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

Texts are organized into modules. There are four modules that explore a particular literary element or idea. Students’ ability to read and comprehend complex texts is supported by engaging in analysis, participating in evidence-based discussions, and writing to inform in the first two modules. In the third module, students learn the principles of research. In the last module, students study argumentation techniques to write their own arguments. Repeated reading for different purposes and to develop vocabulary with increasingly complex texts continues throughout the year.

Each module is divided into units. Each unit is entitled with a quotation from a text included as student reading. The quotation serves as the theme that build students’ knowledge while enhancing their ability to read and comprehend complex texts proficiently. The texts are connected by cohesive topics throughout the modules. The units within the module focus on a theme that can be supported in the various texts and demonstrated in the tasks and activities. Students are given numerous opportunities to independently practice with the texts and to build understanding.

• In Module 1, students make connections across various poems as they explore how authors draw on and transform source material in the development of central ideas. Students continue to develop skills with a close reading of a contemporary short story and excerpts from novels, including The Joy Luck Club and Friday Night Lights.
• In Module 2, students read the autobiographical essay, “A Genetics of Justice” by Julia Alvarez. Using this text students build skills for reading and understanding a literary nonfiction. The secondary text in this unit is Mark Memmot’s “Remembering to Never Forget: Dominican’s Parsley Massacre,” a journalistic text that covers the Trujillo dictatorship. Students are able to analyze two texts that handle political issues from differentiating perspectives.
• In Module 3, students research multiple perspectives on a topic to develop and support a position. The central text for the entire module is The Immortal Life of Henrietta Lacks. Students study the author’s craft, read selected articles on the central topic, and develop an essential question for research.

The instructional materials reviewed for Grade 10 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

In each lesson, text-based questions build from comprehension to deeper analysis questions exploring how the text works and what the text means. Students explore author’s craft, as well as key details. Students examine the effectiveness and impact of an author’s purpose, word choice, and use of figurative language, in order to derive meaning from texts. Key ideas, craft and structure are present within each question set. Question set build upon one another to push students to higher order thinking. For example:

• In Module 1, Unit 2, Lesson 11, students read and annotate “The Palace Thief” and answer questions, such as:
  • How does Hundert’s opinion of Sedgwick based on the second cheating incident contribute to the development of a central idea of the text?
  • How do Hundert’s thoughts during the night after the competition develop a central idea of the text?
  • How does Hundert’s use of figurative language on page 197 develop a central idea of the text?
• In Module 3, Unit 1, Lesson 15, students read and annotate The Immortal Life of Henrietta Lacks. Students are asked a series of prompts and questions including:
  • Students are reminded to use domain-specific vocabulary. Then they are to choose one central idea that Skloot develops in the texts.
  • Another assignment asks students to articulate two or three areas of investigation and where they emerge from the text.

• In Module 4, Unit 1, Lesson 5, students evaluate E.B. White’s “Death of a Pig.” students are asked a series of prompts and questions including within Activity 2 in Homework Accountability:
  • What characteristics and components of a narrative essay are present in White’s “Death of a Pig”?
  • How does White achieve beauty and meaning in the context of this narrative essay?

The instructional materials reviewed for Grade 10 meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Materials contain text-dependent questions that support student analysis across the text. The questions provided are scaffolded and offer opportunities to raise the level of rigor in the classroom through deeper analysis and textual evidence to justify students’ responses. The texts are organized in a manner that poses thought-provoking questions to students from the beginning to the end of the lesson. The questions also provide opportunities for each student to demonstrate these skills using one text or multiple texts. Module 3 focuses on research-based questions that extend beyond the classroom.

• In Module 1, students conduct a close read of several texts, including poems and excerpts from two narrative nonfiction texts; students then write an essay where they develop a central idea by explaining how the relationships between children and their parents differ or relate.

• Within Module 2, Unit 2, students read and analyze paragraphs 20-22 of “A Genetics of Justice.” Students participate in a whole group and small group discussion, both using the text as evidence. Questions from the small group activity are as follows:
  • How does Alvarez’s use of the word especially further develop an idea that she introduces in paragraphs 2-6?
  • How do Alvarez’s specific word choices develop the idea of trauma in the first three sentences of paragraph 20?
  • What consequences does Alvarez’s mother fear as a result of her husband’s activities?
    • After student pairs work on the above questions, they are given a graphic organizer, the Discussion Tool, to help compose ideas as they are being discussed by each group.

