10th Grade - Gateway 2

The materials reviewed for Grade 10 meet the criteria for Indicator 2a. 

The materials are organized around a cohesive topic(s)/theme(s) that build students’ ability to read and comprehend complex texts independently and proficiently. The materials include six units, each focusing on a topic related to the Essential Question, which can be found in the Teacher’s Edition Table of Contents and Frontmatter. Each section has a guiding question that builds to an answer for the unit Essential Question; texts are tied to these questions through a unifying theme. Students complete readings during Whole-Class Learning, Small-Group Learning, and Independent Learning. A variety of texts are provided with varying levels of complexity to build students’ knowledge and ability to navigate complex text independently and proficiently by the end of the year. Each text builds knowledge in either the topic, literary skill, or historical time period the text represents. Historical, biographical, cultural, or textual references are included to build and support student comprehension of the anchor texts. The Teacher’s Edition notes several areas of support for background knowledge and scaffolding support in vocabulary and knowledge acquisition, close reading annotations, and discussions. Texts are followed by a set of questions and activities divided into consistent sections: Before Reading includes Concept Vocabulary and First Read Strategies; After Reading includes Comprehension Check, Research, Close Read the Text, Analyze the Text, Analyze Craft and Structure, Concept Vocabulary, and Author’s Style. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials consistently share how students engage with text around each unit topic. A Launch Text “introduces a perspective on the unit topic.” During Whole-Class Learning, teachers are directed to “lead the shared reading experience providing modeling and support, as students begin exploring perspectives on the unit topic.” The next step is for students to “encounter diverse perspectives on the unit topic, working in collaborative teams.” Finally, during Independent Learning, students choose “a text to explore an aspect of the unit topic and share their learning with the class.”

• In Unit 1, Inside the Nightmare, the Essential Question is “What is the allure of fear?” and students read multiple texts in Whole-Class Learning that connect to the topic, such as “The Fall of the House of Usher” by Edgar Allan Poe, “House Taken Over” by Julio Cortázar, and an excerpt from “How to Tell You’re Reading a Gothic Novel—In Pictures” by Adam Frost and Zhenia Vasiliev.

• In Unit 3, Extending Freedom’s Reach, the Essential Question is, “What is the relationship between power and freedom?” Students read multiple texts that connect to the topic. For example, in Small-Group Learning, students read “Caged Bird” by Maya Angelou; in Whole-Class Learning, students read “The ‘Four Freedoms’ Speech” by Franklin D. Roosevelt and the “Inaugural Address” by John F. Kennedy.

• In Unit 6, Blindness and Sight, the Essential Question is, “What does it mean to see?” and students read multiple texts that connect, such as the Launch Text, “Just Six Dots” (author not cited); a Whole-Class Learning text, Oedipus the King by Sophocles, translated by Nicholas Rudall; a Small-Group Learning text, “The Country of the Blind” by H.G. Wells; and, an Independent Learning text selection, such as a novel excerpt from Blindness by José Saramago, translated by Giovanni Pontiero.

The materials reviewed for Grade 10 meet the criteria for Indicator 2b. 

The materials include high-quality questions and tasks in which students analyze key ideas, details, craft, and structure within individual texts as well as across multiple texts. The materials are organized in a consistent pattern across all units with multiple after-reading activities. The First-Read Guide requires students to note what they notice, annotate the text, connect ideas with other selections, and respond by writing a brief summary. The Close-Read Guide provides students with reminders to revisit sections and annotate what they notice. The Close-Read Guide includes the Analyze the Text and Analyze Craft and Structure sections in which they analyze key ideas and details as well as consider the author’s choices of patterns, structure, and techniques. All of the activities require students to revisit the text and use specific text evidence in their answers. In the Teacher’s Edition, the sample answers also include the depth of knowledge levels for questions; most are at DOK 2 or 3. For some texts, the questions lead to the subsequent Writing or Speaking and Listening activities. These questions also build toward the various Performance Tasks embedded after Whole-Class Learning, Small-Group Learning, and at the end of the unit. Students keep an evidence log and notebook throughout each unit to record responses and help them prepare for the culminating tasks. 

For most texts, students analyze key ideas and details  (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Inside the Nightmare, Small-Group Learning, students read a poetry collection, including “beware: do not read this poem” by Ishmael Reed, “The Raven” by Edgar Allan Poe, and “Windigo” by Louis Erdrich. Students consider the Essential Question, “What is the allure of fear?” A follow-up question prepares students for the task: “In literature, how does a sense of uncertainty help to create an atmosphere of fear?” During each reading, students consider key ideas and details, drawing conclusions about why the author would include those in the text. After reading, students practice by considering how the speaker’s tone and the poem’s imagery reveal the theme in each work. Students also complete the following tasks: “1. Choose one of the poems, and identify another theme it expresses. 2. List details that suggest this theme and explain your interpretation.”

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students read “The Metamorphosis” by Franz Kafka, translated by Ian Johnston. In Analyze the Text, students answer questions with the analysis skill used in answering them and use specific text evidence: 

  • “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? 

