10th Grade - Gateway 1

The materials reviewed for Grade 10 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading.

The materials meet the criteria as many of the anchor texts are previously published and widely read works of literature, including selections from the Common Core Exemplars. Both the authors and content of the texts represent a variety of cultures and cross-curricular connections that address a range of student interests appropriate for 10th grade students.

Examples of publishable and worthy texts include, but are not limited to, the following:

• In Unit 1, the anchor text is “The Masque of the Red Death” by Edgar Allan Poe. This gothic fiction short story has vivid descriptions, rich vocabulary, and elicits critical thinking.

• In Unit 2, students read “from Desert Exile, The Uprooting of a Japanese-American Family” by Yoshiko Uchida. This autobiography gives historical context on internment camps, has cross-cultural connections, and strong vocabulary.

• In Unit 3, the anchor texts are “Shall I compare thee to a summer’s day?” by William Shakespeare and “I know I am but summer to your heart” by Edna St. Vincent Millay. These sonnets are written in old English diction with abstract concepts.

• In Unit 4, the anchor text is The Tragedy of Julius Caesar by William Shakespeare. This text provides historical context, footnotes, and conflict/tension.

• In Unit 5, the anchor texts are excerpts from Sundiata: An Epic of Old Mali by D.T. Niane, and The Once and Future King by T.H. White. These legends have cross-cultural references, geographical connections, archetypes, archaic language, and academic vocabulary.

• In Unit 6, students read an excerpt from Maus: A Survivor’s Tale I by Art Spiegelman. This excerpt from a graphic novel has cross curricular Social Studies connections, symbolism, and historical context.

The instructional materials reviewed for Grade 10 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis and qualitative analysis.

The majority of texts are at the appropriate quantitative level. Within the series, quantitative texts levels range from 650L-1450L with some texts above and below the current grade level Lexile and stretch bands. Texts that are above or below grade level quantitative bands have qualitative features and/or tasks that bring them to the appropriate grade level. Along with Lexiles, each text is labeled as moderate, easy, or advanced. Texts are scaffolded with Units 1-5 as Guided, Directed, and Independent Reading, and Unit 6 is centered on Independent Reading. Supports are provided in the additional resource materials, particularly the Meeting the Standards Resource Guide that has guided reading activities with graphic organizers, vocabulary development, and practice quizzes. The Program Planning Guide contains lesson plans that provide student tasks and multiple reading strategies to support student learning.

Examples of texts that have the appropriate level of complexity for Grade 10 include but are not limited to:

• In Unit 1, students read “Masque of Red Death” by Edgar Allan Poe. This text is at a 1220L Stretch Lexile Band for 9-10th grade. This Anchor Text is a challenging read; however, it is in the Directed Reading section with appropriate supports. This Poe classic is a horror story that explores the topic of social responsibility. Reading strategies of visualizing and making inferences are highlighted in the Teacher’s Edition. Vocabulary words are underlined and defined as a footnote.

• In Unit 2, students read “Desert Exile” by Yoshiko Uchida. This text is at a 1260L Stretch Lexile Band for 9-10th grades.This non-fiction autobiography anchor text is in the Guided Reading section, and many supports are provided. A timeline is provided to help students chart the chronological sequence of events. Five vocabulary words are previewed before reading.

Examples of texts that are above the quantitative measure, but are at the appropriate level for Grade 10 based on qualitative analysis and associated tasks include but are not limited to:

• In Unit 6, Primary Source Connection: Hongo Reflects on the Legend by Garrett Hongo. This text is at a 1500L. Students also read a poem by Hongo that is of moderate level making them familiar with the topic. It is important for high school students to read informational text. The short length of the piece makes it accessible for students.

Example of text that are below the quantitative measure, but are at the appropriate level for Grade 10 based on qualitative analysis and associated tasks include but are not limited to:

• In Unit 1, The Kite Runner by Khaled Hosseini. This text is a 910L, and while this is considered an easy read just outside the low end of the grade band, the cultural references and complexity of the topic make this work of fiction appropriate at this grade.

• In Unit 6, from Maus: A Survivor’s Tale 1 by Art Spiegelman. This is a non-prose graphic novel excerpt with no Lexile. The subject matter makes this story an appropriate read due to its content, not reading level. This story of a Jewish survivor of Hitler's Europe and his son, a cartoonist who tries to come to terms with his father's story and history itself, is profound book for any student who needs support with reading.

