10th Grade - Gateway 1

The materials reviewed for Grade 10 meet the criteria for Indicator 1a. 

Materials provide opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students’overall vocabulary and knowledge base. Materials provide six units across the grade level with different themes and multiple texts to engage students.

Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read “The Fall of the House of Usher” by Edgar Allan Poe, a short story rich in language and incorporating gothic elements by one of American literature’s central figures in horror and science fiction. In Small-Group Learning, students view photographs from The Dream Collector by Arthur Tress, multimedia that supports the unit theme.

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students read “The Metamorphosis” by Franz Kafka, translated by Ian Johnston, which is part of the literary canon, and view “Franz Kafka and Metamorphosis” from the BBC. Students consider the effects of personal and societal change. In Small-Group Learning, students read “The Doll’s House” by Katherine Mansfield, which is about a group of girls hateful in their pursuit of popularity and is set in late 1800s New Zealand.

• In Unit 3, Extending Freedom’s Reach, Small-Group Learning, students read “Speech at the United Nations” by Malala Yousafzai, delivered when she was sixteen, advocating for every child to have equal access to education. Students should be engaged by the topic and relate to the age of the author.

• In Unit 4, All That Glitters, Whole-Class Learning, students read “Civil Peace” by Chinua Achebe, the father of modern African literature in English. Students learn about Nigeria and the effects of the Bifranian Civil War as they consider themes of family and survival.

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read a poetry collection, including “En el Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection” by Virgil Suárez, a well-crafted monologue offering a unique perspective of Caliban. Students also read The Tempest, Act I by William Shakespeare, an established work in the literary canon. 

• In Unit 6, Blindness and Sight, Small-Group Learning, students read a poetry collection, including “Blind” by Fatima Naoot, translated by Kees Nijland, which includes complex and challenging information and the discovery of new meaning. Students also read “View From the Empire State Building” by Helen Keller to gain perspective on how someone without “sight” can still “see” by tapping into other senses. 

The materials reviewed for Grade 10 meet the criteria for Indicator 1d.  

The materials provide a series of texts at a variety of appropriate complexity levels for the grade band which support students’ literacy growth. The complexity is mixed throughout the units. Overall, the quantitative measures generally increase across the year, and the qualitative measures are moderately complex throughout the year. The overall quantitative complexity measures across the year range from 740L–1410L. Over the course of the year, 56% of texts lack quantitative ratings. Specifically, the qualitative measures increase through the first five units, though they decrease in the last unit. While this decrease in qualitative and quantitative data suggests a level decrease, the student tasks all meet or exceed the standards. All units consistently provide an opportunity for students to grow their skills with additional support during Whole-Class Learning activities as they engage in reading and writing in relation to the Essential Question. In Small-Group Learning, students have opportunities for repeated reading of texts accessible for the grade level. Students also have opportunities to read and analyze texts independently. In all activities, students have access to models of literacy skills which help them complete tasks that require appropriate application of depth of knowledge and work toward the speaking and listening performance task and Performance-Based Assessment. The text pairings work together to scaffold the student tasks with the scaffolding suggestions provided in the Teacher’s Edition. Students read and annotate the texts while teachers guide them with text-specific scaffolding options throughout the units. The scaffolding suggestions are found in clearly identified locations and are consistent, including providing specific suggestions for various student populations, such as English Language Learners, below level learners, on level learners, and above level learners. While the general scaffolding options remain static throughout units, the Teacher’s Edition provides specific options related to the texts. 

The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• In Unit 1, the Lexile range is 900L–1410L. The qualitative range is Slightly Complex to Exceedingly Complex. In Unit 2, the Lexile range is 740L–1310L. The qualitative range is Slightly Complex to Moderately Complex. In Unit 3, the Lexile range is 870L–1410L. The qualitative range is Moderately Complex to Moderately Complex. In Unit 4, the Lexile range is 820L–1410L. The qualitative range is Slightly Complex to Exceedingly Complex. In Unit 5, The Lexile range is 1000L-1100L. The qualitative range is Moderately Complex to Exceedingly Complex. In Unit 6, the Lexile range is 970L to 1170L. The qualitative range is Slightly Complex to Exceedingly Complex. The overall quantitative complexity measures across the year range from 740L-1410L. The overall qualitative range across the year is Slightly Complex to Exceedingly Complex. 

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read “House Taken Over” by Julio Cortázar (1030L), and students analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature with a first read, close read, and analysis of the text with teacher guidance. In Unit 3, Extending Freedom’s Reach, Small-Group Learning, students read a poetry collection, including “Caged Bird” by Maya Angelou and “Some Advice to Those Who Will Serve Time in Prison" by Nazim Hikmet, translated by Randy Blasing and Mutlu Konukstudents. Students complete a writing assignment individually by writing an original poem based on one of the poems, with the optional prompt: “Imagine that the speaker of ‘Some Advice to Those Who Will Serve Time in Prison’ is set free after many years of unjust imprisonment. Using the poem as a model, write another poem of advice from the speaker’s point of view about a first day of freedom.” In Unit 5, Virtue and Vengeance, Whole-Class Learning, Performance-Based Assessment, students write an argumentative essay to the question: “Can justice and forgiveness go hand in hand?” Instructions include, but are not limited to, “Articulate the reasons that support your point of view.” As the units progress, the tasks connected to tracing and presenting point of view increase in complexity.

