. What message do these images suggest about material possessions and those who seek them?
• A What inferences can you make about how each of the following images supports characterization and mood?

• “The trees and the swamp (lines 31-37)
• “The hewn trees (lines 96-103)
• “Tom’s new house (lines 115-118)”

• “Read lines 17-22. Discuss the imagery Bryant uses to describe a person who is dying.”
• “According to the speaker, how does nature help people cope during times of sadness?”
• “Why, according to the speaker, should people greet death without fear?” (240)
• The title of the poem combines the Greek words thanatos (“death”) and opsis (“a vision”). Cite specific details from the poem to explain the vision of death presented in “Thanatopsis.”

Questions placed alongside the text and after the text prompt students to identify and comment on the effect or meaning of focus text features. Lines are called out with each question. Students do not become prepared to execute these skills on their own.

Unit 5 focuses on The Harlem Renaissance and Modernism from the years 1910-1940. The unit is further divided into text sets through the topics The Harlem Renaissance, The New Poetry, The Modern Short Story, and Journalism as Literature. At the beginning of each text set there is a brief historical description. At the end of each of these topic based text sets students complete a Wrap Up activity. For example after reading the text set The Harlem Renaissance which includes poetry, an essay, and a text criticism, students use the texts to answer the following prompt: “Imagine that you are a publisher who is planning to print the works beginning on page 878 in a slim anthology called The Harlem Renaissance. You’d like to organize the works into thematic groupings to help your readers gain a sense of some of the issues and concerns that these writers, despite their varied experiences, collectively held in common.” Students are asked to consider which selections deal with similar topics or themes, what overarching phrases might best express those topics or themes, what specifically, from each selection led you to place it in its particular grouping.

The level of questions does not increase significantly over the course of the year, and tasks are scaffolded and passages labeled consistently across the year. Students are frequently directed where to look for evidence when analyzing a text.

The instructional materials reviewed for Grade 11 partially meets the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

Culminating task include the Wrap-Up activity after major text sets within each unit, the multi-step project at the end of each unit, and the end-of-year research project that makes up Unit 7. Activities that are related to culminated activities are sprinkled through the units, without explicit connections to the upcoming culminating task and the skills and knowledge students will be expected to demonstrate. Culminating tasks, and the activities leading to them, integrate reading, writing, speaking, and listening skills. The questions and tasks partially support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. . The majority of the culminating tasks do not support students’ ability to demonstrate knowledge of a topic, but rather students are demonstrating skills gained.

Examples include but are not limited to:

Unit 1: Early American Writing

Students will complete a task that compare writings in Unit 1. Consider these ‘literary questions’ discussed in the selections you have read:”

• What is true love?
• Why do bad things happen to good people?
• How can faith sustain us?
• How can people best serve God?
• Are people worthy?
• Are people basically good or bad?

“Choose one of the questions above, and in a brief essay explain how two of the Puritan authors in this section might have responded. (Although Arthur Miller’s play was written in the twentieth century, you can include The Crucible since it accurately reflects the Puritan mind-set.) Give specific evidence from the texts to support your opinions and ideas.” (225)

After reading texts from the Writers of the Revolution, complete the following task:

• “Writing to Persuade: Reflect briefly on each of the pieces you have just read, and find two you find particularly persuasive. Then, imagine you are a colonist of the time and write a letter in which you voice your support for the ideas of the writers chosen. Be sure to cite specific phrases or lines that you find convincing. Add your own thoughts and opinions to try to further persuade readers to support the rebellion.” (279) Consider:
  • “Thought provoking of incendiary sentences or passages
  • “Your opinions on the issues discussed in the selections
  • “How to express your viewpoint clearly and convincingly.” (279)

Students are supported somewhat in completing the “Writing to Persuade” task above by questions and activities that appeared earlier in the unit focusing on persuasive writing, such as the following:

• After Thomas Paine’s “The Crisis”: Review the persuasive techniques on page 249. [Emotional appeals, Ethical appeals, Appeals to Association, Appeals to Authority] Then, find six examples of Paine’s strong persuasive appeals. In a chart, record your examples, and explain the types of appeals. How does Paine’s use of persuasive language affect the tone of this essay? Cite evidence from your chart to support your answer” (256)

The “Writing to Persuade” activity above supports students’ ability to complete the culminating task at the end of Unit 1, which combines reading and writing skills:

End of Unit 1 Task: Project:

• Persuasive Essay: “You have seen how some of our country’s founding fathers crafted arguments to support their claims, or positions, and to persuade readers to think a certain way . . .Write a persuasive essay that argues a strong claim on an issue. Support your claim with reasons and evidence that will convince your audience to think or act in a certain way toward an issue that interests you.” (280)
• Students are demonstrating persuasive writing, but do not have to write about any knowledge gained from the unit.