  • Make a Judgment: In what ways, if any, are the family members responsible for Gregor’s tragic outcome? Consider their actions at the end of the story before you answer. 

  • Hypothesize: Would Gregor’s fate have been different if he had been transformed into a different kind of animal? Explain. 

  • Essential Question: Do people need to belong? What have you learned about the condition of being an outsider by reading this story?”

• In Unit 6, Blindness and Sight, Small-Group Learning, students read a poetry collection, including “Blind” by Fatima Naoot, translated by Kees Nijland. In Analyze the Text, small groups answer questions, such as “Review and Clarify: With your group, reread the final stanza of ‘The Blind Seer of Ambon.’ Why is the shell so important to the speaker? Essential Question: What does it mean to see? What has this selection taught you about the meaning of seeing? Discuss with your group.” The Essential Question is connected to the final Performance 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?”

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 2, Outsiders and Outcasts, Small-Group Learning, students read a poetry collection, including “Sonnet, With Bird” by Sherman Alexie. In Analyze Craft and Structure, students review poetic structures of free verse, such as end-stopped lines, enjambed lines, and lack of line breaks that look like prose. Students answer the following questions: 

  • “In ‘Fences,’ which lines are end-stopped and which are enjambed? Explain how the different types of lines emphasize meaning or affect how a reader hears and understands the poem. 

  • What type of poem is ‘Elliptical’? Explain. In what ways does the choice of form affect how the reader experiences the poem? 

  • Rewrite the poem, adding line breaks that make sense to you. Compare with the original. What is lost, and what is gained by the poet’s choice of form? 

  • What poetic techniques does ‘Sonnet With Bird’ use that makes it a poem rather than prose? How does the combination of poetic and prose-like elements affect its meaning.”

• In Unit 4, All That Glitters, Small-Group Learning, students read “In La Rinconada, Peru, Searching for Beauty in Ugliness” by Marie Arana. In Author’s Style, students analyze the author’s use of imagery and its impact on the ideas presented in the essay: “Find examples of imagery in the article. Identify the senses to which each example appeals, and explain how it improves your understanding of the text.” 

• In Unit 5, Virtue and Vengeance, Whole-Class Learning, students read The Tempest, Act III by William Shakespeare and analyze the dramatic structure: “Playwrights often use plot and subplot to explore thematic ideas from different perspectives and to reveal complexities of character.” Students note events in a chart at different points of the plot/subplot and answer questions in their notebooks, such as the following: “3. Which conspirators are more dangerous, Sebastian and Antonio or Caliban and Stephano? Explain your answer using evidence from the subplots. 4 Considering all the subplots, do you think Prospero wants to harm other characters, help them, or do something else? Explain.” Students analyze dramatic structure again when reading Act IV of the same selection and identify the type of dramatic speech that appears in the listed passages: an aside, monologue, or soliloquy. They identify the intended audience for the speech with the following questions: “2. (a) How does Prospero’s role throughout the play make asides a natural choice for his character? (b) In what ways does Ariel’s role also lend itself to the use of asides? Explain.”

• In Unit 6, Blindness and Sight, Small-Group Learning, students read “The Country of the Blind” by H.G. Wells. In Author’s Style, students learn about how pacing is created and how it contributes to the mood. The instructions state: “Work individually. Read each passage in the chart, and describe its pacing. Make notes about the characteristics of the passage that contribute to its pacing. Discuss your responses with your group. During your discussion, support your ideas by including examples from other parts of the story, as well.” After discussing, students complete a writing task: “Write two sections of a narrative. In one section, describe the setting. In the other, describe the action. Use techniques, such as longer or shorter sentences, to vary the pacing in the two sections. Then, explain how your choices created specific effects.”

The materials reviewed for Grade 10 meet the criteria for Indicator 2c. 

The materials include multiple opportunities for students to analyze the integration of knowledge and ideas within individual texts and across multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and/or text-dependent questions and tasks. The materials provide related questions as students comprehend and analyze texts and complete culminating tasks. Most sets of questions and tasks require students to analyze the integration of knowledge and ideas across the unit to build knowledge around a topic/theme and the essential question. In some instances, the materials pair two or more texts, and students practice the same skills across all texts. Multiple texts connect to the essential question in preparation for the end-of-unit assessment. In this assessment, students synthesize ideas based on various text-dependent prompts that align with grade-level standards. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. 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. While reading, students mark the text and answer questions in Close Read activities: “In paragraph 10, mark words and phrases that describe how Gregory is moving. What do these details suggest about Gregor’s ability to control his new body? What is the effect of this word choice?” Later in another Close Read, student instructions state, “In paragraph 57, mark the parts of the sentence that are set off by parentheses. Why does the author separate out this information? What is the effect of setting these sections apart in this way?” Another Close Read instructions state: “Mark the sentences in paragraph 73 that are five words long or shorter. How are these sentences different from Kafka’s usual sentences? What is the effect of this sentence variation?”

