PEARSON Literaturecommon CORE OVERVIEW for Chicago Public Schools

PEARSON LiteratureCOMMON CORE OVERVIEW for Chicago Public Schools

GRADES 6-10 Welcome

Table of Contents Instructional Model ...... 4 Flexible Pathways ...... 6 Text Sets ...... 8 Writing and Research ...... 14 Differentiated Instruction ...... 16 Assessment Overview ...... 18 Digital Resources ...... 20 Components ...... 22

Welcome to Pearson Common Core Literature!

We are excited to present Chicago Public Schools with a special preview of Pearson Common Core Literature, a new program currently in development. This program is designed to meet the Common Core State Standards, the Publisher’s Criteria, and includes Text Sets modeled after the PARCC Content Model Framework. One unit of a Student Edition and Teacher Edition for each grade level 6-12 has been submitted for your review. Additional units will be available in early April. Prototype pages can be made available upon request.

Pearson Common Core Literature addresses the instructional shifts that the Common Core Standards requires and gives educators and students a clear pathway to success by providing a unique Instructional Model that integrates instruction, practice, and real-world application for all learners.

This Overview Brochure will provide a detailed glance into the Instructional Model and you will see that the heart of instruction is centered on Text Sets. The Text Sets consist of an Anchor Text with Related Readings and are centered on a compelling topic.

Additionally, focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on PARCC. You will fi nd Close Reading Activities after each selection which focus on Read, Discuss, Research, and Write – the same performance tasks students will be required to perform on PARCC.

We are excited about what Pearson Common Core Literature can do to help your teachers and students with successful implementation of the Common Core. The program is currently Table of Contents in development and complete samples will be ready soon. Instructional Model ...... 4 As the leading educational company in the country, we hope to partner with you and be a Flexible Pathways ...... 6 part of this educational transformation. Our promise is to help Chicago Public Schools achieve Text Sets ...... 8 their goal of preparing students for college and the workplace. Writing and Research ...... 14 Sincerely, Differentiated Instruction ...... 16 Assessment Overview ...... 18 Digital Resources ...... 20 James Lippe Pearson Components ...... 22 Regional Vice President

Instructional Model

Literature for the Common Core Pearson Common Core Literature is designed to address Pearson Common Core Literature delivers an Instructional the instructional shifts in literacy required by the Common Model that will help teachers prepare students for the rigors Core State Standards. With this program, students will: of college and the workplace. This Instructional Model: • build content knowledge by reading a range of • allows for instructional fl exibility depending on the complex texts—literary and informational—through learner levels in the classroom and academic text sets, growth needed, • provide written and oral responses to prompts that • puts emphasis on the close reading of complex texts, require students to cite evidence from the text, and requires students to participate in academic • encounter complex texts and analyze and internalize discussions, perform research, and write to sources, the texts’ academic language and vocabulary. • provides rigorous instruction and guidance in analysis of multiple texts within a genre, • supports deepening knowledge of a topic through analysis of multiple-genre texts and media in a Text Set, • provides practice in reading extended texts independently.

Unit Level Instructional Model

Core Instruction truct d Ins ion lde fo af c PART 2 S l TEXT ANALYSIS a n GUIDED EXPLORATION o i t • Genre Focus p

O • Skills Workshops

PART 1 SETTING EXPECTATIONS • Introducing the Big Question • Close Reading Workshop

PART 3 TEXT SET PART 4 DEVELOPING INSIGHT DEMONSTRATING • Anchor Text INDEPENDENCE • Multiple-Genre Related • Independent Reading Readings • Online Text Sets

Instructional Model: The Parts The Instructional Model reflects the learning process: Part 1 models expectation and strategies; Part 2 provides scaffolded supports for reading, writing, speaking and listening, and grammar acquisition; Part 3 enables students to demonstrate learning without scaffolds; Part 4 presents wholly independent reading opportunities.

ParT 1: Setting expectationS Part 1 will Set clear expectations for students as they analyze texts, participate in academic discussions, perform research, and present written responses to text. Also introduced are the unit’s Big Question and academic vocabulary that students will utilize and revisit in the course of the unit.

ParT 2: text analySiS In Part 2, students will study multiple texts within a genre and master concepts and standards associated with that genre. Learning to closely read and analyze one specific genre will provide students with strategies that guide them toward performing this same analysis across multiple genres. Direct instruction and scaffolds are provided to ensure that students of all levels are able to comprehend and analyze the complex texts presented in this part. In addition, students are given the opportunity to compare two or more texts and practice writing on demand. Process workshops are also provided for Language Study, Speaking and Listening, and Writing.