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students read the short story “The Metamorphosis” by Franz Kafka, translated by Ian Johnston (1310L). In the Analyze the Text section, students interpret with the questions, “Describe how Gregor’s insect-like body changes from the opening of the story to the ending. How do these physical changes reflect Gregor’s evolving emotional state?” In Unit 4, All That Glitters, Whole-Class Learning, students read the short story “Civil Peace” by Chinua Achebe (820L). In the Analyze the Text section, students interpret with the questions, “What are the ‘five inestimable blessings’ for which Jonathan is grateful? What does Jonathan’s attitude toward these blessings show you about the nature of the Nigerian civil war?” In Unit 6, Blindness and Sight, Whole-Class Learning, students read the drama Oedipus the King, Part I by Sophocles, translated by Nicholas Rudall (NP). In the Analyze the Text section, students interpret with the questions, “Why does Oedipus feel he is the person most affected by the plague that has stricken Thebes? How does this fact affect Oedipus’ reception of Creon when Creon returns from Apollo’s oracle?” As the units progress, the tasks connected to character development increase in complexity.

As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read “The Fall of the House of Usher” by Edgar Allan Poe (1410L), which has an overall complexity level of highly complex. The Teacher’s Edition suggests teachers ensure English Language Learners notice and understand personification to apply that understanding to the effect on the mood and tone of the story. 

•  In Unit 4, All That Glitters, Small-Group Learning, students read “The Thrill of the Chase” by Margie Goldsmith. In the Teacher’s Edition, page 470b, a chart shows the available resources and supports available for the text, such as English and Spanish versions of an audio, first read extension questions, and an accessible leveled text. On page 470c, there is a text complexity rubric and a graphic organizer providing suggestions for support based on the text’s rubric scores. On page 470d, a flow chart assists teachers in identifying the standards being taught and what supports to use for students below and above the standard.

• In Unit 6, Blindness and Sight, Small-Group Learning, students read “The Neglected Senses” from For the Benefit of Those Who See by Rosemary Mahoney. In the Teacher’s Edition, page 786b, a chart shows the available resources and supports available for the text, such as English and Spanish versions of an audio, first read extension questions, and an accessible leveled text. On page 786c, there is a text complexity rubric and a graphic organizer providing suggestions for support based on the text’s rubric scores. On page 786d, a flow chart assists teachers in identifying the standards being taught and what supports to use for students below and above the standard.

The materials reviewed for Grade 10 meet the criteria for Indicator 1e. 

The materials provide opportunities for students to engage in a range and volume of reading, including accountability structures of independent reading. Six units offer a variety of texts for whole-class, small-group, and independent reading that encourage independent reading goals. Texts connect to a common topic or theme and Essential Question for the unit. Teacher lesson plans include selection resources and explain the connections of the text to the Essential Question and to the performance task. Throughout the year, students engage with texts of a variety of types and genres, and the consistent structure of the materials provides support for students as they grow their skills and ability to read grade level texts. Each unit starts with a launch text which models a specific type of writing, followed by whole group reading and activities, small group reading and activities, and independent reading. There is sufficient guidance to foster independence for all readers, including independent reading procedures and texts for students to read independently. The Frontmatter also provides a selection of trade books with suggestions for how to incorporate them in each unit. Lesson plans for the trade books can be found on myPerpectives+. 

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read an informational essay, short stories, and an informational graphic. In Small-Group Learning, students read a short story, photo gallery, interview, and poetry collection. The students choose between a criticism, an explanatory nonfiction, a short story, and a newspaper article tied to the unit’s theme in the independent reading section. 

• In Unit 4, All That Glitters, Small-Group Learning, students read five texts, including “In La Rinconada, Peru, Searching for Beauty in Ugliness” by Marie Arana, a short story “The Golden Touch” by Nathaniel Hawthorne, a magazine article “The Thrill of the Chase” by Margie Goldsmith, and various poems. There are also five independent reading selections available from which to choose.

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter and each Teacher’s Edition for each unit, the time for students to engage with texts during the Unit Introduction, Whole-Class learning, Small-Group learning, and Independent Learning is similar. There is one day for the Launch Text during the Unit Introduction, 14 days for the Whole Class Learning, 11 days for Small-Group Learning, and two days for independent learning. The Teacher’s Edition for each unit also notes, “Pacing is suggested for a 40- to 50-minute class period. If you use block scheduling, you may combine days to meet your schedule needs.” These opportunities to engage with multiple texts and a volume of reading are consistent across the school year. 

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read four texts over twelve regular classes or six block classes. In the Small-Group Learning, students read two texts over nine regular classes or four and a half block classes. Students end the unit by reading one independent text choice over two classes or one block before the final performance task. The Teacher’s Edition provides a pacing guide for each unit along with suggested supports for various student needs in the wrap-around materials.

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:

• The Teacher’s Edition Table of Contents and Frontmatter state: “Students self-select a text to explore an aspect of the unit topic and share their learning with the class.” Each unit includes options for students to choose an independent reading selection via the Interactive Student Edition, and the activity takes place over two days. Independent Learning strategies are available in the Teacher’s Edition, including a video. Students can use the “Create a schedule” strategy to track completion and “Assess whether you need to adapt your plan to meet all your goals and deadlines.” 

• In each unit, independent reading selections are listed at the end of the unit.  The section provides guidance for students to pick an independent text. In the “Look Back” section, students review the texts already read in the unit for topics of interest, “Look Ahead” includes titles to see which is of interest, and “Look Inside” allows students to scan the selection they choose to be sure it meets their needs. A graphic organizer helps students plan their reading and study of the text. First Read and Close Read guides are included for students during reading to prepare for sharing with the class at the end of the independent reading.

