High School - Gateway 2

The text quality and volume of reading in myPerspectives materials meet expectations for indicator 2a. The program provides an engaging text selection with diverse subgenres and themes. However, the balance of informational to literary texts does not align with grade-level standards. While its short-form texts ensure a significant reading volume, the limited inclusion of long-form texts may restrict opportunities for deeper, sustained engagement. In grades 9 and 10, texts are taught in their entirety, with a few excerpts included throughout the program. In grades 11 and 12, about one-third of the texts are excerpts. The materials include an independent learning component in each unit, which provides students with choice in selecting, reading, and analyzing texts that are thematically and/or topically aligned to the unit. In addition, the program provides book club options with novels aligned to each unit, with built-in analysis questions for student accountability. 

• Materials do not reflect the balance of informational and literary texts required by the grade-level standards (70/30 in 9-12), including various subgenres. (This criterion is evidence only and not considered in scoring) Materials include a range of full texts and excerpts (including long-form and short-form texts), depending on their stated purpose. (This criterion is evidence only and not considered in scoring.)

  • In Grade 9, materials reflect a balance of 35/65, informational to literary texts, which does not reflect the 70/30 balance required by the grade-level standards. 

    • Materials include 43 core texts, 15 of which are informational texts and 28 of which are literary texts. 

    • Texts include the following subgenres: short story, essay, image gallery, novel, poetry, drama, article, graphic novel, interview, and video. 

    • In Grade 9, materials include 37 full texts and six excerpts. 

    • In Grade 9, materials include 42 short-form texts and one long-form text.

  • In Grade 10, materials reflect a balance of 41/59, informational to literary texts, which does not reflect the 70/30 balance required by the grade-level standards. 

    • Materials include 44 core texts, 18 of which are informational texts and 26 of which are literary texts. 

    • Texts include the following subgenres: short story, speech, poetry, article, essay, image gallery, video, novel, and drama. 

    • In Grade 10, materials include 41 full texts and three excerpts. 

    • In Grade 10, materials include 42 short-form texts and two long-form texts.

  • In Grade 11, materials reflect a balance of 45/55, informational to literary texts, which does not reflect the 70/30 balance required by the grade-level standards. 

    • Materials include 58 core texts, 26 of which are informational texts and 32 of which are literary texts. 

    • Texts include the following subgenres: poetry, graphic novel, foundational document, short story, memoir, speech, essay, book excerpt, video, public document, podcast episode, judicial opinion, drama, radio broadcast, and interview. 

    • In Grade 11, materials include 40 full texts and 18 excerpts. 

    • In Grade 11, materials include 56 short-form texts and 2 long-form texts.

  • In Grade 12, materials reflect a balance of 30/70, informational to literary texts, which does not reflect the 70/30 balance required by the grade-level standards. 

    • Materials include 54 core texts, 16 of which are informational texts and 38 of which are literary texts. 

    • Texts include the following subgenres: article, poetry, graphic novel, essay, short story, interview, drama, novel, film clip, image gallery, book excerpt, and radio broadcast. 

    • In Grade 12, materials include 37 full texts and 17 excerpts. 

    • In Grade 12, materials include 53 short-form texts and one long-form text.

  • The publisher provides a clear rationale for why each excerpted text was not selected in its entirety. For example, in grade 10, students read an excerpt from Franklin D. Roosevelt’s State of The Union Address in 1941, titled “The Four Freedoms Speech.” The publisher provides the following rationale for why the text was excerpted: “This original address is very long; it has been excerpted to ensure it fits within unit pacing. Roosevelt's essential message about the four freedoms is maintained.”

• Materials include core/anchor texts that are well-crafted, content-rich, and engaging for students at their grade level. 

  • The myPerspectives curriculum for Grades 9-12 features well-crafted, content-rich texts that provide a diverse mix of literary and informational works across multiple subgenres. Literary texts include short stories, poetry, dramas, novels, and graphic novels, while informational texts consist of articles, essays, speeches, and infographics focused on science, government, and history. The program incorporates widely respected authors and complex themes that align with students’ interests at each grade level. Texts are selected for their strong themes, varied structures, and character depth, with topics ranging from survival and freedom to individualism and self-discovery. The curriculum includes rich vocabulary and complex syntax, enhancing students’ comprehension and analytical skills.

    • Grade 9 materials include texts on survival, progress, love, human nature, and journeys, which will engage 9th-grade students. 

    • Grade 10 materials include texts on government, freedom, power, fear, culture, vengeance, forgiveness, and greed, which will engage 10th-grade students. 

    • Grade 11 materials include texts on American history, freedom, grit, leadership, individualism, society, othering, and change, which will engage 11th-grade students. 

    • Grade 12 materials include texts on heroes, time, society, perception, self-discovery, and belonging, which will engage 12th-grade students. 

  • Throughout the materials, texts are content-rich, well-crafted, and worthy of student analysis. 

    • In Grade 10, Unit 3, Whole-Class Learning, students read Franz Kafka’s The Metamorphosis, which includes complex language with archaic or unfamiliar syntax (written in 1915 and translated from German), figurative language, and above-level vocabulary. 

• Materials include sufficient teacher guidance (including monitoring and feedback) and student accountability structures for independent reading (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). (This criterion is evidence only and not considered in scoring.)

  • Each unit includes an Independent Learning component. This part of the unit presents students with text selection choices as they read and analyze texts that are thematically and/or topically related to the unit’s learning. 

  • The Savvas Realize platform includes a Digital Library. This library includes book club guides with texts aligned to each unit. The site provides the following description: “Book Club novels are optional and aligned to the grade-level units. The Study Guides include support for launching the Book Club, reading comprehension strategies, comprehension questions, discussion prompts, and projects. These resources must be assigned for students to access.” 

    • Each Book Club Guide includes student-facing guidance on how to run their book club effectively, chunked reading assignments with guiding discussion questions for accountability, project ideas, and a book club reflection section. The Teacher-Facing Book Club guidance includes sample responses for all questions and tasks that students complete in each book club. There is no proposed book club schedule provided.

    • In addition to book clubs, the Savvas Realize Digital Library includes a Background Connections section, which provides short informational texts, over 100 digital novels, over 100 additional texts in the Extra Reads section, a Shakespeare Shelf, a Spanish Library, a World History Library, and Reading Guides for popular novels. 

The text complexity analysis in the myPerspectives materials meets expectations for indicator 2b. The curriculum provides comprehensive text complexity analysis for all core texts, including quantitative (Lexile and word count) and qualitative measures (meaning/purpose, text structure, language clarity, and knowledge demands). These qualitative measures are represented on a scale from slightly to exceedingly complex. Each Teacher Edition includes a rationale for educational purpose and grade-level placement. Core texts are appropriately complex for each grade, with scaffolding recommendations to support student comprehension. Across Grades 9-12, texts span a range of Lexile levels, including below, within, and above grade bands, as well as Non-Prose (NP) texts without Lexile measures. The majority of texts are moderately or very complex, ensuring rigorous engagement while allowing differentiation. Across the program, tasks are appropriate for each grade level. 

• Accurate text complexity analysis and a rationale for educational purpose and placement in the grade level accompany core/Anchor texts and a series of texts connected to them.

  • The materials include text complexity guidance in the Teacher Edition for all core texts in the program. This guidance includes a quantitative analysis, a qualitative analysis, a text summary, and a rationale for educational purpose and placement. The quantitative measures include Lexile and word count. The qualitative measures include levels of meaning/purpose, text structure, language conventionality and clarity, and knowledge demands. These measures are represented on a scale from slightly to exceedingly complex. 

• According to quantitative and qualitative analysis and their relationship to the associated student task, core/anchor texts have the appropriate level of complexity for the grade.

  • Anchor texts have the appropriate level of complexity based on their text complexity analysis and the associated reader and task. myPerspectives text complexity charts describe the unique qualitative features of each text across four categories: text structure, language features, knowledge demands, and purpose/meaning. The materials include different supports that students may need to fully comprehend different aspects of each text within these qualitative complexity measures and complete the tasks required. Across the program, tasks are appropriate for each grade level. 

    • Grade 9

      • Quantitatively: Texts range from 720L- 1350L 

        • 11 texts are below the Lexile range for the grade-band

        • 10 texts are in the Lexile range for the grade-band

        • 1 text is above the Lexile range for the grade-band

        • 21 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: Five texts are slightly complex, 16 texts are moderately complex, 15 texts are very complex, and seven texts are exceedingly complex. 

    • Grade 10

      • Quantitatively: Texts range from 810L- 1410L 

        • Seven texts are below the Lexile range for the grade-band

        • 14 texts are in the Lexile range for the grade-band

        • One text is above the Lexile range for the grade-band

        • 22 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: Nine texts are slightly complex, 16 texts are moderately complex, 13 texts are very complex, and six texts are exceedingly complex. 

    • Grade 11

      • Quantitatively: Texts range from 570L -1930L

        • 16 texts are below the Lexile range for the grade-band

        • Eight texts are in the Lexile range for the grade-band

        • Six texts are above the Lexile range for the grade-band

        • 28 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: Four texts are slightly complex, 35 texts are moderately complex, 19 texts are very complex, and zero texts are exceedingly complex. 

    • Grade 12

      • Quantitatively: Texts range from 830L- 1700L 

        • 15 texts are below the Lexile range for the grade-band

        • Four texts are in the Lexile range for the grade-band

        • One text is above the Lexile range for the grade-band

        • 34 texts are Non-Prose (NP) or do not have a Lexile, given their format

      • Qualitatively: One text is slightly complex, 37 texts are moderately complex, 13 texts are very complex, and three texts are exceedingly complex. 

The scaffolding in myPerspectives materials meets expectations for indicator 2c. The curriculum provides aligned scaffolds to support students in accessing complex texts before, during, and after reading. The Teacher Edition includes “prereading differentiation” scaffolds tailored to each text’s qualitative complexity in meaning, structure, language, and knowledge demands. Before reading, students engage with historical context, concept vocabulary, and reading strategies. During reading, comprehension checks, close reading annotations, and differentiated supports help students analyze the text. After reading, assignments deepen understanding with additional teacher guidance for differentiated instruction. The Teacher Edition offers structured support levels (substantial, moderate, light) for key reading strategies and analysis tasks, ensuring accessibility for all learners. Throughout the Teacher Edition, guidance on implementing scaffolds is sufficient. 

• Scaffolds align with the qualitative complexity of the program’s texts to support students in making meaning of each text. 

  • The Teacher Edition provides potential scaffolds for each text based on their qualitative complexity across the four different measures: levels of meaning/purpose, text structure, language conventionality and clarity, and knowledge demands. The materials refer to these scaffolds as “prereading differentiation.” These scaffolds directly align with the notes regarding the text’s complexity level related to each of these domains. 