• In Module 3, students answer questions regarding Henrietta Lacks’ cancer cells, from the text, The Immortal Life of Henrietta Lacks, and how they were used in research. Then, students identify their own areas of investigation based on their reading and understanding of the text, paired with the text-dependent and text-specific questions. While conducting research, students explore the author’s method(s) of presenting the story of Henrietta Lacks.

• Within Module 4, Unit 2, Lesson 13, students read Act 4.2 of Macbeth. To learn how figurative language reveals meaning, they are assigned to answer the following questions:
  • What words or phrases develop your understanding of how Lady Macduff feels about Macduff?
  • What metaphor does Lady Macduff use to illustrate Macduff’s “madness” (line 4)?
  • How does this figurative language develop a central idea in this scene?
    • To assist students with answering the questions, students annotate their texts for the central idea, using the code “CI.” This strategy assists “them to keep track of evidence they will be using later in the lesson assessments and Performance Assessment, which focus on the development of central ideas.”

The instructional materials reviewed for Grade 10 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

Each module includes a Module Performance Assessment that serves as a culminating task in which they demonstrate their knowledge of a topic through integrated skills. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups. Each unit also includes both a Mid-Unit Assessment and an End-of Unit of Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.

In Module 1, student explore the intertextuality of three related poems that span several centuries. Students study character motivations and interactions of complex characters and explore the effects of those interaction on character identities. In the Module 1 Performance Assessment, students to respond to the prompt, “Draw on your analysis of two of the 10.1 texts in order to respond to the prompt, How do the two narrators’ different points of view affect the development of a common central idea?” As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,

• In the Unit 2 End-of-Unit Assessment students, “Analyze how the interactions between Hundert and the Bells develop a central idea of the text in ‘The Palace Thief’”.
• In the Unit 3 End-of-Unit Assessment students read two texts and write a formal, multi-paragraph response to answer the prompt, “How do the relationships between children and their parents develop a central idea common to these two texts?”

In Module 3, students conduct inquiry-based research to surface and track potential research topics regarding medicine, ethics, and scientific research topics to produce evidence-based arguments. In the Module 3 Performance Assessment, students respond to the prompt, “Build on the analysis you did for your research-based argument paper by producing a 5-minute podcast. Synthesize your research and offer salient points of research in an engaging oral presentation that demonstrates command of formal spoken English. Your podcast should detail your central claim, two supporting claims with relevant and sufficient evidence and one counterclaim with corresponding limitations.” As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,

• In the Unit 1 End-of-Unit Assessment students respond to prompts citing textual evidence to support analysis and inferences drawn from the text. Part 1 asks students to “Choose one central idea that Skloot develops in the text. How does Skloot unfold an analysis of this central idea?”
• In the Unit 2 End-of Unit Assessment students complete a research portfolio.
• In the Unit 3 End-of-Unit Assessment students work in class to finalize research-based argument papers.

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

Module 1 introduces expository/informational writing in a series of lessons intended to develop close reading habits paired with evidence-based writing. Modules 2 and 3 extend and deepen the expository/informational writing skills and habits. Module 4 is dedicated exclusively to argument writing. Most lessons end with a Quick Write, on-demand assessment, which provides the opportunity to respond to texts, often following a text-based discussion in class. Quick Write activities in all instances act as major process writing assignments. Mid-unit and end-of-unit writing assignments allow extended writing. In Module 3 students research to support exploration of topics.

In Module 4, Unit 2, Lesson 8, students complete the following activities:

• For the Mid-Unit Assessment, students complete a Text-Based Response. Students must “Rely on [their] reading and analysis of paragraphs 1-15 of ‘A Genetics of Justice’ to write a well developed response to the following prompt: How does Alvarez develop the claim she makes in paragraph 15?”

• Students are tasked with the End-of-Unit Assessment: Text-Based Response. Students must “Rely on [their] reading and analysis of ‘A Genetics of Justice’ to write a well-developed response to the following prompt: How does the sentence ‘No flies fly into a closed mouth’ (par. 21) develop and refine one of Alvarez’s ides in ‘A Genetics of Justices’?”