Unit 5: The Harlem Renaissance and Modernism

After reading “Thoughts on the African-American Novel” by Toni Morrison complete a text analysis. In this critical essay Morrison uses the following rhetorical devices to make her words for effective:

• “Personal accounts: . . .
• “Repetition: . . .

“As you read, think about how Morrison uses each rhetorical technique to clarify her meaning and to evoke a response from her readers” (909). (Sample chart provided)

End of Unit 5 Task:

“Write a persuasive essay that asserts a claim about a substantive issue of our time. Support your claim with reasons and evidence that will convince your audience to accept your position of take a specific action.” The activities in the unit leading up the assignment occasionally support students ability to complete the task, though the unit does not represent a sustained effort to prepare students. Students research issues to complete this task and share some knowledge gained.

The instructional materials reviewed for Grade 11 partially meet the criteria that materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Materials attempt a year-long plan for students to interact with and build key academic vocabulary words in and across texts. Each text is provided with the following vocabulary components located in the Teacher’s Edition:

• Vocabulary Skill: “Vocabulary in Context” and “Vocabulary to Preteach” based on the text.
• Own the Word: As students read, opportunities are provided for the teacher to stop to teach vocabulary words in context.
• Differentiated Vocabulary Support: Vocabulary support is sporadic throughout each unit.

• For English Language Learners: Language Coach: These are tips found in the teacher’s edition that assist in teaching specific vocabulary strategies for words such as roots, affixes, etymology, multiple meanings, word origins, etc… These are designed to use with English Language Learners but can be helpful to all students.
• For Struggling Readers - Additional words from the text are identified as ones that students may need more support.
• For Advanced Learners - Challenge vocabulary suggestions.

• After Reading Vocabulary Assessment: This is found at the end of each text and includes true/false, multiple choice, short answer, and/or fill in the blank questions for students based on the words taught throughout the story.

Reviewers noted that the vocabulary strategies and tasks are often repeated and lack variety in how students engage with vocabulary. Materials lack consistent protocols for presentation as well as opportunities for students to review and reuse previously learned vocabulary. These factors may limit students’ abilities to build words across texts.

Examples include:

Unit 2

Text: “The Devil and Tom Walker” by Washington Irving

• Vocabulary Skills

Vocabulary in Context: (prefatory activities ahead of Irving’s “The Devil and Tom Walker”): “The following words are critical to the story of a miser would trade his soul for money. Check your understanding of each one by rewording the sentence in which it appears.” (319)

• “The melancholy sight of the graveyard chilled him.”
• “The persecution of the Puritans went unchallenged.”
• “The mention of gold awakened his avarice.”

(Five more sentences/words follow: usurer, speculating, propitious, ostentation, censurer)

Students are directed to complete this task in their Reader/Writer Notebook.

• Academic Vocabulary in Writing: Irving uses several examples of wicked characters to reinforce the idea that greed is bad. In a short paragraph, indicate how Irving could have also included positive role models to illustrate moderation. Use three of the Academic Vocabulary words in your writing. (construct, expand, indicate, reinforce, role) (334)
• Vocabulary Strategy: The Latin Root spec

“When Tom Walker’s neighbors speculated in land, they were hoping to spot
opportunities for a quick profit. The Latin root spec in the word speculating
actually means “to look at” or “to see or behold.” Words containing this root, or
the related forms spect and spic, usually have something to do with light, sight,
or clarity.” (334)