    • In Grade 12, students read an excerpt from Gulliver’s Travels by Jonathan Swift. In The Structure section, the Teacher Edition states that this text “is an excerpt from a novel. It contains long, complex sentences.” Under Pre-reading guidance for Structure, the Teacher Edition includes the following, “If students are likely to need help to follow the narrative’s structure, then encourage them to summarize each section of the text as they read. You might model by reading aloud lines from the first paragraph (‘The first request I had made . . . strong towers at ten feet distance.’) and stating: The excerpt begins with Gulliver getting permission from the emperor to see the city of Mildendo. He gets permission, and the Lilliputians are told he will be walking around. Gulliver promises to be very careful to avoid harming the people or their homes.” 

• Materials include scaffolds for before, during, and after engaging with a complex text.

  • In addition to the “prereading differentiation” scaffolds, materials include a Preparing to Read section for each text. This section includes historical perspectives (when relevant), concept vocabulary, and a quick overview of the reading strategy focus. During a first read, materials provide comprehension checks, and students apply the reading strategy. During a second read, students complete close reading annotations and questions. After reading, materials provide several assignments that deepen student analysis and understanding of the text.

    • In Grade 10, Unit 1, Whole-Class Learning, students read “Harrison Bergeron” by Kurt Bergeron. In addition to the “prereading differentiation” scaffolds, students learn concept vocabulary words like equality and are introduced to the reading strategy of creating mental images. During the first read, students complete comprehension check questions and apply the creating mental images reading strategy. The Teacher Edition includes differentiation support across varying levels of intervention (substantial and moderate) should students struggle to apply the strategy. During the second read, students annotate and answer the close reading questions. After reading, students complete various tasks to deepen their understanding and analysis. Before completing most of the after-reading tasks, a scaffold is provided for teachers to assess student readiness for the remainder of the lesson by checking student understanding of satire. 

• Materials include teacher guidance on how to enact each scaffold based on student needs.

  • The prereading differentiation guidance is separated by measures of qualitative complexity so that teachers can enact the right scaffolds based on student needs. The Teacher Edition provides notes for teachers on how to reinforce the reading strategy during the first read of each text. The notes include differentiation for students who need substantial support, moderate support, and light support. The Teacher Edition also provides additional notes for supporting students with the close reading annotations and questions during the second reading of each text. Lastly, the Teacher Edition provides additional notes on how to further differentiate some of the activities that students complete after reading, including checking for student readiness for the assignments and different supports for students who need substantial or moderate support. 

    • In Grade 11, Unit 1, Whole-Class Learning, students read The Declaration of Independence by Thomas Jefferson. The Teacher Edition includes notes on reinforcing the reading strategy of “evalut[ing] details” for the first read of the text. These notes include guidance on introducing the strategy and guidance on how to have students practice it during reading. This second set of guidance includes differentiation for students who need substantial support and moderate support. The moderate support notes state, “Once students have evaluated the details in paragraph 31, have them explain how those details support Jefferson’s central idea. Ask, Why didn’t Jefferson put paragraph 31 up front, at the very beginning?” A sample answer is provided for this question. An additional section labeled “Anticipate” includes guidance for the teacher on supporting students who struggle with understanding the persuasive appeals in the text. This section includes differentiation for students who need substantial support and moderate support. The Close-Read guidance includes notes on what to say to students during these parts of the lesson to help them complete the assignment. 

The text set organization in myPerspectives materials meets expectations for indicator 2d. The curriculum structures text sets around grade-appropriate themes and essential questions, ensuring a cohesive approach to knowledge building. Each unit spans multiple genres and incorporates academic vocabulary, content knowledge, and complex syntax to deepen student understanding. The curriculum follows a structured progression from Whole-Class Learning to Peer-Group Learning and Independent Learning, allowing students to engage with texts in varied contexts. Throughout myPerspectives units, students address facets of the same topic or theme through various texts across multiple genres. This design encourages critical thinking and analysis by presenting multiple perspectives on a central theme, supporting cross-disciplinary connections in social studies, science, and literature. As students progress through each unit, they develop their own perspectives on the essential question by reading various perspectives on the topic or theme. All tasks throughout the unit lead to the Performance-Based Assessment, where students have the opportunity to show the culmination of their learning and present their response to the essential question. 

• Text sets are organized around a grade-appropriate, tightly-connected topic or theme. 

  • Each myPerspectives unit is organized by a grade-appropriate topic or theme. The unit’s essential question also connects text sets. Students respond to the essential questions in the Unit Performance-Based Assessment of each unit. 

    • Grade 9: 

      • Unit 1 Focus: Survival. Essential Question: What qualities help us survive?

      • Unit 2 Focus: Promise and Progress. Essential Question: How can words inspire change?

      • Unit 3 Focus: Crazy, Stupid Love. Essential Question: What is true love?

      • Unit 4 Focus: Journeys of Transformation. Essential Question: How do we learn who we truly are?

      • Unit 5 Focus: The Things We Make. Essential Question: Which defines us more, nature or technology?

    • Grade 10: 

      • Unit 1 Focus: Extending Freedom’s Reach. Essential Question: What is the relationship between power and freedom?

      • Unit 2 Focus: Inside the Nightmare. Essential Question: What is the allure of fear?

      • Unit 3 Focus: Outsiders and Outcasts. Essential Question: How important is it to belong?

      • Unit 4 Focus: Virtue and Vengeance. Essential Question: What motivates us to forgive?

      • Unit 5 Focus: All that Glitters. Essential Question: What do our possessions reveal about us?

    • Grade 11: American Literature

      • Unit 1 Focus: Writing Freedom: Words that Shaped a Nation. Essential Question: What makes a nation?

      • Unit 2 Focus: The Individual and Society: Fitting In, or Standing Out? Essential Question: Which matters more, individuality or community?

      • Unit 3 Focus: Leaders and Visionaries: Charting a New Path. Essential Question: How do words change the world?

      • Unit 4 Focus: Girt and Grandeur: The Importance of Place. Essential Question: How are we shaped by the places we experience?

      • Unit 5 Focus: The Threat of “The Other”: Facing Our Fears. Essential Question: How does fear drive decisions?

      • Unit 6 Focus: The Past Meets the Present: Navigating Change. Essential Question: How do we react when the world changes?

    • Grade 12: British Literature 

      • Unit 1 Focus: Forging a Hero: Warriors and Leaders. Essential Question: What makes a hero?

      • Unit 2 Focus: Reflecting on Society: A Critical Lens. Essential Question: How valid are social roles?

      • Unit 3 Focus: The Trap of Time: Facing the Future, Confronting the Past. Essential Question: How much does the past determine the future? 

      • Unit 4 Focus: Seeing Things New: Visionaries and Skeptics. Essential Question: What do we gain when we change our perceptions? 

      • Unit 5 Focus: Discovering the Self: Individual, Nature, and Society. Essential Question: How do we define ourselves?

      • Unit 6 Focus: Exile and Belonging: Finding Home. Essential Question: What does it mean to call a place “home”? 

• Text set organization provides opportunities for students to address facets of the same topic or theme over an extended period (e.g., a unit, module), enabling the development of deeper knowledge. Text sets cohesively build knowledge across various topics in social studies (including history), science, the arts, and literature, exposing students to academic vocabulary, content knowledge, and complex syntax.

  • myPerspectives units are structured so that students address facets of the same topic or theme through various texts. All units start with Whole-Class Learning, which is more teacher-supported. Then, units move into Peer-Group Learning, where learning is done in small groups. Lastly, units include Independent Learning, where students select text(s) they’d like to read and analyze to investigate the topic/theme further. In each of these unit components, students read various texts, and this structure supports students in building deep knowledge of the topics/themes of study. 

  • myPerspectives unit text sets span varied genres throughout each unit; text sets cover topics and themes through multiple lenses across multiple genres. Through the text sets, the materials expose students to academic vocabulary, content knowledge, and complex syntax. 

    • In Grade 12, Unit 2, students study the unit Reflecting on Society: A Critical Lens, with the essential question, “How valid are social roles?” Throughout this unit, students focus on academic vocabulary words for explanatory texts, including annotation, theoretical, prescribe, conviction, and tenacious. As part of the Unit Introduction, they watch a short video, “Clean Streets,” where two sanitation workers discuss the important role they play in their communities. Then, they read a Mentor Text, “To Be or Not to Be…a Monarchy,” an explanatory text that presents arguments for and against the abolition of the monarchy and explains the United Kingdom’s government so that students can begin to consider “challenging accepted social practices.” Throughout this unit, students read texts in the disciplines of history, literature, and the arts. In Whole-Class Learning, students read a short historical text that provides context for the historical time period discussed throughout the unit. Next, students read three texts. First, they read The Prologue from The Canterbury Tales by Geoffrey Chaucer, which presents critiques of social roles in medieval England. This text includes vocabulary and references that are unfamiliar to students and is written in “rhyming couplets in iambic pentameter.” Then, students read “The Prologue from the Canterbury Tales: The Remix” by Patience Agbabi, a spoken word poem that “helps students understand the context of the Canterbury Tales,” and “The Wife and Bath’s Tale” by Geoffrey Chaucer, where students learn about the gender expectations in medieval England. In the Peer-Group Learning portion of the unit, students read five texts, “Why Are There Stars?” by Megan Gerber, an article which explains how celebrities came to be described as stars so that students can reflect on how they view celebrities, the short story, “The Cartographer Wasps and the Anarchist Bees” by E. Lily Yu, an allegory about the struggle for power between countries and societies, “Shakespeare’s Sister” by Virginia Woolf, which raises the question on the treatment of women throughout British history, and “On Seeing England for the First Time” by Jamaica Kincaid and “XXXII from Midsummer” by Derek Walcott, which both provide students “insights about the detrimental effects of British rule on people of color, both in England and in societies the British once colonized.” “Shakespeare’s Sister” includes “unconventional, fragmented sentences and some figurative language.” In the Independent Learning portion of the unit, students have a choice of reading five texts: an excerpt from “An Interview with Benjamin Zephaniah” where the poet discusses his identity and how British society views Black poetry, a poem “The British,” which discusses the diversity in British society, an excerpt from The Pillow Book where the author discusses their experiences, two poems, “The Widow at Windsor” by Rudyard Kipling and “From Lucy, Englan’ Lady” by James Berry, which illustrate Queen Victoria from two different lenses, and an excerpt from “Doubly Denied” by Cristina Henriquez, an essay where the author presents their experience with ambition. Throughout this text set, students have the opportunity to repeatedly consider the essential question and develop their own perspectives on social roles. At the end of the unit, students complete their Performance-Based Assessment, an explanatory essay on the essential question. 

The questions, tasks, and assignments in myPerspectives materials meet expectations for indicator 2g. The materials provide opportunities for students to engage deeply with texts through text-based questions. Each reading lesson includes Reading Strategy Questions, Comprehension Questions, and First Thoughts Questions that support students in making meaning of the text during their first read, as well as Close Read questions that support students in deepening their understanding of the text during and after their targeted second read. After reading, students complete various questions, tasks, and assignments that require them to answer in different formats, including speaking and listening activities, answering multiple-choice questions, and writing short and long-form responses. 

• Materials provide opportunities to support students in making meaning of the texts being studied through text-based questions and tasks that require students to answer in varying formats (e.g., speaking, writing, etc.). 