• In Unit 6, Blindness and Sight, Independent Learning, students can choose to read “Visual Neuroscience: Look and Learn” by Apoorva Mandavilli. Resources such as text questions, audio summaries, and a selection test are available. The materials include the connection to the Essential Question, including, “This selection will help students respond to the Essential Question, ‘What does it mean to see?’ Students may note that seeing is a matter of degree. To a person who has had no sight since birth, even partial vision offers new and vital experiences of the world.”

The materials reviewed for Grade 10 meet the criteria for Indicator 1f. 

Text-specific and text-dependent questions and tasks support students in making meaning of the core understanding of the texts being studied. Text-based questions require students to cite specific evidence as well as draw inferences and conclusions using the cited evidence to support their responses to questions with every story in each unit. The uniform structure includes comprehension check questions, research prompts based on the anchor and exemplar texts, close reading tasks, analysis of craft and structure tasks and questions, vocabulary tasks and questions, author style analysis tasks, writing tasks that ask students to draw on their understanding of the texts, and core writing or speaking assessments that center around understanding from multiple texts in the unit. The questions following each text align with unit Essential Questions and text-specific guiding questions.

The Teacher’s Edition for each unit includes a list of Lesson Resources that include guidance for Making Meaning. The teacher materials provide support for planning and implementation of text-specific and/or text-dependent questions, tasks, and assignments. Guides are provided for choosing appropriate supports and additional text-based questions for students who need scaffolding to access the grade-level material or challenges to go beyond the grade-level material. 

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following: 

• In Unit 2, Outsiders and Outcasts, Small-Group Learning, students read “Revenge of the Geeks” by Alexandra Robbins. In Analyze the Text section, students answer questions: “Reread the first five paragraphs of the selection. Where does the author state her claim, or main idea, in this argument? Restate the claim in your own words. What three examples does Robbins cite in this section of the text to support this claim?”

• In Unit 3, Extending Freedom’s Reach, Small-Group Learning, students read a poetry collection, including “Caged Bird” by Maya Angelou, and answer questions following the First Read: “1. According to the speaker, what are three things the free bird does?; 4. How does the free bird regard the sky?”

• In Unit 6, Blindness and Sight, Whole-Class Learning, students read Oedipus the King, Part I by Sophocles, translated by Nicholas Rudall. In the Close Read section, students answer the questions: “Reread lines 347–351 in the argument between Teiresias and Oedipus. Mark the nouns. What word is repeated? What is the effect of that repetition?”

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following: 

• In Unit 2, Outsiders and Outcasts, Small-Group Learning, the Teacher’s Edition wrap-around material for “Encountering the Other: The Challenge for the 21st Century” by Ryszard Kapuscinski, includes information under the section, Formative Assessment: “If students struggle to close read the text, then provide the Encountering the Other: Text Questions available online in the Interactive Teacher’s Edition or Unit Resources. Answers and DOK levels are also available.”

• In Unit 4, All That Glitters, Whole-Class Learning, the Teacher’s Edition section, Writing to Sources wrap-around for “Civil Peace” by Chinua Achebe, provides teacher instructions: “Guide students in a discussion about what makes Jonathan do the things he does. What is he afraid of? What has he lost? And finally, what will his future look like with these traits?”

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read a poetry collection, including “En el Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection” by Virgil Suárez. The Teacher’s Edition includes additional guidance before beginning the text collection by posing questions: “How do inner feelings of hatred and resentment affect the outward actions of a person? Modeling the questions readers might ask as they read ‘En el Jardin de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection’ and ‘Caliban’ brings the text alive for students and connects it to the Small-Group Performance Task assignment.”

The materials reviewed for Grade 10 meet the criteria for Indicator 1g. 

The materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. The Teacher’s Edition provides suggestions to support student skills and growth, which includes a standard protocol for working in groups and developing presentations and various prompts and strategies to assist growth in both the content and the speaking and listening skills. Speaking and listening instruction for teachers includes facilitation, monitoring, evaluation guides, rubrics, and support. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• Materials include a Conversation and Discussion guide for high school. This web-based tool gives specific guidelines and directions on discussions such as:

  • Leading a Group Discussion

  • Formal Group Discussion Guidelines

  • Informal Group Discussion Guidelines

  • Debates

• In the Conversation and Discussion guide, materials provide the following guidance for leading a group discussion: “Here are some guidelines for leading a group discussion: 

  • Introduce the topic and purpose of the discussion.

  • Lay out any ground rules for the discussion.

  • Be objective when summarizing the group’s discussion.

  • Make sure that no one dominates the discussion. Invite and encourage contributions from all participants.

• In the Conversation and Discussion guide, materials provide the following guidance for Formal Group discussion guidelines: “Here are tips for successful discussions and an exchange of ideas in a structured setting

  • Do not use an excessive amount of informal or colloquial speech in a formal discussion.

  • Manners are important in any discussion; make sure you allow others to speak, and do not interrupt.

  • Use exclamatory language, or dramatic language, sparingly; a little goes a long way.

  • Diction, or the proper use of vocabulary related to the topic of the discussion, is an important element of any discussion.

  • Stay focused on the subject under discussion.”

• In the Conversation and Discussion guide, materials provide the following guidance for Informal Group discussion guidelines: “Informal discussion is open-ended and participants are free to speak in a more conversational manner, but most rules still apply.

  • Speech may be more colloquial but should still maintain a professional code of conduct.

  • Dramatic and exclamatory remarks help emphasize one's point of view, but overuse weakens their effectiveness.”

