Prentice Hall Literature - Pearson Education

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1WritingCommon Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10W.10.3Text Types and PurposesWrite narratives to develop real orimagined experiences or events usingeffective technique, well-chosendetails, and well-structured eventsequences.a. Engage and orient the reader bysetting out a problem, situation, orobservation, establishing one ormultiple point(s) of view, andintroducing a narratorand/or characters; create a smoothprogression of experiences orevents.b. Use narrative techniques, such asdialogue, pacing, description, reflection,and multiple plot lines, todevelop experiences, events, and/orcharacters.SE/TE: Writing Workshop: Autobiographical Narrative(Write a Narrative), 108–113, Narration: Short Story,328–333; also see: Writing: Sequel, 57c. Use a variety of techniques tosequence events so that they buildon one another to create a coherentwhole.d. Use precise words and phrases,telling details, and sensory language toconvey a vivid picture of theexperiences, events, setting, and/orcharacters.e. Provide a conclusion that follows fromand reflects on what is experienced,observed, or resolved over thecourse of the narrative.SE/TE: Autobiographical Narrative: Telling the Story,109; Short Story: Plot Diagram, 330; Writing, 1089SE/TE: Autobiographical narrative: Telling the Story,109; Short Story: Using Your Imagination, 329; Plotdiagram, 330; Writing, 151, 399SE/TE: Autobiographical Narrative: Create characterand setting cards, 108; Use Dialogue, 110; Short Story:Gather details about characters, 328; Using YourImagination, 329; Plot diagram, 330; Dialogue, 330;Writing, 57, 151, 399, 1219SE/TE: Autobiographical Narrative: Create characterand setting cards, 108; Narrative, Short Story: Revise touse active voice, 330; Add sensory details, 330; Writing,57, 509, 1219SE/TE: Writing Workshop: Autobiographical Narrative,108–113; Short Story, 328–333; Writing, 1517SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Common Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10W.10.4Production and Distribution ofWritingProduce clear and coherent writing inwhich the development, organization,and style are appropriate to task,purpose, and audience. (Grade-specificexpectations for writing types aredefined in standards 1–3 above.)SE/TE: Common Core Workshop: Composing anArgument, CC76–CC77; Writing Workshop:Autobiographical Narrative (Write a Narrative), 108–113, Exposition: Cause-and-Effect Essay (Write anExplanatory Text), 200–207, Narration: Short Story,328–333, Exposition: Problem-and-Solution Essay(Write an Argumentative Text), 420–427, Persuasion:Letter to the Editor (Write an Argumentative Text), 532–537, Argument: Persuasive Essay (Write an Argument),604–611, Explanatory Text: Descriptive Essay (Write anExplanatory Essay), 708–713, Explanatory Text:Analytical Response to Literature (Write an ExplanatoryEssay), 768–775, Reflective Essay (Write a Narrative),878–883, Research Report (Write an Informative Text),1020–1031, Technical Document (Write an ExplanatoryText), 1146–1151, Exposition: Comparison-and-ContrastEssay (Write an Informative Text), 1242–1249; alsosee: Timed Writing (informative / explanatory writing),95, 107, 187, 199, 305, 327, 407, 419, 517, 531, 583,603, 699, 707, 757, 767, 867, 877, 1013, 1019, 1127,1145, 1227, 1241; Performance Tasks (Common CoreAssessment Workshop): Writing, 216, 436, 620, 784,1040, 1258W.10.5Develop and strengthen writing asneeded by planning, revising, editing,rewriting, or trying a new approach,focusing on addressing what ismost significant for a specificpurpose and audience. (Editing forconventions should demonstratecommand of Language standards 1–3up to and including grades 9–10 onpage 54.)SE/TE: Prewriting, 108, 201, 328, 421, 532, 605, 708,769, 878, 1021-1022, 1146, 1243; Drafting, 110, 202,330, 422, 534, 606, 710, 770, 880, 1023, 1148, 1244;Revising, Revising, 110, 204, 330, 424, 534, 608, 710,772, 880, 1025, 1148, 1246; Editing/proofreading, 113,207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151,12498SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Common Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10W.10.6Use technology, including the Internet,to produce, publish, and updateindividual or shared writingproducts, taking advantage oftechnology’s capacity to link toother information and to displayinformation flexibly anddynamically.W.10.9Draw evidence from literary