  • myPerspectives materials include text-specific and text-dependent questions for students to complete during reading. During a first read, students read for enjoyment and general comprehension. Comprehension question types include Reading Strategy Questions and Comprehension Check Questions. After this first read, students complete a First Thoughts assignment where they answer one to two questions on the text in writing and then discuss it in small groups. 

    • In Grade 10, Unit 3, Whole-Class Learning, Students read The Metamorphosis by Franz Kafka. First, students read the text for comprehension and enjoyment. During this read, students answer Comprehension Check and Readon and Reread questions, which is the reading strategy for this text. Some of these questions are: 

      • “Comprehension Check: Into what kind of creature has Gregor Kafka been transformed?

      • Read On and Reread: Re-read paragraphs 11-14. What is happening in these paragraphs?

      • Read On and Reread: Why is Gregor worried about the manager leaving? Identify details in paragraph 37 that clarify the situation.

      • Comprehension Check: What causes Gregor to feel physically well for the first time that day?

      • Read On and Reread: Reread paragraph 55. Prior to his transformation, how does Kafka help his family financially?

      • Read On and Reread: Reread paragraph 67 and consider Grete’s portrayal at the beginning of the story. How has she changed?”

      After this first read, students answer one of the First Thoughts questions below and discuss them in small groups. 

      • “What parts of the story surprised you most? Why? 

      • How do you feel about the Samsa family treatment of Gregor? Explain.”

  • Throughout the program, students complete many tasks and assignments that require them to answer in various formats after completing their reading for the lesson and/or unit. These tasks focus on various parts of literacy components such as Vocabulary, Reading Analysis, Evidence Logs, Writing, Speaking & Listening, Inquiry and Research, and Language. Students answer in short or long-form writing, through various types of academic discussions, and by selecting multiple-choice answers.  

• Materials include text-based questions and tasks that require students to closely read and/or re-read complex parts of texts to deepen their analysis and understanding. 

  • myPerspectives materials include Close-Read questions and tasks during and after reading. These questions help students deepen their analysis of the text under study. Students complete Close-Reading questions during and after their targeted second read of the text. The program also includes general Nonfiction and Fiction Close-Read Guides, which are graphic organizers that students can use to close-read texts depending on their genre. 

    • In Grade 12, Unit 5, Whole-Class Learning, students read a poetry collection that includes the poems “Ode to a Nightingale” by John Keat, “Ode to the West Wind” by Percy Bysshe Shelley, and “Apostrophe to the Ocean” by Lord Byron. During their second read, students complete the following close reading questions:

      • “Close Reading: Annotate: In Stanza III, identify details that suggest negative aspects of human life. Question: Why might it be important to the speaker that the nightingale has ‘never known’ about those aspects of human life?

      • Close Reading: Annotate: Identify key details in stanza IV that refer to death. Question: What do these details reveal about the speaker’s attitude toward death?

      • Close Reading: Annotate: Identify the word that ends stanza VII and begins stanza VIII. Question: In what way does the repetition of this word help express a change in the speaker? 

      • Close Reading: Annotate: Identify rhyming words at the end of lines in part III. Question: What pattern or rhyme is the poet using, and how does it add to the poem’s musical effect, power, and beauty?

      • Close Reading: Annotate: Identify details in part IV in which the speaker compares himself to something else. Question: What conclusion can you draw about the speaker, based on these comparisons?”

    After reading, students complete the following multiple-choice close reading questions: 

    • Close Read: 

      • “Which answer best describes the structure of the poem?

      • Based on lines 43-56, the reader can logically infer that the speaker…

      • In line 22, zenith’s height most likely refers to…”

The analysis opportunities in myPerspectives materials meet expectations for indicator 2h. The materials provide numerous opportunities for students to analyze key ideas, details, craft, and structure and the integration of knowledge and ideas within and across texts. Students engage with text-specific questions to examine texts for various layers of meaning. Lessons include tasks that require students to analyze how authors develop meaning, intentionally structure their texts, and draw connections to other media. In addition to analyzing each text individually, each unit includes paired text selections and assignments that require students to draw connections across texts. At the end of each unit, students use the information from all the unit’s texts to complete the written Performance-Based Assessment (a written task). These tasks promote comprehension by encouraging students to deepen their analysis consistently. 

• Materials provide opportunities for students to analyze key ideas and details (according to grade-level standards) within individual texts and across multiple texts to support students in making meaning.

  • Throughout the myPerspectives program, students complete various tasks and questions that prompt them to analyze key ideas and details to make meaning of the texts under study within individual texts and across multiple texts. In addition to analyzing each text individually, each unit includes paired text selections and assignments that require them to draw connections across texts. At the end of each unit, students use the information from all the unit’s texts to complete the Performance-Based Assessment. 

    • In Grade 9, Unit 1, Peer-Group Learning, students read a collection of poetry, including “I Am Offering This Poem” by Jimmy Santiago Baca, “The Forest for the Trees” by Reina Priest, and “blessing the boats” by Lucille Clifton. After reading, they complete various questions and tasks to deepen their understanding of the poems. One of these tasks requires students to analyze the poems in order for the development of themes. The “Development of Theme” task provides a definition of theme and three ways it can be developed in poetry. Then, the task requires students to answer the following questions: 

      • (a) “In ‘I Am Offering this Poem,’ what statement does the poet repeat? (a) How does the imagery support this statement? (b) What theme does the repetition help to express?

      • (a) Summarize: In ‘The Forest for the Trees,’ each stanza describes a lesson the speaker learned from the trees. Summarize the lesson of each stanza. (b) Interpret: What overall lesson or theme does the poem express?

      • (a) Which words repeat in lines 6, 9, and 12 of ‘blessing the boat’? (b) Connect: How are these words a reflection of the poem’s title? (c) Interpret: What is the speaker hoping or gently commanding? What is one theme the poem expresses?

      • Interpret: Explain how the following elements function as symbols in two of the poems. What does each one represent, and how is that meaning related to the poem’s theme? (a) ‘The Forest for the Trees’: a bicycle, a street sign, and a chainsaw (b) ‘blessing the boats’: the water”

      After this task, students participate in a group discussion where one of their prompt options is to compare these themes. The prompt states, “Compare and contrast what the three poems suggest about the qualities and skills one needs to thrive rather than just survive.”

• Materials provide opportunities for students to analyze craft and structure (according to grade-level standards) within individual texts and across multiple texts to support students in making meaning.

  • Throughout the myPerspectives program, students complete various tasks and questions that prompt them to analyze craft and structure to make meaning of the texts under study. In addition to analyzing each text individually, each unit includes paired text selections and assignments that require them to draw connections across texts. At the end of each unit, students use the information from all the unit’s texts to complete the written Performance-Based Assessment. 

    • In Grade 10, Unit 5, Peer-Group Learning, students read “In La Rinconada, Peru, Searching for Beauty in Ugliness” by Marie Arana. After reading, they complete various questions and tasks to deepen their understanding of the story. One of these tasks requires students to analyze the imagery in the text. The “Author’s Style: Imagery” task provides a definition of imagery with examples from the text. Then, the task requires students to work independently and 

      • “Choose examples of imagery in the article. Identify the senses in which each example appeals and explain how it helps to develop Arana’s ideas. Gather as a group to discuss your responses.”

    • In Grade 11, Unit 4, Whole-Class Learning, students read an excerpt from “Life on the Mississippi” by Mark Twain. After reading, they complete various questions and tasks to deepen their understanding of the text. One of these tasks require students to analyze the author’s purpose. The “Author’s Purpose” task provides a definition of the author’s purpose, anecdotes, humorous descriptions, and social commentary, as well as a summary of how these facets exist in Twain’s text. Then, the task require students to answer the following questions:

      • “(a) Distinguish: In paragraph 3, does Twain describe the town and steamboat neutrally, humorously, or with a mixture of plain fact and humor? Explain. (b) Analyze: What purpose or purposes does the description serve?

      • Interpret: What social comment about the values of the town’s boys does Twain offer in paragraph 4?

      • Analyze: Record examples of humorous descriptions from the text. Explain the informative purpose each example serves.

      • Interpret: What larger social comment or point of view about human nature do the passages you recorded in item 3 help Twain express? Explain.” 

• Materials provide opportunities for students to analyze the integration of knowledge and ideas (according to grade-level standards) within individual texts and across multiple texts to support students in deepening their understanding on a topic.

  • Throughout the myPerspectives program, students complete various tasks and questions that prompt them to analyze the integration of knowledge and to make meaning of the texts under study. In addition to analyzing each text individually, each unit includes paired text selections and assignments that require them to draw connections across texts. At the end of each unit, students use the information from all the unit’s texts to complete the Performance-Based Assessment. 

    • In Grade 12, Unit 3, Whole-Class Learning, students read William Shakespeare’s The Tragedy of Macbeth and listen to both L.A. Theater Works’ and LibriVox’s performances of Act V, Scene I. After reading, they complete various questions and tasks to deepen their understanding of the play. One of these tasks require students to analyze multiple interpretations of the drama. The “Analysis” task requires students to compare the performances. Students answer the following questions:

      • (a) Compare and Contrast: What is the major difference between the pacing of the LibriVox and the L.A. Theater Works recordings? (b) Evaluate: What effect does this difference have on your understanding of the scene?

      • (a) Interpret: Which of these recordings, if either, evokes more sympathy for Lady Macbeth? Explain. (b) Analyze: What aspects of the performance evoke an emotional response in the listener?

      • Compare and Contrast: What was different about listening to the lines compared to reading them? Consider the use of sound effects, editing, and pacing in your answer.”

The evidence-based discussion opportunities in the myPerspectives materials meet expectations for indicator 2j. The curriculum provides frequent opportunities for collaborative conversations about texts, requiring students to use, apply, and incorporate textual evidence. Students engage in discussions after first and second reads, participate in Peer-Group Learning, and complete speaking and listening tasks. While most discussions are informal, structured discussions such as panel discussions and partner debates encourage students to analyze texts deeply. The curriculum also includes prompts for students to consider different perspectives and engage in intellectual discourse, though formal guidance for structured discussions is less frequent. These collaborative activities help students develop critical thinking and textual analysis skills while refining their ability to articulate and support their interpretations.

• Materials provide opportunities for students to engage in collaborative conversations about the text being read, which require them to utilize, apply, and incorporate evidence from texts and/or sources.

  • Throughout the myPerspectives units, students have many opportunities to engage in collaborative conversations about the texts being read. After completing each first read of the texts, students complete the First Thoughts Activity and then discuss their answers in groups. After completing a second read of each text, students complete several tasks to deepen their understanding and analysis. Some texts provide optional Sharing Perspectives tasks, where teachers can facilitate additional short discussion prompts. Many of the tasks in the materials require students to engage in collaborative conversations in pairs, groups, or as a whole class. While these tasks are present, most of these conversations are informal. 

  • During the Peer-Group Learning parts of each unit, students work with their groups almost the entire time. This peer group structure requires students to engage in collaborative discussions frequently throughout each unit. Before beginning the peer group component of each unit, students go over peer-group learning strategies, such as “support others” and “clarify.” As students dive into the unit, they complete many text-specific tasks that require them to utilize, apply, and incorporate text evidence. These tasks include summaries, short responses to text-based questions, speaking and listening activities, and writing activities. 