ParT 3: text Set In Part 3, the instructional focus is on the acquisition of content knowledge through multi-genre Text Sets. Each Text Set is anchored by a text that matches the genre studied in Part 2. The scaffolds fall away, and students are given the opportunity to encounter texts in an authentic reading environment that will mirror what they will experience in college textbooks and in workplace documents. Throughout the Text Set, students read critically, participate in academic discussions, conduct research, and develop insights on a topic. These are the types of activities students will be required to perform on the national assessments as well as in college and the workplace.

ParT 4: DeMonStRating inDepenDence In Part 4, students are encouraged to read extended texts independently, building stamina and confidence. Online text sets are available, enabling students to practice independent reading of texts within a digital environment.

Flexible Pathways

Flexible Pathways The Instructional Model in Pearson Common Core Literature has been carefully constructed so that it provides you with the ultimate fl exibility in meeting the needs of your students. Your pathway through each unit can vary depending on student performance on the Beginning-of-Year Test and on observation of student performance on Close Reading activities. The scenarios below are suggestions for how to use the Instructional Model, and the chart that follows provides a visual for these pathways.

above Level Students Results from the Beginning-of-Year Test indicate that your students are familiar with grade- level concepts delineated in the standards for the upcoming unit. Therefore, you begin the unit instruction by reviewing the Part 1 models for reading, discussion, research, and writing and assign the Independent Practice Selection Close Reading Activities to confi rm that students have the requisite tools for success. If students struggle with any aspects of the Close Reading Activities such as participating in academic discussion, research, or writing, you may opt to assign targeted features in Part 2 in order to provide instruction and practice in those areas.

If students are successful with the Close Reading Activities following the Independent Practice Selection, you might want to move directly to Part 3 and work with students to build knowledge through independent readings of a range of texts and media. Then, in- struct students to self-select an extended reading from Part 4 and prepare an oral or written presentation of their learning.

BELOW On-Level Students LEVEL Results from the Beginning-of-Year Test indicate that your students may not need further instruction in grade-level concepts for the upcoming unit. Therefore, you plan to teach Part 1 in order to model the strategies and expected outcomes for close reading, discussion, research, and writing. You might want to spend a little time in Part 2 by assigning targeted selections and features which provides explicit skills instruction and scaffolds to ensure students develop the knowledge and skills needed for success in Part 3. ABOVE When students demonstrate mastery of targeted Part 2 skills, you may then assign all LEVEL or parts of the text set in Part 3, utilizing scaffolds in the teacher’s edition when necessary. Assign a Part 4 text for students to read independently.

Struggling Students and English Learners Results from the Beginning of Year Test indicate that your students need intensive instruction in most or all of the upcoming unit skills and concepts. Therefore, you devote class time to modeling expectations in Part 1. You might want to spend more time in Part 2 and assign most or all of the selections and features, to ensure that students develop the requisite reading, writing, and speaking and listening skills needed for success. Then, assign a portion of the Part 3 Text Set to enable students to develop content knowledge related to the Big Question. Part 4 independent readings may be considered optional.

Unit Level Pathways The chart below shows recommended instructional pathways for the different learner levels in your classroom. These are only recommendations, you know best the unique needs of your students and can follow these recommended pathways, follow the units in their entirety, or create your own path through the units. No matter which path you choose, Pearson Common Core Literature will help you prepare your students for success in college and the workplace.

PART 1 PART 2 PART 3 PART 4 SETTING TEXT ANALYSIS TEXT SET DEMONSTRATING EXPECTATIONS GUIDED EXPLORATION DEVELOPING INSIGHT INDEPENDENCE

BELOW LEVEL PART 1 PART 2 PART 3 PART 4

ON LEVEL PART 1 PART 3 PART 4

ABOVE PART 3 PART 4 LEVEL

ELL PART 1 PART 2 PART 3 PART 4

Text Sets

The Text Sets in Part 3 of each unit are organized around a compelling topic related to the unit’s Big Question. Text Sets are comprised of an Anchor Text and Related Readings in a variety of multiple genres and media. Students will be exposed to content area nonfi ction and will build knowledge and develop a position on the Text Set topic. The unique aspect of the Text Sets in Pearson Common Core Literature is the use of an Anchor Text and Related Readings. The Anchor Text is of the same genre studied in Part 2, and it acts as the cornerstone of the Text Set. The Anchor Text does this by providing opportunities for students to: • devote the time and care required for a close reading of a text and, • demonstrate in-depth comprehension of a single text type and multiple text types.

◀ The Related Readings following the Anchor Text are of multiple genres including fi ction, nonfi ction, poetry, drama, short story, web site articles, media, cartoons, illustrations, and more.