orinformational texts to support analysis,reflection, and research.SE/TE: Communications Workshop: Delivering aMultimedia Presentation, 1034–1035; also see: WritingWorkshop: Publishing and Sharing, 113, 207, 333, 427,537, 611, 713, 775, 883, 1031, 1151, 1249; Researchand Technology, 1005, 1219; Visual arts presentation,749; Creating an Effective Podcast, R47W.10.9a.a. Apply grade10 Reading standards toliterature (e.g., “Analyze how anauthor draws on and transformssource material in a specific work[e.g., how Shakespeare treats atheme or topic from Ovid or theBible or how a later author drawson a play by Shakespeare]”).SE/TE: Writing Workshops: Response to Literature,768–775; Writing a Critical Essay, 731; Write an Essay,835; Write a Reflective Essay, 861; Write a CharacterAnalysis, 367; Writing to Compare Literary Works, 107,199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145,1241; also see: Performance Tasks (Common CoreAssessment Workshop): Writing about literature, 216,436, 620, 784, 1040, 1258SE/TE: Writing Workshops: Response to Literature,768–775; also see: Performance Tasks (Common CoreAssessment Workshop): Writing about literature andinformational texts, 216, 436, 620, 784, 1040, 1258;Timed Writing (informative/explanatory writing), 95,107, 187, 199, 305, 327, 407, 419, 517, 531, 583, 603,699, 707, 757, 767, 867, 877, 1013, 1019, 1127, 1145,1227, 12419SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Speaking andListeningCommon Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10W.10.10Range of WritingWrite routinely over extended timeframes (time for research, reflection,and revision) and shorter time frames(a single sitting or a day or two) for arange of tasks, purposes, andaudiences.SE/TE: Common Core Workshop: Composing anArgument, CC76–CC77; Writing Workshop:Autobiographical Narrative (Write a Narrative), 108–113, Exposition: Cause-and-Effect Essay (Write anExplanatory Text), 200–207, Narration: Short Story,328–333, Exposition: Problem-and-Solution Essay(Write an Argumentative Text), 420–427, Persuasion:Letter to the Editor (Write an Argumentative Text), 532–537, Argument: Persuasive Essay (Write an Argument),604–611, Explanatory Text: Descriptive Essay (Write anExplanatory Essay), 708–713, Explanatory Text:Analytical Response to Literature (Write an ExplanatoryEssay), 768–775, Reflective Essay (Write a Narrative),878–883, Research Report (Write an Informative Text),1020–1031, Technical Document (Write an ExplanatoryText), 1146–1151, Exposition: Comparison-and-ContrastEssay (Write an Informative Text), 1242–1249; alsosee: Timed Writing (informative / explanatory writing),95, 107, 187, 199, 305, 327, 407, 419, 517, 531, 583,603, 699, 707, 757, 767, 867, 877, 1013, 1019, 1127,1145, 1227, 1241; Performance Tasks (Common CoreAssessment Workshop): Writing, 216, 436, 620, 784,1040, 1258SL.10.1Comprehension and CollaborationInitiate and participate effectively ina range of collaborative discussions(one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building onothers’ ideas and expressing their ownclearly and persuasively.SE/TE: Exploring the Big Question: Collaboration(Discussion), 2, 222, 442, 626, 790, 1046; Speakingand Listening: Interview, 57, Problem-solving group,151, Group Discussion, 367, Debate, 555, Discussion,poetry reading, 691; Vocabulary Workshop:Comprehension and Collaboration, 209, 429, 613, 777,1033, 1251; Communications Workshop:Comprehension and Collaboration, 211, 431, 615, 779,1035, 1253; Performance Tasks (Common CoreAssessment Workshop): Speaking and Listening, 217,437, 621, 785, 1041, 125910SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Common Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10a. Come to discussions prepared, havingread and researched material understudy; explicitly draw on thatpreparation by referring to evidencefrom texts and other research onthe topic or issue to stimulate athoughtful, well-reasoned exchangeof ideas.b. Work with peers to set rules forcollegial discussions and decisionmaking (e.g., informal consensus,taking votes on key issues,presentation of alternate views),clear goals and deadlines, andindividual roles as needed.SE/TE: Speaking and Listening: Interview, 57, Problemsolving group, 151, Group Discussion, 367, Debate, 555,Discussion, poetry reading, 691; Performance Tasks(Common Core Assessment Workshop): Speaking andListening, 217, 437, 621, 785, 1041, 1259c. Propel conversations by posingand responding to questions thatrelate