The instructional materials reviewed for Grade 10 meet the criteria that texts are organized around a topic/topics to build students’ knowledge and their ability to read and comprehend complex texts proficiently.

The materials for Grade 10 are organized around topics or themes to build students’ knowledge and their ability to read and comprehend texts proficiently. Each of the six units has an Essential Question that provides a theme for the unit. All of the readings, including Whole-class Learning, Small-group Learning, and Independent Learning, are centered on that topic to assist students with answering the Essential Question. Within the Whole-class Learning instruction, the anchor texts challenge students to think about the Essential Question. Supporting texts in the Small-group Learning and the Independent Learning sections provide information relative to the essential topic and anchor texts. Many of the texts represent multiple and sometimes conflicting perspectives about the essential topic, and include a variety of styles, genres, and media. The lessons in each of these learning modalities include activities that further student comprehension of progressively difficult text. Students’ knowledge based on the specific topic/lens is deepened after every text is analyzed, based on supporting questions. Assigned to keep an evidence log along with multiple graphic organizers, students can chart their growth as independent readers. Additionally, students display their knowledge in the completion of Performance Tasks or Performance-based Assessments that usually consist of speaking and listening skills or writing tasks.

Examples of organization of texts by topic to build student knowledge to meet the criteria for this indicator include, but are not limited to:

Unit 2: Outsiders and Outcasts

• Essential Question: Do people need to belong?
• Whole-class Learning:
  • “The Metamorphosis” by Franz Kafka (translated by Ian Johnston)
  • “Franz Kafka and Metamorphosis” (media: video) BBC
• Small-group:
  • “The Doll’s House” by Katherine Mansfield
  • “Sonnet, With Bird” by Sherman Alexie
  • “Elliptical” by Harryette Mullen
  • “Fences” by Pat Mora
  • “Revenge of the Geeks” by Alexandra Robbins
  • “Encountering the Other: The Challenge of the 21st Century” by Ryszard Kapuscski
• Independent Learning
  • "The Orphan Boy and the Elk Dogs" as retold by Richard Ordoes and Alfonso Ortiz
  • “By Any Other Name” from Gifts of Passage by Santha Rama Rau
  • “Outsider’s Art is Aluted at Columbia, Then Lost Anew” by Vivian Yee

Unit 4: All That Glitters

• Essential Question: What do our possessions reveal about us?
• Whole-class Learning:
  • “The Necklace” by Guy de Maupassant
  • “Civil Peace” by Chinua Achebe
  • “Fit for a King: Treasures of Tutankhamun” (Photo Essay)
• Small-group Learning:
  • “In La Rinconada, Peru, Searching for Beauty in Ugliness” by Marie Arana
  • “Avarice” by Yusef Komunyakaa
  • “The Good Life” by Tracy K. Smith
  • “Money” by Reginald Gibbons
  • “The Golden Touch” by Nathaniel Hawthorne
• Independent Learning
  • “The Gold Series: A History of Gold” an informational graphic in Visual Capitalist
  • “Ads May Spur Unhappy Kids to Embrace Materialism” by Amy Norton
  • “My Possessions, Myself” by Russell W. Belk

The instructional materials reviewed for Grade 10 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 for Grade 10 primarily 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. First-read materials direct students to notice, annotate, connect and respond. Close-read materials provide students with more annotation directions and tools, then direct them to question the text and draw conclusions. Students keep a digital notebook to collect their responses to the text. During Whole-class, Small-group, and Independent Learning, students engage in Making Meaning sections with each text which provides sequenced higher-order thinking questions and tasks for a range of purposes through various subsections. For example,

• Comprehension Check provides questions and tasks concerning the key ideas and details of the text.
• Jump Start: Close Read provides questions and tasks concerning the craft and structure of the text.
• Analyze the Text: provides questions and tasks concerning the key ideas and details
• Analyze Craft and Structure provides questions and tasks concerning the craft and structure of the text.
• Language Development section provides sequenced higher order thinking questions and tasks related specifically to language through the Concept Vocabulary, Word Study, Word Network, and Conventions subsections.

Examples of sets of coherently sequenced higher order thinking questions and tasks to meet the criteria for this indicator include, but are not limited to:

Unit 2: Outsiders and Outcasts

Text: “The Metamorphosis” by Franz Kafka

Comprehension Check

• How do the family’s activities change to accommodate Gregor’s new condition?
• Confirm your understanding of the story by writing a summary.

Analyze the Text

• Compare and Contrast: Describe how Gregor’s insect like body changes from the opening of the story to the ending.
• Interpret: How do these physical changes reflect Gregor’s evolving emotional state?