The instructional materials reviewed for Grade 10 meet the criteria for materials supporting students’ literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).

The materials contain six units over the course of the school year. Students encounter a wide variety of texts with a range of length and difficulty throughout each unit and throughout the year. Students read and analyze these texts through a gradual release of responsibility model - beginning with guided reading, moving to directed reading, and ending in independent reading. In the early sections of each Unit, the teacher supports the students with before, during, and after reading questions. These supports are identified for ease of teacher use, and they are designed to lessen over the course of the school year. Unit 6 is an Independent Reading unit, designed to allow students to apply the literacy skills that they have developed over the course of the preceding five units. At this stage in the year, students have the routines for questioning themselves about the text in place, so the selections have minimal Refer and Reason questions at the end. There are Differentiated Instructions for students who require continued support. Each unit’s Scope & Sequence Guide lists which reading skills students will work on in each text. The end of unit writing tasks are independent of one another and do not appear to increase in difficulty or complexity.

At the beginning of the year, the students are establishing routines for reading the selections in each unit. They are guided through the process of building background knowledge about a text, setting a purpose for reading, and taking note of reading skills that will benefit them when they start reading the text. They are also guided through the process of using reading strategies and making connections while reading. Lastly, they are guided through the process of remembering details about the text and interpreting, analyzing, and evaluating the text after they have read it. In the middle of the year, students are more practiced at before, during, and after reading strategies. Their ability to access and interact with the text should be increasing, and student answers to questions and classroom discussions are likely increasing in depth. By the end of the year students should be able to read, comprehend, and examine texts independently through established routines for thinking about the text before reading it, asking self-generated questions of the text while reading it, and answering provided questions that ask them to refer to the text and reason with the text after reading it. Examples include:

• In Unit 1, students read the anchor text,“The Monkey’s Paw,” a short story by W. W. Jacobs. For this short story, students practice identifying and analyzing the sequence of events that take place throughout the story. Students are asked to analyze the literature through the lens of foreshadowing: “The dark and stormy weather creates a spooky atmosphere, or mood. Students might note that dark and stormy weather in fictional tales typically indicates that something bad is going to happen.” Students are then prodded via a discussion topic led by the instructor based on specifically making predictions: “The three wishes resulted in death for the first man to possess the monkey’s paw. Model for students how to predict. You might say, ‘I predict someone in the story is going to die, but I’m not sure who.’”

• In Unit 2, students read Elie Wiesel’s speech, “Keep Memory Alive.” For this specific reading, students practice identifying and analyzing main idea/central idea throughout the reading. Within the After Reading section, students are presented with a Collaborative Learning opportunity where they practice main idea: “Use the internet to find a complete version of Elie Wiesel’s Nobel Prize acceptance speech. Then work with two or three classmates to find another speech by Wiesel, or another acceptance speech for the Nobel Prize. With your group, analyze the speeches. Identify the main message of each speech, the purpose of each speech, and any rhetorical devices, such as parallelism, that the speaker uses. Also compare the voices...of the speeches.”

• In Unit 3, students read two sonnets: “Shall I compare thee to a summer’s day?” by William Shakespeare and “I know I am but summer to your heart” by Edna St. Vincent Millay. Students practice compare and contrast skills in analyzing Shakespeare’s and Millay’s sonnets. Within the Annotated Teacher’s Edition, instructors must “Point out to students that at line 9 the speaker’s argument takes a new turn. How does this development compare with the turning point of Shakespeare’s sonnet?” Instructors are also given a possible answer to support students’ inquiry. Students are also supported in developing skill through the After Reading section: “1a. In Millay’s sonnet, identify the comparison the speaker makes in line 1. 2a. In Millay’s sonnet, list the statements in lines 5-8 that illustrate the comparison the speaker makes in line 1. 3b. Contrast the poem’s last six lines with lines 1-8. How does the speaker’s focus shift?”