• In Unit 3, Extending Freedom’s Reach, Whole-Class Learning, students read from “The ‘Four Freedoms’ Speech” by Franklin D. Roosevelt. In Analyze the Text, students identify and evaluate how Roosevelt supported his claims and answer the following questions: “How does Roosevelt link his assertion that this speech occurs at an unprecedented moment to his later claim that this speech ‘is unique in our history’? What language does Roosevelt use to emphasize the unique circumstances surrounding the speech? How effectively does Roosevelt’s discussion of domestic issues help him build his case for helping other countries? Use examples from the speech to support your evaluation.” 

• In Unit 6, Blindness and Sight, Whole-Class Learning, students read Oedipus the King, Part II by Sophocles, translated by Nicholas Rudall. Students analyze how the author’s choices concerning how to structure the text create an emotional effect: “The events in Greek tragedies came as no surprise to their first audiences. Greek audiences knew the myths on which the plays were based. The result was dramatic irony, a contradiction between what a character thinks and what the audience knows to be true. Dramatic irony engages an audience emotionally.” Students answer questions in their notebooks: “In what ways does Oedipus fit the definition of a tragic hero? How does the dramatic irony of the play build as Oedipus learns about his past? Some scholars have stated that Oedipus’ tragic flaw is anger, whereas others suggest it is excessive pride. Do you think Oedipus has a tragic flaw? If so, explain whether you believe it to be anger, excessive pride, or another quality. If you do not think he has a specific tragic flaw, explain your reasoning. Support your answer with text evidence.”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 2, Outsiders and Outcasts, Small-Group Learning, students read a poetry collection, including “Sonnet, With Bird” by Sherman Alexie, “Elliptical” by Harryette Mullen, and “Fences” by Pat Mora. Each selection connects to the Essential Question: “Do people need to belong?” Students analyze the texts and answer questions, such as “Do people need to belong? What have these poems taught you about being an outsider? Discuss with your group.” Students analyze how an author draws on and transforms source material: “In ‘Sonnet, With Bird,’ Sherman Alexie uses the sonnet form as a starting point, then changes it drastically.” Students record in a chart how the author “reimagines the Shakespearean sonnet.” Students write a paragraph in their notebooks to “explain how Alexie experiments with the Shakespearean sonnet to create a prose poem.” 

• In Unit 4, All That Glitters, Small-Group Learning, students read “The Golden Touch'' by Nathaniel Hawthorne and an excerpt from “King Midas” by Howard Moss and analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. In the Writing to Compare assignment, instructions state: “Write a compare-and-contrast essay in which you analyze the portrayals of the characters in the two retellings of the Midas myth. Consider how the form of each text shapes the information the writer includes and contributes to readers’ understanding of the characters and their conflicts.” As students analyze the text, they identify details about characters that appear in both and those that appear in only one text. Students answer questions such as, “How has your understanding of King Midas changed as you read the two texts? In which work do you learn more about what Midas feels and thinks? Explain. What does the princess symbolize in the two texts? Does her character have the same meaning in the story that it does in the poem? Explain.” 

• 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. In the Writing to Compare assignment, students demonstrate their understanding of the play and evaluate the way the source material is used and transformed into new works. They write an essay to answer the prompt, “Write a comparison-and-contrast essay in which you analyze Caliban’s character as portrayed in the play and in one of the poems. In addition, express a judgment about the value of reading new works based on old characters. To do so, consider these questions: Does the poem show Caliban in a new way while remaining true to the play? Alternatively, is the change so profound that Caliban is now a different character? Does the poem have a deeper or different message about oppressed people than the play? Does the poem help you see the play in a fresh way? Support your analysis with evidence from both the play and the poem.” 

The materials reviewed for Grade 10 meet the criteria for Indicator 2d. 

The materials include multi-faceted culminating tasks that require students to show their knowledge and understanding of a topic through integrated literacy skills. Each unit across the grade level includes an essential question connecting to a topic/theme. The units include Whole-Class Learning and Small-Group Learning opportunities. Students build knowledge of the topic/theme under study by reading various texts, completing writing tasks, and engaging in speaking and listening with peers. The Whole-Class Learning Performance Task, Small-Group Learning Performance Task, and Performance-Based Assessments in each unit provide students with an opportunity to demonstrate comprehension and knowledge of the topic/theme through various means addressing several different standards. The Whole-Group Learning Performance Tasks assess writing, and the Small-Group Learning Performance Tasks assess speaking and listening skills. Throughout the unit, shorter culminating tasks following each reading also provide practice opportunities for multiple skills. Teachers can provide feedback to support students with mastery by the end of the unit. The Teacher Resources includes an Assessment section that provides online and PDF versions of selection tests, extension selection tests, unit tests, extension unit tests, and beginning-, middle-, and end-of-year tests. Each exam includes multiple choice and short answer questions testing various standards.

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In the Teacher’s Edition, each Introduction for the unit includes information about the Unit Goals, including goals for Reading, Writing, Research, Language, and Speaking and Listening. The Teacher’s Edition states, “These unit goals were backward designed from the Performance-Based Assessment at the end of the unit and the Whole-Class and Small Group Performance Tasks. Students will practice and become proficient in many more standards over the course of this unit.”