The Text Set selections do ▶ not provide scaffolds and support, so students are exposed to the type of real-life reading they will encounter in college and the workplace.

Following each selection, ▶ Close Reading Activities allow students to experience performance tasks while they discuss, research, and write. Through these Activities, students will begin to form a coherent position on the Text Set topic, and each writing opportunity can be used to develop the culminating writing assignment.

▶ The concluding Assessment includes performance tasks in speaking and listening, writing, and formal oral and written responses.

Text Sets

Below is a list of Text Sets in Grades 6-8

GRADE 6 Determination People and Animals POEM MYTH The Gold Rush Simile: Willow and Ginkgo Prologue from The Whale Rider Eva Merriam Witi Ihimaera SHORT STORY WEB ARTICLE MAGAZINE ARTICLE The King of Mazy May Angela Duckworth and the The Case of the Monkeys That Fell Jack London Research on “Grit” from the Trees SONG Emily Hanford Susan E. Quinlan To Klondyke We’ve Paid Our Fare EXPOSITORY ESSAY WEB ARTICLE H.J. Dunham Race to the End of the Earth Rescuers to Carry Oxygen Masks ANNOTATED MAP William G. Scheller for Pets Gold Rush: The Journey by Land Associated Press SHORT STORY from The Sacramento Bee The Sound of Summer Running INFOGRAPHIC LETTER Ray Bradbury 2012 Pet Ownership Statistics A Woman’s View of the Gold Rush American Pet Products Association LETTER Mary B. Ballou from Letter on Thomas Jefferson SHORT STORY WEB ARTICLE John Adams The Old Woman Who Lived With Chinese and African Americans in the the Wolves AUTOBIOGRAPHY Gold Rush Chief Luther Standing Bear Water The Johns Hopkins University Helen Keller NEWS RELEASE NEWS ARTICLE Satellites and Sea Lions POSTER Birds Struggle to Recover From Egg NASA Determination Thefts of 1800s NARRATIVE ESSAY Edie Lau Mark Twain Turkeys Bailey White Baseball PLAY The Prince and the Pauper EXPOSITORY ESSAY GRADE 7 Jackie Robinson: Justice at Last NOVEL EXCERPT Geoffrey C. Ward and Ken Burns from The Prince and the Pauper Mark Twain Competition NEWS ARTICLE Memories of an All-American Girl SPEECH SHORT STORY Carmen Pauls Stage Fright Amigo Brothers Mark Twain Piri Thomas ARGUMENT Preserving a Great American BIOGRAPHY WEB ARTICLE Symbol My Papa, Mark Twain Get More From Competition Richard Durbin Susy Clemens Christopher Funk SHORT STORY INTERVIEW WEB ARTICLE The Southpaw Mark Twain’s First “Vacation” Forget Fun, Embrace Enjoyment Judith Viorst The New York World Adam Naylor NEWS ARTICLE QUOTATIONS NEWSPAPER ARTICLE Fenway Park Celebrates 100 Years According to Mark Twain Video Game Competitiveness, as America’s Oldest Working Major Mark Twain Not Violence, Spurs Aggression, League Ballpark Study Suggests SHORT STORY Molly Line Jennifer LaRue Huget An Encounter With an Interviewer WEB ARTICLE Mark Twain MAGAZINE ARTICLE Why We Love Baseball Win Some, Lose Some Mark Newman Charles Osgood BASEBALL CARD MEDIA Ted Williams Baseball Card Orlando Magic LeRoy Neiman