The instructional materials reviewed for Grade 10 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The texts that are present within the materials are quantitatively supported by a Lexile level and qualitatively supported by purpose and rationale; this is provided for every unit and found within The Scope and Sequence Guide located in the Annotated Teacher’s Edition. Each selection in the Teacher’s Edition also has a Preview the Model or Selection section that has notes on text complexity, difficulty considerations, and ease factor. In every Before Reading section, teachers are presented with objectives that students should master by the end of the text selection, and a Launch the Lesson section that gears students toward questions that reflect the theme(s) and issues present within the text selection. Although Unit 3 is dedicated holistically to poetry, poems often do not provide Lexile levels, so the texts are rated as Easy, Moderate, and Challenging to make up for the absence of Lexiles. All of the texts chosen are connected and appropriate for Grade 10, while allowing for differentiation and flexibility for students and teachers.

Examples of instructional and text notes found in Grade 10 materials include the following:

In Unit 3, students read “Remember,” a lyric poem by Joy Harjo. This poem is part of the Guided Reading model. Because this is a poem, a Lexile level is not available; however, “Remember” is identified as Moderate in terms of difficulty. Within the Annotated Teacher’s Edition, difficulty considerations are also listed for teachers as well as ease factors. The qualitative analysis consists of Build Background, Analyze Literature: Voice and Theme, Set Purpose, Meet the Author, and Use Reading Skills. All of these elements within the Before Reading section identify the rationale for educational purpose that connect to the standards: cause and effect, context and setting, and irony of situation. The rationale for educational purposes is also extended in the Launch the Lesson section: “Explain that, as they read this poem, students may be reminded of a chant. Have students share associates with the word ‘chanting’--as, for example, in prayers or religious ceremonies, at political rallies, at sports contests, during certain strenuous physical tasks such as rowing, and so on. What are some of the features that chants have in common? Elicit that chants are often associated with repetition and intense emotion or effort.”

In Unit 5, the anchor texts are excerpts from Sundiata: An Epic of Old Mali by D.T. Niane and The Once and Future King by T. H. White. These are Guided Reading selections, with a moderate reading level and Lexile levels of 930 and 970, respectively. Difficulty considerations for Sundiata include unfamiliar names, cultural references, and vocabulary. Ease factors include dialogue and reader empathy. Difficulty considerations for The Once and Future King include archaic language and vocabulary. Ease factors include humor and familiar story. Rationale includes an exploration of heroes, historical and cultural context, and the identification of legends and archetypes.

The instructional materials reviewed for Grade 10 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.

The materials are organized into six units. Units 1-5 are arranged by genre, such as fiction, nonfiction, poetry, drama, and folk literature; Unit 6 covers a variety of genres under the blanket of Independent Reading. Within each unit, students are exposed to a volume of reading in the particular genre under study, with reading that is varied in length. There is a range of Lexile levels from easy to moderate to challenging within the curriculum. Taken as a whole, the grade-level materials cover a wide variety of texts in various genres and of various lengths. Following the gradual release of responsibility model, each unit begins with a Close Reading Model which exposes students to the before, during, and after reading process. The Close Reading Model is followed by Guided Reading Selections that help guide students further through the before, during, and after reading process. As students become more independent, they move from Guided Reading to Directed Reading to Independent Reading exercises.

During the course of Unit 1, Fiction, students read multiple texts, each with a suggested pacing of one to three days. Nineteen of the selections are short stories, three are poems, and one each of FAQ document and map, novel excerpt, literary review, and employee document. The texts vary in length. Unit 1 begins with a close reading of “The Open Window,” a short story by Saki, followed by three more guided reading texts. The Directed Reading section includes the anchor text “Masque of the Red Death,” a short story by Edgar Allan Poe. The Independent Reading section includes texts such as “A White Heron,” a short story by Sarah Orne Jewett.

During the course of Unit 3, Poetry, students read many different texts. Each text has a suggested pacing guide of one to two days. Students are presented with two Anchor Texts within this unit, both of which are sonnets. Students read multiple poems--including sonnets, narrative poems--a news article, a tanka, a map and table, and a villanelle. Unit 3 begins with “I Am Offering This Poem,” a lyric poem by Jimmy Santiago Baca, which is part of the Close Reading Model. This Guided, Close Reading is followed by three additional Close Readings. Students then practice Directed Readings and Independent Readings.