    • In Grade 10, Unit 2, Peer-Group Learning, students read a collection of poems, including “beware: do not read this poem” by Ishmael Reed, “The Raven” by Edgar Allan Poe, and “Windigo” by Louise Erdrich. After reading, students engage in a panel discussion where they answer one of the following prompts: 

      • “‘beware: do not read this poem’: Discuss the various transformations the poem describes and consider their connections. 

      • ‘The Raven’: Discuss the speaker’s transformation over the course of the poem. Consider whether the speaker is describing actual events or is descending into madness. 

      • ‘Windingo’: Discuss the nature of the speaker’s transformation and whether the child, too, undergoes a transformation of some sort.”

      Before the panel discussion, students develop their interpretations in their groups and draft paragraph responses. Students must use evidence from the poem to support their responses. During the discussion, students use this textual evidence. 

• Materials provide opportunities for students to consider others’ perspectives and engage in intellectual discourse about texts and topics they are reading.

  • myPerspectives materials provide opportunities for students to consider others’ perspectives and engage in intellectual discourse about the texts and topics of study. While students engage in many discussions as they work through tasks throughout the program, formal discussions with more intentional guidance that ensures students consider others’ perspectives are less frequent. 

    • In Grade 9, Unit 2, Peer-Group Learning, students read a poetry collection that includes the poems “Praise Song for a Day” by Elizabeth Alexander, “There Are Birds Here” by Jamaal May, “Who Burns for the Perfection of Paper” by Martin Espada, and “A Center” by Ha Jin. After reading, students participate in a panel discussion to one of three provided prompts. As students hold the discussion, they are to “clarify [their] understandings of each other’s ideas  by posing questions [and] responding thoughtfully to questions [they] are asked.” Students are also to “Check [their] understanding of others’ ideas by pausing periodically to summarize the discussion. Then, suggest new connections or conclusions.” By doing these things, the materials guide students to consider others’ perspectives as they engage in conversations about the texts under study. 

    • In Grade 11, Unit 4, Whole-Class Learning, students read an excerpt from Mark Twain’s Life on the Mississippi. After reading, they participate in a partner discussion on the question, “To which part of the United States does Mark Twains most ‘belong?’” As they discuss, they can reference tips in the materials on how to collaborate effectively, including “sharing their] ideas, findings, and conclusions with each other. Consider each other’s perspectives and assess the strengths and weaknesses of each other’s evidence. Then, resolve any differences and decide [their] agreed-upon answer.” Their goal in this discussion is to deepen their understanding and try to convince their partners. 

The instruction on independent word-learning strategies and key vocabulary words in myPerspectives materials meet expectations for indicator 2k. The curriculum provides structured, explicit vocabulary practice before, during, and after reading. Each unit begins with introducing academic vocabulary tied to the writing focus, where students predict meanings, analyze roots, and review mentor sentences. Before reading, Concept Vocabulary tasks introduce words through definitions, sentence writing, and dictionary use. Teachers may also introduce high-utility words, which vary per text. During reading, bolded words link to student-friendly definitions. After reading, students engage in Concept Vocabulary and Word Study tasks on word structure, connotations, and affixes, reinforcing vocabulary through writing and analysis. Word walls are used throughout the unit, expanding with each text. Teacher guidance includes pre-reading differentiation to support students with challenging vocabulary, guidance on facilitating the various tasks, and student sample responses to all vocabulary tasks. This consistent, structured approach ensures multiple exposures to key words across texts. 

• Materials include structured and explicit practices for introducing key vocabulary words and independent word-learning strategies within the context of the texts (analyzing morphemes, etymology, word maps, and discussion of word relationships/shades of meaning, dictionary skills, context clues). Attention is paid to vocabulary essential to understanding the text and high-utility academic words. Materials provide multiple exposures to key vocabulary within (i.e., before, during, after reading) and across texts.

  • myPerspectives materials include an academic vocabulary component at the start of each unit. The academic vocabulary is directly related to the unit’s writing focus. Teachers introduce these words at the beginning of each unit and prompt students to review each word, predict the meaning, and list at least two related words. To support students, the roots of the words with their definitions are provided, in addition to two mentor sentences that use the word. The Teacher Edition prompts teachers to “point out that the root of each word provides a clue to its meaning” and “discuss the mentor sentences to ensure students understand the word’s usage.” This is a repetitive, structured practice in the program. 

  • Teachers introduce the unit’s word wall at the start of the unit. Throughout a unit, students complete word walls connected to the unit’s topic or theme. They begin by completing the word wall with the Mentor Text and continue to add to it throughout the unit. This is a consistent, structured practice in the program. The Teacher Edition prompts teachers to “Tell students that they can fill in the Word Wall as they read the texts in the unit, or they can record the words elsewhere and add them later. Point out that there will be no right or wrong choice of words for their Word Walls. Each student’s will be unique.” Additional Guidance prompts that teachers should “Consider creating a classroom Word Wall and invite students to contribute to it as they finish their readings.” The Expert’s Perspective note on Word Walls in the Teacher Editions states how Word Walls support student’s vocabulary development. Some of this guidance states, “Vocabulary Word Walls enable students to learn, use, and retain a large number of useful words related to a particular concept…Using Vocabulary Word Walls also helps students choose more precise words when they write or edit. Finally, forging connections among related words, as opposed to learning words individually, allows students to approach new words with confidence and knowledge.” 

  • myPerspectives materials include guidance and tasks that expose students to key vocabulary before, during, and after reading. These exposures are part of the program’s structured practices for introducing key vocabulary words and word-learning strategies to students. 

    • The text complexity information in the Teacher Edition for each text provides a “pre-reading differentiation” section. For most texts, the language conventionality and clarity component provides teachers with vocabulary words they should pre-teach if students are likely to need help with the text’s vocabulary. 

    • The Teacher Edition provides High-Utility Words for each text. The guidance includes the words, where they are referenced in the text, and how each word should be introduced to students. The strategy teachers should use to introduce high-utility words varies based on the text. 

    • The Teacher Edition provides Content Vocabulary words for some texts. These words are genre-related. The guidance includes the words and how they should be introduced to students, including discussion questions teachers should use with students. 

    • Before reading each text, students complete a Concept Vocabulary task. While this task varies in what it asks students to complete, it presents students with several vocabulary words from the text. Some of the tasks are using the definition to write a sample sentence, using a print dictionary to determine the meaning, pronunciation, and parts of speech, setting expectations about the text based on vocabulary words and definitions provided, writing a short story or paragraph using the vocabulary words and the definitions provided, etc. When definitions are provided in the materials, they are student-friendly. The Teacher Edition includes some guidance on facilitating this task.

      • In Grade 11, Unit 3, Whole-Class Learning, before reading an excerpt from Fredrick Douglass’ “What to the Slave is the Fourth of July?,” students complete a Concept Vocabulary Task. Teacher Guidance states, “Read the concept vocabulary words aloud and provide context sentences, as needed, to clarify word meanings. Then, call on volunteers to share their sentences.” 

      • When the task requires students to infer from context as they read a text, the Teacher Edition includes additional guidance on what to do if students struggle to understand each word. This guidance often includes differentiation for students who need substantial, moderate, or light support. 

    • As students read, myPerspectives materials bold and underline vocabulary words. Students may click the words to see their parts of speech and definitions, which are student-friendly. These words are the same as those completed in the previous Concept Vocabulary task before reading. 

    • After reading each text, materials include a Concept Vocabulary task. The words are the same ones students saw in the Concept Vocabulary task before reading the text. These tasks include using the vocabulary words to complete a short writing task, finding more words in the text that fit similar concepts to the vocabulary words listed, answering questions about the vocabulary words, determining the connections between words, etc. The Teacher Edition provides sample student responses for these activities. 

    • After reading each text, materials include a Word Study task. These tasks include practice with connotation and denotation, types of words (like compound words), synonyms and antonyms, prefixes and suffixes, Latin phrases, etc. The Teacher Edition provides sample student responses for these activities. 

    • After reading each text, students return to adding to their word walls for the unit. This is a consistent, structured practice in the program. 

The opportunities for students to practice independent word-learning strategies and newly taught vocabulary words in myPerspectives meet expectations for indicator 2l. The curriculum provides structured opportunities for students to develop independent word-learning strategies such as inferring meaning from context, morphological analysis, and etymological awareness. At the start of each unit, students engage in Academic Vocabulary tasks, where they analyze root words and examine mentor sentences. Students use these components to predict the meaning of the vocabulary words. Before and after reading, students complete Concept Vocabulary tasks, which include using context clues, dictionary skills, and writing exercises to reinforce vocabulary acquisition. Additionally, Word Study tasks provide explicit instruction on prefixes, suffixes, connotation, denotation, and word relationships. Students consistently apply newly learned vocabulary in discussions, writing assignments, and Performance Tasks, ensuring multiple exposures to key words. Word Walls further support vocabulary retention by allowing students to track and revisit important words throughout the unit, strengthening their understanding through continuous practice.

• Materials include opportunities for students to use independent word-learning strategies to understand the meaning of challenging words  (inferring from context, using morphological or etymological awareness). 

  • Throughout the myPerspectives program, students complete vocabulary tasks that require them to practice using independent word-learning strategies. These strategies include inferring from context, dictionary skills, and using morphological and etymological awareness. 

    • At the start of each unit, students complete an Academic Vocabulary task. Students are given the definitions of root words and sample sentences; using what is provided, students practice inferring the meaning of the vocabulary words. 

      • In Grade 10, Unit 4, the academic vocabulary words are focused on arguments. The words are allusion, articulate, contentious, vehement, and tolerate. For the word contentious, the Latin root, -tend-/-tens- meaning “stretch” and “strain” is provided. Materials include the following mentor sentences: “1. Can’t we disagree without being contentious? 2. A diplomat’s approach to conflict is not contentious.” Students use the Latin root definition and sample sentences to infer the meaning of the word. 

    • Before and after reading each text, students complete a Concept Vocabulary task. While these tasks vary, some of them require that students practice using a dictionary to figure out a word’s definition, pronunciation, and part of speech. 

      • In Grade 11, Unit 1, Peer-Group Learning, students complete a Concept Vocabulary task before reading a poetry collection, including “Old South Meeting House” by January Gill O’Neil and “The Continental Army” by Marilyn Nelson. The task requires students to use context clues as they read to determine the meaning of the words plight, dissent, and commotion. Students must “confirm those meanings by checking in a print or digital dictionary.” 

    • After reading each text, students complete a Word Study task. These tasks help students develop word knowledge, including etymological and morphological awareness. They include practice with suffixes, prefixes, roots, types of words (like compound words), connotation, and denotation. 

      • In Grade 9, Unit 3, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act IV by William Shakespeare. After reading, students complete the Word Study task. In this task, students learn about the Latin Root -stress-, and the roots -strict- and -strain-. These roots all come from the Latin word “stingere” which means “to draw tight.” Then, they see the roots used in words from the text, distressed, constrict, and constrain. Last, they find several other words that contain these same roots and note them and their meaning.