• In the Conversation and Discussion guide, materials provide the following guidance for Practices that make for good Debates: “During the debate, be sure to adhere to these practices:

  • Be courteous and listen to your opponent's point of view; allow others the opportunity to speak.

  • If you are debating as a team, support your team members.

  • Speak only when it is your turn, and follow the moderator's instructions.

  • Speak clearly, slowly, and loudly enough to be heard and understood by the audience.

  • Speak with spirit, enthusiasm, and conviction.”

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, Introduction, the Teacher’s Edition provides Unit Goals for Speaking and Listening with instructions for the teacher: “Explain to students that they will work together to build on one another’s ideas, develop consensus, and communicate with one another. They will also learn to incorporate audio, visuals, and text in presentations.”

• In Unit 4, All That Glitters, Small-Group Learning, students read “The Thrill of the Chase” by Margie Goldsmith, after which students deliver a multimedia presentation answering the question, "In what ways can material possessions create both a sense of comfort and a sense of anxiety?” The Teacher’s Edition provides suggestions for the scaffolded tasks that guide students in building the presentation: “Gather Evidence and Media Examples: Suggest that groups brainstorm what to look for as they search for media to represent wealth and the impact it has: a large home with a person looking lonely and worried, a family enjoying themselves on vacation, a person working in an office late at night, a wealthy benefactor who has given a significant sum of money to a charity.”

• In Unit 6, Blindness and Sight, Small-Group Learning, students read “The Country of the Blind” by H.G. Wells. In the Teacher’s Edition, the wrap-around material for the Close Reading section states: “Remind students to use Accountable Talk in their discussions and to support one another as they complete the close read.”

The materials reviewed for Grade 10 meet the criteria for Indicator 1h. 

The materials provide multiple opportunities over the school year for students to demonstrate what they are reading and researching through varied speaking and listening tasks. While not all sub-standards for speaking and listening are explicitly outlined in the Teacher’s Edition, varied opportunities are included to collaborate and synthesize ideas as a group. Opportunities are present during speaking and listening work for students to utilize, apply, and incorporate evidence from texts and/or sources. Students regularly engage in speaking and listening in Whole-Group Learning and Small-Group Learning with activities such as small-group discussions, oral presentations, and collaborative dramatic interpretations. Speaking and Listening activities are varied and included as a recurring component in the after-reading activities throughout the units. Small-Group Learning uses informal student discussions for each selection. There are protocols for students to establish norms and roles within the small group. When completing activities, students draw evidence and information from the texts they read and their prior knowledge or research. Each unit includes a speaking and listening-based Performance Task as a part of Small-Group Learning. The Teacher’s Edition includes suggestions for supporting students in successfully participating in these activities, such as guidance on incorporating structure to meet the requirements of the tasks and facilitate the successful demonstration of standards. 

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Examples include, but are not limited to, the following:

  • In Unit 3, Extending Freedom’s Reach, Small-Group Learning, Performance Task: Speaking and Listening Focus, students work in a group to create a multimedia presentation to answer the question, “When, if ever, are limits on freedom necessary?” Students identify details from the texts in the unit that support their response to the question. They work collaboratively to organize their ideas and present them in a media format of their choice. The assessment is graded on “Content,” “Use of Media,” and “Presentation Techniques.”

  • In Unit 4, All That Glitters, Small-Group Learning, students read “The Thrill of the Chase'' by Margie Goldsmith. In the Speaking and Listening activity, students participate in a group debate. After choosing one of three provided questions, group members complete the following task independently: “Identify at least three specific reasons for your position as well as passages from Goldsmith’s article that you could use to illustrate your points.” After preparing independently, students share their positions and “Take turns discussing and analyzing one another’s positions. Ask questions, and clarify your responses. Work together to reach a conclusion that identifies the strongest argument. This may draw on points from several group members. Summarize your conclusion, and then share it with the class as a whole.”

• Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Examples include, but are not limited to, the following:

  • All units begin Small-Group Learning with an overview of how to work as a small group. Students practice taking a position on a question, sharing their views, and listening to others’ perspectives. Students then decide on group rules, apply the rules to a discussion of their prior learning on the topic, give their group a name, create a group communication plan, make a schedule for reading the texts, and assign roles for the culminating project. A Collaboration Checklist is provided for many activities.

  • In Unit 2, Outsiders and Outcasts, Small-Group Learning, Performance Task, students deliver a multimedia presentation. The Teacher’s Edition directions for the activity state, “Before groups begin work on their projects, have them clearly differentiate the role each group member will play.” Students are also directed to use the Small-Group Learning schedule and allow all students to share their ideas.

  • In Unit 4, All That Glitters, Small-Group Learning, students read “The Thrill of the Chase” by Margie Goldsmith and deliver a multimedia presentation. The presentation process student instructions state: “Make a list of the tasks you will need to complete to finish your project. Then, assign individual group members to each task. Finally, determine how you will make decisions about choices of images, text, and design elements.” 

• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Examples include, but are not limited to, the following:

  • In Unit 1, Inside the Nightmare, Small-Group Learning, students view photographs from The Dream Collector by Arthur Tress and create a visual presentation incorporating both text and images. The Teacher’s Edition provides additional guidance for Illuminating the Standards: “To help students understand what an effective visual presentation looks and sounds like, find video examples of multimedia presentations on the Internet. After previewing the videos, play them for the class and have students note the elements of an effective visual presentation. Point out details such as the ratio of text to images and the use of transitions between images. Encourage students to think about how they can use oral and written aspects in their presentations to support the visual materials without overshadowing it.”