During the course of Unit 6, Independent Reading, students read multiple texts, including a passage from Maus: A Survivor’s Tale 1 by Art Spiegelmann. Each text has a suggested pacing guide of one to 3 days--the longest reading pacer being for “The Hitchhiker,” an easy selection radio drama written by Lucille Fletcher. This unit includes short stories, an anthropological analysis entitled “The Vanishing Hitchhiker” by Jan Harold Brunvand, poems, a reflection, a fact sheet, travel writing, a narrative nonfiction, and a consumer document. The Meeting the Standards Resource Guide provides an Independent Study Reading Guide, with a Checklist to help students track their progress through Unit 6.

The instructional materials reviewed for Grade 10 meet the criteria for materials providing frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.

The materials provide opportunities and protocols for evidence-based discussions. There are opportunities for classroom discussion throughout the materials.The Program Planning Guide provides several evaluation forms for communication, such as: Communicating in a Pair Group (Self-Evaluation), Communicating in a Pair Group (Peer-Evaluation), Communicating in a Small Group, and Communicating in a Large Group. The Exceeding the Standards resource for speaking and listening includes rubrics for individual presentations. The Speaking & Listening rubric found in the Workshops gives explicit instruction on how students should share thoughts.

In Unit 1, students read “Two Kinds,” a short story by Amy Tan. In the Extend the Text, Collaborative Learning section, students are asked to engage in a speaking and listening activity, titled Debate Ideas About Extracurricular Activities: “Some adults push children into activities at a very young age. Others limit activities because of time, cost, or other concerns. Students have varied opinions on involvement, too. Hold a class debate on whether extracurricular involvement should be limited. Divide into two groups, one in favor of extracurricular involvement from an early age, and one opposed to it. Work in your groups to prepare arguments. Each group will have three minutes to present its initial arguments. Then each group will have two minutes to respond to the other group’s arguments. Finally, each group will have two minutes for a concluding statement.”

In Unit 3, Poetry, students are asked to prepare and oral interpretation, "Rehearse and oral interpretation of 'Jazz Fantasia." Students reread the poem, develop a script, and present the oral presentation to a live audience. Students then invite the audience to give feedback.

In Unit 5, students read “The Happy Man,” a short story by Naguib Mahfouz. In the Teacher Guide, Teaching Selection, Critical Thinking, Discussion Guide section, teachers are given the following suggestion: “Ask students to discuss the following questions: Is complete happiness an ‘impossible quest,” as Uncle Bashir believes? If yes, what in the modern world prevents complete happiness? Do you know of people who seem to be extremely happy? If yes, what seems to be the source of their happiness? Is there a special formula for happiness?”

The instructional materials reviewed for Grade 10 meet the criteria for materials including a mix of on-demand and process writing (e.g. grade-appropriate revision and editing) and short, focused projects.

The materials provide ample opportunities for students to practice a mix of both on-demand and process writing. At the end of every reading selection, students are presented with an After Reading section that includes an Extended Text section. Within this section, students are presented with two on-demand writing options. At the close of every unit, students are presented with a Writing Workshop opportunity, which is a process writing where students prewrite, draft, and revise over time. Students are given both examples and steps to follow to ensure success. There are focused projects that incorporate digital resources where appropriate, as explained in the Introduction to Media Text and Visual Media resource.

Examples of on-demand and process writing that meet the criteria for this indicator include, but are not limited to, the following:

• In Unit 1 of the Annotated Teacher's Edition, students read “Through the Tunnel,” a short story by Doris Lessing. In Extend the Text, Writing Options, Narrative Writing section, students are provided an on-demand writing opportunity in which they are asked to: “Write a narrative paragraph, or paragraph that tells a story, for classmates about an experience you had that challenged you, taught you a lesson, or gave you an opportunity to prove yourself. In your paragraph, describe the experience and what you learned or gained from it. Consider using an instructive or inspirational tone. Begin by brainstorming a list of possible experiences you could write about. Once you’ve narrowed your list to one experience, jot down a list of details. Then begin drafting your paragraph.”

• In Unit 2 of the Annotated Teacher's Edition, students read an excerpt from Desert Exile: The Uprooting of a Japanese-American Family, an autobiography by Yoshi Uchida. In the Extend the Text, Writing Options, Creative Writing section, students are provided an on-demand writing opportunity and asked: “Imagine that you are the narrator of Desert Exile and that, while interned at Tanforan, you write a letter to President Roosevelt describing conditions there and conveying your opinions about the internment of Japanese Americans. Write a letter of two or three paragraphs, making sure you express yourself with a firm but respectful tone.”