• Materials include opportunities for students to use academic and content-specific vocabulary in various contexts. 

  • During each Performance Task, students are challenged to “use one or more of the unit’s academic vocabulary.” 

  • During many Concept Vocabulary Tasks, students practice using vocabulary words in a sentence or short written assignments, allowing students to practice newly learned vocabulary in a different context (from the text). 

    • In Grade 9, Unit 2, Peer-Group Learning, students complete a Concept Vocabulary task after reading “The Friendship Bench” by Yvette Lisa Ndlovu. After determining what the words have in common with their groups, students “Write a scene in which a character travels in a time machine.” They must use all three vocabulary words in the scene: undulating, dazzling, and receding. 

• Practice opportunities incorporate review of previously learned words based on their connection to the topic of study. 

  • In each unit, students complete a Word Wall related to the unit’s topic or theme. As students progress through the unit’s text set, they refer back to and add to their word walls. This practice allows students to refer back to words they learned in the unit.

    • In Grade 12, Unit 4, the theme is “Seeing Things New.” As they read the Mentor Text, students complete a word wall that requires them to “identify words related to seeing things in new ways…Continue to add words as you complete the unit.” Each word wall document gives students a starting point, which includes three vocabulary words from the Mentor Text. In this unit, the words are reaction, notices, and realizes. As students continue to read the texts in this unit, they add to their Word Walls. 

  • The Concept Vocabulary activities students complete before and after reading each text include the same words. This practice allows students to return to words multiple times across the learning process. 

  • At the beginning of each unit, students learn new Academic Vocabulary relevant to the unit. During this task, students must note at least two related words to each academic term. 

  • At the beginning of each unit, students set goals. One of these goals is based on the statement “I can understand and use academic vocabulary related to” the writing focus of the unit. Students evaluate their progress during the unit and introduction and the unit reflection. 

The explicit instruction for teaching sentence composition in myPerspectives meets expectations for indicator 2m. Grammar instruction is integrated into each unit, with activities that require students to analyze and revise sentences based on mentor texts, core texts, and their own writing. The Teacher Edition includes modeling, differentiation strategies, and checks for understanding before students complete grammar exercises. Throughout the writing process, students engage in drafting, revision and editing, using mentor texts as models and revision checklists to refine their work. Specific teacher guidance and Quick Conference questions support students in improving sentence clarity, structure, and flow. Additionally, grammar activities incorporate authentic text-based examples, requiring students to edit or analyze sentences from core readings. This structured approach ensures students receive explicit instruction and practice opportunities to enhance their sentence-composition skills.

• Materials include explicit instruction in sentence-composition skills (use of punctuation, sentence elaboration, sentence combining using cohesive ties, sentence fluency), embedded in what students are studying throughout the unit. 

  • After reading each text, students complete several activities. For many texts, this includes a grammar and usage component. For some of these activities, students write sentences. The Teacher Edition includes guidance on checking students’ level of understanding of the grammar concept before they begin the activity with an example. After this check for understanding, the Teacher Edition presents differentiation options for remediating the concept based on the level of student support, often substantial or moderate. Then, students complete the grammar activity.

    • In Grade 12, Unit 1, Whole-Class Learning, students read an excerpt from Beowulf, translated by Burton Raffel. After reading, students complete a syntax activity on apposition and diazeugma, which can be used to ensure sentence variety. The Teacher Edition includes guidance for checking students’ understanding first. This guidance states, “Place students in pairs and have them describe their partner in heroic terms, using these sentence frames: Apposition: The legendary hero, , inspired my friend. Diazeugma: Displaying their heroic qualities, my friend , , and . Circulate and assess lesson readiness as student pairs discuss. Then, differentiate as needed, using the support notes below.” After this check for understanding, there are two differentiation options in the Teacher Edition if students need support. The guidance for substantial support states, “Before teaching the concepts of apposition and diazeugma, reinforce the idea that syntax can be used to create particular effects or highlight ideas. Ask students to share how their descriptions created particular effects or highlighted ideas. Then, work through instruction on apposition and diazeugma with students, providing examples as needed. The guidance for moderate support states, “Reinforce students’ understanding of apposition and diazeugma by discussing the work students did in pairs. Say, The use of apposition in epic poetry helps readers remember people, places, and things. The use of diazeugma enhances the action and helps to build suspense.” Last, students complete the activity, which requires them to learn about apposition and diazeugma, analyze parts of the text, as well as interpret and evaluate the effects on the text. 

  • Students write a longer piece of work for each unit’s written Performance Task. As part of the writing process, there is time for drafting, revision, and editing.  During these activities, students return to the unit’s Mentor Text and are prompted to analyze and discuss it and “Read Like a Writer.” The Teacher Edition includes notes on facilitating and Quick Conference questions that they can use to support each student.  

    • In Grade 10, Unit 3, students write an argumentative essay as the unit’s written Performance Task.

      • After planning and prewriting, students move to drafting. First, students analyze paragraphs 1 and 2 of a model draft from the Mentor Text with specific annotations, considering how the writer uses both their claim and counterclaim. Then, students complete a Coherence and Craft activity where they work on sentence variety. Teacher guidance is focused on highlighting the essential point that “In a coherent essay, ideas flow smoothly from one to the next, making it easy for readers to navigate. One way to create coherence is to skillfully use variety in sentence lengths and beginnings.” The guidance includes directions for the teachers on how to facilitate the Coherence and Craft activity, where students compare a choppy paragraph to a varied paragraph. Differentiation guidance is provided for teachers to use with students who may need substantial or moderate support with this activity. 

      • After revising, students move to editing, focusing on run-on sentences and comma splices. Teacher Edition includes guidance on launching the task, including “Tell students that a paper may have brilliant ideas to convey, but if it is full of grammatical errors, readers may be confused or distracted or may question the accuracy of the writer’s ideas.” For this part of the writing process, students practice “Reading Like a Writer” by re-examining the unit’s mentor texts with correction notes. Teacher guidance for this section states, “Walk them through the corrections the author of the Mentor Text made. Then, have them complete the activity.” For the activity, students learn about run-on sentences and comma splices; then, they practice correcting sentences with these errors. Sample responses are provided for the teacher. Teacher Guidance for this activity states, “Explain to students that run-on sentences can throw off a reader’s rhythm or make readers pause and reread sections to see if they missed a word. Review these three strategies for fixing run-ons and comma splices: Add a coordinating or subordinating conjunction; replace the comma with a semicolon; or break the run-on into separate sentences.” After the activity, students apply this learning to their own essays. Teacher Guidance also includes Quick Conference questions to use with students individually. For this task, these questions are: “Are any of your sentences run-ons? How do you intend to fix them? Have you capitalized all proper nouns, including acronyms? Can you show me where you corrected a punctuation error?” 

• Materials utilize exemplar sentences from core and mentor texts that contain clear, varied, and rich examples of sentence structure.

  • Each unit begins with reading a Mentor Text, which allows students to learn about the genre of writing aligned to the written Performance Task. Students return to this Mentor Text while drafting, revising, and editing their written Performance Task. 

  • The Grammar Activities throughout each unit include sentences that are either about the text or from the text. 

    • In Grade 9, Unit 4, Peer-Group Learning, students read an excerpt from “The Hero’s Adventure” by Joseph Campbell and Bill Moyers. After reading, students complete a grammar activity about commas. As part of the activity, students read sentences from the text and explain the comma’s use. The sentences in the assignment are: 

      • “It’s usually a cycle, a going and a returning.

      • He is out there in the world, and the woman is in the home.

      • Not only that, you’ve got a life job ahead of you.

      • If you want to put it in terms of intentions, the trials are designed to see to it that the intending hero should really be a hero.” 

    Next, students edit a passage about the text for correct comma use. 

    • In Grade 11, Unit 3, Whole-Class Learning, students read an excerpt from “Team of Rivals” by Doris Kearns Goodwin. After reading, students complete a style activity on varying syntax. As part of the activity, students are to read and identify types of phrases or clauses that begin each sentence from the text. The sentences in the assignment are: 

      • “As he looked at the new Chief Justice, Douglass recollected the “early anti-slavery days” of their first acquaintance.

      • Pivoting to face the Supreme Court, he reminded them that they also derived their ‘power from the people.’

      • His address completed, the president turned to Chief Justice Salmon Chase, who administered the oath of office.” 

The sentence composition opportunities in myPerspectives meet expectations for indicator 2n. The curriculum provides opportunities for students to write sentences about texts while practicing sentence composition skills. After reading, students complete grammar and language activities that require them to write sentences using specific structures related to the text. During written Performance Tasks, students revise and edit their writing with a focus on sentence clarity, structure, and style, using Mentor Texts as models. The curriculum also guides students to adapt their language based on audience and purpose, reinforcing precise word choice, sentence complexity, and formal writing conventions. These structured activities ensure students apply and refine their sentence composition skills throughout the writing process.

• Materials include opportunities for students to write sentences about the texts under study while practicing and applying sentence composition skills. 

  • After reading each text, students complete various activities. Some of these activities require them to consider grammar, usage, and language, and some prompt students to produce sentence-level writing about the texts under study. 

    • In Grade 10, Unit 1, Whole-Class Learning, students read an excerpt from the “Four Freedoms’ Speech” by Franklin Delano Roosevelt. After reading, they complete a Study Language and Craft activity on two types of phrases: noun phrases and verb phrases. After learning about both, students practice labeling noun phrases and verb phrases in sentences from Roosevelt’s speech. Then, students edit three simple sentences about the content of the speech, “us[ing] noun and verb phrases to add detail and depth to each” sentence. The simple sentences that students revise are: 

      • “The United States had not declared war. 

      • Roosevelt’s program called for jobs. 

      • The program increases insurance coverage.” 

• Materials include opportunities for students to practice and apply sentence composition skills by examining their own writing.

  • During each written Performance Task, students complete editing activities as part of the writing process. These activities allow students to practice and apply sentence composition skills by examining their drafts with a particular instructional focus and revising sentences to make improvements. 

    • In Grade 12, Unit 5, students write a Personal Essay as the unit’s written Performance Task. During the editing process, students re-analyze a section of the unit’s Mentor Text with a sentence focus on pronoun-antecedent agreement. After learning that “pronouns refer to nouns or other pronouns used previously” and being “caution[ed] that if two women, for example, have been mentioned in the same sentence or paragraph, using she to refer to either of them might be confusing,” they practice rewriting provided sentences to “fix errors in pronoun-antecedent agreement.” After practicing with these provided sentences, students examine their own drafts and edit their sentences to ensure that they are using accurate pronoun-antecedent agreement throughout their personal essays.

• Materials include opportunities for students to adapt their language based on the intended audience and purpose. 

  • Some of the assignments that students complete after reading texts prompt them to adapt their language based on their intended audience. 

    • In Grade 11, Unit 3, students read an excerpt from “What to the Slave is the Fourth of July?” by Frederick Douglass. After reading, they complete several tasks, including writing a report in response to the prompt: “In this speech, Douglass mentions laws that made it a criminal offense to teach an enslaved person to read and write. Briefly research how some enslaved people, including Douglass, learned to read. Then, write two one-page research reports crafted for two different audiences or readers:

      • your peers and adult readers

      • younger, elementary-level readers

      Make sure both versions of your report are organized and presented in a way that is appropriate to each audience.”