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, Performance Task, students write an argument after reading two selections, connecting to the essential question: “Do people need to belong?” The Teacher’s Edition includes guidance: “Explain to students that after they have finished reading the selections, they will write an argument about whether outsiders are simply those who are misjudged or misunderstood. To help them prepare, encourage students to think about the topic as they progress through the selections and as they participate in the Whole-Class Learning Experience.” When students engage in the writing task, they use their own experience, analysis of the text, and their understanding of the video to answer the question: “Are outsiders simply those who are misjudged or misunderstood?” The task addresses reading, writing, language, and speaking and listening standards.

• In Unit 4, All That Glitters, Small-Group Learning, Performance Task, students deliver a multimedia presentation after reading selections connecting to the essential question, “What do our possessions reveal about us?” The Teacher’s Edition offers guidance: “Give groups time to read about and briefly discuss that the Small-Group readings explore how the human quest for material objects and wealth can make people both happy and miserable. After reading, groups will plan and deliver a multimedia presentation about these concepts. Encourage students to do some preliminary thinking about the types of media they may want to use. This may help focus their subsequent reading and group discussion.” When students complete the task, they draw on their learning from the selections to address the following question: “In what ways can material possessions create both a sense of comfort and a sense of anxiety?” The Performance Task addresses reading and speaking and listening standards.

• In Unit 4, All That Glitters, Whole-Class Learning, students read “Civil Peace” by Chinua Achebe and view the photo essay “Fit for a King: Treasures of Tutankhamun” by Marie Arana. After reading “Civil Peace,” in the Writing to Sources activity, students write a character analysis on the main character, Jonathan, discussing the character’s motivations and how his traits helped him overcome obstacles. In the Performance Task, students write an informative essay based on the prompt: “What makes something valuable? What makes something a treasure?” Students must demonstrate an understanding of character motivation. Teachers check for understanding in the anchor text practice and provide feedback on pulling evidence from the text and providing explanations prior to the Performance Task. The tasks address reading and writing standards.

• In Unit 5, Virtue and Vengeance, Small-Group Learning, Performance Task, students present an argument. Students work in small groups to create a talk show segment presenting an argument to answer the question, “Does forgiveness first require an apology?” Working in their small group, students analyze the three texts in the section to decide how the speaker in each one would answer the question. Next, they choose roles for the presentation and write the script. Once they have a script, groups complete a dry run of their talk show segment and receive feedback from a peer outside their group. Groups should then revise based on the feedback. Lastly, they present to the whole class. The task addresses reading, writing, and speaking and listening standards.

• In Unit 6, Blindness and Sight, Performance-Based Assessment, students respond to a related prompt: “Is there a difference between seeing and knowing?” that connects to the Essential Question of the entire unit: “What does it mean to see?” Students complete an Evidence Log throughout the unit when reading selections to prepare for the Performance-Based Assessment, which is completed independently. The Teacher’s Edition provides the following guidance: “Prior to beginning the Assessment, ask students to think about a time they thought they saw something that on later reflection turned out not to have happened.” Students can refer to their previous work throughout the unit, including the Evidence Log and Word Network, as they write a nonfiction narrative. The task addresses writing standards and speaking and listening standards.

The materials reviewed for Grade 10 meet the criteria for Indicator 2f. 

The materials include research and writing activities and projects that are sequenced and encourage students to develop knowledge and understand different aspects of a topic. Materials provide opportunities for students to complete research activities tied to topics as a part of the research process to build mastery of the grade-level standards. The language of the standards is present in the student materials and often referenced in the directions for assignments to allow students to make connections to their learning. Research is integrated throughout the curriculum in regular short research activities associated with specific texts. Students synthesize multiple texts and source materials to gain knowledge and understanding of the topic. Regular features in the after-reading activities are Research to Clarify and Research to Explore tasks that allow students to practice research skills related to the texts or topic. The final Performance Task in most units requires that students use knowledge from the selections and their research to answer the prompt. The Reflection task in each unit addresses student research goals and understanding. Materials support teachers in employing projects, including a research toolkit. Guidance is available in the Teacher’s Edition, connecting with the topics and suggesting ways to assist students during the research process. Additional resources are available for teachers in the Research and Writing Center, including mini-lessons and a research PowerPoint. 

Research projects are sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to, the following:

• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Examples include, but are not limited to, the following:

  • In Unit 2, Outsiders and Outcasts, Small-Group Learning, students read “Encountering the Other: The Challenge for the 21st Century” by Ryszard Kapuscinski. In the Making Meaning section, students research an unfamiliar detail from the text and consider how it adds to their understanding of the lecture: “Choose something that interested you from the text and formulate a research question.” They research to explore other topics related to those addresses in the text. In the Effective Expression section, student instructions state: “Research, write, and deliver a digital presentation about one of the cultures Kapuscinski mentions in the lecture.” Students have the option to create a timeline with illustrations, a slide show, or a video for this task.