• Both the Mid-Unit and the End-of-Unit Assessments are assessed and scored using the same criteria.

In Module 4, Unit 2, Lesson 24, students complete the following activities:

• For the Mid-Unit Assessment: Text-Based Response, students must “Rely on [their] reading and analysis of Acts 1 and 2 of Macbeth to write a well-developed response to the following prompt: How do Shakespeare’s structural choices create an effect of mystery, tension, or surprise in the first two acts of the play?”

• Utilizing the “Homework Scaffolding Tool” for Macbeth, students are assigned to read the Acts 3.3 and 3.4: LInes 1-41 as they are written in the tool’s first column. In the second column, students answer questions, and in the third column they examine the vocabulary found in the selected lines. This assignment prepares students to answer the Text-Based Writing Prompt: “Which character is most responsible for the tragedy of Macbeth?”
• In the End-of-Unit Assessment, students rely on their close reading and writing to write an argument paper.

The instructional materials reviewed for Grade 10 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.

Module 3 is dedicated to conducting a sustained research project. Students practice the skills and concepts of research throughout all modules via extension questions with each text. Students are presented with questions regarding historical figures in specific texts, etc. Module 3 offers students the opportunity to synthesize their findings through a major process writing: a written argument.

Students examine mentor texts and determine qualities of well-researched, evidence-based writing. Students also develop their own line of inquiry and present their findings in a culminating task. Students also practice the research process through Accountable Independent Reading (AIR), which pushes students to discuss the text and relate it to what they are doing within their personal lives; students must go outside of their regular assigned tasks to meet with a school librarian to identify a text that peeks their interest(s). Students synthesize knowledge gained through AIR with current assignments and projects.

Students are presented with graphic organizers that provide students a method of recording information, and rubrics make expectations for quality explicit. The use of rubrics encourages synthesis of knowledge and understanding of said topic(s). Overall, students will research an area of investigation by generating inquiry-based questions, evaluating sources (self-selected texts), analyzing the claims of authors, and developing their own claims and counterclaims throughout.

In Module 3, students read and analyze The Immortal Life of Henrietta Lacks by Rebecca Skloot to understand the process of research and explore the ethics of medical research. Students then develop a line of inquiry, determine sources to explore, and prepare to share their findings as a final product. The final product of inquiry is both an evidence-based research paper and a podcast which provides opportunity to demonstrate use of media and tools for presentation. Students engage in discussion to fine tune and refine their research. They work with peers to review, edit, and revise papers. During the process of inquiry, students are taught to search for details, select details for relevance, connect details for coherence, and make a claim. The students gain a deep understanding of a topic by developing evidence to support a claim throughout the module.

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

Students read independently and regularly for homework. Students’ independent reading is often completed as assigned homework. Students do have some opportunities to read independently in class. The reading assignments, in and outside of class, often require that students annotate the lesson’s text. The assignments extend the day’s lesson or prepare students for the following day. This includes finding new words and using context clues to draw meaning. There is a Homework Accountability activity in the next day’s lesson following the assignment.

Additionally, students are assigned several nights a week to read their Accountable Independent Reading (AIR) text. AIR is a frequent daily expectation for homework, and through protocols built into the lessons, students engage in accountable talk in pairs and with their teacher about their independent reading texts. In the Teacher Resource Book, teachers are instructed to use the school librarian or media specialist to help students locate quality, high-interest texts. The accountability for independent reading can be seen in the follow-up activities which usually require students to share with a classroom or group what they have read.

Within Module 2, Unit 1, after reading “Letters from Birmingham Jail,” in whole-class instruction, students are assigned to read the text again, independently, with the task of answering questions. Teachers are instructed to direct student pairs to reread and analyze paragraphs 26-29 and answer questions before sharing out with the class.

In Module 4, Unit 2, students are studying the play, Macbeth. In class, they use a masterful reading to assist with their understanding of the text, but homework assignments require independent reading. For example, “Read Act 1.4, lines 1-65. Use the explanatory notes to support your reading, as well as the Homework Scaffolding Tool: Macbeth, Act 1.4, and be prepared to discuss the plot of this scene in the following lesson.”