Unit 4: All that Glitters

Text: “The Golden Touch” by Nathaniel Hawthorne

Comprehension Check

• What type of person visits King Midas in his treasure room?
• What wish does the stranger grant?
• What happens to the king’s daughter when she hugs her father?
• How does Midas help the stranger reverse the curse of the golden touch?

Analyze the Text

• With your group, reread paragraph 2 of the text. What words or phrases would you use to describe King Midas, based on the details the author gives in this paragraph? Is the narrator’s attitude toward the king positive of negative? How do you know?

The instructional materials reviewed for Grade 10 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.

The materials reviewed for Grade 10 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. This structure begins with an essential question for each unit. Each text is accompanied by Whole-class, Small-group, and Independent Learning sections. Each of these learning constructs contain text-dependent and text-specific questions and tasks that guide students in building knowledge and integrating ideas across both individual and multiple texts. These sequences of text dependent questions prepare students to complete the Performance Tasks, Unit Reflections, and Performance-Based Assessments that require students to specifically integrate knowledge across multiple texts.

Examples of coherently sequenced text dependent questions that require students to build knowledge and integrate ideas to meet the criteria for this indicator include, but are not limited to:

Unit 1: Inside the Nightmare

Essential Question: What is the allure of fear?

• Analyze the Text: After reading “Fall of the House of Usher,” students are assigned to respond to the questions below and cite textual evidence to support their answer:
  • Interpret: Which descriptive details of the interior of the house suggest that the narrator has entered a realm that is very different from the ordinary world?
  • Making Inferences: In what ways is the appearance of the interior of the house related to Usher’s appearance and the condition of his mind?
• Performance Task: Writing Focus: Use your knowledge of these texts and your own experiences and observations to write an explanatory essay that answers this question: How and when does imagination overcome reason?

Unit 3: Extending Freedom’s Reach

Essential Question: What is the relationship between power and freedom?

• Comparing Text to Media: In this part of the lesson, you will view Diane Sawyer’s video, "Malala Yousafzai." As you watch the interview, think back to Yousafzai’s United Nation speech. Consider ways in which the two texts connect with one another.
• Performance Task: Speaking and Listening Focus: You have read many selections and viewed an interview that deals with issues of power and freedom. Work with your group to develop, refine, and deliver a multimedia presentation that answers this question: When, if ever are limits on freedom necessary?

Unit 6: Blindness and Sight

Essential Question: What does it mean to see?

• Analyze the Text: After reading Oedipus, the King, students complete multiple text-dependent questions such as: Compare and Contrast: At the end of Part I, In what different ways are Oedipus and Teiresias both blind? In what ways can both see?
• Performance Task: Writing Focus: Write a nonfiction narrative when one person’s self-perception was unclear or incomplete, but someone else saw him or her very clearly. Tell a true story that suggests an answer to the following question: Can we see ourselves as clearly as others see us?

The instructional materials reviewed for Grade 10 meet 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, and listening).

The materials reviewed for Grade 10 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrated their knowledge of a topic through integrated skills, including a combination of reading, writing, speaking, and listening. Each unit is focused on a topic that is driven by an essential question. Each unit is divided into three learning modalities: Whole-class Learning, Small-group Learning, and Independent Learning. Students engage with multiple texts and tasks during each learning modality. As they progress through the unit, students have the opportunity to practice reading, writing, speaking, and listening independently; but the performance tasks for each modality generally require a combination of these skills as students compose synthesis essays, share their own work, hold structures discussions, and perform peer reviews. The Performance-based Assessments for each unit also require that students integrate multiple skills and give oral presentations of their work.

Examples of integrated skills in questions and tasks to meet the criteria for this indicator include, but are not limited to:

Unit 1: Inside the Nightmare

Essential Question: What is the allure of fear?

• Performance Task: After reading “The Fall of the House of Usher” and “House Taken Over,” students complete use the texts and their own experience to write an explanatory essay on the following question: How and when does imagination overcome reason?
  • Peer review: Exchange papers with a classmate. Use the checklist to evaluate your classmate’s argument and provide supportive feedback.
• Performance-based Assessment: Write an explanatory essay on the following topic: In what way does transformation play a role in the stories meant to scare us? Use evidence from at least three of the selections you read and researched in this unit to support your perspective. Include a narrative dimension in the form of an anecdote, a brief story from your own experience or that of someone you know.

Unit 3: Extending Freedom’s Reach

Essential Question: What is the relationship between power and freedom?