10 TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK

Motivation Leaders and Followers GRADE 8 AUTOBIOGRAPHY TELEPLAY No Gumption The Monsters Are Due on Human vs. Machine Russell Baker Maple Street Rod Serling SHORT STORY WEB ARTICLE Who Can Replace a Man? Intrinsic Motivation Doesn’t Exist, SHORT STORY Brian Aldiss Researcher Says All Summer in a Day Jeff Grabmeier Ray Bradbury BALLAD John Henry POEM TEXTBOOK ARTICLE Traditional Ballad The Cremation of Sam McGee Joseph R. McCarthy Robert Service Prentice Hall: United States History MAGAZINE ARTICLE Julie and the Turing Test MAGAZINE ARTICLE WEB ARTICLE Linda Formichelli A Special Gift—The Legacy of The Salem Witch Trials of 1962 “Snowflake” Bentley The Salem Witch Museum CARTOON Barbara Eaglesham “The good news, Dave, . . . “ BLOG POST Chris Madden FOLK TALE Herd Mentality? The All Stories Are Anansi’s Freakonomics of Boarding a Bus PRESS RELEASE Harold Courlander Stephen J. Dubner Robots Get a Feel for the World at USC Viterbi INFOGRAPHIC WEB ARTICLE University of Southern California Viterbi Image: Maslow’s Theory of Follow the Leader: Democracy in Herd Motivation and Human Needs Mentality TV SCRIPT Abraham Maslow Michael Shirber from The Measure of a Man from Star Trek: The Next Generation PHOTOGRAPH Heroes and Outlaws Melinda M. Snodgrass Martin Luther King, Jr., Memorial NARRATIVE POEM Belonging to a Place The Highwayman Becoming American Alfred Noyes AUTOBIOGRAPHY NARRATIVE ESSAY from Travels with Charley WEB SITE My First Free Summer John Steinbeck Carnegie Hero Fund Commission Julia Alvarez SHORT STORY MAGAZINE ARTICLE NARRATIVE POEM Gentleman of Río en Medio The Myth of the Outlaw How I Learned English Juan A. A. Sedillo Ruth M. Hamel Gregory Djanikian SPEECH EXPOSITORY ESSAY AUTOBIOGRAPHY Choice: A Tribute to Martin Luther King, Jr. The Real Story of a Cowboy’s Life mk Alice Walker Geoffrey C. Ward Jean Fritz SHORT STORY SHORT STORY PUBLIC DOCUMENT Tears of Autumn After Twenty Years Discovering a Paper Son Yoshiko Uchida O. Henry Byron Yee AUTOBIOGRAPHY WEB ARTICLE PLAY from I Know Why the Caged Bird Sings Harriet Tubman from Grandpa and the Statue Maya Angelou Arthur Miller POSTER ONLINE ARTICLE Harriet Tubman Wanted Poster NEWS ARTICLE Study Finds Americans Increasingly Melting Pot Rooted Anna Quindlen Cindy Weiss INFOGRAPHIC CHART Census Data on Immigration Relationships to Place from What Is U.S. Department of Homeland Sense of Place? Security, Office of Immigration Statistics. Jennifer E. Cross (gRaDe 8 continued)

TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK 11

Text Sets

Below is a list of Text Sets in Grades 8-10

Freedom Fighters The Great Depression GRADE 8 (continued) PERSUASIVE SPEECH SPEECH EXEMPLAR TEXT Generations from The American Dream First Inaugural Address POEM Martin Luther King, Jr. Franklin Delano Roosevelt Old Man NARRATIVE POEM EXPOSITORY ESSAY Ricardo Sánchez Runagate Runagate from Nothing to Fear Alan Axelrod Robert Hayden POEM HISTORY For My Sister Molly Who in the Fifties HISTORICAL ESSAY from Americans in the Great Depression Alice Walker Emancipation from Lincoln: Eric Rauchway A Photobiography SHORT STORY JOURNALISM Russell Freedman The Medicine Bag from Women on the Breadlines Virginia Driving Hawk Sneve LYRIC POEM Meridel LeSueur Harriet Beecher Stowe AUTOBIOGRAPHY PHOTOGRAPH Paul Laurence Dunbar Cub Pilot on the Mississippi Bread Line, New York City, 1932 Mark Twain HISTORICAL ESSAY H. W. Fechner Brown vs. Board of Education SHORT STORY The Kennedy Assassination Thank You, M’am Walter Dean Myers Langston Hughes PERSUASIVE SPEECH POEM The Assassination of John F. Kennedy NEWS ARTICLE On Woman’s Right to Suffrage Gwendolyn Brooks Tutoring Benefi ts Seniors’ Health, Susan B. Anthony Students’ Skills PERSUASIVE SPEECH POEM David Crary from Address to the Commonwealth Instead of an Elegy G. S. Fraser RESEARCH ARTICLE WITH GRAPHS Club of San Francisco MEMOIR The Return of the Multi-Generational Cesar Chavez from A White House Diary Family Household CHART Lady Bird Johnson Pew Research Center Nonviolence Tree SHORT STORY The Holocaust American History Judith Ortiz Cofer GRADE 9 DRAMA SPEECH from Kindertransport Address Before a Joint Session of the Diane Samuels Conformity Congress Lyndon Baines Johnson DIARY ENTRIES SHORT STORY from Anne Frank: The Diary of a The Scarlet Ibis James Hurst VISUAL TIMELINE Images of a Tragedy Young Girl POEM Anne Frank Much Madness is divinest Sense— Aspiration MEMOIR Emily Dickinson DRAMA from Anne Frank Remembered SHORT STORY from The Importance of Being Earnest Miep Gies (with Allison Leslie Gold) My English Julia Alvarez Oscar Wilde AUTOBIOGRAPHICAL NARRATIVE MAGAZINE ARTICLE SHORT STORY (WITH MAP) The Case for Fitting In The Necklace Guy de Maupassant from Night David Berreby Elie Wiesel AUTOBIOGRAPHY EXPOSITORY ESSAY New Directions Maya Angelou SPEECH from The Geeks Shall Inherit the Earth from Remarks on a Visit to Buchenwald Alexandra Robbins ANALYTICAL ESSAY Elie Wiesel from Fragile Self-Worth Tim Kasser MEMOIR EXPOSITORY TEXT from Blue Nines and Red Words MAGAZINE ARTICLE Local Holocaust Survivors and Daniel Tammet My Possessions Myself Russell Belk Liberators Attend Opening Event for Exhibition CARTOON CARTOON Florida Holocaust Museum from The New Yorker from The New Yorker The New Yorker