The instructional materials reviewed for Grade 10 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.

The materials are designed in a consistent manner throughout each of the four modules. The four modules make up one year of instruction. Each module is arranged into units comprising one or more texts. The texts in each module share common elements in relation to genre, author’s craft, text structure, or central ideas. Each unit in a module builds on the skills and knowledge students develop in preceding unit(s). The number of lessons in a unit varies based on the length of the text(s). Each lesson is designed to span one class period. Within the units, each lesson is constructed in a similar manner, including a lesson introduction, homework accountability, reading and discussion, quick write assessment, homework, and closing.

The curriculum provides a full year of modules and units, including the following:

• Curriculum Map
• Module Overview
• Unit Overview
• Formative and summative assessments, including a Module Performance Assessment
• Lesson Plans
• Instructional Notes and Differentiation Considerations
• Tools and Handouts
• Rubrics and Checklists

The instructional materials reviewed for Grade 10 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.

Each module makes up a year of instruction. Each lesson suggests the proportion of a class period to spend on specific activities. However, teachers are reminded to move at the pace they think is best given their students’ needs and the literacy skills demanded by the standards.

The module overview, the curriculum map, and module-at-a-glance calendar provide an exact number of lessons per module, the standards associated with each lesson in the unit, and the year-end task associated with each module. For instance, Module 9.1 has 52 lessons while Module 9.3 has 35 lessons.

The program suggests that when students are engaged in substantive, evidence-based discourse and are making meaning of the text, it is not necessary to push forward to the next question or task. Teachers are directed to make decisions regarding what is most appropriate for their students as the students grow in their understanding and capacity for independent work.

The instructional materials reviewed for Grade 10 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials include but are not limited to graphic organizers, text-dependent questions, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, and writing prompts. Examples include:

• In Module 10, Unit 1, Lesson 2, on p. 39, students are instructed to form small groups and complete a Paragraphs 3–5 Jigsaw Tool. After each group has completed a Paragraphs 3–5 Jigsaw Tool, they are instructed to form new groups. Each group should have at least one representative for each paragraph so every group includes students who have read each of the three paragraphs. Instruct students to discuss the questions marked as “Key Question” on their tools. After students discuss all Key Questions, students are instructed to select other questions from the tools to discuss. Students discuss all the Key Questions from their Paragraphs 3–5 Jigsaw Tools.
• In Module 10.2, Unit 1, Lesson 3, on p. 47, teachers are asked to distribute the Argument Visual handout. The teacher must then explain to students that they should use specific terms to ensure that they describe arguments accurately. The teacher will then define the selected vocabulary terms and demonstrate how they relate to each other using the visual. Students are then asked to use those domain-specific terms in their discussion of the text.

Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.

Reference aids, such as handouts, are clearly and correctly labeled as such at the top and in the teacher’s materials.

The instructional materials reviewed for Grade 10 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Alignment to the CCSS-ELA is documented in multiple places in the curriculum. CCSS standards are documented on the 9-12 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson. Alignment for all assessments are also provided in the Curriculum Overview.

The grade-level curriculum map lists all assessments and the standards that are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module.

At the beginning of each module, there is a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview which includes a description of assessments which include the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, mid-unit assessment, and end of unit assessment for each module includes alignment documentation of the standards addressed. An example includes:

In Module 3 on p. XXVIII is the curriculum map for the module. This includes the standards being assessed in this module and the mid and end-of-unit performance tasks that will assess these standards. Also, in Module 3 on p. XLI is the standards map for the module. Assessed standards are standards that are assessed in Unit and Module Performance Assessments. Addressed standards are standards that are incorporated into the curriculum, but are not assessed. Standards marked with an asterisk (*) are year-long standards included in each module.

The instructional materials reviewed for Grade 10 meet the criteria that materials contain a teacher’s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials contain a Teacher Guide and Teacher Resource Book for each module. The Teacher Guide includes a curriculum map for each module that includes:

• Number of Lesson in the Unit
• Literacy Skills and Habits
• Assessed and Addressed CCSS
• Assessments

At the beginning of each Module, there is an overview with that list the texts, number of lesson in Module, Introduction, Literacy Skills and Habits, English Language Arts Outcomes, including Year-Long Target Standards, Module-Specified Assessed Standards, Addressed Standards, Module Performance Assessment, List of Texts, and Module-at-a-Glance Calendar.