• Performance Task: Use the knowledge you have gained from reading Roosevelt’s “Four Freedoms” speech and from reading and listening to Kennedy’s inaugural address to write about the power of the individual. Write a brief informative essay in which you focus on answering this question: What can one person do to defend the human rights of all people?
• Performance-based Assessment: Students complete a final draft of an informative essay that answers, “What does it mean to be free?” Then they use it as foundation for a five- to ten-minute multimedia presentation.

Unit 6: Blindness and Sight

Essential Question: What does it mean to see?

• Performance Task: Use the information you have gathered through reading and your own life experiences to consider the differences between how people see themselves and how they are perceived by others. Write a nonfiction narrative about a time when one person’s self-perception was unclear or incomplete but someone else saw him or her clearly. Tell a true story that suggests an answer to the following question: Can we see ourselves as clearly as others see us?
• Performance-based Assessment: Write a nonfiction narrative in which you tell a true story related to the following question: Is there a difference between seeing and knowing? In your narrative present both clearly-delineated characters - the people who are involved in the action of the story - and settings.

The instructional materials reviewed for Grade 10 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 include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context.

The materials for Grade 10 include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Most materials include a consistent approach for students to regularly interact with word relationships and build academic vocabulary and figurative language in context. Each text within the Whole-group and Small-group Learning sections include a “Language Development” section with: “Concept Vocabulary,” “Word Study,” “Word Network,” “Conventions and Style,” “Text Features,” etc. All units follow the same expectation that students are interacting and building academic vocabulary per individual text. To complete the Performance-based Assessment at the end of the unit, students demonstrate “Academic Vocabulary” by incorporating their culminating “Word Network” per individual unit. Students are regularly interacting with words and building relationships with the language of the multiple texts as each unit is modeled exactly the same. By the time students have completed all units, students will have mastered formative language in context for individual texts and across texts multiple times. Additionally, the materials include text-specific evidence logs and selection tests that support and assess students as they interact with academic and figurative language in context.

Examples of building key academic vocabulary words in and across texts to meet the criteria for this indicator include, but are not limited to:

Unit 4: All that Glitters

Text: “The Necklace” by Guy de Maupassant, translated by Andrew MacAndrew

Language Development

• Concept Vocabulary:
  • Vocabulary: refinement, suppleness, exquisite, gallantries, resplendent, homage
  • How does the concept vocabulary sharpen the reader’s understanding of Mathilde Loisel’s character?
  • What other words in the selection connect to this concept?
  • Use each concept word in a sentence in which sensory details reveal the word’s meaning.
• Word Study
  • Write the meanings of these words formed from the root -splend-: splendor, splendid, splendiferous. Consult a print or online dictionary if needed.
  • Use each of these three words in a sentence. Include context clues that reveal shades of meaning among the words.
• Word Network
  • Add words related to materialism from the text to your Word Network.
• Writing to Sources
  • Adopt the perspective of Mathilde Loisel, and write a diary entry in which you explain how your life changed after the party. Include several of the concept vocabulary words in your diary entry.
• Evidence Log
  • Before moving on to a new selection, go to your evidence log and record what you learned from “The Necklace.”
• Performance Task
  • Think about how the characters or real people featured in the section and decide what is valuable to them. Consider different reasons that objects either have or lack value. Then write an informative essay in which you answer these questions: What makes something valuable? What makes something a treasure?

The instructional materials reviewed for Grade 10 meet the criteria that materials contain a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

The materials reviewed for Grade 10 meet the criteria as they provide a year-long, cohesive plan of writing instruction and tasks. In each unit, writing instruction and tasks are aligned to specific texts. The texts are often used as models for future writing tasks so that students are writing with mentor texts in mind. Writing instruction takes a scaffolded approach to process writing providing students with the opportunity to practice and prepare before writing for performance-tasks or performance-based assessments. This instruction across the six units includes development of various grade-level- appropriate modes of writing to explore and reflect learning relative to the essential question in each unit. The cohesiveness of the writing instruction is also aligned to language standards which support development of increasingly complex writing skills. Text sets in each unit of study provide model/mentor texts such that students can analyze author’s craft demonstrating the language goal relative to writing instruction prior to attempting to demonstrate achievement in a writing task. Across the year, students keep a digital notebook which provides a snapshot of coherence as well as a record of growth across the various tasks.