  • In Unit 3, Extending Freedom’s Reach, Whole-Class Learning, Performance Task, students write an informative essay in which they conduct research around the question: “What can one person do to defend the human rights of all people?” Students use several sources for the short research project, such as “primary and secondary sources in print or online. You can conduct original research as well, through surveys or personal interviews.” Students Gather Evidence and Connect Across Texts: “Take notes as you find and connect relevant information from multiple sources, and keep a reference list of every source you use. Create a notecard that includes each source’s author, title, publisher, city, and date of publication, along with the fact or idea you discovered.” As students are drafting, the materials remind them to “keep track of [their] sources and include appropriate citations to avoid plagiarism or the presentation of another’s work as [their] own.” A chart is available to assist students in tracking information.

Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic via provided resources. Examples include, but are not limited to, the following:

• In the Teacher Resources, a Plagiarism Checker is provided for teachers to access via Safe Assign, which offers guidance for implementation, including Video Tutorials: “SafeAssign is effective as both a deterrent and an educational tool. Use SafeAssign to review assignment submissions for originality and create opportunities to help students identify how to properly attribute sources rather than paraphrase.” The tool will assist educators when assigning research projects and connects to W.10.8 when students avoid plagiarism.

• The materials offer Research Minilessons and a Writing and Research Center with a Research Writing PowerPoint Presentation that introduces research writing and provides prewriting tips to assist students in formulating a research question and making a Research Plan, such as “Once you have written your major research question, you are ready to make a research plan. As part of your plan, you will create a timeline for finishing your report. You also will find and evaluate sources of information.” The PowerPoint Presentation includes guidance relating to how to organize a research report and revise and edit the draft. A grammar mini-lesson follows, and student instructions for publishing the piece state: “When you’ve finished your final draft, publish it. Use this chart to identify a way to publish your informational research report for the appropriate audience.” The Teacher’s Edition: End Matter, Tool Kit: Research includes detailed guidance for Conducting Research, Reviewing Research Findings, and Incorporating Research Into Writing.

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read an excerpt from How to Tell You’re Reading a Gothic Novel—In Pictures by Adam Frost and Zhenia Vasiliev. Teachers facilitate the Comprehension Check, and guidance is available to assist students during Research to Clarify and Research to Explore: “If students struggle to come up with a detail to research, suggest they focus on one of the following topics: Gothic origins or eighteenth-century literature.”

• In Unit 4, All That Glitters, Small-Group Learning, students read “In La Rinconada, Peru, Searching for Beauty in Ugliness” by Marie Arana. In the Making Meaning section, students research unfamiliar details and a topic they find interesting. Suggestions are provided. The teacher is directed to assist students who struggle to find a topic by making additional suggestions. There are options available to teachers to alter the assignment to assist with understanding and success. As students use a chart to organize their thinking and keep track of sources, teacher suggestions state: “Model for students, or remind them that search terms that are too general will produce results that are too broad.”

Materials provide many opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process. Examples include, but are not limited to, the following:

• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Examples include, but are not limited to, the following:

  • In Unit 1, Inside the Nightmare, Small-Group Learning, students read “Why Do Some Brains Enjoy Fear?” by Allegra Ringo. In the after-reading Research activity, the small group conducts research into “cultural dimensions of the ways in which people experience and express fear.” The Teacher’s Edition reminds teachers to check that students are using reliable sources in their research. Teachers can use the ancillary Research: Group Presentation handout to support students in this project. 

  • In Unit 5, Virtue and Vengeance, Small-Group Learning, students read “Let South Africa Show the World How to Forgive” by Desmond Tutu, and students research when creating a multimedia presentation in which they “incorporate texts, images, and, if possible, audio or video to express and support your ideas.” Students can choose from three options for the research project, such as “Create an informational slideshow that explains the conditions of life for both blacks and whites under apartheid in South Africa: What rights did each group have under apartheid? How did each group view the system?”

  • In Unit 6, Blindness and Sight, Small-Group Learning, students read “View From the Empire State Building” by Helen Keller and conduct research to clarify unfamiliar details in the text and answer the question, “What way does the information you learned shed light on an aspect of the letter?” In the Research section of Effective Expression, students also work with a small group to “research, prepare, and deliver a group presentation on one of three possible projects.” The projects include a photo essay with designated criteria, a digital presentation explaining an allusion in the text, and a radio interview based on the text.

• Draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following:

  • In Unit 2, Outsiders and Outcasts, Performance-Based Assessment, the prompt states: “Write an argumentative essay in which you state and defend a claim about the following question: Is the experience of being an outsider universal? Use credible evidence from at least three of the selections you read and researched in this unit.” Students must consider possible counterclaims. The rubric assesses the standard directly.

  • In Unit 3, Extending Freedom’s Reach, Performance-Based Assessment, Part 1, students write an informative essay. The instructions state: “Develop the topic with facts, details, quotations, examples, and other evidence from at least three of the selections you read. Select the most relevant ideas about fundamental human freedoms and democracy from the texts, and organize these ideas logically using appropriate and varied transitions.”

  • In Unit 5, Virtue and Vengeance, Whole-Class Learning, Performance Task, students write an argument essay answering the question, “Is there more value in vengeance or virtue (forgiveness)?” During the prewriting/planning step, students’ instructions state: “You can also do a limited amount of research to find ideas and quotations from credible sources that support your ideas. Keep your purpose in mind, as well as the background of your intended audience, while selecting source materials and forming your argument.” During the drafting step, students review how to correctly incorporate direct quotes and paraphrases.