12 TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK

Defining Heroism Vision Conscientious Objections EPIC EXPOSITORY ESSAY DRAMA from the Ramayana How to React to Familiar Faces Antigone, Part 1 and Part 2 retold by R. K. Narayan Umberto Eco Sophocles (translated by Dudley Fitts and Robert Fitzgerald) MYTH NOVEL EXCERPT Perseus Edith Hamilton from Magdalena Looking POEM Susan Vreeland Conscientious Objector NARRATIVE ESSAY Edna St. Vincent Millay The Washwoman Isaac Bashevis Singer EXPOSITORY NONFICTION from The Statue That Didn’t Look SPEECH INTERVIEW Right, from Blink: The Power of from Nobel Lecture from The Hero’s Adventure Thinking Without Thinking Alexander Solzhenitsyn Joseph Campbell and Bill Moyers Malcolm Gladwell SHORT STORY PERSONAL ESSAY EXPOSITORY NONFICTION The Censors from My Hero’s Hero Elie Wiesel from The Shape of the World Luisa Valenzuela SCIENTIFIC ARTICLE from Life by the Numbers MAGAZINE ARTICLE On Altruism, Heroism, and Nature’s Keith Devlin Culture of Shock Gifts in the Face of Terror SCIENCE WRITING Stephen Reicher; S. Alexander Haslam Natalie Angier Seeing Things from How the Brain GOVERNMENT POLICY INFOGRAPHIC Works from Army Regulation 600-43: American Blood Donation John McCrone Conscientious Objection Executive Healthcare Management SCIENCE WRITING Department of the Army Magazine How to Look at Nothing from How PHOTOGRAPH to Use Your Eyes Tiananmen Square “Tank Man” James Elkins GRADE 10 Jeff Widener PAINTING Perseverance Car Reflections, 1970 The Arthurain Legend Richard Estes SHORT STORY NOVEL EXCERPT Arthur Becomes King of Britain Contents of the Dead Man’s Pocket Lost Civilizations Jack Finney from The Once and Future King POEM T. H. White MEMOIR A Tree Telling of Orpheus from Swimming to Antarctica POEM Denise Levertov Lynne Cox Morte d’Arthur SHORT STORY Alfred, Lord Tennyson AUTOBIOGRAPHY By the Waters of Babylon Occupation: Conductorette from I Know PARODY Stephen Vincent Benét Why the Caged Bird Sings from A Connecticut Yankee in King Maya Angelou SHORT STORY Arthur’s Court There Will Come Soft Rains Mark Twain RADIO TRANSCRIPT Ray Bradbury from The Upside of Quitting HISTORY Stephen J. Dubner MEMOIR Youth and Chivalry from A Distant from The Way to Rainy Mountain Mirror: The Calamitous 14th Century MAGAZINE ARTICLE N. Scott Momaday Barbara W. Tuchman from The Winning Edge Peter Doskoch JOURNALISM HISTORY Understanding Stonehenge from The Birth of Britain SPEECH Rossella Lorenzi Winston S. Churchill Science Fiction and the Future from Dancing at the Edge of the World EXPOSITORY NONFICTION MAGAZINE ARTICLE Ursula K. Le Guin from Collapse: How Societies Choose A Pilgrim’s Search for Relics of the to Fail or Succeed Once and Future King PHOTOGRAPH Jared Diamond Caroline Alexander from the series Empire State (Laying Beams), 1930–31 DRAWING CARTOON Lewis Hine Aquae Sulis, Roman Baths The New Yorker