Examples of a cohesive plan of writing instruction and tasks to meet the criteria for this indicator include, but are not limited to:

Unit 2: Outsiders and Outcasts

• Performance Task
  • Use the following outline to plan your response to “The Doll’s House.” Find quotations and other details from the story to support your ideas, and write the sources (page or paragraph numbers) for those supporting details.
• Performance-based Assessment:
  • Write an argumentative essay in which to state and defend a claim about the following question: Is the experience about being an outsider universal? Use credible evidence from at least three of the selections you read and researched in this unit to support your claim.

Unit 4: All that Glitters

• Writing to Sources:
  • Choose a character from one of your favorite books or short stories. Compose a diary entry written by that character. In your diary entry, include a description of an event that happens in the book or short story, and write the character’s thoughts and feelings about the experience. Remember to write from the character’s point of view.
• Performance Task:
  • Think about how the characters or real people featured in this section and decide what is valuable to them. Consider different reasons that objects either have or lack value. Then, write an informative essay in which you answer these questions: What makes something valuable? What makes something a treasure?

Unit 6: Blindness and Sight

• Performance Task
  • Using information you have gathered through reading and your own life experiences, consider the differences between how people see themselves and how they are perceived by others. Write a nonfiction narrative about a time when one person’s self-perception was unclear or incomplete. Tell a true story that suggest an answer to the following question: Can we see ourselves as clearly as others see us?
• Performance-based Assessment
  • Write a nonfiction narrative in which you tell a true story related to the following question: Is there a difference between seeing and knowing? In your narrative present both clearly delineated characters - the people who are involved in the action of the story - and settings.

The instructional materials reviewed for Grade 10 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.

For the Grade 10 textbook, most 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. Each unit includes a research goal that students will conduct research projects of various lengths to explore a topic and clarify meaning. Most of these research projects are brief, and students are given an option to explore topics of their own choosing. An included resource toolkit includes a section on research which addresses topics like narrowing a topic, consulting sources, and avoiding plagiarism. While the research directions in the student text are always the same, the teacher edition offers varied suggestions for specific topics in case some students don’t develop one of their own. This instructional approach provides student an opportunity to practice their research skills through mini-inquiry projects. Many questions can be answered by consulting a single source beyond the assigned sources and sharing either the process of finding information or synthesizing with other students.

Examples of focused, shared research and writing projects to meet the criteria for this indicator include, but are not limited to:

Unit 1: Inside the Nightmare

• Text: “House Taken Over” by Julio Cortazar
  • Research to Clarify: If students struggle to come up with a detail to research, suggest that they focus on the following topics: Buenos Aires, the architecture, or the currency (money used in the country).
  • Research to Explore: Research the origin of the story. Discover information about the home in Buenos Aires Province that inspired it.

Unit 3: Extending Freedom’s Reach

• Text: “The Censors” by Luisa Valenzuela, translated by David Unger
  • Research Challenge: Encourage interested students to learn more about current or past censorships in one or two other countries. During the research, have students consider the following questions: How is censorship enforced? What kinds of materials are censored? How does censorship affect the daily life of that country? How have citizens responded to the censorship? Students can write a one-page, magazine-style article to present their findings.

Unit 5: Virtue and Vengeance

• Text: Act III of The Tempest by William Shakespeare
  • Research to Clarify: Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the play?
  • Research to Explore: Choose something from the text that interests you and formulate your research question. Write your question here.

The instructional materials reviewed for Grade 10 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Each of the six units within Grade 10 is organized into Whole-class Learning, Small-group Learning, and Independent learning segments. In the Independent Learning section, students are given a list of works to select from as their personal reading. The section begins with Independent Learning Strategies that require students to be accountable for their work. The section states, “Throughout your life, in school, in your community, and in your career, you will need to rely on yourself to learn and work on your own.” Highlighting the purpose behind independent reading while providing guidelines for accountability (create a schedule, practice what you learned, and take notes) allows regular engagement for independent learning in each chapter. There is a student video for them to watch and learn more about what they must do during their Independent Learning days, which are typically Days 27 and 28 of each unit pacing plan.

Accountability for independent reading includes a selection test for each independent title which consists of selected response items addressing comprehension, vocabulary, and analysis. There are clear directions and consistent expectations for recording entries in the student’s digital notebook to connect and extend analysis of the text as well. Students are also consistently expected to share what they learned independently with their group/class.

Another opportunity to increase volume of reading and support or encourage independent reading is with the information for teachers to use trade books in each unit. Titles in each unit provide opportunities for teachers to swap titles within a unit, supplement with additional reading, or direct students for further reading on their own. While the possibility of independent reading in the form of reading and completing a task outside of a group does exist in each unit, accountability within each unit does not require a volume of independent reading.