The materials reviewed for Grade 10  meet the criteria for Indicator 2g. 

The materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards; however, not all instruction is aligned to grade-level standards with opportunities for explicit instruction. By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Most speaking and listening standards and most writing standards are covered in the Frontmatter of the Teacher’s Edition, but the student tasks do not always adequately address the full intent of the standard.

Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• In each unit, the Unit at a Glance section lists the standards for each student activity in one of three columns: Analyze Craft and Structure, Conventions/Author’s Style, and Composition/Research/Speaking and Listening. Page numbers are not listed next to these entries, though the Teacher’s Edition: End Matter PDF includes an Index of Skills where page numbers are provided. In the Teacher’s Edition Table of Contents and Frontmatter PDF, the materials provide the Correlation to myPerspectives® English Language Arts document with page numbers: “The following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address standards through Personalize for Learning notes and additional resources available only in the Teacher’s Edition.” The materials do not always provide explicit instruction on the grade-level standards. 

• In Unit 3, Extending Freedom’s Reach, Whole-Class Learning, students read from “The ‘Four Freedoms’ Speech” by Franklin D. Roosevelt. In the Analyze Craft and Structure section, instruction is provided on making persuasive appeals in a seminal U.S. document which is aligned to two standards, RI.9-10.8 “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning” and RI.9-10.9 “Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts.” Students read about the three types of appeals and how Roosevelt used them in his speech and answer the following questions:

  • “Review paragraphs 2–10, and identify closely related words and phrases that Roosevelt repeats.

  • Does this use of repetition represent an appeal to logic, to emotions, to his own authority, or to a combination of these? Explain. Use the chart to link Roosevelt’s reasoning to his central idea. First, identify the central idea of the speech. Then, give three examples of appeals to logic in the speech, and note how each example shapes or refines the central idea.”

• In Unit 4, All That Glitters, Whole-Class Learning, students read “Civil Peace” by Chinua Achebe; students address the standard RL.9-10.1: “Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.” The Correlation document states, “Students will address this standard in Analyze the Text features which appear with every literature selection.” Students complete Analyze the Text questions, such as: “Infer: After the robbery, Jonathan says, ‘Or is it greater than other things that went with the war?’ To what is he referring? Explain.” The Teacher’s Edition provides guidance: “If students fail to cite evidence, then remind them to support their ideas with specific information. If students struggle to find similarities in the events of the story, then remind them of the foreshadowing at the beginning of the story. How does the bicycle relate to Jonathan’s loss?” There are six instances across the school year when the students have an opportunity to address the standard, and teachers can provide explicit instruction.

• In Unit 6, Blindness and Sight, Whole-Class Learning, Performance Task, students write a nonfiction narrative. During revision, a checklist is available: Focus and Organization, Development of Ideas/Elaboration, and Conventions. One of the items to check includes “Consult a dictionary to check correct spelling and meaning.” As students complete Editing and Proofreading, instructions state: “Read your draft carefully, looking for errors in spelling and punctuation.” The Teacher’s Materials include guidance: “As students proofread, they should check for grammar, spelling, and punctuation errors. Remind them that they should not rely on word processing programs to find all mistakes, as they can sometimes miss some errors. For example, spell checkers will not recognize that the wrong form of a homonym was used. They should also be aware that it’s easy to misspell names of people and places.” Explicit instruction of the grade-level grammar and usage standards is limited.

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In each unit, a Whole-Class Learning Performance Task with a writing focus and a Small-Group Learning Performance Task with a speaking and listening focus is included consistently across the school year. Shorter tasks follow the reading of text selections. The questions throughout the Whole-Class Learning and Small-Group Learning connect to the Essential Question of each unit and help prepare students to complete the performance tasks.

• In Unit 1, Inside the Nightmare, Whole-Class Learning, students read “House Taken Over” by Julio Cortázar. In the Conventions activity, students learn about prepositional phrases and then complete two practice activities: “Mark all of the prepositional phrases in each sentence. Then, label each preposition and its object. Reread paragraph 24 of the story. Mark the prepositional phrases, and tell how these phrases help to clarify the action.” Tasks are aligned to L.9-10.1.b: “Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun,

relative, adverbial) to convey specific meanings and add variety and interest

to writing or presentations.”

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, Performance Task, students write an argument, aligning with standard W.9-10.1: “Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence.” The prompt states: “After reading Kafka’s ‘The Metamorphosis’ and watching the video, you will write an argument on the topic of outsiders and outcasts.”

• In Unit 6, Blindness and Sight, Small-Group Learning, students read a poetry collection, including “Blind” by Fatima Naoot, translated by Kees Nijland. In the Speaking and Listening activity, students work in their groups to create and deliver an oral presentation. Student instructions state: “While other groups are performing their presentations, pay close attention to the ideas expressed. Evaluate the use of evidence, and ask follow-up questions to clarify the speakers’ reasoning. Carry out a final classroom discussion in which you discuss the group presentations. Make sure that all group members get a chance to voice their views.” Delivering the presentation and providing a peer evaluation are aligned with SL.9-10.4 and SL.9-10.3, respectively. 

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In each unit, a Performance-Based Assessment is included, and the unit activities are backward-designed to the Performance-Based Assessment. The materials offer Selection Tests, Extension Selections Tests, Unit Tests, Beginning-, Middle-, and End-of-Year Tests, Next Generation Practice Tests, Next Generation Performance Tasks, and Customizable Test Prep Banks. In the online Teacher’s Materials under Assessment, there is an Interpretation Guide for each Unit Test and an Answer Key for each Selection Test, which indicates the standard that is assessed for each question. All questions on all tests are aligned to one or more standards.  

• In Unit 3, Extending Freedom’s Reach, the Test Interpretation Guide in the Analyze Text and Structure section states that there are six questions that evaluate RI.9-10.6, two questions that evaluate RL.9-10.6, and four questions that evaluate other standards. 

• In Unit 4, All That Glitters, Performance-Based Assessment, students write an informative essay that aligns with standard W.9-10.10: “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.” Students respond to the following prompt: “Could a person be happy if he or she possessed only what was absolutely necessary to live and nothing more?” The prompt connects to the Essential Question of the unit: “What do our possessions reveal about us?” 

• In Unit 6, Blindness and Sight, Assessments, Unit 6 Test, students complete a Selected and Short Response, analyzing craft and structure. Students answer questions such as “Which of these aspects of the scene is a defining characteristic of Greek tragedy?”

By the end of the academic year, the majority of standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• In each unit, the Teacher’s Edition Table of Contents and Frontmatter PDF are available. The Standards Correlation document provides the Standard in the first column, and where those standards appear in the Print and Interactive Editions in the second column with corresponding page numbers. At times, the materials address standards multiple times across a school year to ensure students can reach mastery. For example, standard SL.9-10.4 is addressed in the following texts: “How to Tell You’re Reading a Graphic Novel—In Pictures, 56; Franz Kafka and Metamorphosis, 189; Sonnet, With Bird/Elliptical/Fences, 222; Revenge of the Geeks, 231; Freedom of the Press Report 2015, 349; The Necklace, 386; Civil Peace, 400; In La Rinconada, Peru, Searching for Beauty in Ugliness, 429; The Tempest, 571; Blind/The Blind Seer of Ambon/On His Blindness, 757; The Neglected Senses, 801.” The following Small Group Performance Tasks: “Unit 1,114–115; Unit 2, 246–247; Unit 3, 350–351, Unit 4, 480–481, Unit 5, 644, Unit 6, 802. The following Performance-Based Assessments: Unit 1, 124; Unit 2, 257; Unit 3, 360; Unit 4, 490; Unit 5, 654.” However, there are instances when specific standards appear rarely or are not addressed fully to ensure sufficient opportunities to practice and reach mastery by the end of the year. For example, the standard W.9-10.7 is in the following texts: “Why Do Some Brains Enjoy Fear? 98; Whole Class Performance Task, Unit 3: 298; Let South Africa Show the World How to Forgive, 643; View From the Empire State Building, 745. Standard RI.9-10.5 has limited opportunities in two texts: Encountering the Other, 242; In La Rinconada, Peru, Searching for Beauty in Ugliness, 428.”

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, students read “The Metamorphosis” by Franz Kafka, translated by Ian Johnston, and address standard RL.9-10.5: “Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.” In the Analyze Craft and Structure task, students answer questions, such as 

  • “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 Greogor’s evolving emotional state?” 

The Standards Correlation document lists over twenty opportunities to address the standard across the grade level with a variety of texts.

The materials reviewed for Grade 10 meet the criteria for Indicator 2h. 

The materials provide a suggested implementation schedule and alternative implementation schedule that aligns with core learning and objectives. The pacing for the units is reasonable and offers a systematic layout that allows multiple days for reading the texts and completing after-reading activities and a one-day Independent Learning choice text with more limited after-reading activities. Each unit is planned for 30 days in a 40-50 minute class resulting in 180 class periods of instruction but does not provide a cushion for optional activities, enrichment, or re-teaching for English Language Learners, special education students, or underperforming students. Teachers on a block schedule are guided to combine days to fit the length of their classes. The Pacing Guide appears in the Teacher’s Edition Table of Contents and Frontmatter. It consistently appears in the Unit Introduction, the Whole-Class Learning Overview, the Small-Group Learning Overview, and the Independent Learning Overview. The pacing allows students an opportunity to master content by the end of the year. The suggested implementation schedules can be completed in the time allotted; however, teacher discretion may be required to determine what materials to include considering the testing requirements of individual districts and states. Optional tasks do not distract from core learning. The optional tasks are meaningful and enhance core instruction. The Teacher’s Edition provides several options in the Hook & Inspire section to draw students into texts through visual representations, connections to ideas outside of the literature, extension activities, and Book Talk ideas. The Pacing Guide also offers suggestions when teaching with trade books, including being advised to look at the standards being taught in the unit or the texts being replaced and choose activities and tests from the trade book lesson plans which teach the same standards. Trade books align with the main topic and Essential Question. They do not distract from the primary focus of the unit and can be used in lieu of the provided texts.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials provide guidance when integrating trade books with the program. The trade books can be chosen to supplement a unit: “Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.” The trade books can be chosen to substitute for unit selections: “If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.” The trade books can be chosen to extend independent learning: “Extend the unit by replacing independent reading selections with one of these trade books.” 