TEXT SET TOPICS ARE IN RED | ANCHOR TEXTS ARE IN BLUE | RELATED TEXTS ARE IN BLACK 13

Writing and research

Writing and research WRITING is an integral part of Pearson Common Core Literature. The program adheres to the percentages of writing outcomes as indicated in the Common Core State Standards, and most writing outcomes involve writing to sources and writing grounded in evidence. Each unit features a writing mode - argumentative, informative/explanatory, narrative – and all writing activities focus on that particular mode of writing. • The featured mode is introduced in the Close Reading Workshop with an annotated model. • Close Reading Activities that follow each selection provide students with the opportunity to write with the type of activities they must be able to perform in the upcoming assessments. • Common Core Workshops on Analyzing Argument and Conducting Research can be found in the Introductory Unit. • The Writing Process Workshop provides instruction in the featured mode. • Timed Writing activities appear after Comparing Texts and in Assessment: Skills • In Assessment: Synthesis, students are required to develop a formal, written response or argument.

Writing Process

Common Core Write an Explanatory Text State Standards Prewriting/Planning Strategies Writing Examine current events. Scan newspapers or magazines for headlines Exposition: Cause-and-Effect Essay 2. Write informative/explanatory texts to examine and convey that interest you. Use a three-column chart to speculate about possible Whether the subject is human nature, historical Defining the Form complex ideas, concepts, and causes and effects: In the middle column, write the event; in the left trends, or weather patterns, cause-and-effect reasoning explains why information clearly and accurately through the effective column, write the possible causes; in the right column, note possible things happen. A cause-and-effect essay examines the relationship selection, organization, and effects. Notice how the event listed in the chart below—team wins between or among two or more events, explaining how one causes analysis of content. championship—is an effect of the causes listed in the left column— another. You may use elements of this type of writing in science reports, 2.a. Introduce a topic; organize complex ideas, concepts, and practice, focus, and individual performance—as well as a cause of the history papers, and health articles, for example. information to make important connections and distinctions; effects listed in the right column—increased fan interest, harder to buy Assignment Write a cause-and-effect essay to explain an event or a include formatting, graphics, tickets, and revenue for city. and multimedia when useful to condition in a subject area that interests you, such as business, the arts, aiding comprehension. technology, history, sports, or music. Include these elements: 2.b. Develop the topic with Causes Event Effects well-chosen, relevant, and ✓ a clear identification of a cause-and-effect relationship sufficient facts, extended • practice, focus Team wins • increased fan definitions, concrete details, • individual championship interest ✓ an analysis of specific aspects of the cause or causes that quotations, or other information produce the effects and examples appropriate to performance • harder to buy the audience’s knowledge of tickets ✓ the topic. facts, details, examples, and reasons that support your • revenue for city assertions and anticipate readers’ questions 5. Develop and strengthen writing as needed by planning, ✓ a logical organization clarified by smooth transitions revising, editing, rewriting, or trying a new approach, focusing List and freewrite. Jot down any interesting events that come to mind ✓ error-free grammar, including correct subject-verb agreement on addressing what is most from the worlds of business, science, technology, the arts, nature, politics, significant for a specific purpose To preview the criteria on which your cause-and-effect essay may be and audience. and sports. Then, circle the item that most intrigues you. Freewrite for judged, see the rubric on page 409. three minutes about that topic. As you write, note any causes and effects that come to mind. You can develop your topic from ideas you uncover in your freewriting. WritEr’s toolbox Categorize to narrow your topic. You may find that your topic is WrITer’s Toolbox too broad to manage in the scope of a singleWRITING essay. I BreakUNIT your2 subject ConvEntions sEntEnCE FluEnCy voiCE organization Word ChoiWRITINGCE I i dEasUNIT 2 Common Core CoNVENtIoNS | SENtENCE FLuENCy | VoIintoCE smaller | or categories.gaNIzatIoN For example, | WorD if C yourhoICE topic | is IDEaSabout a record- Revising Strategies Focus on ReseaRchState Standards breaking sports event, you might create categories such as “key player,” REading-WRiting Clarify cause-and-effect relationships. Review your entire draft, Writing “great coach,” and “new equipment.” Choose a more focused topic that When you