• Vocabulary Strategy: “The Greek Prefix syn-” “The origin of the prefix syn-, which appears are the beginning of the vocabulary word synthesis, is the Greek language. Syn- means ‘together’ or ‘at the same time.’ This prefix, which may also be spelled sym- or syl-, is found in a number of English words, both scientific and nonscientific. To understand words with syn-, use your knowledge of the origin of the prefix, look for context clues, or consult a dictionary.” (1229)
• “Practice. Choose the word from the word web that best completes each sentenced. Use context clues to help you or, if necessary, check a dictionary.” (1229) They were able to ____their watches and meet promptly at noon.Thought the halves of people’s faces are exactly ____, they are fairly close.” (1229)

Additional resources such as copy masters, can be found in the Resource Manager. Think Central is an online tool that provides additional vocabulary resources for students to practice and review vocabulary. Directives are provided in the Teacher’s Edition.

The instructional materials reviewed for Grade 11 partially meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to synthesize knowledge and understanding of a topic using texts and other source materials.

The Teacher’s Edition does not offer a complete or thorough progression of focused, shared research and writing projects to encourage students to synthesize knowledge and understanding of a topic. Rather, research assignments and tasks are sparse throughout units. The materials offer a final unit titled, “What is the Power of Research.” This unit offers an extensive approach to research, but is self-contained. When research is assigned, students are given some instruction and strategies to support their research, but the materials do not organize research projects in a way that fosters independence in students’ research abilities. The research tasks are often stand-alone projects. Examples include, but are not limited to:

Unit 3: From Romanticism to Realism

• Online Feature Article: “In this unit, you discovered the events, figures, and literature of the Civil War. The World Wide Web is home to discussions about the era and about the significant issues of today. Now, you will write about one legacy of your era in an online feature article-- an informative piece of writing on a topic or trend.” Inform your audience by writing an online feature article that answers this research question: “What is one topic, trend, or person, or phenomenon that has defined your time? Choose a topic that people will still read and talk about 100 years from now.” Students are provided “idea starters” as well as “the essentials”: common purposes, audiences, and formats, tips on planning and choosing a topic, gathering and synthesizing authoritative sources, drafting, grammar, and editing. (620-626)

• Updating an Online Feature Article: Update your Online Feature Article to replace dead links, improve design, and navigation, and provide updated information on your topic. Tips for maintaining your article as well as ways to modify and improve your article are provided. (628-629)

Unit 6: Contemporary Literature

• “Consider the state of the civil rights in America today, in light of the goals and visions of the writers you have just read. In your opinion, have we reached total equality? Or would you say that we have arrived somewhere in between total equality and total oppression? Review the literature in this section and write a retrospective editorial in which you support a claim about whether or not the goals and visions of these writers have been realized.” (1259)

Considerations include:

• Which ideas and details from the selection will help you articulate the vision of the civil rights leaders
• What stories, examples or other details will help you support your view of Civil Rights in America today
• Who your audience will be and what you want them to think or do
• How to express your argument clearly and respectfully (1259)

Unit 7: What is the Power of Research

• This unit focuses entirely on crafting a research paper. It is the last unit in the textbook, thus the research paper is the final, culminating task. Similar to the previous units, the materials provide focusing questions. The unit then provides students with a “Research Strategies Workshop” that provides steps, tips, and suggestions on the following:

• Select and shape a topic
• Plan research
• Find relevant information from multiple print and digital sources, including primary and secondary sources and online resources; use advanced searches effectively
• Assess the credibility, as well as the strengths and limitations, of each source, including nonfiction books, newspapers, periodicals, and Web sites
• Make source cards and take notes
• Paraphrase and summarize information
• Avoid plagiarism by quoting directly and crediting sources
• Verify information, detect bias, and develop own perspective

Following the Research Strategies Workshop is the Writing Workshop:

• Write a Research Paper: As you have seen in this unit, the purpose of conducting research isn’t simply to repeat information that you have read elsewhere. Rather, the goal is to draw your own conclusions about a research question based on a variety of sources. In this workshop, you will select, organize, and analyze information in a carefully documented research paper. Specific topics include:
  • Document sources
  • Prepare works cited list
  • Format your paper
  • Use punctuation with parenthetical citations
  • Use correct style for direct quotations

Students are provided with more instructions, strategies, and tips as they research and draft their paper.