Each lesson begins with an Introduction that provides the teacher with an objective and rationale. An overview of the selection is given, as well as the assignments that will be completed by students. Each Assessment, whether question or task, comes with answers. There is also a “High Performance Response” which tells students what students who excel at the assessment or task should have in their work. The teacher guide also provides vocabulary words with part of speech and definition. Step by step instructions are given for each activity with colored font that indicates instructional notes for the teacher.

The Teacher Resource Book contains copies of the texts studied in each lesson. Any rubrics or checklist that are used in the lesson are also included. Additionally, the Teacher Resource Book contains the mid-unit assessment and the end-of-unit assessment with necessary rubrics to grade the assignments.

The instructional materials reviewed for Grade 10 meet the criteria that materials contain a Teacher Edition edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

Materials include a Teacher Guide that has a section for each lesson labeled “Instructional Notes” that provides easy to follow recommendations with scaffolding ideas, differentiated assignments with possible responses, and reading activities with answers that students may give.

The Teacher Guide uses Learning Sequence symbols to assist teachers with interpreting how to read the material. The symbols and codes are explained so that teachers will know the following:

• Percentage of time the lesson should take
• Plain text to indicate teacher’s actions
• Bold text to indicate the questions teachers should asks students
• Italicize text to indicate a vocabulary word
• An arrow pointing right to indicate teacher action
• Two arrows in the form of a circle to indicate possible student response to the teacher
• The letter “i” lowercase in a circle to indicate the instructional notes for the teacher which are in orange font

The instructional materials reviewed for Grade 10 meet the criteria that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

The series in grades 9-12 follow the same format in providing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. This information is repeated in the materials in several locations.

First, there is a Curriculum Map across grades 9-12 that addresses the four modules in each grade by listing each unit, along with the addressed standards and the assessed standards.

Secondly, the Year-long Target Standards are listed in each grade after the first module. Teachers are made aware that the standards will be “strong focus in every English Language Arts module and unit in grades 9–12.”

Finally, the standards are listed next to activities within each lesson. Some of theses activities even require that students explain how their work for a particular lesson addresses a specific standards.

The instructional materials reviewed for Grade 10 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Materials reviewed for Grades 9-12 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

In grades 9-12, the instructional approaches of the series follow the Universal Design for Learning. Each unit of instruction contains the following principles:

• Provide multiple means of representation
• Provide multiple means of action and expression
• Provide multiple means of engagement

In the preface under “Structure of the Module” for grades 9-12, the publisher adds, “Each module comprises up to three units and provides approximately eight weeks of instruction. Each unit includes a set of sequenced learning experiences that scaffold knowledge and understanding of the concepts and skills demanded by the CCSS. Module 1 at each grade level establishes the foundation of instructional routines used throughout the year. Paths to College and Career reflects the principles of Universal Design for Learning (UDL) to support:

• English language learners (ELL)
• Students with disabilities (SWD)
• Accelerated learners
• Students performing below grade level

Lessons are not scripts but rather illustrations of how instruction might be sequenced. Each module is adaptable and allows for teacher preference and flexibility to meet both students’ needs and the requirements of the instructional shifts and the standards.”

The instructional materials reviewed for Grade 10 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

Students have multiple and varied opportunities to demonstrate understanding in each module. Students prepare for culminating tasks in multiple ways that integrate skills, such as close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions.

Every lesson culminates in a Quick Write assessment task. This assessment provides information about students understanding of the lesson objectives and texts. Teachers are provided with high performance response criteria. Lessons contain sets of high-quality, text-dependent/specific questions that build to the culminating task.

Each unit also includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.

Each module includes a Module Performance Assessment that serves as a culminating task. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups.

The instructional materials reviewed for Grade 10 meet the criteria that assessments clearly denote which standards are being emphasized.

Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments denote the standards being emphasized.