write explanatory texts, you2.c. Usemight appropriate perform and research varied to ConnECtion focusing on the causes and effects you have presented. With two Revising to Correct Faulty interests you from your list of categories. • locate data in the form of facts and statistics to support your ideas.transitions to link the major To get a feel for cause- sections of the text, create highlighters, use one color to mark phrases that show causes and the and-effect essays,Subject-Verb read the Agreement Chart causes and effects. Using an index card or a self-sticking note, • verify claims you make about causes and probable effects.cohesion, and clarify the other to mark effects. Add details to strengthen connections, insert relationships among complex excerpt from Silent Spring by write the central event or circumstance that is your subject. Explore the transitional words to make links clear, and eliminate• find examples to illustrate your points. causes or effects ideas and concepts. Rachel CarsonFor on a page subject 167. and verb to agree, they must agree in number. 2.f. Provide a concluding causes that produced the event and the effects the event produced. Write that do not support your main point. Provide a clearBe sure concluding to note all resources you usestatement in your orresearch, section that and credit those Identifying Errors in Subject-Verb agreementthose factors Agreement on separate errors cards or notes. Write key details related to each statement that follows logically from the informationsources that in yourpreceded final drafts. Refer tofollows the Research from and Workshop supports the in the may occur with compound subjects, subjects joined by or or nor, and information or explanation cause and effect on the cards or notes. Then, arrange the cards or notes it and that supports your main idea. Introductory Unit for assistance in citingpresented. materials. indefinite pronouns as subjects. Below, subjectsin a logical are underlined sequence. and verbs 5. Develop and strengthen italicized. writing as needed by planning, revising, editing, rewriting, or Compound Subject: trying a new approach, focusing The coach and the captain is going are going to attend. Our class scored in the top ﬁve percent on standardized tests. on addressing what is most significant for a specific purpose Subject Joined by Or or Nor: , but, more often, and audience. We took some practice tests. Mostly we focused on learning to Either Jason or his brother are bringing is bringing the snacks. This writer adds transitional Because we could6 read UNIT well, 1 • we Is conflict necessary? Indefinite Pronoun as Subject: PART 2 • Writing Process 7 read and to understand what we read. We were able to do well words and phrases to Everybody who supports our ideas are helping is helping. on the test. clarify the cause-and-effect relationships. If a plural subject is joined to a singular subject by or or nor, the verb should agree with the subject that is closer to it. Model: revising to Clarify Cause and Effect Correct: Either the coach or the co-captains are going to speak. Combine short sentences. If you find too many short sentences, look Correct: Either the co-captains or the coach is going to speak. for places to combine them using the following strategies: • Combine two sentences using subordinating clauses that start with Fixing Errors To correct subject and verb agreement, follow these steps: conjunctions such as after, although, despite, if, and whenever. Use 1. Identify whether the subject in a sentence is singular or plural. subordinating conjunctions to show a relationship between ideas. 2. Select the matching form of the verb: • Use coordinating conjunctions such as and, but, or, nor, for, so, and • For compound subjects joined by and, use plural verb forms. yet to combine ideas of equal importance. • For singular subjects joined by or or nor, use singular verb forms. Example: Short Sentences: • When the subject is an indefinite pronoun, use the appropriate The team members lost hope. They found an unlikely verb form. Use this chart for guidance. inspiration to continue. Indefinite Pronouns C ombined: The team members lost hope, but they found an unlikely Always Singular anybody, anyone, anything, each, either, every, everybody, everyone, everything, inspiration to continue. neither, nobody, no one, nothing, somebody, someone, something Always Plural both, few, many, others, several Peer review Ask a partner to read your draft, and then have a discussion about your Singular or Plural all, any, more, most, none, some work. Your reader should discuss the clarity of the cause-and-effect relationships presented throughout your essay. Consider modifying sentences, grammar in your Writing omitting or adding transitions, or reordering paragraphs to improve the Scan several paragraphs in your draft and underline all compound subjects logical flow of your ideas as needed. and indefinite pronouns. In each case, make sure that the verb form you have used agrees with the subject.