  • In Unit 6, Blindness and Sight, Small-Group Learning, Performance Task, students present an oral retelling. In the planning process, student instructions state: “Consider including photographs, illustrations, music, charts, graphs, or video clips to add interest and depth to your retelling. Allow each group member to make suggestions.”

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Examples include, but are not limited to, the following:

  • In Unit 2, Outsiders and Outcasts, Launch, students form small groups to discuss the question, “Why might exceptionally talented people be considered odd?” Directions state: “Consider similarities in your points of view and work to clarify differences. Support your ideas with examples from texts you have read or your own observations.”

  • In Unit 4, All That Glitters, Small-Group Learning, students read “The Thrill of the Chase” by Margie Goldsmith and complete a speaking and listening task in the form of a debate. The materials ask students to Debate the Question and provide instructions for the speaking and listening task: “Gather with your group and invite each group member to present his or her response and evidence. Take turns discussing and analyzing one another’s positions. Ask questions, and clarify your responses. Work together to reach a conclusion that identifies the strongest argument. This may draw on points from several group members. Summarize your conclusion, and then share it with the class as a whole."

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Examples include, but are not limited to, the following:

  • In Unit 6, Blindness and Sight, the Launch activity is to have a Four-Corner Debate on the statement, “Seeing is believing.” Students choose a corner depending on their level of agreement with the statement and then, “Discuss questions such as “What details from the text or your own experience lead you to take this position?” Then a representative of each group shares the corner’s primary evidence. After hearing all corners’ positions, students may choose to change corners. If they change, students need to explain what evidence changed their minds. 

  • In Unit 6, Blindness and Sight, Whole-Class Learning, students read Oedipus the King, Part II by Sophocles, translated by Nicholas Rudall, and complete a speaking and listening task relating to a brief critique of the audio performance included with Part II of the play. The materials provide instructions for students to Share and Discuss. The Teacher’s Edition includes additional guidance: “Although students may disagree about the quality of the performance, remind students to help their classmates to produce a strong critique. Peers can suggest edits or additional details to improve the writing. Encourage students to use the Evaluation guide to help them focus their comments.”

• Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. Examples include, but are not limited to, the following:

  • In Unit 2, Outsiders and Outcasts, Small-Group Learning, students read “Revenge of the Geeks” by Alexandra Robbins. In the Analyze Craft and Structure-activity after reading, student instructions about Reasoning and Evidence are provided. It specifically provides an explanation of “Credibility: Evidence should be drawn from reliable, authoritative sources. A credible source may present a distinct perspective, but it should not display bias, unfounded judgments, or sweeping generalizations.” In the Practice section, students complete a chart explaining how the author supports her claim with credible and relevant evidence. While this is attached to a reading assignment, not speaking or listening, it does provide direct instruction and practice on the credibility of sources. Later in Unit 2, the Performance-Based Assessment, Speaking and Listening: Oral Presentation, students present the argumentative essay they wrote in the writing portion of the assessment for the prompt: “Is the experience of being an outsider universal?” Students must use “credible evidence from at least three of the selections you read and researched.” In the Speaking and Listening section, student instructions state: “Students should annotate their written arguments based on feedback they have received from readers as well as their own evaluation of effective reasons and evidence. Remind students that the effectiveness of an oral argument relies on how the speaker establishes credibility with his or her audience. Emphasizing points that readers found effective will build credibility into the oral argument.” In the provided “Oral Presentation Rubric,” one criterion for “3” under “Content” states: “Presentation has strong valid reasons and evidence that supports the claim while clearly acknowledging counterclaims.”

  • In Unit 6, Blindness and Sight, Small-Group Learning, students read “View From the Empire State Building” by Helen Keller. The Research section activity is to research, prepare, and deliver a group presentation on one of three options. Each of the options requires that students use different formats in the sources, such as photographs, illustrations, and audio clips. However, there is no formal instruction on evaluating the credibility and accuracy of each source. 

• Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Examples include, but are not limited to, the following:

  • In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students view “Franz Kafka and Metamorphosis” by BBC and complete a speaking and listening task in the form of a debate about whether to place Kafka’s “The Metamorphosis” on a school’s required reading list. Students take a position, organize ideas and evidence, anticipate counterarguments, and write an opening statement: “With your partner, discuss the arguments in favor of your position. Consider the literary merit of the story, its significance in literary history, and other qualities that you find important. Refer to the text as you work. Use the chart to gather your ideas and evidence.” One of the standards this assignment assesses is SL.3: “Evaluate speaker’s point of view…identifying any fallacious reasoning…”; however, neither student nor teacher instructions explicitly teach how to do this.

  • In Unit 4, All That Glitters, Small-Group Learning, students read “The Thrill of the Chase” by Margie Goldsmith and participate in a debate. As a part of the assessment protocol, students draw conclusions: “Gather with your group and invite each group member to present his or her response and evidence. Take turns discussing and analyzing one another’s positions. Ask questions, and clarify your responses. Work together to reach a conclusion that identifies the strongest argument.” 

• Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Examples include, but are not limited to, the following:

  • In Unit 4, All That Glitters, Small-Group Learning, Performance Task: Speaking and Listening, students deliver a group multimedia presentation to answer the question, “In what ways can material possessions create both a sense of comfort and a sense of anxiety?” Groups follow steps to prepare. They identify evidence from the unit texts to answer the question, write a thesis statement, and find additional evidence to support the thesis. Once the evidence is collected, the group collaborates to identify their strongest examples and organize them into a presentation. In the “Rehearse With Your Group” section, a checklist is provided for students to evaluate their content, use of media, and presentation techniques. One item on the checklist for presentation techniques states: “The speaker uses voice and gestures effectively.” The items for content states: “The presentation presents a clear thesis. Main ideas are supported with evidence from the texts…. The presentation conveys information coherently.”