Below is an example from a single unit of how students regularly engage in a volume of independent reading to meet the criteria for this indicator include, but are not limited to:

Unit 1: Inside the Nightmare

• Teaching with Trade Books
  • The Invisible Man by H. G. Wells
  • Frankenstein by Mary Shelley
  • Dracula by Bram Stoker

• Independent Learning Selections
  • “How Maurice Sendak’s Wild things Moved Children’s Books Toward Realism” by Gloria Goodale
  • “Sleep Paralysis: a Waking Nightmare”
  • “The Feather Pillow” by Horacio Quiroga, translated by Margaret Sayers Peden
  • “Stone Age Man’s Terrors Still Stalk Modern Nightmares” by Robin McKie

Unit 1: Sample Independent Reading Tasks

• Text: “The Feather Pillow”
  • First Read: Students complete the First Read Guide (graphic organizer). They complete the following information:
    • Notice: Who the is story about, what happens, when and where it happens, and why those involved react the way they do.
    • Annotate: Mark vocabulary and key passages you want to revisit
    • Connect: Connect ideas within the selection to what you already know and what you already have read.
    • Respond: Complete the Comprehension Check and by write a brief summary of the selection.
  • Comprehension Check Questions
    • At the beginning of the story, what have Alicia and Jordan recently done?
    • Initially, why is it not surprising that Alicia begins to lose weight?
    • What happens when Jordan helps Alicia go into the garden?
    • What causes the servant to call for Jordan when she comes in to strip Alicia’s bed?
    • To confirm your understanding, write a summary of “The Feather Pillow.”
  • Share Your Independent Learning: Students are asked to share their learning with their classmates.
    • Prepare to Share: What is the allure of fear? Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the unit.

The materials for Grade 10 are well-designed and take into account effective lesson structure and pacing. Each unit is organized into the following sections: Unit Introduction, Whole-class Learning, Small-group Learning, Independent Learning, Performance-based Assessment, and Unit Reflection. Teachers and students are also directed to additional materials such as digital resources, including media selections, modeling videos, and audio recordings.

The curriculum is composed of six, six-week units. Each unit follows the same sequence of instruction focused on the unit essential question.

• Unit Introduction – 1 day
• Whole-class Learning – 12 days followed by 2 days for performance task
• Small-group Learning – 9 days followed by 2 days for performance task
• Independent Learning – 2 days followed by 2 days for performance based assessment

Each section begins with an overview followed by the lesson plan for the text. Each lesson plan includes:

• Summary of text
• Insight into the text itself
• Connection to the essential question
• Connection to the performance task
• Lesson resources including:
  • Instructional standards for the lesson
  • Student resources found online
  • Teacher resources found online in the Interactive Teacher’s Edition
  • Selection resources
  • Reteach/Practice resources
• Assessment
• Text Complexity Rubric
• Support for ELLs, struggling learners, and gifted
• Teaching and Learning Cycle: Decide and Plan → Teach → Analyze → Revise and Identify Needs → Decide and Plan

For Grade 10, the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The pacing is such that students can master the content by the end of the course. The pacing guide appears in the TE on the first page of each unit, on the Whole-class Learning overview page, on the Small-group Learning overview page, and on the Independent Learning overview page of each unit.

With 6 units, the curriculum could be covered in a 36 week academic year. Teachers may choose to deliver whole-class learning, assign students to groups for small-group learning, or assign the independent learning lessons to individual students.

Support for block scheduling of the course content for individual lessons in each unit is available. For example, each day in the pacing plan represents a 40-50 minute class period. Teachers are advised to combine days to reflect their class schedule and they are given guidance on revising the pacing for differentiation (integrating lesson components and resources as necessary for students).

The student resources for Grade 10 include ample review and practice resources, clear directions and explanation, and correct labeling of reference aids. Materials include: evidence log; word network; learning strategies for whole-class, small-group and independent learning; genre-specific first and close read guides; text-dependent questions; App for scanning multi-media; model text for writing; support charts; concept vocabulary; essay rubrics; organization chart for small-group work; choice in many assignments; selection audio; presentation rubrics; and sentence stems.

Student directions are clearly written, and units and assignments follow the same predictable sequence, making it easy for students to complete activities. By beginning the Unit with a Launch Text written in the type of writing students will be practicing throughout the unit, and by having students address the essential question in response to the Launch Text throughout the unit and again in the culminating performance assessment, students continue to interact with the theme through reading, writing, and speaking.