  • During each written Performance Task, students edit and revise as part of the writing process using the unit’s Mentor Text as a guide. During revision, they consider the clarity, development, style, organization, and tone of their writing. During editing, they consider the reader of their work and make changes to their writing to strengthen it and meet its intended purpose. Teachers remind students of the importance of the editing process and remind students of the purpose of the genre of writing they are working with, and how lack of revision can hinder their writing. 

    • In Grade 11, Unit 3, students write a research report as the written Performance Task for the Unit. During revision, students complete a checklist; part of this checklist requires students to evaluate style and tone. The guiding questions on this part of the checklist are: “Are my style and tone suitably formal and objective? Have I defined words readers may not know, especially terms that pertain to my subject matter?” Before editing, teachers are to remind students that “if readers stumble over errors or get confused by sloppy writing, they are likely to assume that the report’s content is suspect.” During the editing process, they re-analyze a section of the unit’s Mentor Text with a sentence focus on active vs. passive voice. The Mentor Text includes annotations and changes that the writer made to strengthen their writing. One of these notes states, “The writer broke up an overly long sentence and clarified a term that would be unfamiliar to many readers. The edit also corrects an ineffective use of passive voice.” Following this analysis, students complete a short activity, where they revise a provided paragraph to shift passive voice to active voice. Then, they rewrite or edit their own sentences in their report to fix any passive voice to active voice. 

The on-demand and process writing opportunities in myPerspectives meet expectations for indicator 2o. The curriculum includes a mix of on-demand and process writing tasks. Each unit begins with Quick Writes and summary activities, followed by on-demand writing prompts after reading texts, which vary in length and complexity. Students also engage in process writing through Performance Tasks and Performance-Based Assessments, which align with the unit’s Mentor Text and require them to synthesize information and ideas from their reading. This consistent connection between reading and writing fosters deeper understanding. While Grades 9-10 align with standard writing distributions (40/40/20), Grades 11-12 place equal emphasis on all three modes (33.3/33.3/33.3), slightly diverging from recommended standards. Writing tasks are closely tied to the themes, topics, and genres of the readings, reinforcing students’ ability to write purposefully and analytically.

• Materials include a mix of grade-appropriate on-demand and process writing.

  • myPerspectives materials include various on-demand and process writing tasks.

    • At the start of each unit, students read a Mentor Text and complete a Summary and a Quick Write response, where they draft their initial thinking on the unit’s essential question. 

    • After reading each text, students complete various activities. Many of these activities require on-demand written responses that vary in length (from sentence to paragraph to multiple paragraphs). 

      • In Grade 10, Unit 2, Whole-Class Learning, students read “House Taken Over” by Julio Cortazar. After reading, students complete an assignment that includes various short response prompts, including “(a) Describe: What are the characters like at the beginning of each story? Cite evidence that supports your descriptions. (b) Compare and Contrast: Do the characters change as the plots unfold in one story, in both stories, or in neither story? Explain your views. (c) Analyze: What themes are suggested by the characters’ situations at the end of each story?” 

      • In Grade 11, Unit 4, Whole-Class Learning, students read an excerpt from Mark Twain’s Life on The Mississippi. After reading, they complete an on-demand essay task to the prompt, “Write a personal essay about someone you once idolized in a way that was similar to Twain’s admiration for the steamboat apprentice. Use a narrative, or storytelling structure, as your basic organization. Then, integrate other types of structures to add interest and information. Use narrative techniques–the ingredients of vivid storytelling–to bring your experience to life for your readers. For example, incorporate dialogue that will let your readers ‘hear’ characters speaking and interacting.” 

    • Each unit includes various performance tasks and a performance-based assessment. Most of these require students to complete a process-writing assignment. 

      • In Grade 12, Unit 4, one of the two Performance Tasks and the Performance-Based Assessment require students to write a short story. 

        • The Performance Task prompt states, “Use the short story form to explore new or different ways of perceiving. Choose one of these options, or come up with an idea you prefer. 

          • Science Fiction: A character’s memory has been stolen. In what ways do the character’s perceptions change as a result?

          • Realistic Fiction: A character is forced to move after the sale of a beloved family home. How does this shift change the character’s view of the world?

          Your story should be well structured and cohesive and build toward a satisfying outcome. Use the elements of short stories in your writing.” In order to complete this task, students engage in the complete writing process, including prewriting, planning, drafting, revising, editing, and publishing. 

        • The Performance-Based Assessment prompt states, “In this unit, you have read literary works that challenge readers to perceive things in new ways. You have also practiced writing a short story. Now, apply what you have learned. Write a short story in which you synthesize the information you learned in this unit with your own ideas to respond to the Essential Question: What do we gain when we change our perceptions?” In order to complete this assignment, students must plan, draft, review, and edit their short stories. 

• Materials reflect the distribution indicated by the standards for process writing (9-12 40/40/20 persuade/explain/convey experience). (This criterion is evidence only and not considered in scoring)

  • The process writing distribution in the myPerspectives program is as follows:

    • Grade 9: 40/40/20 persuade/explain/convey experience

    • Grade 10: 40/40/20 persuade/explain/convey experience

    • Grade 11: 33.3/33.3/33.3 persuade/explain/convey experience

    • Grade 12: 33.3/33.3/33.3 persuade/explain/convey experience

    • Generally, myPerspectives materials meet the distribution indicated by the standards across process writing opportunities in grades 9 and 10 but do not meet the distribution in grades 11 and 12. 

• Writing opportunities are appropriately aligned to the purpose, genre, and/or topic of the unit’s reading. 

  • Each written Performance Task and Performance-Based Assessment requires students to synthesize learning from the unit’s reading. The genre of each unit’s written Performance Tasks and Performance-Based Assessments is directly aligned to each unit’s Mentor Text. 

  • Most of the unit’s designated Writing assignments directly align with the genre of writing that students examine in the Mentor Text and target in the written Performance Task and Performance-Based Assessments. 

    • In Grade 9, Unit 1, students complete a unit titled Survival. The Mentor Text, written Performance Task, and Performance-Based assessments are argumentative essays. Other designated writing assignments and lessons include a comparison-and-contrast essay, an encyclopedia entry, an argumentative essay, and a lesson on authors’ claims and ideas. Most of these writing assignments and lessons support students in completing their Performance-Based Assessment to the prompt “In this unit, you read about survival in literature. You also practiced writing arguments. Now, apply what you have learned. Write an argumentative essay in which you synthesize the information you learned in this unit with your own ideas to respond to the essential question, What qualities help us survive?” While the essay is argumentative, students are expected to use strong evidence, such as facts, statistics, and anecdotes, to support their positions. The informational writing assignments throughout the unit, like the encyclopedia entry, require practice with anecdotes and factual evidence. For this reason, previous assignments on informational writing align with this culminating prompt.

The opportunities for students to practice the writing processes using evidence-based strategies in myPerspectives meet expectations for indicator 2q. The curriculum provides multiple opportunities for students to plan, draft, revise, edit, and publish their writing, all directly tied to the texts and themes they study throughout each unit. Each Performance Task includes a structured pre-writing and planning phase, often incorporating graphic organizers to help students develop their ideas. Students engage in drafting while revisiting Mentor Texts with guiding annotations. The curriculum includes intentional revision and editing steps, where students refine their work using checklists and targeted grammar lessons. Additionally, students use technology to produce and publish their writing, with options such as digital anthologies to present their work. All Performance Tasks in the materials are completed over several instructional days, ensuring that students have ample time to complete all stages of the writing process. This structured writing process ensures students develop grade-appropriate writing strategies across various genres.

• Materials include multiple opportunities for students to plan writing (e.g., with graphic organizers).

  • Students have the opportunity to plan their writing for each written performance task and performance-based assessment in the myPerspectives curriculum. While students have opportunities to plan for both types of assignments, they follow a more intentional planning process for Performance Tasks since the Performance-Based Assessment is an assessment. 

    • In Grade 9, Unit 1, students write an argumentative essay to the prompt “To what extent should people in life-or-death situations be held accountable for their actions?” as a written Performance Task. After considering the elements of argumentative essays, referring back to the Mentor Text, and taking a close look at the assignment, students complete their pre-writing and planning. First, students complete a graphic organizer where they clarify their ideas, write a claim, and draft a counterclaim. Then, they complete an essay outline organizer, where they jot down their supporting ideas, supporting evidence, and conclusion ideas. 

• Materials include multiple opportunities for students to draft their writing. 

  • For each written Performance Task and Performance-Based Assessment in the myPerspectives curriculum, students have the opportunity to draft their writing.

    • In Grade 10, Unit 2, students write a short story to the prompt “What can happen when imagination overcomes reason?” as a written Performance Task. After considering the elements of short stories, referring back to the Mentor Text, taking a close look at the assignment, and completing the pre-writing and planning, students begin to draft their short stories. As part of the drafting process, students review and discuss the Mentor Text again with guiding annotations and questions. Then, students begin to write the opening scene of their stories. Embedded in the materials is a Coherence and Craft portion of the drafting assignment. For this task, students learn about coherent writing and how sentence fragments and run-on sentences inhibit coherence. Then, they continue drafting, applying sentence variety to their narratives. 

• Materials include multiple opportunities for students to revise and edit their writing with grade-appropriate strategies and tools.

  • Students have the opportunity to revise and edit their writing for each written performance task and performance-based assessment in the myPerspectives curriculum. While students have opportunities to revise and edit for both types of assignments, they follow a more intentional revision process for Performance Tasks since the Performance-Based Assessment is an assessment. 

    • In Grade 11, Unit 3, students write a research report to the prompt “Write a focused, well-structured, and cohesive research report in which you explore a research question related to the unit focus on the power of language to effect change. Consider one of the following general topics to begin your inquiry: a historic figure who prompted a positive change in the world, a work of literature that inspired change, or a topic of your own choosing” as a written Performance Task. After considering the elements of research writing, referring back to the Mentor Text, taking a close look at the assignment, completing the pre-writing and planning, and drafting their papers, students complete the revision step. During this step, students review and discuss the Mentor Text again with guiding annotations and questions in an activity titled “Read Like a Writer.” Then, students use a checklist to revise their drafts. After revision, students move to the editing step. During this step, students review and discuss the Mentor Text again with guiding annotations and questions, this time focusing on sentence-level writing. For this assignment, students learn about active and passive voice, practice fixing passive voice in a sample paragraph, and then edit their own sentences in their research paper drafts. 

• Materials include multiple opportunities for students to use technology to produce and publish writing. 

  • For each written Performance Task in the myPerspectives curriculum, students have the opportunity to use technology to produce and publish their writing. 