  • In Unit 5, Virtue and Vengeance, Small-Group Learning, students read “Let South Africa Show the World How to Forgive” by Desmond Tutu and create an argumentative group presentation that addresses the question: “Does forgiveness first require an apology?” Students plan with a group to analyze the text, choose roles, gather evidence, and choose order and format. The materials include instructions, such as: “Model your presentation on talk shows you’ve seen. For instance, some shows invite guests out one by one but then have them interact with one another as well as the host. Select the format of the show and the order in which the guests will appear.”

The materials reviewed for Grade 10 meet the criteria for Indicator 1i. 

The materials include various on-demand and process writing opportunities. On-demand writing tasks are offered throughout the year, connecting to the Introduction, Whole-Class Learning, Small Group Learning, and Independent Learning sections. They include a mix of summaries, quick writes, and responses to texts. Process writing tasks include various types of essays using single or multiple texts as sources and following standard writing procedures from prewriting/planning to revising and/or editing. Students are provided step-by-step guidance for each task and a checklist or peer review process. At the end of each Whole-Class Learning section, students complete a writing Performance Task over the course of two days. A Performance-Based Assessment writing task is at the end of each unit with a Unit Reflection. Materials include digital resources where appropriate. The Teacher’s Edition provides guidance on how to model each type of writing, including a launch text to start the unit that functions as a model for the Performance-Based Assessment. The Teacher’s Edition also includes Digital Perspectives boxes in each unit that often suggest digital resources but do not provide the resource or links to the resources. 

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, the activities with the Launch Text include a Quickwrite: “Consider class discussions, presentations, the video, and the Launch Text as you think about the prompt. Prompt: In what ways does transformation play a role in stories meant to scare us?”

• In Unit 3, Extending Freedom’s Reach, Whole-Class Learning, students read from “The ‘Four Freedoms’ Speech” by Franklin D. Roosevelt. In the Teacher’s Edition, the WriteNow Express and Reflect states: “As students read and interpret the excerpt from Roosevelt’s ‘Four Freedoms’ speech, ask them to identify the other nations that are involved in the effort to stop the threat of invasion. Have students write a speech for the leader of one of those nations to its people responding to Roosevelt’s call to action by the United States. Ask students to consider the point of view from one of the other countries and how the message would be received by its citizens.”

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read The Tempest, Act II by William Shakespeare and complete a WriteNow on-demand activity in which they express and reflect when imagining utopias: “Have students close read Gonzalo’s vision of his utopia, or perfect world, in lines 144–153. Explain to students that in 1551, the English version of Thomas More’s Utopia was published. The book depicts a ‘perfect’ society and its political, social, and religious culture and customs. Since then, writers and philosophers have imagined their own utopias, as Gonzalo does in The Tempest. Have each student write a short essay describing his or her version of a utopia. Then have them share their work with the class.”

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students read “The Metamorphosis” by Franz Kafka, translated by Ian Johnston, and view “Franz Kafka and Metamorphosis” by BBC. In the Performance Task, students write an argument to the question, “Are outsiders simply those who are misjudged or misunderstood?” The materials provide information on building an informative essay and provide the protocol for the writing process, including prewriting and planning activities, drafting activities, a language development process focused on creating cohesive writing through transitions, a revision process that includes evaluating the draft based on a provided rubric, evaluation through the peer review process, proofreading and editing, publishing the work by presenting to the class, and reflecting on the learning and writing process.

• In Unit 3, Extending Freedom’s Reach, Whole-Class Learning, Performance Task, students write an informative essay over the course of two days as they consider the question, “What can one person do to defend the rights of all people?” The Teacher’s Edition provides Revision guidance, including but not limited to: “1. Display your first draft on the screen. Use think-alouds as you use RADaR strategies for revision: REPLACE, ADD, DELETE, REORDER. For each change you implement, mark the type of change you made.” Students engage in a full writing process, including editing for conventions and proofreading for accuracy.

• In Unit 6, Blindness and Sight, Whole-Class Learning, students read Oedipus the King by Sophocles, translated by Nicholas Rudall. In the Performance Task, students write a nonfiction narrative. As a part of the performance task, students follow the writing protocol provided by the text. These include prewriting and planning activities, a drafting organizer, a language development process focused on varied sentence structure, a revision process that includes evaluating the draft based on a provided rubric, evaluation through a peer review process, proofreading and editing, publishing the work by presenting to the class and finally reflecting on the learning and writing process. 

Materials include digital resources where appropriate. Examples include, but are not limited to, the following:

• All units include interactive digital components such as a reader’s notebook for answering specific questions and making notes about selections, audio summaries, video and audio selections, online annotations, and online assessments. 

• In Unit 3, Extending Freedom’s Reach, Small-Group Learning, students read from “Freedom of the Press Report 2015” by Freedom House and research the issue of freedom of the press to create an infographic. In the Teacher’s Edition, a Digital Perspectives box suggests teachers prepare students for the assignment: “To help students better understand how to prepare an infographic, provide other examples on the Internet on the other topics. Project the examples for the class (after previewing them yourself) and have students note the different kinds of elements they include and how trends have been presented.”

• In Unit 6, Blindness and Sight, Whole-Class Learning, students read Oedipus the King, Part II by Sophocles, translated by Nicholas Rudall. At the end of the selection, a box is provided with a link to the audio of a performance of the play and states: “How does listening to this audio performance, by L. A. Theatre Works, enhance your understanding of the characters and events featured in Oedipus the King?” 