The First-Read Guide is divided into quadrants titled: Notice, Annotate, Connect, and Respond.

• Notice new information or ideas you learn about the topic as you first read this text.
• Annotate by marking vocabulary and key passages you want to revisit.
• Connect ideas within the selection to other knowledge and the selections you have read.
• Respond by writing a brief summary of the selection.

The Close-Read Guide is divided into three sections:

• Close read the text – Revisit sections of the text you marked during your first read. Read these sections closely and annotate what you notice. Ask yourself questions about the text. What can you conclude? Write down your ideas.
• Analyze the text – Think about the author’s choices of patterns, structure, techniques, and ideas included in the text. Select one and record your thoughts about what this choice conveys.
• Quick Write – Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.

Ample review and practice resources are available:

• Evaluating Your Draft checklist:
  • Purpose and Organization
    • Provides an introduction that establishes a clear context and introduces the characters.
    • Presents a clear chronological sequence of events that are linked by a variety of transitions.
    • Provides a conclusion that follows from the events and experiences in the narrative.
  • Evidence and Elaboration
    • Effectively uses narrative techniques such as dialogue, pacing, and description.
    • Uses descriptive details, sensory language, and precise words and phrases.
    • Establishes the writer’s voice through word choice, sentence structure, and tone.
  • Conventions
    • Attends to the norms and conventions of the discipline.

Directions and explanations are clear and reference materials are correctly labeled:

• Peer Review - Exchange papers with a classmate. Use the checklist to evaluate your classmate’s nonfiction narrative and provide supportive feedback.

Materials for Grade 10 include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Alignment to the standards is found repeatedly throughout the series.

On pages T48-T59 of the Teacher Edition (TE), the Standards Correlation indicates, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart broken down by Reading, Language, Writing, and Speaking and Listening.

In the Student Edition (SE), the standards are found on pp. xx-xxix and noted in the margins throughout each text selection, with the activities and questions following the text, with the performance tasks, and with the culminating Performance-based Assessment.

There is alignment between questions, tasks and assessment items. Examples like the one below can be found throughout the textbook:

• Question
  • What was the author’s dream at age 12?
• Task
  • Using this chart, cite three of the author’s influences and explain how each influence affected the central idea of the text. Share your responses with your group.
• Assessment Item
  • You have read about imaginary characters and settings. Work with your group to develop, plan, and perform a fictional narrative for your class in which you address this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?

The instructional materials include a Teacher’s Edition with ample and useful annotation and suggestions on how to present the content in the Student Edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The series includes an overview for each of the six units that includes a pacing plan with suggested days for Unit Introduction, Whole-class Learning, Small-group Learning, and Independent Learning. After each type of learning there are performance tasks that lead to the Performance-based Assessment at the end of each unit. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.

Throughout the unit, teacher guidance is provided in the margins on every page. For example, during Close Read the narrative guides teachers through this process by reminding students of what to look for, Annotate gives modeling language, Question models questioning and has the teacher talk through what they are wondering following the narrative, and finally, Conclude is where the teacher makes a conclusion based on the modeled think aloud.

Pearson Realize has online resources supplementing the Teacher Edition (TE) and Student Edition (SE). Digital Perspectives in the TE shows what digital resources are available for each lesson, such as audio, video, document, annotation highlights, EL highlights, and online assessments. Students have an online Evidence Log that is used to record evidence from all selections in a unit to aid in writing the culminating task of the Performance-based Assessment.

The instructional materials contain a Teacher’s Edition with full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

The series begins with “Getting Started with My Perspectives” that offers a program overview, teacher “how-to” information, teacher resources with scope and sequence, student resources, ELD support, and author background information.

Each unit in this series includes labels (Unit Introduction with Goals, Pacing Plan, Current Perspectives, Home Connections, and Unit Reflection) that give teachers an explanation of how to teach the texts and skills. The Personalize for Learning offers English Language Support, as well as Challenges for advanced students. This and other resources are available as a link within the online teacher edition. Additionally, the teacher’s edition allows for a direct link to the student’s edition within the unit for activities and assignments.

Pages are also color-coded: Whole-class Learning is lime green, Performance Tasks and Performance-based Assessments are color-coded in orange, Small-group Learning is turquoise, and Independent Learning is blue. The teacher is given instruction on what to say for each point of the lesson. Both Whole-class Learning and Small-group Learning have Learning Strategies to guide teachers with an outline to execute instruction.