• At the end of Unit 3, students complete a process writing workshop where they compose a lyric poem: “Using concise language and imagery, write a lyric poem that expresses emotions about a specific subject.” This is a multi-step process that takes them through the entire process of prewriting, writing, and revising.

• In Unit 5, students compose a research paper. In the overview of the research paper students are supported by reading about an example: “The legend of King Arthur and the popular trilogy The Lord of the Rings center on the drama of struggle and conquest...When writing about a conflict, whether for a news story, argumentative essay, or research paper, a writer’s mission is to clarify the roots of the conflict, present its development, and examine both sides.” And, within the “Prewrite” section, students are given their research paper prompt: “You may write about any conflict that has taken place in any culture at any time in history. Types of conflict include ethnic and racial tension, civil wars, clashes between new ideas and tradition, and differences in values. Brainstorm a list of conflicts about which you’d like to learn more. Then choose one that interests you.” Students must complete a prewrite, draft, and revision stage for this process writing.

• In Unit 6, students read “Geraldine Moore the Poet,” a short story by Toni Cade Bambara. Once students finish reading, they are presented with two writing options at the close of the reading selection:

• Pretend you are Geraldine Moore. Before you go to sleep that evening on Miss Gladys’s couch, write a diary entry about the events of the day--from your sudden eviction to Mrs. Scott’s emotional reaction to your words. Make sure to include your feelings about all that has happened to you.

• Imagine you have been asked to review Geraldine Moore’s poem for a collection of works by young poets. Write a one-page literary review of the poem, analyzing such aspects as its tone, theme, style, and imagery. Come up with a title for the poem that you can refer to as you write.

The instructional materials reviewed for Grade 10 meet the criteria for materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. (Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.)

The materials provide students ample opportunities to engage in writing activities over the course of the year in a variety of modes, including argumentative, informative, narrative, and descriptive writing as well as research writing and writing to sources. Within these general categories, there is also a wide variety of specific writing tasks. Each of the reading selections is followed by two writing activities in two different modes, and the writing workshop at the end of each unit gives an in-depth exploration and practice of a specific mode as well. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Each lesson offers a purpose for the writing, a teaching and modeling section, examples to help guide students, and independent writing time.

In Unit 1, after reading “The Monkey’s Paw,” a short story by W.W. Jacobs, students complete a text extension activity where they compose a piece of informative writing with the following prompt: “Imagine ‘The Monkey's Paw’ is going to be included in this suspense anthology write a one-page analytical introduction to be included in the anthology in which you discuss the use of foreshadowing in the story. Use the notes you took while reading or skim the story to find examples of foreshadowing. Introduce the story, describe examples of foreshadowing and explain the impact of each example. Summarize how the foreshadowing contributes to suspense.”

In Unit 3, after reading “Eating Alone” by Li-Young Lee and “The Floral Apron” by Marilyn Chin, students complete a text extension activity where they compose a piece of creative writing: “Imagine that the speakers in 'Eating Alone' and 'The Floral Apron' meet at a dinner party and begin to discuss their childhood experiences with each other. Write a dialogue for these characters in which they exchange memories and comment on the significance that these recollections have for them. Try to make your dialogue consistent with the personalities and character traits of the speakers, as these are revealed in each poem.”

In Unit 4, Annotated Teacher Edition, Extend the Text, Writing Options section, students complete an argumentative writing piece: “Write a literary review for your local paper. Be sure to include Sandberg’s use of figurative language to emulate the sound of the jazz culture.” They also write an informative piece: “Write a three paragraph critical analysis that examines the poem’s image, sound devices and how these things contribute to what the poem means to you.”

In Unit 5, students read the legend, “The Silver Pool,” retold by Ella Young. Once students complete the reading of “The Silver Pool,” students are presented with two writing options in the Extend the Text section, located within the After Reading section:

• Creative Writing: “A field guide is a book used by naturalists and botanists (scientists who study plants) to identify animals and plants found in nature. The book includes descriptions and, usually, drawings or photographs of various species. Write a field guide entry for the Salmon of Knowledge. How would you describe the magical fish so that visitors to the area can recognize it? If you like, you may also draw or paint the fish to illustrate the entry.”