the current discussion tobroader themes or larger ideas;actively incorporate others into thediscussion; and clarify, verify, orchallenge ideas and conclusions.SE/TE: Exploring the Big Question: Collaboration(Discussion), 2, 222, 442, 626, 790, 1046;Communications Workshop: Comprehension andCollaboration, 211, 431, 615, 779, 1035, 1253;Speaking and Listening: Problem-solving group, 151,Group Discussion, 367, Debate, 555, Discussion, poetryreading, 691d. Respond thoughtfully to diverseperspectives, summarize points ofagreement and disagreement, and,when warranted, qualify or justifytheir own views and understandingand make new connections in lightof the evidence and reasoningpresented.SE/TE: Exploring the Big Question: Collaboration(Discussion), 2, 222, 442, 626, 790, 1046; Speakingand Listening: Problem-solving group, 151, GroupDiscussion, 367, Debate, 555, Discussion, poetryreading, 691; Peer review, use, 204, 424, 608, 772,1025, 1246; Communications Workshop:Comprehension and Collaboration, 211, 431, 615, 779,1035, 1253SE/TE: Peer review, use, 204, 424, 608, 772, 1025,1246; also see: Exploring the Big Question:Collaboration (Discussion), 2, 222, 442, 626, 790, 1046;Communications Workshop: Comprehension andCollaboration, 211, 431, 615, 779, 1035, 1253;Speaking and Listening: Problem-solving group, 151,Group Discussion, 367, Debate, 555, Discussion, poetryreading, 69111SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Common Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10SL.10.2Integrate multiple sources ofinformation presented in diversemedia or formats (e.g., visually,quantitatively, orally) evaluatingthe credibility and accuracy of eachsource.SL.10.3Evaluate a speaker’s point of view,reasoning, and use of evidence andrhetoric, identifying any fallaciousreasoning or exaggerated ordistorted evidence.SE/TE: Communications Workshop: Analyzing MediaMessages, 210–211, Delivering a MultimediaPresentation, 1034–1035, Comparing Media Coverage,1252–1253; also see: Research and Technology, 87,179, 267, 399, 575, 731, 749, 1005, 1187, 1219SL.10.4Presentation of Knowledge andIdeasPresent information, findings, andsupporting evidence clearly,concisely, and logically such thatlisteners can follow the line ofreasoning and the organization,development, substance, and styleare appropriate to purpose,audience, and task.SE/TE: Communications Workshop: Delivering aPersuasive Speech, 614–615, Delivering an OralInterpretation of a Literary Work, 778–779, Delivering aMultimedia Presentation, 1034–1035; also see:Performance Tasks (Common Core AssessmentWorkshop): Speaking and Listening, 217, 437, 621,785, 1041, 1259; Speaking and Listening: Problemsolving group, 151, Group Discussion, 367, Debate, 555,Discussion, poetry reading, 691SE/TE: Communications Workshop: Analyzing MediaMessages, 210–211, Viewing and Evaluating a Speech,430–431, Comprehension and Collaboration, 615, 1035,1253; also see: Speaking and Listening: Problem-solvinggroup, 151, Group Discussion, 367, Debate, 555,Discussion, poetry reading, 69112SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1LanguageCommon Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10SL.10.6Adapt speech to a variety of contextsand tasks, demonstrating command offormal English when indicated orappropriate. (See grades 9–10Language standards 1 and 3 on pages54 for specific expectations.)SE/TE: Communications Workshop: Delivering aPersuasive Speech, 614–615, Delivering an OralInterpretation of a Literary Work, 778–779, Delivering aMultimedia Presentation, 1034–1035; also see:Performance Tasks (Common Core AssessmentWorkshop): Speaking and Listening, 217, 437, 621,785, 1041, 1259; Listening and Speaking activities:Interview, 57, Problem-solving group, 151, Oral reading,295, Humorous persuasive speech, 485, Recollection,oral, 509, Debate, 555, Interpretation, oral, 669,Discussion, poetry reading, 691, Report, oral, 835, Mocktrial, 861, Dramatic reading, 1004, Retelling, 1089,Dialogue, improvised, 1119L.10.1Conventions of Standard EnglishDemonstrate command of theconventions of standardEnglish grammar and usage whenwriting or speaking.SE/TE: Editing and Proofreading, 113, 207, 333, 427,537, 611, 713, 775, 883, 1031, 1151, 1249; Writer’sToolbox: Conventions, 111, 331, 425, 773; also see:Conventions, 56, 86, 150, 178, 266, 294, 366, 398,484, 508, 554, 574, 668, 690, 730, 748, 834, 860,1002, 1088, 1118, 1186, 1218; Grammar, Usage, andMechanics Handbook, R50–R56a. Use parallel structure.SE/TE: Writer’s Toolbox: Revising to Create Parallelism,609; Grammar, Usage, and Mechanics Handbook:Parallelism, R52b. Use various types of phrases(noun, verb, adjectival, adverbial,participial, prepositional, absolute)and clauses (independent,dependent; noun, relative,adverbial) to convey specificmeanings and add variety andinterest to writing or presentations.SE/TE: Phrases, 748, 834, 881, 1002, R51,Prepositional, 668, 711, 730, 773, 1247, R51; Clauses,773, 860, 1088, 1118, 1027, 1247, R51; Grammar, 17813SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Common Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10L.10.3Knowledge of LanguageApply knowledge of language tounderstand how language functionsin different contexts, to makeeffective choices for meaning orstyle, and to comprehend more fullywhen reading or listening.a. Write and edit work so that itconforms to the guidelines in a stylemanual (e.g., MLA Handbook,Turabian’s Manual for Writers)appropriate for the discipline andwriting type.L.10.4Vocabulary Acquisition and UseDetermine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on grades 9-10reading and content, choosing flexiblyfrom a range of strategies.SE/TE: Editing and Proofreading, 113, 207, 333, 427,537, 611, 713, 775, 883, 1031, 1151, 1249; Writer’sToolbox: Conventions, 111, 331, 425, 773; also see:Conventions, 56, 86, 150, 178, 266, 294, 366, 398,484, 508, 554, 574, 668, 690, 730, 748, 834, 860,1002, 1088, 1118, 1186, 1218; Grammar, Usage, andMechanics Handbook, R50–R54a. Use context (e.g., the overallmeaning of a sentence, paragraph, ortext; a word’s position or function in asentence) as a clue to the meaning of aword or phrase.SE/TE: Building Academic Vocabulary (Words inContext), CC58–CC63; Vocabulary Workshop: Wordswith Multiple Meanings (context clues), 612–613; alsosee: Common Core Assessment Workshop: Writing andLanguage Conventions, 215, 435, 619, 783, 1039, 1257SE/TE: Writing Workshop: Documenting Sources, 1022,1023, 1025, 1026, 1031; Research and Technology:Identify your sources, 606; Grammar, 1186; CitingSources and Preparing Manuscript, R36–R37; 21stCentury Skills, R42–R47SE/TE: Building Academic Vocabulary (Word inContext), CC58–CC63; Vocabulary Workshop: Using aDictionary and Thesaurus, 208–209, Word Origins, 428–429, Words with Multiple Meanings, 612–613,Connotation and Denotation, 776–777, Borrowed andForeign Words, 1032–1033, Idioms, Jargon, andTechnical Terms, 1250–1251; also see: VocabularyDevelopment, 30, 43, 44, 55, 60, 75, 76, 85, 116, 135,136, 149, 154, 165, 166, 177, 240, 253, 254, 265, 282,293, 336, 355, 356, 365, 382, 397, 462, 471, 472, 483,488, 497, 498, 507, 540, 545, 546, 553, 558, 565, 566,573, 640, 655, 656, 667, 674, 681, 682, 689, 724, 729,742, 747, 812, 833, 838, 859, 888, 913, 914, 937, 938,963, 964, 983, 984, 1001, 1064, 1073, 1074, 1087,1154, 1171, 1190, 1205, 1206, 121714SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Common Core Edition Grade 10, 2012to the New Jersey Model CurriculumModel Curriculum Grade 10English Language ArtsUNIT 1Common Core State Standardsfor English Language ArtsGrade 10Prentice Hall Literature, 2012Grade 10b. Identify and correctly usepatterns of word changes thatindicate different meanings or partsof speech (e.g., analyze, analysis,analytical; advocate, advocacy).SE/TE: Building Academic Vocabulary (related words),CC58–CC63; also see: Roots, 30, 43, 44, 55, 116, 135,136, 149, 462, 471, 472, 483, 540, 545, 546, 553, 674,681, 682, 689, 812, 833, 838, 859, 938, 963, 964, 983,984, 1001, 1064, 1073, 1074, 1087; Word Study, 240,254c. Consult general and specializedreference materials (e.g., dictionaries,glossaries, thesauruses), both print anddigital, to find the pronunciation of aword or determine or clarify its precisemeaning, its part of speech, or itsetymology.d. Verify the preliminary determinationof the meaning of a word or phrase(e.g., by checking the inferred meaningin context or in a dictionary).SE/TE: Vocabulary Workshop: Using a Dictionary andThesaurus, 208–209; also see: Dictionary, use, 295,731, 835; Biographical dictionary, use, 1219SE/TE: Building Academic Vocabulary (Words inContext), CC58–CC63; Vocabulary Workshop: Using aDictionary and Thesaurus, 208–209, Words with MultipleMeanings (context clues), 612–613; also see:Dictionary, use, 295, 731, 835; Biographical dictionary,use, 121915SE Student EditionTE Teacher’s Edition

A Correlation of Prentice Hall Literature Com

Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies—