Pearson Common Core...

A Correlation of

Pearson Common Core Literature

Grade 10, ©2015

To the

Oregon Common Core State Standards

for English Language Arts

Grade 10

A Correlation of Pearson Common Core Literature, Grade 10, ©2015 to the Oregon Common Core State Standards for English Language Arts

Grade 10

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents Reading Standards: Literature ............................................................................... 3 Reading Standards: Informational Text.................................................................. 6 Writing Standards .................................................................................................. 9 Language Standards............................................................................................. 16 Speaking and Listening Standards ....................................................................... 20


Grade 10


Oregon Common Core State Standards for English Language Arts, Grade 10

Pearson Common Core Literature Grade 10, ©2015

Reading Standards: Literature The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Literature 9-10.RL Key Ideas and Details 9-10.RL.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: Close Reading Workshop, 4–7, 346–347; Close Reading Activities, 15, 35, 49, 61, 75, 126–127, 302, 353, 375, 389, 401, 452–453, 468, 478, 529, 567, 591, 617, 637, 655, 704–705, 744, 758, 785, 825, 839, 908; Close Reading Focus and Model, 22–23, 52–53, 360–361, 378–381, 392–393, 518–522, 544–545, 568–569, 592–593, 618–619, 638–639, 772–777, 820–821; Make inferences, 38–39, 41, 45, 48, 49, 64–65, 69, 72, 75

9-10.RL.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: Objective Summary, lii–liii; Main idea and details, 220–221, 224, 226, 229; Constructed Response: analyze theme, 106, 442, 682, 876; Compare Theme, 416–417, 425; Focus on Craft and Structure: Theme, 790–791; Comparing Archetypal Narrative Patterns, 842–843, 859; Close Reading: key ideas and details, 4–6, 15, 52–53, 61, 126–127, 302, 346–347, 353, 392–393, 401, 413, 452, 468, 478, 518–519, 529, 591, 705, 744, 758, 772–777, 785, 876, 908, paraphrase, 404–405, 568–569

9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Close Reading Workshop: character questions, 4–7, 518, 519, 772, 773, 775, 776; Focus on Craft and Structure: analyze character and structure, 18, 20–21, 534–535; Close Reading Activities, 15, 75, 126–127, 302, 468, 478, 529, 567, 617, 655, 705, 785, 895, 908; Comparing Characters’ Motivations, 660–661, 665; Constructed Response: development of characters, 106, 682, 877; Close Reading Focus: characters and characterization, 64–65, 68, 70, 72, 74, 75, 544–545, 638–639, 641, 644, 652, 655


Grade 10




Craft and Structure 9-10.RL.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).

SE/TE: Close Reading Workshop: short story, 4–7, poetry, 346–347; Constructed Response, 106, 442, 682; Selection Vocabulary, 126, 302, 704; Focus on Craft and Structure: elements of poetry, 356–358; Close Reading Focus: speaker in poetry, 360–361, 363, 365, 367, 369, 373, 375, figurative language, 392–393, 400, 401; Close Reading Activities, 401, 413, 468, 744, 758, 908; Building Knowledge: Vocabulary, 38, 404, 592

9-10.RL.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: Close Reading Workshop: short story, 4–7, poetry, 346–347, drama, 518–521; Focus on Craft and Structure: structuring a text, 21; Comparing Irony and Paradox (unexpected outcome), 79, 89; Close Reading Focus: plot and plot devices, 22–23, 25, 27, 29, 30, 32, 34, 35, poetic forms, 379–381, 384, 385, 387, 389, Shakespeare’s tragedies, 544–545, 551, 567, blank verse, 568–569, 573, 578, 581, 589, 591, conflict, 618–619, 630, 631, 637; Constructed Response: plot, 107, 877, poetic structures, 443, dramatic elements, 683, archetypal narrative patterns, 876; Close Reading Activities: craft and structure, 126–127, 353, 389, 468, 591, 617, 637, 705, 726, 758, 843; Comparing Archetypal Narrative Patterns, 842–843, 859

9-10.RL.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: Focus on Craft and Structure: oral tradition, 788–789, theme and cultural experience, 791; Close Reading Focus: analyzing cultural context, 792–793, 795, 801, 804–805, 808, 811, 814, 816, 817, analyze world views, 820–821, 823, 825, compare worldviews, 828–829, 832, 834, 836, 838, 839; Constructed Response: analyze cultural context, 876; Close Reading Activities: 705, 727, 744, 895, 908


Grade 10




Integration of Knowledge and Ideas 9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

SE/TE: Analyze Representations, 794, 795, 798; Research and Technology: influences chart, 827; Cartoon, 944, 945; Theater in Elizabethan England, 538–539; The Play Through the Centuries, 543; Images from film versions of The Tragedy of Julius Caesar, 550, 553, 576, 580, 598, 605, 608, 612, 623, 628, 647, 653; Critical Viewing: painting of Caesar, 570, bust of Mark Anthony, 620, statue of Brutus, 640; Comparing humorous writing, 251, 263

9-10.RL.8 (Not applicable to literature) 9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

SE/TE: Presentation of Ideas (poem’s relationship to source material), 377; A Tree Telling of Orpheus, 446–451, 452, 453; Plutarch, Shakespeare’s Source, 704; Research: Investigate the Topic (the Babylonian captivity), 469; Intertextuality, 478; Research and Technology (influences chart), 827; Research: Investigate the Topic (versions of Arthur), 909

Range of Reading and Level of Text Complexity 9-10.RL.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

SE/TE: Comprehending Complex Texts, liv–lix; Independent Reading, 180–181, 340–341, 512–513, 766–767, 950–951; Close Reading Focus, 544–545


Grade 10




Reading Standards: Informational Text Informational Text 9-10.RI Key Ideas and Details 9-10.RI.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: Close Reading Activities, 140, 148, 156, 166, 172, 199, 288, 289, 310, 318, 326, 488, 494, 504, 738, 754, 785, 930, 936; Close Reading Workshop: key ideas and details, 186–190; Close Reading Focus: key ideas and details, 206–207, 217, 220–221, 229, 240–241, 247; Assessment: reading informational text, 276–277, reading functional text, 278

9-10.RI.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: Objective Summary, lii–liii; Close Reading Focus: main ideas, 206–207, 211, 213, 217, 220–221, 224, 226, 229; Assessment: reading informational text, 276–277; Close Reading Workshop: key ideas and details, 186–190; Constructed Response: organization of ideas, 280; Close Reading Activities, 140, 148, 156, 166, 172, 199, 288, 289, 310, 318, 326, 488, 494, 504, 738, 754, 930, 936

9-10.RI.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: Close Reading Workshop: craft and structure, 186–190; Focus on Craft and Structure: elements of essays and speeches, 202–203, analyzing the development of ideas, 204–205; Close Reading Focus: craft and structure, 220–221, 229, 240–241, 247; Close Reading Activities, 148, 166, 199, 237, 288, 289, 326, 494, 504, 930, 936; Assessment: reading functional text, 278; Constructed Response: organization of ideas, 280

Craft and Structure 9-10.RI.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).

SE/TE: Acquire and use academic vocabulary, 3, 185, 345, 517, 771; Language Study, 140, 148, 156, 166, 172, 288, 310, 318, 326, 488, 494, 504, 738, 754, 936; Close reading: key ideas and details (check meaning of words), 186; Hyperbole, understatement, 251, 263; Assessment: reading informational text, 276–277, reading functional texts, 278; Focus on Craft and Structure: rhetorical devices, 205


Grade 10




9-10.RI.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: Close Reading Focus: main ideas, 206–207, 211, 213, 217, 220–221, 224, 226, 229, analytic and interpretive essays, 240–241, 247; Close Reading Activities, 140, 148, 156, 166, 172, 199, 288, 289, 310, 318, 326, 488, 494, 504, 738, 754, 930, 936; Constructed Response: organization of ideas, 280; Assessment: reading functional texts, 278; Focus on Craft and Structure: analyzing the development of ideas, 204–205

9-10.RI.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.

SE/TE: Common Core Workshop: rhetorical devices and persuasive techniques, lxii–lxiii; Close Reading Workshop: author’s points, 186; Close Reading Focus: main idea, 220–221, 223, 224, 226, 229, persuasive writing and rhetorical devices, 232–233, 235, 237; Assessment: argument and rhetorical devices, 277; Constructed Response: arguments and rhetorical devices, 280, analyze author’s purpose, 281; Close Reading Activities, 140, 172, 199, 288, 289, 310, 326, 494, 738, 936; Focus on Craft and Structure: author’s point of view/purpose, 202, 203, 204, rhetorical devices, 205

Integration of Knowledge and Ideas 9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

SE/TE: Photograph, 174; Research urban histories, 175; Radio Script: The Upside of Quitting, 150–155; Close Reading Activities, 156; Research Comparing Media Coverage, 668–669; Photography, 760; Research the incident, 761; Cartoon, 944, 945

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

SE/TE: Common Core Workshop: analyzing argument, lx–lxi, rhetorical devices and persuasive techniques, lxii–lxiii; Close Reading Activities, 166, 167, 504, 738, 930; Analyzing the Development of Ideas: rhetorical devices, 205; Close Reading Focus: persuasive writing and rhetorical devices, 232–233, 235, 237, distinguishing fact and opinion, 240–241, 244, 247; Constructed Response: arguments and rhetorical devices, 280; Expert opinions, 494


Grade 10




9-10.RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

SE/TE: Common Core Workshop: Theodore Roosevelt’s Inaugural Address, liv–lv, from Atoms for Peace by Dwight D. Eisenhower, lvi–lvii, from Duty, Honor, Country by General Douglas MacArthur, lxiii; Close Reading Workshop: from Address to Students at Moscow Student University by Ronald Reagan, 186–191

Range of Reading and Level of Text Complexity 9-10.RI.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

SE/TE: Comprehending Complex Texts, liv–lix; Independent Reading, 180–181, 340–341, 512–513, 766–767, 950–951


Grade 10




Writing Standards The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. Writing 9-10.W Text Types and Purposes 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: analytic response to literature, 94–101, persuasive essay, 268–275; Writing to Sources (persuasive/argumentative), 51, 167, 173, 178–179, 239, 249, 290, 333, 338–339, 403, 415, 469, 505, 657, 745, 745, 755, 761, 896, 931, 937; Write, 529, 785; Reader’s Script: persuasive speech, 266–267, 764–765

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: prewriting/planning strategies, 95, 269, drafting, 96, 270; Writing to Sources: argumentative text, 178–179, 338–339, 764–765, persuasive essay, 290

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: research, 94, prewriting/planning strategies, 95, 269, drafting, 96, 270; Letter to editor, 173; Writing to Sources: argumentative text, 178–179, 290, 338–339, 469, 761, 764–765, editorial, 657

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Writing Process: organization, 94, 96, connections among ideas, 98, organizing a persuasive essay, 270; Connect arguments and evidence, 167; Sequence and connect ideas, 179, 339, 765; Chronology and order of importance, 290


Grade 10




d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Writing Process: formal style, 94, use specific terms, 98; Formal, polite language, 173; Review Style, 179, 339, 765; Finding Your Voice, 271; Create parallelism, 273; Voice, 290

e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Composing an Argument: concluding statement, lxiv; Writing Process: organize your response, 94, 96, finish with strong conclusion, 270; Writing to Sources: provide a conclusion, 173, 179, 657, 765, end with most important claim, 290, restate argument, 339

9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

SE/TE: Writing an Objective Summary, lii–liii; Writing Process: cause–and–effect essay, 430–437, comparison–and–contrast essay, 864–871; Writing to Sources, 63, 128, 141, 157, 303, 319, 327, 415, 479, 510–511, 728, 739, 755, 759, 819, 827, 896, 909, 948–949; Timed Writing, 89, 263, 425, 665, 859; Constructed Response: writing, 106, 280, 442, 682, 876; Write, 199, 353, 785

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Writing Process:prewriting/planning strategies, 431, 865, clarify analysis, 432, organizing, 433; Character analysis, 63; Explanatory Essay (outline/organize), 263, 425; Notes, details, ideas, 510–511, 948–949; Comparison–and–contrast essay, 728; Literary criticism, 896

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Writing Process: identify related details, 434, support opinions, 865, revise for precision, 868; Character analysis, 63; Identity examples, 89; Critical essay, 415, Explanatory Essay (supporting details), 425; Gather ideas, evidence, review content, 510–511, 948–949; Comparison–and–contrast essay, 728; News story, 819; Script for documentary, 827; Literary criticism, 896


Grade 10




c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: Writing Process: use clear transitions, 432, 866, organizing cause-and-effect, 433; Transitions, use/provide clear, 63, 157, 415, 759, 859; Chronological order, 128; Sequence/connect ideas, 510–511, 948–949

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: Writing Process: consider style and tone, 434, strong effective words, 867, revise for precision, 868; Use vivid, descriptive words, 141, 157, 728, 739; Review style, 511, 949; Use literary terms correctly, 896

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Writing Process: respectful tone, 432, consider style and tone, 434; Convey respect, 219; Review style, 511, 949; Quotation conventions, 896; also see: Tone, use formal, 173; Language, use formal/informal, 239

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: End with conclusion, 63, 415; Importance of claim in conclusion, 219; Conclusion that summarizes, 303; Restate main idea in conclusion, 511, 949; also see: Conclusion, summarize points, 239


Grade 10




9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SE/TE: Writing Process: Autobiographical narrative, 670–677; Sequel/continuation, 37, 103, 679; Retelling, 77, 454, 923; Autobiographical Narrative, 149, 177, 311, 327, 763; Monologue, 175; Memoir, 231, 489; Nonfiction narrative, 337; Short story/fictional narrative, 495, 509, 945, 947; Reflective essay, 733, 739, 943; Myth, 803

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: Writing Process: sequence of events, 670, select meaningful experience, 671, plot diagram, 672, finding effective idea, 673; Retelling, point of view, 77; Sequence narrative, 177, 337, 803; Convey story’s significance, 509, 763, 947

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Writing Process: character and setting cards, 671, plot devices, 672; Plot diagram, 37; Dialogue, descriptions, 77; Narrative techniques, 177, 509, 763, 947; Literary techniques, 337; Choose incidents and language to mirror literature, 803; Interior monologues, 841

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: Writing Process: sequence of events, 670, select meaningful experience, 671, plot diagram, 672; Plot diagram, 37; Sequence narrative, 177, 337, 803; Narrative techniques, 509, 763, 947

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Writing Process: vivid descriptions, 670, sensory details, 671; Evaluate use of language, 77; Descriptive details, imagery, 177, 311; Precise words and phrases, 231; Sensory details, 337, 509, 763, 947

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: Writing Process: conclusion that provides insight, 670, resolution, 672, check conclusion, 674; Provide conclusion, 149, 177, 311; Share insights in conclusion, 231; Conclude by describing reaction, 327; Reflect in conclusion, 337, 763; Resolution, 947


Grade 10




Production and Distribution of Writing 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Process, 94–101, 268–275, 430–437, 670–677, 864–871; Constructed Response: Writing, 106, 280, 442, 682, 876; Writing to Sources, 37, 51, 63, 77, 128, 141, 149, 157, 167, 173, 175, 219, 231, 239, 249, 290, 303, 311, 319, 327, 333, 377, 391, 403, 415, 454, 469, 479, 489, 495, 505, 657, 728, 733, 739, 745, 755, 759, 761, 803, 819, 827, 841, 896, 909, 923, 931, 937, 943, 945; Timed Writing, 89, 103, 263, 277, 425, 439, 665, 679, 859, 873; Write, 15, 199, 337, 348, 353, 529, 785; Assessment: Writing to Sources, 178–179, 338–339, 510–511, 764–765, 948–949; Assessment: Writing, 177, 337, 509, 763, 947; Writing Letters, R19, R20; Writing a Résumé, R21

9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

SE/TE: Writing Process: Analytic Response to literature, 94–101, Persuasive essay, 268–275, Cause–and–effect essay, 430–437, Autobiographical narrative, 670–677, Comparison–and–contrast essay, 864–871; Write, 15, 199, 337, 348, 353, 529, 785; Assessment: Writing to Sources, 178–179, 338–339, 510–511, 764–765, 948–949

9-10.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: Post to Web site, 275, 403, 415; Multimedia Presentation, 455, 659, 862–863, 923; Consult documentary films and Web sites, 495; Produce story and post to class blog, 819


Grade 10




Research to Build and Present Knowledge 9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Research Process Workshop, lxvi–lxxix; Research and Technology, 77, 249, 403, 415, 659, 841; Constructed Response: Research, 107, 281, 443, 683, 877; Research, 7, 15, 129, 141, 149, 157, 173, 175, 190, 199, 291, 303, 311, 319, 327, 333, 335, 348, 353, 455, 469, 479, 489, 495, 505, 507, 521, 529, 729, 733, 739, 745, 755, 759, 761, 776, 785, 897, 909, 923, 931, 937, 943

9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: Common Core Workshop: Conducting Research, lxvi– lxvii; Search engine, online, use, 7, 190, 327; Use variety/evaluate sources, 77, 291, 319; Focus on Research (as part of writing process, citing sources), 94, 268, 430, 670, 864; Digital/electronic and print sources, use, 107, 129, 157, 281, 291, 311, 333, 335, 403, 455, 489, 495, 683, 729; Spreadsheet software, use, 455

9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SE/TE: Writing Process: Analytic Response to literature, 94–101; Constructed Response: writing, 106, 280, 442, 682, 876, research, 107, 281, 443, 683, 877; Analysis, 15, 529; Literary review, 51; Character analysis, 63; Cause-and-effect essay, 128; Critique, 249; Comparison-and-contrast essay, 303; Write poem in response, 377; Critical essay, 403; Critical essay, 415; Research related to literature, 455, 479, 729, 908; Literary criticism, 896; Response to literature, 937

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

SE/TE: Writing Process: Analytic Response to literature, 94–101; Constructed Response: writing, 106, 442, 682, 876, research, 107, 443, 683, 877; Analysis, 15, 529; Literary review, 51; Character analysis, 63; Cause-and-effect essay, 128; Critique, 249; Comparison-and-contrast essay, 303; Write poem in response, 377; Critical essay, 403; Critical essay, 415; Research related to literature, 455, 479, 729, 908; Literary criticism, 896; Response to literature, 937


Grade 10




b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SE/TE: Close Reading Activities (Write), 199; Constructed Response: writing, 280, 442, research, 281; Persuasive essay, 931; Writing to Sources: Response to literature (Churchill’s argument), 937

Range of Writing 9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SE/TE: Writing Process, 94–101, 268–275, 430–437, 670–677, 864–871; Constructed Response: Writing, 106, 280, 442, 682, 876; Writing to Sources, 37, 51, 63, 77, 128, 141, 149, 157, 167, 173, 175, 219, 231, 239, 249, 290, 303, 311, 319, 327, 333, 377, 391, 403, 415, 454, 469, 479, 489, 495, 505, 657, 728, 733, 739, 745, 755, 759, 761, 803, 819, 827, 841, 896, 909, 923, 931, 937, 943, 945; Timed Writing, 89, 103, 263, 277, 425, 439, 665, 679, 859, 873; Write, 15, 199, 337, 348, 353, 529, 785; Assessment: Writing to Sources, 178–179, 338–339, 510–511, 764–765, 948–949; Assessment: Writing, 177, 337, 509, 763, 947; Writing Letters, R19, R20; Writing a Résumé, R21


Grade 10




Language Standards The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language 9-10.L Conventions of Standard English 9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: Conventions of English, 36, 62, 76, 218, 230, 238, 248, 376, 390, 402, 414, 656, 802, 818, 826, 840; Grammar Application, 37, 63, 77, 231, 239, 249, 377, 391, 403, 415, 803, 819, 827, 841; Writer’s Toolbox (conventions), 97, 99; Language Study: conventions, 126, 288; Write (conventions), 128, 454; Assessment: Writing and Language Conventions, 105, 279, 441, 681, 875; Writer’s Toolbox (sentence fluency), 273, 435, 675, 869

a. Use parallel structure.* SE/TE: Writing process (correct use of parallel structures), 268; Revising to create parallelism, 273; Conventions: parallelism, 288; Write (conventions), 728

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: Revising to combine sentences with verbal phrases, 435; Revising to combine sentences using adverb clauses, 675; also see: Conventions: prepositional phrases, 390, 826, 869, infinitive phrases, 402, absolute phrases, 656, independent and dependent clauses, 802; Grammar application: prepositional phrases, 391, infinitive phrases, 403, participial and gerund phrases, 415; Writing and Language Conventions, 441, 681, 875; Language Study (conventions), 452, 726


Grade 10




9-10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SE/TE: Conventions: proper nouns, 36, commas and dashes, 376, semicolons, colons, ellipsis, 840; Grammar Application: commas and dashes, 377, commas and dashes, 376, semicolons, colons, ellipsis, 841; Write (conventions): use semicolon, 128; Writing and Language Conventions, 441, 875; Editing and Proofreading: spelling, 101, 275, 454, 728, punctuating dialogue, 677, quotation marks, 896; Grammar, Usage, and Mechanics Handbook, R31–R32

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SE/TE: Conventions: semicolons, colons, ellipsis, 840; Grammar Application: semicolons, colons, ellipsis, 841; Writing and Language Conventions (semicolons), 875; Grammar, Usage, and Mechanics Handbook, R31

b. Use a colon to introduce a list or quotation.

SE/TE: Conventions: semicolons, colons, ellipsis, 840; Grammar Application: semicolons, colons, ellipsis, 841; Writing and Language Conventions (colons), 875; Grammar, Usage, and Mechanics Handbook, R31

c. Spell correctly. SE/TE: Editing and Proofreading: spelling, 101, 275, 454, 728

Knowledge ofLanguage 9-10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

SE/TE: Writing Process, 94–101, 268–275, 430–437, 670–677, 864–871; Language Study, 34, 48, 60, 74, 216, 228, 236, 246, 288, 374, 388, 400, 412, 566, 590, 616, 636, 654, 800, 816, 824, 838, 894; Selection Vocabulary, 126, 140, 148, 156, 166, 172, 302, 310, 318, 326, 452, 478, 488, 494, 504, 704, 726, 755; Speaking and Listening: delivering oral interpretation of a literary work, 92–93, delivering a persuasive speech, 266–267, delivering multimedia presentation, 862–863; Constructed Response: Writing, 106, 280, 442, 682, 876, Speaking and Listening, 107, 281, 443, 683, 877


Grade 10




a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: Source list, lxviii; Sample Reader’s Guide Entry, lxxix; Documenting Sources, lxxiii; Review citations, lxxiv; Model citations page, lxxvii; Using quotations, 96

Vocabulary Acquisition and Use 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

SE/TE: Language Study: Using a Dictionary and Thesaurus, 90–91; Words with Multiple Meanings, 426–427; Language Study, 34, 48, 60, 74, 216, 228, 236, 246, 288, 374, 388, 400, 412, 566, 590, 616, 636, 654, 800, 816, 824, 838, 894; Selection Vocabulary, 126, 140, 148, 156, 166, 172, 302, 310, 318, 326, 452, 478, 488, 494, 504, 704, 726, 755

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Assessment (reading), 278, 679, 680, 874; Selection Vocabulary and Language Study, 302, 310, 468, 494, 744, 894, 908; Language Study: Words with Multiple Meanings, 426–427

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: Language Study: Using a Dictionary and Thesaurus, 90–91; also see: Word Study: prefixes, 48, 60, 228, 246, 374, 590, 824, 838, roots, 34, 216, 236, 388, 616, 654, 636, 800, suffixes, 74, 400, 412, 566, 816, 824

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

SE/TE: Language Study: Using a Dictionary and Thesaurus, 90–91, Word Origins: Etymology, 264–265, Words with Multiple Meanings, 426–427, Connotation and Denotation, 666–667

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: Language Study: Using a Dictionary and Thesaurus, 90–91, Words with Multiple Meanings, 426–427, Idioms, Jargon, and Technical Terms, 860–861


Grade 10




9-10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SE/TE: Critique (ambiguities, unclear concepts), 249; Close Reading Focus: figurative language, 392–393, sound devices, 404–405; Literary Analysis, 289; Determining Poetic Meaning, 358; Craft and Structure (and reading notes): figurative language, 401, sound devices, 413; Critical essay on language techniques, 403; Assessment Skills, 439; Personification, 453; Analytical essay (use of figurative language), 479; Analyze word choice, 682

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

SE/TE: Close Reading Focus: figurative language, 392–393, sound devices, 404–405; Craft and Structure (and reading notes): figurative language, 401, 402, sound devices, 413; Critical essay on language techniques, 403; Assessment Skills, 439; Analytical essay (use of figurative language), 479; Language Study: Idioms, Jargon, and Technical Terms, 860–861

b. Analyze nuances in the meaning of words with similar denotations.

SE/TE: Comparing Humorous Writing, 251; Finding Your Voice, 271; Language Study: Connotation and Denotation, 666–667; Language Study, 726; Writer’s Toolbox: Word Choice, 867

9-10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Common Core Workshop: Building Academic Vocabulary, xlvi–li; Building Knowledge: Vocabulary, 22, 38, 52, 64, 206, 220, 232, 240, 360, 378, 392, 404, 544, 568, 592, 618, 638, 792, 804, 820, 828; Language Study, 34, 48, 60, 74, 216, 228, 236, 246, 288, 374, 388, 400, 412, 566, 590, 616, 636, 654, 800, 816, 824, 838, 894; Selection Vocabulary, 126, 140, 148, 156, 166, 172, 302, 310, 318, 326, 452, 478, 488, 494, 504, 704, 726, 755; Introducing the Big Question: Acquire and use academic vocabulary, 3, 185, 345, 517, 771


Grade 10




Speaking and Listening Standards The following standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening 9-10.SL Comprehension and Collaboration 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Discuss, 7, 15, 63, 128, 157, 167, 173, 190, 199, 303, 311, 319, 327, 348, 353, 391, 454, 469, 479, 505, 728, 733, 739, 745, 755, 923, 931, 937, 945; Assessment: group discussion, 176, 336, 508, 762, 946

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SE/TE: Interview, 37; Assessment: group discussion, 176, 336, 508, 946; Debate, 239, 290, 495, 909

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SE/TE: Interview, 37; Group discussion, 63, 149, 167, 173; Partner discussion, 157, 199; Assessment: group discussion, 176, 336, 508, 946; Debate, 239, 290, 495, 909

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Interview, 37; Group discussion, 63, 149, 167, 173; Partner discussion, 157, 199; Assessment: group discussion, 176, 336, 508, 762, 946; Debate, 239, 290, 495, 909; Group screening, 658

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Group discussion, 63, 149, 167, 173; Constructed Response: Speaking and Listening, 107, 683; Assessment: group discussion, 176, 336, 508, 762, 946; Debate, 239, 290, 495, 909; Group screening, 658


Grade 10




9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SE/TE: Speaking and Listening: analyzing media messages, 428–429, comparing media coverage, 668–669, delivering multimedia presentation, 862–863; Multimedia presentation, 291, 455, 659, 923

9-10.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Debate, 239, 290, 495, 909; Delivering a persuasive speech (evaluate), 267; Assessment: group discussion, 336, 508, 946 Analyzing media messages, 428–429; Comparing media coverage, 668–669

Presentation of Knowledge and Ideas 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: Speaking and Listening: delivering oral interpretation of a literary work, 92–93, delivering a persuasive speech, 266–267, delivering multimedia presentation, 862–863; Constructed Response: Speaking and Listening, 107, 281, 443, 683, 877; Speech, informal, 141; Oral presentation, 129, 149, 303, 759; Humorous persuasive speech, 219; Oral recollection, 231; Debate, 239, 290, 495, 909; Panel discussion based on research, 311; Multimedia presentation, 291, 455, 659, 923; Oral interpretation of a literary work, 377; Report, oral, 469; Research summary, 745

9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SE/TE: Speaking and Listening: delivering multimedia presentation; Multimedia presentation, 291, 455, 659, 862–863, 923; Visual aids, use, 415


Grade 10




9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Presentation of ideas, 51; Speaking and Listening: delivering oral interpretation of a literary work, 92–93, delivering a persuasive speech, 266–267, analyzing media messages, 428–429, comparing media coverage, 668–669, delivering multimedia presentation, 862–863; Constructed Response: Speaking and Listening, 107, 281, 443, 683, 877; Oral presentation, 129, 149, 303, 759; Speech, informal, 141; Assessment: group discussion, 176, 336, 508, 762, 946; Humorous persuasive speech, 219; Oral recollection, 231; Debate, 239, 290, 495, 909; Oral interpretation of a literary work, 377; Research summary, 745; Retelling, 803

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