The materials reviewed for Grade 10 meet the criteria for Indicator 1k. 

The materials provide frequent opportunities for students to learn, practice, and apply writing using evidence. Writing opportunities are focused on students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. The writing opportunities include shorter specific writing aligned with a specific text or texts, longer process writing in the performance tasks, writing as a preparation for a speaking task, and short, informal written responses to questions. During Whole-Class Learning, most units end with a writing task that involves explicit instruction in the skills needed to complete the task. During Small-Group Learning, students work collaboratively to complete research assignments and other writing projects that reference the text and often require support from the text or other credible sources. Graphic organizers are available to help students organize textual evidence to support a claim. Students are required to go outside the texts and conduct research to add additional evidence for some activities. All units have multiple opportunities to write using evidence, although it is more limited in Unit 6, which focuses on students doing narrative writing. The Teacher’s Edition provides guidance to assist students when completing writing tasks and can offer additional support in the form of modeling and graphic organizers. 

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read “My Introduction to Gothic Literature” (author not cited). After reading, students write a summary of the text. The teacher is instructed to provide students with the following guidance for their summary paragraphs:

  • “Write in the the present tense.

  • Make sure to include a title of the work.

  • Be concise: a summary should not be equal in length to the original text.

  • If you need to quote the words of the author, use quotation marks.

  • Don’t put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author says, not to provide a critique.”

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students read “The Metamorphosis” by Franz Kafka, translated by Ian Johnston and watch a video “Franz Kafka and the Metamorphsosis” by BBC. Afterward, students write an argumentative essay onthe question “Are outsiders simply those that are misjudged or misunderstood?” Students are first presented with the elements of an argument and a model argumentative essay. As students begin planning their essay, the teacher prompts students to use varied types of evidence. The teacher has “students review the facts they listed in their Evidence Log.” Then, the teacher encourages “students to make sure they have various types of evidence, such as those listed on the student page. If they have only one type of evidence, they may need to gather more varied types of evidence.” The teacher also “Ask[s] if they have verified the truthfulness of their evidence, explaining that a misrepresentation of the facts will weaken their argument.” Lastly, the teacher reminds students “to use reliable sources and to be wary of the many factual errors found on the Internet.” 

• In Unit 5, Virtue and Vengeance, Whole-Group Learning, students read The Tempest  by William Shakespeare and En el Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection by Virgil Suarez.After reading, students write an argumentative essay in which they state their position on the question “Is there more value in vengeance or virtue?” Students are first presented with the elements of an argument and a model argumentative essay. The Teacher Edition prompts teachers to note that “Students might be accustomed to making an argument based on nonfiction texts” therefore the teacher “Remind[s students] that argumentative text focusing oninterpretations of literature should contain all the same elements and be well-organized and use tone and word choice to create authoritativeness.” As students begin to plan their writing and collect evidence, the teacher reminds them that “their argument will become stronger with each additional source they cite in their essay. Explain that one or two pieces ofevidence will fail to convince readers, since one or two data points may be insufficient to draw a reasonable conclusion. As the data points build, it becomes more difficult for a reader to dismiss the examples as exceptions to the rule” 

Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. Examples include, but are not limited to, the following:

• In Unit 3, Extending Freedom’s Reach, Small-Group Learning, students read “Speech at the United Nations” by Malala Yousafzai and watch her interview with Diane Sawyer; following the reading and viewing, students write an explanatory essay. The materials ask students to “Consider which details are emphasized in the speech and the interview, as well as the effect these details have on your understanding of Yousafzai, her experience, and her activism. Cite evidence from both texts in your essay.” A graphic organizer is available to assist students in analyzing the text.

• In Unit 4, All That Glitters, Whole-Class Learning, students read “Civil Peace” by Chinua Achebe. Students write a character analysis of Jonathan. The text provides students with prompts and suggestions to look for supporting evidence, including but not limited to: “First, review the story to analyze Jonathan in detail. Using a two-column chart, list his strengths and weaknesses; [then] identify specific examples in the story that demonstrate each trait.”

• In Unit 5, Virtue and Vengeance, Small-Group Learning, Performance-Based Assessment, students write an argumentative essay responding to the following question: “Can justice and forgiveness go hand in hand?” The materials ask students to “Use credible evidence from at least three of the selections you read and researched in this unit to support your claim.”

The materials reviewed for Grade 10 meet the criteria for Indicator 1m. 

