Prentice Hall Literature, Grade 10, 2010 - Pearson Education
A Correlation of Prentice Hall Literature, Grade 10, 2010 To the North Carolina English Language Arts Standard Course of Study, 2004 and the Common Core Standards for English Language Arts Grade 10
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) INTRODUCTION This document demonstrates how Prentice Hall Literature meets both the objectives of the North Carolina English Language Arts Standard Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students’ backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader’s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins’ Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student’s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature. 2 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) Table of Contents Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. 4 Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience.12 Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues.18 Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas.23 Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis. .29 Competency Goal 6 The learner will apply conventions of grammar and language usage. .37 Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the Correlation to NC English Language Arts Standards .42 3 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English The Common Core Prentice Hall Literature, Language Arts Standard Standards for English 2010, Grade 10 Course of Study, 2004, Language Arts, Grade 10 Grade 10 English Language Arts Curriculum Grade 10 English II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: Examine non-literary texts related to cultural studies. Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues. Critically interpret and evaluate experiences, literature, language, and ideas. Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. 1.01 Produce reminiscences (about a person, event, object, place, animal) that engage the audience by: SE/TE: Autobiographical using specific and sensory W.3.d. Use precise words and Narrative: Choose your details, details with purpose. phrases, telling details, and 109; Descriptive Essay: Gather sensory language to convey a details to develop figurative vivid picture of the language, 708, Creating a experiences, events, setting, memorable image, 709, Choose and/or characters. vivid words, 710; Reflective Essay: Gather sensory details, 878, Use effective imagery, 880 explaining the significance of the reminiscence from an objective perspective. moving effectively between past and present. W.3.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. SE/TE: Reflective Essay: Considering the significance, 879; also see: Autobiographical Narrative: Telling the story, 109, Revise to clarify insight, 110; Descriptive Essay: Creating a memorable image, 709, Present controlling idea, 710 SE/TE: Reflective Essay: Thinking about the past, 879, Choosing a logical organization, 880 4 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 recreating the mood felt by the author during the reminiscence. The Common Core Standards for English Language Arts, Grade 10 W.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Prentice Hall Literature, 2010, Grade 10 SE/TE: Autobiographical Narrative: Create character and setting cards, 108, Devise a plan for telling your story, 109, Revise to clarify insight, 110; Descriptive Essay: Gather details to develop figurative language, 708, Creating a memorable image, 709, Frame description, 710, Choose vivid words, 710; Reflective Essay: Gather sensory details, 878, Thinking about the past, 879, Use effective imagery, 880 1.02 Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by: SE/TE: Introducing & Applying relating personal the Big Question (writing and knowledge to textual discussion): Is there a information or class difference between reality and discussion. truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046, 1250 5 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 showing an awareness of one's own culture as well as the cultures of others. exhibiting an awareness of culture in which text is set or in which text was written. explaining how culture affects personal responses. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 R-L.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. SE/TE: Introducing & Applying the Big Question (writing and discussion): To what extent does experience determine what we perceive? 790, 1032; Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; for other examples of literature of cultural awareness see: Anita Desai’s “Games at Twilight,” 138-149; Josephina Niggli’s “The Street of the Canon,” 272273; Elie Wiesel’s “Keep Memory Alive,” 542-547; Yoshiko Uchida’s “Desert Exile: The Uprooting of a JapaneseAmerican Family,” 586-541; and Gwendolyn Brooks’ “The Bean Eaters,” 703 R-L.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. SE/TE: Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117; also see: Culture Connection: Greek Chorus, 830, Mexican American Pride, 503, Ancient Greek Funeral Rites, 844 Roman Augurs, 928, Twelve Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The Mind of the People, 1103 SE/TE: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; also see: Introducing & Applying the Big Question (writing and discussion): To what extent does experience determine what we perceive? 790, 1032 6 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 demonstrating an understanding of media's impact on personal responses and cultural analyses. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 SE/TE: Communications Workshop: Analyzing Media Presentations, 212, Delivering a Multimedia Presentation, 1036, Comparing Media Coverage, 1254 1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: SE/TE: Predictions, make, 29, selecting, monitoring, and 36, 39, 43, 48, 52, 55, 59, 63, modifying as necessary 65, 68, 72, 75, 82, 85; reading strategies Inferences, make, 239, 244, appropriate to readers' 250, 253, 259, 262, 265, 269, purpose. 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937; Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859; Read between the lines, 965, 970, 971, 975, 978, 979, 981, 983 7 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. providing textual evidence to support understanding of and reader's response to text. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 R-L.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. SE/TE: What are Fiction/Nonfiction, 4–5; Characteristics of Fiction, 6; Characteristics of Nonfiction, 7; What is a Short story?, 224– 225; Elements of Short stories, 226–227; What is Nonfiction?, 444–445; Characteristics of Essays and Speeches, 446– 447; What is Poetry?, 628– 629; Characteristics of poetry, 630–631; What is Drama, 792– 793; Elements of Drama 794– 795; What is the Oral Tradition?, 1048–1049; Archetypal Narrative Patterns, 1128; also see: Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241 R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Writing a Response to Literature: Go back to the source, 769, Use information from the text, 770, Use specific terms, 772; also see: Writing to Compare Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241; Respond, 27, 42, 54, 74, 84, 103, 106, 237, 252, 264, 280, 292, 313, 326, 354, 364, 380, 396, 413, 418, 637, 654, 666, 680, 688, 703, 706, 722, 728, 740, 746, 763, 766, 807, 832, 858, 876, 912, 936, 962, 982, 1000, 1018, 1061, 1072, 1086, 1104, 1116, 1137, 1144, 1170, 1184, 1204, 1216, 1232, 1240 8 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 demonstrating comprehension of main idea and supporting details. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 R-L.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. SE/TE: For related activities see these reading strategies for expressive texts: Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937 summarizing key events and/or points from text. R-L.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. SE/TE: Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859 making inferences, predicting, and drawing conclusions based on text. R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185 9 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. The Common Core Standards for English Language Arts, Grade 10 R-L.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Prentice Hall Literature, 2010, Grade 10 SE/TE: Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117; also see: Culture Connection: Greek Chorus, 830, Mexican American Pride, 503, Ancient Greek Funeral Rites, 844 Roman Augurs, 928, Twelve Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The Mind of the People, 1103 SE/TE: Introducing & Applying the Big Question (writing and discussion): Is there a difference between reality and truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046, 1250; also see: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241 making connections between works, self and related topics. 10 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 analyzing and evaluating the effects of author's craft and style. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 SE/TE: Comparing Style, 96, 99, 100, 103, 104, 106, 107; Comparing Irony and Paradox, 188, 192, 194, 197, 199; Comparing Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419; Comparing Humorous Writing, 518, 521, 523, 524, 526, 529, 530, 531; Comparing Tone and Mood, 700, 702, 703, 705, 706, 707; Writing Workshop: Analytical Response to Literature, 768– 775; also see: Author's insights, 4, 8, 11, 18, 19, 20, 21, 22, 25, 224, 228, 229, 232, 234, 236, 444, 448, 453, 455, 456, 457, 628, 632, 634, 635, 792, 796, 799, 804, 1048, 1052, 1054, 1055, 1056, 1057, 1059 SE/TE: Comparing points of view, 327, 309, 310, 312, 313, 315, 316, 317, 318; Comparing character motives, 1014, 1017, 1019; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Applying the Big Question (writing and discussion): 208, 428, 612, 776, 1032, 1250 analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. 11 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context. The Common Core Standards for English Language Arts, Grade 10 R-L.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Prentice Hall Literature, 2010, Grade 10 SE/TE: Setting, 226, 228, 269, 273, 278, 281, 287, 288, 293; Symbolism, 369, 380, 381, 385, 389, 392, 397; Imagery, poetry, 630, 632, 639, 655, 667, 715; Narrative poetry, 631, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664, 665, 667; Figurative language, 708, 715, 722, 723, 726, 729, 880, 1252; Onomatopoeia, 733, 741, 747; Dramatic speeches, 795, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144, 1145; Legendary heroes, 1153, 1158, 1160, 1165, 1167, 1168, 1170, 1171, 1181, 1184, 1185 Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience. 2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: SE/TE: Reading Information selecting, monitoring, and Texts: Reading Skill, 90, 182, modifying as necessary 298, 402, 512, 578, 694, 752, reading strategies 864, 1008, 1122, 1222; appropriate to readers' Reflecting on key details to purpose. analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507; Opinion and fact, distinguish, 557, 562, 565, 573 12 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 R-IT.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). SE/TE: Informational Texts: analyze structure and format (headings, bold, italics, illustrations, graphics), 90–95; follow and critique technical directions (sequence), 512– 517; scan text features / structures to see how they support author’s purpose, 578– 583; analyze, structure, format, and features (predict purpose), 694–699; analyze features, format and structure of text (titles, headings, bold, italics, illustrations, graphics), 1008–1013; also see: Analytic and Interpretive Essays, 557, 561, 565, 569, 573 providing textual evidence to support understanding of and reader's response to text. R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Informational Texts: analysis, evaluation, elaboration of ideas, 298–305; paraphrase to connect ideas, 402–407; synthesize (connect facts) to make generalizations, 752–757; synthesize / paraphrase / connect ideas, 864–867; evaluate credibility of author’s argument (question, critique generalizations and evidence), 1222–1227; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507; Opinion and fact, distinguish, 557, 562, 565, 573 demonstrating comprehension of main idea and supporting details. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507 13 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 summarizing key events and/or points from text. The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. SE/TE: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507 R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Infer, 496, 524, 530, 564; Draw conclusions, 544, 594, 602 making inferences, predicting, and drawing conclusions based on text. identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: History Connection, 563 making connections between works, self and related topics. SE/TE: Using prior knowledge to make predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (nonfiction), 496, 506, 524, 552, 572, 602 14 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 analyzing and evaluating the effects of author's craft and style. The Common Core Standards for English Language Arts, Grade 10 R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Prentice Hall Literature, 2010, Grade 10 SE/TE: Comparing Style, 96; Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531 R-IT.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. R-IT.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Connect (nonfiction), 496, 506, 524, 552, 572, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507 identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context. R-IT.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). SE/TE: Literary Analysis: Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 493, 494, 496, 497, 502, 503, 505, 507; Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573 15 SE Student Edition TE Teacher Edition
Prentice Hall Literature, Grade 10, 2010 to the North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts (Grade 10) North Carolina English The Common Core Prentice Hall Literature, Language Arts Standard Standards for English 2010, Grade 10 Course of Study, 2004, Language Arts, Grade 10 Grade 10 2.02 Create responses that examine a cause/effect relationship among events by: SE/TE: Cause-and-Effect effectively summarizing R-IT.2. Determine a ce
Common Core Standards for English Language Arts (Grade 10) North Carolina English Language Arts Standard Course of Study, 2004, Grade 10 The Common Core Standards for English Language Arts, Grade 10 Prentice Hall Literature, 2010, Grade 10 showing an awareness of one's own culture as well as the cultures of others. R-L.6. Analyze a particular
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