    • In Grade 12, Unit 2, students write an explanatory essay to the prompt “If you had the power to redesign society, what changes would you make?” as a written Performance Task. After considering the elements of explanatory essays, referring back to the Mentor Text, taking a close look at the assignment, completing the pre-writing and planning, drafting their papers, and revising and editing their essays, students complete the publishing and presenting step. Students are presented with two options: 

      • “Option 1: Work with your classmates to publish your essays in a digital anthology. Include visuals, formatting, and graphics—such as headings, diagrams, maps, or captioned images–to emphasize important points. 

      • Option 2: With a classmate, produce a radio feature. Record yourselves introducing, reading, and discussing your essays. Include background music or other sound effects to add interest.” 

      While these opportunities are present for all written performance tasks, the Teacher Edition does not provide sufficient instructional guidance on how to support students in completing them, some of which require specific technological knowledge. The Media Studio section of the Savvas Realize platform includes mini-lessons on technology to complete various assignments. The use of these mini-lessons is up to the teacher's discretion. 

The evidence-based writing opportunities in myPerspectives meet expectations for indicator 2r. The materials provide frequent and varied writing opportunities that require students to cite textual evidence to support both explicit analysis and inferences. After each text, students engage in a range of tasks—such as writing assignments, analysis activities, and language and craft work—that ask them to make and support claims using textual details. Performance Tasks and Performance-Based Assessments in explanatory and argumentative genres further strengthen these skills by guiding students to develop central ideas and support them with relevant evidence and thoughtful analysis.

• Materials provide frequent writing opportunities that require students to cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Materials provide frequent writing opportunities focused on students’ analyses and claims, which are developed by reading closely and working with texts and sources to provide supporting evidence.

  • Throughout the myPerspectives program, students regularly engage in activities that build their ability to cite textual evidence, make inferences, and construct and support original claims. After each text, students complete a range of tasks—including analysis and interpretation activities, language and craft analysis, and writing assignments—that require them to analyze the text, cite evidence, and apply evidence-based reasoning. Additionally, Performance Tasks and Performance-Based Assessments in explanatory and argumentative writing further reinforce these skills, guiding students to develop clear claims, integrate relevant textual evidence, and strengthen their arguments through thoughtful analysis.

    • In Grade 9, Unit 2, students complete a Performance-Based Assessment in which they write an Informative Essay responding to the prompt, “Write an informative essay in which you synthesize the information you learned in this unit with your own ideas to respond to the Essential question: How can words inspire change?” In order to complete this assignment, students are required to develop a “clear thesis or central idea” and support it with “relevant and sufficient evidence, including facts and examples.” 

    • In Grade 10, Unit 4, Whole-Class Learning, students read The Tempest by William Shakespeare. After reading Act V, students complete a Writing activity where they write an interpretative essay to the prompt “Write an interpretative essay in which you analyze “The Tempest’s uneasy ending. Remember that this is a romance, in which a happy ending comes only after characters have faced daunting challenges. In your essay, consider how one of these two elements of discord complicates the harmony of the resolution:

      • Prospero is giving up his powers. See the ‘farewell to magic’ speech (Act V, Scene i, lines 33-57)

      • Prospero ‘forgives’ Antonio, while reminding him of his treachery. See their exchange. (Act V, Scene i, lines 129-141)

      In your essay, use specific literary terms, such as couplet or epilogue. Likewise, use text evidence to support your analysis and interpretation.” Students are instructed to plan their essays, chart their evidence, develop their claims, and connect their ideas to the evidence. 

    • In Grade 11, Unit 1, Whole-Class Learning, students read an excerpt from “America’s Constitution: A Biography” by Akhil Reed Amar. After reading, students complete various tasks where they are required to use evidence, make inferences, and draw their own analysis. First, they complete an analysis activity, where they answer several questions, including “Analyze: Reread paragraphs 3-4. What kind of document was the Constitution in the summer of 1787? Explain. Make Inferences: What does this suggest about the power of ‘We the People?’ Cite reasons that support your inference.” Later, students complete an Analyze and Interpret activity where they think about historical writing and commentary. After analyzing the types of evidence Amar uses in his writing, students answer the following question: “Connect: What is Amar’s thesis? Explain…Make a Judgment: Do you find Amar’s thesis convincing? Why, or why not?  Explain, citing specific details.” Last, students complete a Language and Craft activity where they consider the rhetorical device of analogy. This activity includes three parts. First, students re-read specific paragraphs, identify the analogy, and explain how the analogy affects their understanding of the author’s ideas. Next, they analyze Amar’s “use of the phrases ‘I do’ and ‘we do’ throughout the text” and consider “how these phrases develop the analogy?” Students use this response to make an inference about the concept the analogy clarifies and then evaluate how the analogy affects their “understanding of Amar’s thesis.” Students are required to explain their responses with evidence. Last, students answer the question “Make a Judgment: Do you think analogies are an effective way to make complex information accessible to readers? Explain, citing examples from Amar’s text to support your thinking.” 

The opportunities for students to apply research skills to develop knowledge of a topic in myPerspectives meet expectations for indicator 2t. The curriculum provides multiple research opportunities that are closely connected to the texts and topics of study within each unit. Through Inquiry and Research tasks, students explore related themes by generating questions, narrowing or broadening their inquiry, gathering information from multiple sources, and refining their research focus. These tasks deepen students’ understanding of unit content while reinforcing research skills such as evaluating sources, using search terms effectively, and citing evidence. While not included after every text, these tasks occur regularly. Various tasks guide students to use search terms effectively, evaluate the credibility of sources, and cite evidence properly, including Research Reports and some Performance Tasks. Additionally, while all skills are present throughout the curriculum, some skills are covered more than others. Some research assignments also encourage students to draw on both literary and informational texts to support analysis and reflection aligned to the unit’s essential questions and themes. This integrated approach helps students build meaningful research skills while engaging with the curriculum’s core topics. 

• Materials include multiple opportunities for students to apply research skills to short and sustained research projects by answering a given or self-generated question or solving a problem, narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating knowledge of the subject under investigation. 

  • The Inquiry and Research activities that students complete after reading some texts provide opportunities for students to apply research skills to research projects by answering and generating questions, synthesizing several sources, and demonstrating knowledge of a topic.

    • In Grade 9, Unit 1, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami. After reading, they complete several tasks, including an Inquiry and Research task. This task states, “Tsunamis like the one in this story threaten Japan and many other island nations in a variety of ways. Write two questions to guide a short research project about the effects of tsunamis on Japan. Make sure your questions focus on specific aspects of the broader topic.” Next, students conduct research and write an explanation of their findings. 

    • In Grade 10, Unit 4, Whole-Class Learning, students read The Tempest by William Shakespeare. After reading Act V, students complete several tasks, including an Inquiry and Research task. This task requires students to write a research report. The task states, “The magical island is an archetype, or concept that is found in the literature and folklore of all cultures. Conduct research into the magical island archetype as it appears in works other than The Tempest. Create a research plan.” The research plan students produce must include three steps: generate a question, list possible sources, and set a schedule. The task provides students with guiding questions they should ask themselves to refine their research as they go, such as “Do you need to narrow or broaden your question? Are you able to draw connections and synthesize information in meaningful ways?” After researching, students write a brief report of their findings. 

• Materials provide opportunities for students to gather relevant information from multiple print and digital sources, use search terms effectively, assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

  • Some of the Research and Inquiry activities that students complete after reading some texts provide opportunities for students to gather relevant information from multiple sources, use search terms effectively, paraphrase, assess the credibility and accuracy of each source, and practice academic citations.

    • In Grade 9, Unit 2, Whole-Class Learning, students read “Dr. Martin Luther King, Jr.’s I Have a Dream” speech. After reading, they complete several tasks, including an Inquiry and Research task. This task states, “Deepen your understanding of this speech by conducting research on the 1963 March on Washington. Write a brief report of your findings. As you review sources, be on the alert for bias, which is a prejudice either for or against something. A biased writer or speaker attempts to manipulate their audience by presenting a false view of reality and playing on fear or other emotions.” The assignment outlines elements to look out for that may signal bias. 

    • In Grade 10, Unit 1, Whole-Class Learning, students read “Harrison Bergeron” by Kurt Vonnegut. After reading, they complete several tasks, including an Inquiry and Research task. This task states to “Research Kurt Vonnegut’s theory about the ‘shapes of stories,’ including how this idea was received, both when he first presented it and later in his career. Then, write an explanation of your findings. Use advanced searches to locate two reliable sources, one print and one digital.” The assignment includes written guidance for students on how to use effective search terms. 

  • The Research Essays and Reports that students complete as written Performance Tasks in a unit in the program provide students with the opportunity to assess the credibility of sources, quote and paraphrase, avoid plagiarism, and use proper citations. Additional longer Research activities that students complete after reading a few texts in the materials also provide them with opportunities to practice some of these skills. 

    • In Grade 10, Unit 3, Peer-Group Learning, students read “Encountering the Other: The Challenge of the 21st Century” by Ryszard Kapucinski. After reading, they complete several tasks, including a Research task. For this task, students must complete a research report about one of the cultures Kapucinski mentions in the lecture. To complete the report, students must gather information from sources and evaluate sources for credibility, ensuring that their sources are free of bias. 

    • In Grade 11, Unit 3, students write a research report on the broad unit focus on power and language to effect change as the unit’s written Performance Task. In order to successfully complete this task, students write and refine a research question, use advanced searches to identify and gather a variety of sources, and must evaluate those sources for credibility and reliability. After drafting, materials remind students about when a citation is (direct quote, paraphrase, or summary of someone else’s idea) and is not needed (common knowledge, one’s own ideas). After editing, students must create a works cited list using MLA style. 

• Materials provide opportunities for students to draw evidence from literary or informational texts to support analysis, reflection, and research.

  • Some of the Research and Inquiry activities that students complete after reading some texts provide opportunities for students to draw evidence from literary or informational texts to support analysis, reflection, and research. These opportunities allow students to build more knowledge of the topics of study in the unit. Additional, longer Research activities that students complete after reading a few texts in the materials also provide them with opportunities to practice some of these skills. 

    • In Grade 12, Unit 1, Peer-Group Learning, students read a poetry collection of four poems, including “Dulce et Decorum Est” by Wilfred Owen, “The Song of the Mud” by Mary Borden, “Thanks” by Yusef Komunyakaa, and “Thoughts on Hanoi” by Nguyen Thi Vinh. After reading, they complete several tasks, including a Research task. For this task, students must complete a research report about “warfare during World War I or the Vietnam War.” To be successful in this task, students must “make connections between some of the historical realities of the war and the poems in this collection.” 

  • Some research-based Performance Tasks in the program require students to use the texts from the unit, including informational texts, to complete a research-based task.

    • In Grade 11, Unit 6, students work in groups to create and deliver a multimedia presentation in response to the question “What qualities or strategies help us navigate change successfully?” as one of the unit’s Performance tasks. In order to complete this activity, students must locate secondary sources and find information “from experts, such as social scientists or psychologists” that speaks to their topic, in addition to the selections they already read throughout the unit. 

    • In Grade 12, Unit 2, students use the texts from the unit and additional sources from their own research to write an explanatory essay to the prompt “If you had the power to redesign society, what changes would you make?” as the unit’s written Performance Task. The texts in this unit include narrative poems and a spoken word poem. 

The formative assessments and teacher guidance on formative assessments in myPerspectives meet expectations for indicator 2u. The myPerspectives curriculum includes frequent formative assessments and support for teachers in monitoring student progress and skill development. During and after reading, students complete tasks such as Comprehension Checks, Reading Strategy questions, Close-Read responses, and Build Insight questions, all of which function as formative assessments. The Teacher Edition provides sample responses, allowing teachers to assess student understanding in real time. Additional formative assessments include Selection Tests and Exit Tickets. Data from these assessments populate reports that help teachers track mastery by standard and make instructional adjustments. Reteach and Practice resources are also available and aligned to Exit Tickets, offering targeted support with answer keys and sample responses, enabling teachers to address skill gaps effectively.

• Materials include formative assessments and support for the teacher in determining students’ current skills/level of understanding. 

  • Most of the tasks students complete throughout the myPerspectives program serve as formative assessments, allowing the teacher to determine students’ current level of skills or understanding. 

    • During reading, Comprehension Checks, Reading Strategy questions, and Close-Read Response questions allow teachers to assess how well students understand each core text. The Teacher Edition provides sample responses to these questions.

    • After reading, other tasks, including Build Insight Questions (including First Thoughts, Summary, and Analysis), provide more opportunities to assess student understanding and skills. The Teacher Edition includes sample responses for analysis questions.

    • Selection Tests for each text provide an additional opportunity for teachers to determine student understanding and skills. These tests are multiple-choice and consist of Comprehension questions, Vocabulary Questions, and analyze-the-text questions. Each Selection Test answer key provides the teachers with the objective of the question.

      • In Grade 11, Unit 6, Whole-Class Learning, students read “The Man to Send Rain Clouds” by Leslie Marmon Silko. After reading, they complete several tasks, including a Selection Test consisting of eight multiple-choice questions, such as the Concept Vocabulary Question “In which type of environment would tumbleweeds most likely be observed?” and the Analyze the Text Question “Read this excerpt from ‘The Man to Send Rain Clouds’...If Leon believes that the Christian ritual is unnecessary, what is most likely the reason that he asks Father Paul to sprinkle holy water on Teofilio’s grave?” The Answer key provides the answers.

    • After reading, each text in the program includes multiple exit tickets so that teachers can assess student skills. Exit tickets are quick skills assessments in a multiple-choice format. They are present following some of the tasks included after each text and vary in focus, including assessing a general concept, word knowledge, and grammar skills. Each Teacher Resource provided for each Exit Ticket includes a PowerPoint presentation.

      • In Grade, Unit 6, Whole-Class Learning, students read “Back to My Home Country: An Essay” by Andrea Levy. After reading, students complete various tasks and materials, including three exit tickets connected to the concepts and skills covered in some of these tasks. Exit Tickets include an Exit Ticket on Point of View and Purpose, an Exit Ticket on Contested Usage, and an Exit Ticket on Diction and Syntax.  

• Materials include guidance that supports the teacher in making instructional adjustments to increase student progress.

  • Student responses on Selection Tests and Exit Tickets populate the Data section, which teachers can use to monitor student progress and growth. Reports include class mastery by standard, student mastery, average mastery, standard item analysis, student progress, and usage by student. 

  • Teacher Resources for Exit Tickets include a Reteach and Practice assignment that teachers can assign to students who need more practice. These assignments include isolated skills practice. Each Reteach and Practice assignment includes an Answer Key. 

    • In Grade 9, Unit 5, Whole-Class Learning, students read “There Will Come Soft Rains” by Ray Bradbury. After reading, students complete various tasks, including an Exit Ticket on Linear Plot Development. A Reteach and Practice assignment is included that teachers can use with students who need more practice based on the Exit Ticket results. The reteach assignment includes information on linear plot development (including definition and example of key literary terms), an excerpt from a story, and five questions (four short-response and one multiple-choice), including “Is the story an example of linear plot development? Explain.” The Teacher Resource includes sample student responses to all questions. 

The culminating/summative assessments in myPerspectives meet expectations for indicator 2v. The program includes multiple culminating tasks and summative assessments in each unit aligned to the unit’s topic/theme or essential question. These include Performance Tasks, Unit Projects, Performance-Based Assessments, and Unit Tests, each offering students opportunities to demonstrate the knowledge and skills developed throughout the unit. Performance Tasks integrate reading, writing, speaking, and listening skills, while Unit Projects encourage creative application of learning, and Unit Tests assess ELA concepts and standards. Written Tasks are scaffolded and supported throughout the unit with instruction, skill development, and the use of Mentor Texts, preparing students for success. While the program includes progress monitoring tools and genre-specific rubrics for writing tasks, it offers limited rubric-based guidance for evaluating Unit Projects. The teacher guidance for determining and evaluating student performance on summative assessments is generally broad. While tools are provided for most assessments, the materials do not provide guidance on effectively using these tools. 

• Culminating tasks/summative assessments are evident in each unit/module and align to the unit’s/module’s topic or theme. Culminating tasks/summative assessments provide students with the opportunity to demonstrate the knowledge and skills acquired throughout the unit/module while integrating multiple literacy skills (reading, writing, speaking, listening).

  • Each unit in the myPerspectives program contains several culminating tasks/summative assessments. Culminating tasks include two Performance Tasks, a Unit Project, and a Performance-Based Assessment, and summative assessments include Unit Tests. Performance Tasks, Unit Projects, and Performance-Based Assessments align with each unit's topic or theme and are designed for students to exhibit both the knowledge and skills they’ve gained throughout the unit. Unit Tests solely align with the unit’s skills and ELA concepts. 

    • The design of the culminating tasks/assessments in the program varies. Performance Tasks follow the end of Whole-Class Learning and Peer-Group Learning, respectively. While the first Performance Task in a unit is a written process-based writing piece, the second is a Speaking and listening activity completed in groups. Performance-based assessments are independently completed process-based writing pieces focused on each unit’s essential question. Unit Projects provide students with choices and, therefore, vary in their structure. Unit Tests are multiple-choice assessments focused on ELA concepts and skills like reading comprehension, word study, and conventions. 

      • In Grade 9,  students complete Unit 3, Crazy, Stupid Love, with the essential question “What is true love?” Throughout the Whole-Class Learning portion of the unit, students read William Shakespeare’s Romeo and Juliet. Following Whole-Class Learning, students complete the written Performance Task where they are to write a literary analysis essay to the prompt, “Write a literary analysis essay about a literary work you recently read. The work you choose should have sparked a strong reaction in you–you may have loved it, disliked it, or been troubled by it in some way. Include the elements of literary analysis in your essay.” To complete this task, students must integrate both reading and writing skills. For Peer-Group Learning, students read three texts/text sets (two literary criticisms, a short story, and a poetry collection of three poems). Following Peer-Group Learning, students complete the Speaking and Listening Performance Task to the prompt, “With your group, develop an advertisement in which you use at least one rhetorical device and one logical fallacy. Write an explanation of your process, which includes the purpose of the rhetorical device and the effects of the logical fallacy. Then, present your advertisement to the class.” To complete this task, students must integrate reading, writing, speaking, and listening skills. For Independent Learning, students must choose one of three texts and text-set options to read and analyze. Following Independent Learning, students develop their Unit Project. The Unit Project for this unit presents students with the option of writing an advice column, creating a collage, or holding a group discussion. All three options require that students focus on the selections from the unit. After completing the Unit Project, students complete the Performance-Based Assessment to the prompt, “Write an argumentative essay in which you use textual evidence as your personal experiences and observations to respond to the essential question: What is true love?” To complete this task, students must integrate both reading and writing skills. After completing the Performance-Based Assessment, students complete the Unit Test, which includes 25 multiple-choice questions focused on various skills and concepts students learned throughout the unit, such as poetic structure, argumentation, context clues, rhetorical devices, and logical fallacies. 

  • Additional assessments in the myPerspectives program include multiple-choice assessments at the beginning, middle, and end of the year. These tests assess reading comprehension, vocabulary, and conventions skills.  

• Materials provide opportunities to support students in gaining the knowledge and skills needed to complete the culminating tasks/summative assessments.

  • Students gain the knowledge and skills throughout each unit to complete culminating tasks/summative assessments.

    • The materials chunk the assignment into parts for each Performance Task, including instruction and guidance on completing each component. 

      • In Grade 10, Unit 3, students complete a written Performance Task after the Whole-Class Learning component, which involves examining a fine art gallery and a video and reading Franz Kafka's The Metamorphosis. For this task, students must “Write a well-structured and cohesive argumentative essay in which you state and defend a position on the following question: Is the experience of being an outsider universal? Support your ideas with evidence from your reading, personal experience, and any research you conduct.” The task is chunked into sections comprising the writing process, including planning, prewriting, drafting, revising, editing, and publishing. For each component, materials include instruction, guidance, and reference the unit’s Mentor Text. To complete this assignment, students must grapple with a major focus from the unit reading, being an outsider or outcast, which is most embodied by Gregor Samsa’s character. Students must also use the academic vocabulary they learned earlier in the unit. 

    • To complete each Performance-Based Assessment, students must consider the knowledge they gained from the selections throughout the unit and solidify their own perspectives on the unit’s essential question.

      • In Grade 12, Unit 2, the Performance-Based Assessment requires students to write “an explanatory essay in which you synthesize information you learned in this unit with your own ideas to respond to the Essential Question: How valid are social roles?” Students should use the Evidence Logs they completed after reading each text to help them complete this task. Students should apply the skills they learned in the unit’s written Performance Task, where they also wrote an explanatory essay. 

    • To complete each Unit Test, students must apply the reading comprehension, word study, vocabulary, and conventions skills they developed throughout the unit. 

    • To complete each Unit Project, students must consider all the learning from the unit and apply it in a creative context. 

• Materials include broad guidance that supports the teacher in determining and evaluating student performance on the culminating tasks/summative assessments in the program. 

  • The Data section on the Savvas Realize platform populates with Unit Tests and beginning, mid, and end-of-year assessments, which teachers can use to monitor student progress and growth. Reports include class mastery by standard, student mastery, average mastery, standard item analysis, student progress, and usage by student. 

  • Each Unit Test and beginning, mid, and end-of-year assessment includes a Reinforcement Resource for the Teacher. This resource “lists the Student Edition page on which the skill assessed is taught, as well as supporting reinforcement resources.” This resource provides the following guidance to teachers: “As warranted by student results, you may wish to revisit the Student Edition lesson or assign the reinforcement resource(s) listed.” For students who take Unit Tests online, Reinforcement is automatically assigned based on their results. 

  • The Writing and Research Center on the platform includes rubrics by writing genre (argumentative, informative/explanatory, narrative, and research) that teachers can use to evaluate Performance Tasks and Performance-Based Assessments. However, additional guidance on using rubrics or having students reflect on their writing after it is scored is not provided. 

  • Unit Projects do not include rubrics to support the teacher in determining and evaluating student performance. Instead, the Teacher Edition includes the following guidance for teachers for unit projects: “You may want to co-author rubrics with students to ensure that their work meets expectations.”