The materials provide a comprehensive year-long plan for students to acquire both academic and concept vocabulary in a systematic way. Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Materials include lessons and activities for vocabulary critical to understanding the text, the overall concept of the unit, and the genre of writing for each unit. Vocabulary is repeated in various contexts (before texts, in texts) and across multiple texts. Units systematically build vocabulary, as each unit includes academic vocabulary instruction before reading texts in the Introduction and builds during the reading of individual texts. Students rank their familiarity with the words before reading and, after reading, think about the connection between the words and practice using the words and Greek and Latin roots in the Word Study and Concept Vocabulary sections. Concept Vocabulary is found in Whole-Class and Small-Group Learning activities for the texts in each unit. Activities for demonstrating understanding of the Concept Vocabulary become more complex as the year progresses. Vocabulary is associated with the writing focus of the Performance Tasks, and students can incorporate vocabulary in authentic ways during the Performance Tasks and from their Word Networks during the Performance-Based Assessment. Stand-alone vocabulary assessments include a pre-test, mid-year assessment, and end-of-year assessment. The Vocabulary Center includes supplemental practice resources for students to work with common general academic and domain-specific words using Interactive Vocabulary Lessons, Word Study Worksheets, Domain-Specific Academic Vocabulary lessons, and General Academic Vocabulary lessons. Materials provide teacher guidance outlining a cohesive vocabulary development component. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials include a Standards Correlation, including Language: Conventions, Effective Use, and Vocabulary: “The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words, and phrases.” Each unit includes Vocabulary/Word Study, and the Unit at a Glance includes the academic vocabulary, concept vocabulary, and word study, such as the following: Latin Prefix, Latin Root, Cognates, Connotation and Denotation, and Multiple-Meaning Words. The materials include a consistent approach for students to interact with word relationships and build academic vocabulary regularly. Each unit offers information in the Introduction regarding the Academic Vocabulary for students to interact with and with teacher guidance, such as offering possible student responses. The materials offer Language Development consistently in the Whole-Class and Small-Group Learning sections with Word Networks and through annotations when close reading. The Teacher’s Edition End Matter also includes a Glossary: Academic Concept Vocabulary and the academic vocabulary appears in blue type. The Index also offers a list of the academic vocabulary and concept vocabulary with corresponding page numbers.

• In the Teacher’s Edition during the Launch text of each unit, the Vocabulary Development box provides teachers with additional Academic Vocabulary Reinforcement activities. 

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In each unit, academic and concept vocabulary are embedded throughout. In each unit Introduction, students view a chart with academic vocabulary for the unit, read mentor sentences with the words, and complete a chart for the predicted meaning and related words. Each text Introduction includes a Concept Vocabulary section where students rank words from least familiar to most familiar. All words are defined in the footnotes of the text. After reading, the Concept Vocabulary section includes activities with words from the Introduction, and the Word Study section includes practice with Latin and Greek word parts. The structure of the vocabulary lessons remains consistent throughout the year.

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read “House Taken Over” by Julio Cortázar. In the Making Meaning section, students rank the Concept Vocabulary words in order from most familiar (1) to least familiar (6) before they read the text. An example is vestibule, appearing multiple times in the text: “One entered the house through a vestibule with enameled tiles, and a wrought-iron grated door opened onto the living room. You had to come in through the vestibule and open the gate to go into the living room…” 

• In Unit 2, Outsiders and Outcasts, Introduction, in the Academic Vocabulary: Argument activity, the word contradict is included. It is also used again in the Whole-Class Learning, Performance Task, where students are encouraged to use the academic vocabulary in the argumentative essay. In the end of unit Performance-Based Assessment, students are reminded they will need to know the meaning of the academic vocabulary to complete the final assessment successfully. While academic vocabulary is included in three activities in Unit 2, it is not formally revisited in other units.  

• In Unit 3, Extending Freedom’s Reach, Small-Group Learning, students read “Speech at the United Nations” by Malala Yousafzai. Before reading, students view the words and learn strategies for recognizing parts of the words: “Separating a word into its parts can often help you identify its meaning. Those parts might include base words, roots, or affixes,” Examples include: 

  • “Unfamiliar Word: unidirectional Familiar Base Word: direction, meaning‘point toward which something faces or moves

  • Familiar Affixes: the prefix uni-, meaning ‘one’; the suffix -al, which forms adjectives 

  • Conclusion: Unidirectional may mean moving in only one direction, or toward only one point.” 

After reading, students practice with the following task: “The three concept vocabulary words are related. With your group, determine what the words have in common. Write your ideas, and add another word that fits the category.”

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read The Tempest, Act V by William Shakespeare, and encounter the vocabulary word pardon. During Making Meaning before the reading, students rank their familiarity with the word pardon. Following the reading, students consider why vocabulary was selected, including pardon. Later in Unit 5, Small-Group Learning, students encounter the same vocabulary word pardon when reading “Under a Certain Little Star” by Wislawa Szymborska, translated by Joanna Trzeciak: “Pardon me, hounded hope, for laughing sometimes/Pardon me, deserts, for not rushing in with a spoonful of water.” The word pardon appears again later in the unit during Small-Group Learning when students read “Let South Africa Show the World How to Forgive” by Desmond Tutu. During that reading, in the Teacher’s Edition, a Vocabulary Development activity asks teachers to “Draw students’ attention to paragraph 11. Have students fill out a word map for the word amnesty.” Synonyms in the chart include pardon and forgiveness.

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 9–10 General Academic Vocabulary, the lesson includes Show It, Try It, and Apply It sections. Examples of Vocabulary Terms include, but are not limited to: allusion, empathy, hypothesis, suspense, chronicle, and integral. The Interactive lessons include an activity in which students “Drag each vocabulary word in the left-hand column to match it with the word in the right-hand column that has the same root as the vocabulary word.” 

• In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 9–10 Domain-Specific Academic Vocabulary, the lesson includes Show It, Try It, and Apply It sections. Examples of Vocabulary Terms include, but are not limited to: ideology, sovereignty, catalyst, monochrome, genetic mutation, local area network, and tangent. The Interactive lessons include an activity in which students “Identify the domain of each vocabulary word. Drag each word into the correct subject area column.” 

• In Unit 3, Extending Freedom’s Reach, Introduction, the materials include academic terms that “appear in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful to you in this unit as you analyze and write informative texts.” Students complete a chart to predict meaning and write at least two related words for the following: attribute, hierarchy, demarcate, fundamental, and democracy. 

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read the “Historical Context of The Tempest” (author not cited), which includes the Tier II academic words and Tier II domain-specific words: allusion, articulate, contentious, vehement, and tolerate.