Each selection in the Whole-class Learning and the Small-group Learning contains a “Planning” section that offers teachers the following:

• Summary
• Insight
• Connection to Essential Question
• Connection to Performance Tasks
• Lesson Resources with standards listed
• Student Resources
• Teacher Resources
• Reteach/Practice Suggestions
• Assessment

Background and Author information is given for each section as a means to provide teachers with needed guidance through each reading selection. Within the teacher’s edition most selections have an audio-adapted version and a written version of the text.

The instructional materials contain a Teacher’s Edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks and Performance-Based Assessment. This gives a great overview of the unit and what to expect, for ease in planning.

Standards are given for each section as a means to provide teachers with needed guidance through each reading selection.

The instructional materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

At the beginning of the Teacher’s Edition, there is a section entitled, “Getting Started with My Perspectives.” In "What is My Perspectives" the publisher explains, “My Perspectives is a print and digitally blended program that promotes students’ ownership of the learning through goal setting, student choice and reflection. Students encounter authors’ perspectives as they read literature from across time periods and cultures. They engage in meaningful activities that inspire thoughtful conversations, discussions, and debates. ”

Pages are also color-coded: Whole-class Learning is lime green, Performance Tasks and Performance-based Assessments are color coded in orange, Small-group Learning is turquoise, and Independent Learning is blue. The teacher is given instruction on what to say for each point of the lesson. Both Whole-class Learning and Small-group Learning have Learning Strategies to guide teachers with an outline to execute instruction.

There is also a Planning section before each text selection showing the Lesson Resources, both student and teacher resources organized by Making Meaning, Language Development, and Effective Expression. Next, is a Personalize For Learning: Reading Support that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for English Language Support, Strategic Support, and Challenge support as well as a Read and Respond teaching scaffold. Decide and Plan also includes CCSS Instructional Standards for the selection with a catching-up suggestion and a looking-forward selection for the various standards covered in Reading, Writing, Speaking and Listening, and Language.

Materials for Grade 10 regularly and systematically offer assessment opportunities that genuinely measure student progress. The series provides for year-long assessments in the form of a Beginning-of-Year Test on all standards taught in the academic year for planning standards focus, a Mid-Year Test for mastery of standards taught the first half of the year and providing opportunities to remediate, and an End-of-Year Test to determine mastery of standards, future class placement, and to capture final assessment data.

Unit-level Assessments include:

• Selection activities formatively used to assess students’ grasp of critical concepts such as analyzing text, analyzing craft and structure, concept vocabulary, word study, and author’s style.
• Notes in the Teacher Edition that offer suggestions for re-teaching.
• Selection tests tracking student progress toward mastering standards taught with the selection.
• Performance tasks including both a writing and a speaking and listening performance task preparing students for success on the end-of-unit Performance-based Assessment.
• Unit tests requiring students to apply standards taught in the unit with new text, providing an opportunity for teachers to remediate.
• Performance-based Assessments where students use their notes, knowledge, and skills learned to complete a project on their own.

Assessments for Grade 10 clearly denote which standards are being emphasized.

In the Teacher Edition (TE), there is a Standards Correlation that notes by standard and title of the text or assignment and the page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart by activity and assessment, broken down by Reading, Language, Writing, and Speaking and Listening.

In the Student Edition (SE), standards are noted in the margin next to each text, activity, assessment and performance task.

Assessments for Grade 10 provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

When assessing taught standards, Mid-Year Tests and Unit Tests can be administered online, and remediation is assigned automatically. If not administered online, an interpretation guide can be used to assign remediation resources.

The writing portion of each Performance-based Assessment includes a genre-specific rubric in both the Teacher Edition and Student Edition. The second part of the Performance-based Assessment, speaking and listening, includes a rubric specific to the type of presentation. The wording in these rubrics is taken directly from the standards.

Formative assessment tips and suggestions are included with each activity. A section entitled "Personalize for Learning," located in the bottom margin of the TE throughout each unit, provides support for ELLs, Strategic Support, and Challenge.

Materials for Grade 10 include routines and guidance that point out opportunities to monitor student progress.

Prior to the introductory Launch Text, students complete a self-assessment, rating themselves on how they meet the unit goals.

The first activity students complete at the end of each text during Whole-group and Small-group Learning is a Comprehension Check, in which students respond to several open-ended questions following the first read of the text and then write a summary of the text. During Small-group Learning, students respond individually, then review and clarify details with group members.

Formative assessment tips and suggestions are included in the Teacher Edition (TE) in the margins with each of the activities students are to complete following a text. If students fail to cite evidence, teachers are instructed to remind them to support their ideas with specific information.