• Informative Writing: “A classmate has several question about ‘The Silver Pool.’ Why, for instance, is the Salmon given a key role in the tale, and why would eating it provide knowledge? Why was poetry of such importance to the ancient Irish? And what happens to the hero in other tales in the Fionn Saga? Research the answers to these questions (or others you may have) on the Internet or in the library and write a three to four paragraph informative essay.”

In Unit 6, students read Pablo Neruda’s poem, “House,” and a short story by Ray Bradbury, “There Will Come Soft Rains.” Once students complete both the short story and poem, they are presented with two writing options, both of which are within the creative writing realm:

1. Pretend the house is being interviewed. Write a monologue by the house recalling its day-to-day activities and its fateful end.

2. What do you think the world will be like in 2026? Will humanity destroy itself? Write the outline for a short story that addresses these questions. Include detailed descriptions of the plot, setting, conflict, and characters.

Within Unit 6, students complete an Independent Reading; they read an excerpt from Maus: A Survivor’s Tale I, a graphic novel by Art Spiegelman. Once students read and analyze the excerpt from the graphic novel, students are presented with two writing options:

• Try to create a section of your own graphic novel in the spirit of Spiegelman’s Maus by interviewing an adult and recreating a brief scene from their own life in panels. Create your own text and images to convey the scene. If you are not comfortable including your own drawings, consider creating collages from magazines or newspapers.

• Maus uses a cartoon-like style to depict an extremely horrific period in Europe’s history. Write an analytical essay that discusses both positive and negative outcomes that could result from this conflicting style and subject combination.

The instructional materials reviewed for Grade 10 meet the criteria for materials including frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.

The materials provide opportunities across the school year for students to learn, practice, and apply research-based and evidence-based writing to support analyses, arguments and synthesis.". At the end of every reading selection, in the After Reading/Extend the Text section, students are presented with two on-demand writing options that prompt students to complete short, research-based writing using the texts within the section. The writing prompts that require students to interact with the text explicitly state that the students need to cite evidence. Students experience research-based and evidence-based writing within every Writing Workshop section that occurs at the close of each unit. Many writing opportunities are focused around each student’s analyses and claims developed from reading closely and working with sources.

In Unit 1 students read “Two Friends,” a short story by Guy de Maupassant. In the After the Reading, Writing Options, Extend the Text, Argumentative Writing section, students write an argumentative essay using the following prompt: “Was it wise for the two friends next door to go fishing during a war? Should they have just stayed home? Write a five- paragraph argumentative essay in which you take a position on whether or not the two friends were foolish to go fishing. In your first paragraph, introduce the title and author of the story and state your position. Use the next three paragraphs to argue three points in support of your position. Use evidence from the story to support your ideas. Also use these paragraphs to refute any argument someone might take against your position.”

In Unit 1 students read “On the Rainy River,” a short story by Tim O’Brien. In Writing Options question one, students are asked: “Consider the friendship between Songsam and Tokchae and friendships you have experienced. Write an ode to friendship. In your poem, you may choose to identify the important elements of friendship, explain how friendship affects lives, or praise a particular friend. Use examples from your own experience or from the story to illustrate your ideas and your ode.”

In Unit 2, students read “We Heard It Before We Saw Anything,” a news article by Julian West, and “Like Being Spun in a Giant Washer” by David Williams. In the After the Reading, Writing Options, Extend the Text, Creative Writing section, students respond to the following prompt: “Imagine you are the president of Sri Lanka. Write a press release in which you declare a national state of emergency for your country in the aftermath of the tsunami. A press release is an announcement delivered to the press by a government agency or other organization. Be sure to use the facts gathered from both news articles to help support the need for a declaration of a national state of emergency.”

In Unit 3, after reading “Introduction to Poetry” by Billy Collins, students complete a text extension activity which requires them to use evidence from the text: “An analogy is a comparison of two things that are alike in some ways but otherwise quite different. Writers often use things that are well-known to help readers understand objects or ideas that are less familiar. In lines 12-16 of this poem, what well-known action is being described? What less familiar action is being compared to this action? How does this comparison help you to understand the less familiar action? Write an essay answering these questions and summarizing what the analogies tell you about the less familiar action.”