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In Unit 2, Outsiders and Outcasts, Whole-Class Learning, Performance Task, students write an argumentative essay. The unit plan gives two days for the students to complete the essay for the prompt, “Are outsiders simply those who are misunderstood or misjudged?” Over two days, students complete a typical writing process from prewriting to editing, revising, submitting essays, and reflecting on their learning.

• In Unit 4, All That Glitters, the Teacher’s Edition provides guidance: “Each day in this pacing calendar represents a 40–50 minute class period. Teachers using block scheduling may combine days to reflect their class schedule. In addition, teachers may revise pacing to differentiate and support core instruction by integrating components and resources as students require.” The pacing calendar uses a 30-day schedule that includes one day to introduce the unit, one day to introduce Whole-Class Learning, 11 days of Whole-Class Learning, two days of Performance Task for Whole-Class Learning, one day to introduce Small-Group Learning, nine days of Small-Group Learning, one day for the Performance Task for Small-Group Learning, one day to introduce Independent Learning, one day of Independent Learning, and two days for the final Performance Task. Students read three texts in Whole-Group learning, five texts in Small-Group Learning, and choose one of five texts for Independent Learning. The Teacher’s Edition front matter includes an implementation guide for The Great Gatsby by F. Scott Fitzgerald, Great Expectations by Charles Dickens, and Treasure Island by Robert Louis Stevenson. The Frontmatter explains how to implement the novels in place of the entire unit, parts of the unit, or as an independent, additional unit. The same structure and guidance are used for each unit across the grade level. There are six units, and each unit covers a period of 30 instructional days, for a total of 180 days, which is the minimum requirement for an average U.S. school year.

• In Unit 6, Blindness and Sight, Small-Group Learning, students read a poetry collection, including “Blind” by Fatima Naoot, translated by Kees Nijland. The pacing guide allows two days for reading the collection consisting of three short poems with one set of after-reading activities. The after-reading activities include six Comprehension questions, one short research activity, three questions in Analyze the Text, a discussion question for the Concept Vocabulary, two questions for Word Study, an activity with four questions in Analyze Craft and Structure, two questions in Author’s Style, and a group oral presentation for Speaking and Listening. 

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In Unit 3, Extending Freedom’s Reach, Whole-Class Learning, students read the “Inaugural Address” by John F. Kennedy. The materials provide Extension Questions that can be used in lieu of the other comprehension questions after students complete a first read, such as the following: “Explain what the text says explicitly. In paragraph 3 of ‘Inaugural Address,’ what does President Kennedy suggest about the world he and his audience are living in? Cite textual evidence to support your answer.” The grade-level standards are listed with the sets of questions.

• In Unit 4, All That Glitters, Whole-Class Learning, students read “The Necklace” by Guy de Maupassant, translated by Andrew MacAndrew. In the Teacher’s Edition, a Write Now box, Analyze and Interpret, states: “The narrator’s description of Mathilde makes her character come alive. Based on what they know of her personality and reactions to the events that have already taken place, have students write a one-page description of how they believe Mathilde will react to Madame Forestier’s revelation that the necklace was not made of real diamonds. Remind students to include details about how the character might feel as well as what she might say or do.” 

• In Unit 6, Blindness and Sight, Whole-Class Learning, students read Oedipus the King, Part I by Sophocles, translated by Nicholas Rudall. In the Teacher’s Edition, a box, How Language Works, focuses on ellipses. It suggests that if students are struggling to read the lines that include ellipses to explain the origin of the word is the Greek word élleipsis, which means omission. Teachers can explain that, in this case, the omission is to indicate there might be more to the idea and the speaker paused or hesitated. 

Optional tasks are meaningful and enhance core instruction. 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. In the Teacher’s Edition, a Write Now box, Express and Reflect, includes an activity on interior monologues: “The description of Gregor’s interaction with his sister (paragraph 49) and his new food preferences creates a vivid picture of the ways in which Gregor’s life has drastically changed. Have students write a short interior monologue that expresses their observations and how they might feel if placed in Gregor’s situation. Encourage them to include details that reveal Gregor’s feelings about these things rather than just explaining what happened.” 

• In Unit 5, Virtue and Vengeance, Small-Group Learning, students read “Let South Africa Show the World How to Forgive” by Desmond Tutu. The Teacher’s Edition provides guidance relating to adding an optional research activity: “Instruct students to research another important figure in the anti-apartheid movement. Encourage them to learn more about this portion of history and ask themselves who the main contributors were to bringing peace to South Africa. Have students write a short summary describing the ways in which the person they researched fits into the history of apartheid and explain why he or she was important.” The optional task enhances learning and is personalized to challenge students as they build knowledge relating to the topic of study.