In the lesson plan for each text, found in the Interactive TE or Unit Resources, teachers are provided a list of resources to go with that text lesson. The list includes Reteach/Practice documents and Assessment for the text, if available.

Materials for Grade 10 provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Each unit begins with a Launch Text that is a lower Lexile, so that students can read independently and complete the assigned homework. There is also an audio summary for students to build additional background before reading.

There is a Personalize For Learning: Reading Support section that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for:

• English Language Support with suggestions for Knowledge Demands and Language
• Strategic Support with suggestions for Knowledge Demands and Language/Clarity
• Challenge Support with suggestions for Text Analysis and Written Response

As part of supporting the standards throughout the unit’s teaching and learning cycle, under Decide and Plan is the standard being taught.

• Next to the standard under Catching Up, selection scaffolds are provided before the lesson is assigned in the Student Edition (SE) to scaffold learning for students who are below grade level or students who need English Language Support.
• The Looking Forward section provides activities to practice mastered skills in depth for those students exceeding grade level standards.

There are also notes in the Teacher Edition (TE) under the heading Personalize For Learning to provide extra support. There is a Vocabulary Development section that focuses on multiple-meaning words and gives examples for several meanings of a selected word.

Under Lesson Resources in the TE there are Reteach/Practice materials available online for students who may need extra teaching and practice with author’s craft, word study, conventions and writing/discussion. Each selection has the option to listen to the audio online as well as the Word Network graphic organizer and the Evidence Log.

Author’s Perspective gives teachers pertinent information to assist with providing differentiated instruction.

Materials for Grade 10 regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade- level text and meet or exceed grade-level standards.

All students have extensive opportunities to read, write, speak, and listen to grade-level text and meet or exceed grade-level standards. The students read the same grade-level texts throughout each unit, with the teacher modeling and scaffolding instruction during Whole-group Learning and facilitating during Small-group Learning. The students do have a choice of 4-6 selections during Independent Learning. These selections vary in genre and Lexile, but all are tied to the unit’s Essential Question and have a similar lesson plan and expectations.

There are supports built into the series to help make students who are not at grade level and students who speak a language other than English successful with the grade-level text and grade-level standards. For example, when introducing a unit, there is an Introduction Video as well as a Launch Text that is always a model of the type of writing students will be expected to write at the end of the unit. Audio Summaries are also available in both English and Spanish to help build background knowledge before reading.

Materials for Grade 10 regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade-level standards. The students read the same grade-level texts throughout each unit, with the teacher modeling and scaffolding instruction during Whole-group Learning and facilitating during Small-group Learning.

Under Personalize For Learning: Reading Support the Decide and Plan section gives teachers additional information for Challenge Support with suggestions for Text Analysis and Written Response.

Under Standards Support Through Teaching and Learning Cycle, the Looking Forward section provides activities to practice mastered skills in depth for those students exceeding grade-level standards. Within the Teacher’s Edition (TE), there is a chart that has the CCSS grade-level standard listed that includes a column called “Looking Forward.” This gives advanced opportunities for students who have mastered the standard to go deeper into the standard. For example:

• In Reading CCSS RL.9-10.3 students analyze how particular elements of a story or a drama interact. To go deeper, those students “think of other plays and movies they have read or seen and discuss how stage directions are essential to a script.”

The Teacher’s Edition has tips for the teacher throughout the unit under the heading of Personalize For Learning, and one category is Challenge. Suggestions are located here to extend the learning for students who are exceeding grade-level standards. The format is similar for each unit and each grade level.

Materials for Grade 10 provide opportunities for teachers to use a variety of grouping strategies.

Unit 2: Outsiders and Outcasts

Whole-class Learning: After reading The Metamorphosis, students draw images of their own interpretations of Gregor’s appearance based on the descriptions provided in the text. Students then share their sketches and reasons for including the details they are using in the drawings, exploring differences and similarities among the sketches.

Small-group Learning: Students create a multimedia presentation to present a position about whether difference is a weakness and sameness is a strength.

Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: “Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the unit.” Under “Learn From Your Classmates,” students are asked to “Share your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.”

Unit 5: Virtue and Vengeance

Whole-class Learning: While reading The Tempest, students make flashcards with the elements of a Shakespeare romance on one side and examples from The Tempest on the other side. Students practice with the flashcards, alone or with a partner.

Small-group Learning: After reading “Let South Africa Show the World How to Forgive,” small groups discuss whether or not Desmond Tutu’s speech is persuasive.

Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: “Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the unit.” Under “Learn From Your Classmates,” students are asked to “Share your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.”