In Unit 3, after reading “Jazz Fantasia” by Carl Sandburg, students complete a text extension activity which requires them to use evidence from the text: “The style of ‘Jazz Fantasia’ is probably quite different from that of other poems you’ve read. Imagine you want to explain to a friend what this poem is about and how it is unique. Write a three-paragraph critical analysis that examines the poem’s images, rhythms, and sound devices and how these things contribute to what the poem means to you. Use specific lines from the poem to support your ideas. If there are parts of the poem that don’t make sense to you or that you don’t care for, include these types of things in your analysis as well.”

In Unit 3, after reading “Three Tankas,” by Okamoto Kanoko, Miyazawa Kenji, and Tsukamoto Kunio, students complete a text extension activity which requires them to use evidence from texts: “How does the tanka compare with other types of poetry? Choose another poem from the unit. In a two-page compare-and-contrast essay, discuss the similarities and differences between the poem you chose and the tanka. In your comparison, consider the following elements of poetry: speaker, imagery, rhythm, and theme. Also consider your reaction to the different types of poetry. Which do you find more compelling? Be sure to cite specific examples from the texts to support your ideas.”

In Unit 5 students read “Orpheus,” a myth retold by Robert Graves, and “Tree Telling of Orpheus,” a lyric poem by Denise Lvertov. Once students complete both readings, they are presented with two writing options within the After Reading, Extend the Text section; the second writing option is evidence-based to support a character sketch: Descriptive Writing: “For an encyclopedia of famous mythological characters, write a brief character sketch of Orpheus, based on what you learned about him from the myth and the poem. A character sketch is a description of a character in a story. The character sketch should include a description of the character’s physical appearance, as well as attributes of his or her personality. Be sure to use evidence from the texts to support your ideas.”

In Unit 5 students read “Mother Holle,” a fairy tale by Jacob and Wilhelm Grimm, and “The Wonderful Hair,” a fairy tale retold by Parker Fillmore. Once students complete both fairy tale readings, they are presented with two writing prompts at the end of the selection within the After Reading, Extend the Text section; the second writing option is evidence-based to support argumentative writing: “Write a review of ‘Mother Holle’ or ‘The Wonderful Hair’ for your local newspaper. In addition to providing your opinion of the story, consider the messages that you think each story suggests and how well you think these messages come across. Also consider the characters and the development, or lack thereof, of the characters. How do the characters support the messages of the story? Be sure to include specific examples to strengthen your argument.”

In Unit 5 students complete the writing workshop activity, which is an extended project where students practice informative writing through the lens of a research paper. The prompt for the research-based writing is as follows: “You may write about any conflict that has taken place in any culture at any time in history. Types of conflict include ethnic and racial tension, civil wars, clashes between new ideas and tradition, and differences in values. Brainstorm a list of conflicts about which you’d like to learn more. Then choose one that interests you.” Within the Prewrite section, there is a support for Narrowing the Topic: “Do some preliminary research on your broad topic as a way of finding a narrow area on which to focus. For example, a research paper on racial conflict in the United States could be a thousand pages long and still not cover everything, but a paper on the 1965 race riots in the Watts neighborhood of Los Angeles, California, would be manageable.” The research requirement further pushes students to find reliable sources: “To determine whether a site is reliable, find out who created it. If it is the website of an educational institution or professional organization, it is probably reliable...Try to find both primary sources and secondary sources.”

In Unit 6 students read an excerpt from In a Sunburned Country, a piece of travel writing by Bill Bryson. Once students have completed this reading, they are presented with two writing options; the second writing option is based off of the reading, but also requires students to complete additional research: “Bryson mentions several different types of poisonous creatures native to Australia. Choose one of these creatures to research. Then create an informative fact sheet about the creature and what people should do if they encounter the creature.”

In Unit 6 students read Gabriel García Márquez’s short story, “A Very Old Man with Enormous Wings.” Once students have completed the reading, they are presented with two writing options, both of which are evidence-based and require students to go back to the text:

1. Write a children’s book based on this story. Before you begin, decide what you think is the theme, or central message, of García Márquez’s tale and consider how you can get this message across to young readers. Read your story to elementary school children for their reactions.

2. You and a friend disagree about whether this story is really about the old winged man or about the villagers who are affected by him. Choose your position, and write a one-page argumentative essay in which you support it.