Each module includes a Module Performance Assessment that states the standards. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment also include standards. For example,

• In Module 3, Unit 1, Lesson 15, the teacher begins the lesson by reviewing the following assessed standards: RI.9-10.2, RI.9-10.3, W.9-10.2.b, d, e, W.9-10.9, L.9-10.1, and L.9-10.2 The End-of-Unit Assessment requires students to compose a multi-paragraph response analyzing the central idea in The Immortal Life of Henrietta Lacks and an analysis of two to three areas of investigations discovered through their reading of this text (Module 3 Teacher Guide, pg. 161).
• In Module 1, Unit 2, Lesson 13, teachers review the lesson agenda and standards RL.9-10.2, RL.9-10.10.3, W.9-10.2.a, b, W.9-10.4, L.9-10.1, and L.9-10.2. To meet these standards, students write a multi-paragraph response analyzing how interactions between characters’ development in “The Palace Thief” by Ethan Canin (Module 1 Teacher Guide, pg. 201).
• In Module 4, Unit 2, Lesson 9, students are informed of the following standard for assessment of the lesson: RL9-10.2. Students analyze Act 3, Scene 1 of Macbeth to determine the development of the central of this scene (Module 4 Teacher Guide, pg. 189).

The instructional materials reviewed for Grade 10 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

High performance indicators and exemplar responses are provided throughout materials, including End-of-Unit Assessments, Module Performance Assessments, and other assessment tools. These indicators provide some guidance for teachers for interpreting student performance. For example,

• At the end of Module 1, students complete the Module Performance Assessment. Teachers are provided high performance response indicators with specific examples upon which to gauge student learning: "Identify the narrators of the selected texts (e.g., the “passionate shepherd,” the “nymph,” Hundert, Waverly Jong, Jing-Mei, or H.G. Bissinger); Analyze for each selected text how the narrator’s point of view contributes to the development of the shared central idea; Include a strong introduction and conclusion." Teachers are also provided with an explanation of the standard-specific demands of the performance assessment as further guidance (Module 1 Teacher Guide, pg. 341-344).
• In Module 4, Unit 2, Lesson 19, students complete a Quick Write that serves as the assessment for this lesson: "How does Shakespeare unfold and develop an element of tragedy in Act 5, Scenes 7 and 8?" High Performance Response indicators with examples provide some “look-fors” for teachers as they assess student learning: "Identify an element of tragedy in Act 5, Scenes 7 and 8 (e.g., a tragic hero, a reversal of fortune, pity and fear, a tragic flaw, a resolution of conflict, a moment of recognition, etc.)" (Module 4 Teacher Guide, p. 282).

The instructional materials reviewed for Grade 10 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

Throughout lessons, Instructional Notes offer recommendations, background information, optional or differentiated activities, or optional reading and discussion questions for teachers to consider. Some Instructional Notes provide specific Differentiation Considerations, which suggest visuals, tools, practices, models, or adaptations for students who may need extra support to achieve lesson goals. The Teacher Resource Books also include supporting materials that might be required for lessons such as reproducible tools, handouts, rubrics, and checklists. For example,

• In Module 2, Unit 2, Lesson 2, the following guidance is offered: “Differentiation Consideration: If students struggle, consider illustrating the different parts of Trujillo’s uniform by posting or projecting pictures of plumed Napoleonic hats, tasseled military uniforms, epaulettes, red sashes, and military dress uniform with a ceremonial hat and white gloves and explaining what they are” (Module 2 Teacher Guide, pg. 259).
• In Module 3, Unit 2, Lesson 7, teachers are given the following guidance and suggestion for differentiation as students work closely with research tools (Conducting Independent Searches Checklist, Potential Sources Tool, Taking Notes Tool, and Research Frame Tool): “Consider drawing students’ attention to their application of standard W.9-10.7, through the use of research skills necessary to complete this activity. Place students in groups of four or five that remain consistent throughout the module. Consider forming groups ahead of time to maximize the range of different research topics and questions within each group. The goal of these groups is to create small communities of inquiry/research teams that provide support and and accountability to one another. Differentiation Consideration: Some of the topics students are researching may yield complex or inaccessible texts. To address this concern, consider collaborating with a librarian or media specialist to access free databases . . . “ (Module 3 Teacher Guide, pg. 244-245).