10 UNIT 1 • Is conflict necessary? Writing 11

ONLINE WRITING Pearson Common Core Literature also offers digital tools to support student writing. EssayScorer offers instant feedback and scoring and provides students with instruction, and immediate feedback to improve their writing skills. SummaryScorer is an automated summary writing tool that offers students a motivating, interactive environment for practicing and improving their skills while giving them immediate easy-to-understand feedback.

ONLINE RESEARCH CENTER

Students will fi nd support in the Online Research Center!

ROUTINE RESEARCH Students will perform both short and long-term research throughout the program. In Part 2, a Research and Technology feature offers short, sustained research tasks and the Writing Process Workshop provides instruction on performing research. In Part 3, the Anchor Text provides an extended research task and the Related Readings offer short, sustained tasks. ◀

After all other selections in the program, students will perform short, sustained research tasks. ◀ ◀

After the Anchor Text, students will Each Writing Process Workshop has perform an extended research activity. an embedded Research strand.

Differentiation

Differentiated Instruction Pearson Common Core Literature offers support to differentiate instruction to ensure all students’ needs are met. From leveled resources to strategies in the Teacher’s Edition, this program will make literature accessible for all learners.

UNIT 1 Is conflictIs conflict necessary? necessary?

Developing insight Developing insight

PART 1 PART 2 PART 3 PART 4

SETTING EXPECTATIONS DEMONSTRATING MASTERY ▶ 3 Close Reading TEXT ANALYSIS GUIDED EXPLORATION TEXT SET DEVELOPING INSIGHT 4 Close Reading 1. Key Ideas and Details Introducing the Big Question FACING CONFLICT CONFORMITY Independent Reading 1. Key Ideas and Details Is conflict necessary? 00 xxxx • xxxxx • xxxxxx • xxxxxx 00 The Instructional Model in Read aloud the passage to stu- Elements of a Short Story 00 SHORT STORY Ask a student to read aloud the The Scarlet Ibis Recommended Close Reading Workshop Analyzing Character, Structure, and Theme 00 Titles for Extended Reading 00 dents. Ask: What happens in this James Hurst 00 passage. Ask: How do Doodle and Read • Discuss • Research • Write 00 the program offers passage? What key idea does the SHORT STORY READINGS ILLUSTRATION the narrator spend their time in SHORT STORY EXEMPLAR TEXT Old Man at the Bridge The Most Dangerous Game Cartoon last sentence convey? The New Yorker 00 this passage? Ernest Hemingway 00 Richard Connell 00 ONLINE TEXT SET fl exibility with each of the Possible response: Doodle The Gift of the Magi WEB ARTICLE Possible response: They make SHORT STORY Conformity POEM The Jade Peony O. Henry 00 All Watched Over by struggles to learn to move himself, Saul McLeod 00 necklaces and crowns from flowers Wayson Choy 00 Rules of the Game Machines of Loving Grace parts. Use each part as ultimately managing to crawl. Amy Tan 00 AUTOBIOGRAPHY Richard Brautigan and bedeck themselves. from Born on a Blue Day Once he can crawl, Doodle is Blues Ain’t No Mockin Bird Daniel Tennant 00 SCIENCE ARTICLE Careers in Robotics 2. Craft and Structure Toni Cade Bambara 00 brought into the family area. The NEWS ARTICLE NASA needed depending on your Researcher Condemns Conformity Ask: Which words suggest that last sentence reveals that Doodle The New York Times SCIENCE ARTICLE COMPARING TEXTS LITERARY ANALYSIS 00 Team Builds Sociable Robot Doodle and the narrator are has finally become “one of” the BIOGRAPHY AlthoughElizabeth A. Thompson Doodle classroom needs. From A Lincoln Preface “beyond the touch of the every- ASSESSMENT SYNTHESIS 00 family. Carl Sandburg 00 Speaking and Listening: Group Discussion 00 learned to crawl, day world”? What images do these BIOGRAPHY 2. Craft and Structure 3 Arthur Ashe Remembered Writing: Autobiographical Narrative 00 he showed no signs words evoke? Direct students to reread the John McPhee 00 Writing: Formal Argument 00 of walking, but Possible response: Words passage and take notes on the Language Study Etymology 00 such as “necklaces,” “crowns,” words and phrases that describe Speaking and Listening Evaluating a Speech 00 Writing Explanatory Text 00 he wasn’t idle. “bedecked,” “beautified, “ and Doodle’s efforts. In particular, “jewels” evoke images of royalty. have students pay close attention ASSESSMENT SKILLS 00 The passage suggests that this is to the vivid verbs in the passage. Cumulative Review 00 Constructed Response 00 an idyllic time in the their lives. Ask: What does the author’s word 3. Integration of Knowledge choice help to emphasize about and Ideas Doodle? Ask: How do the author’s stylistic Possible response: The author’s choices lend deeper meaning to the word choice helps to emphasize events described in the passage? Doodle’s physical limitations as Possible response: The elevated well as his tremendous persistence 4 language of royalty helps to in the face of obstacles. Doodle underscore the point that this is a “strains terribly,” “trembles,” rare, special time in the brothers’ “pushes himself,” “turns red,” and lives. “collapses.” Yet ultimately, Doodle is victorious in crawling. 3. Integration of Knowledge 5 big Question: Developing insight Developing insight and Ideas so much as picked up my cap, he’d start crying to go with me and Mama would call from wherever she was, “Take Doodle with you.” Toward essential Ask: In this passage, what3 Close might Reading He was a burden in many ways. The doctor had said that he 54 Close Reading 1. Key Ideas and Details mustn’t get too excited, too hot, too cold, or too tired and that he 1. Key Ideas and Details understanding the author leave unstated?Read aloud the passage to stu- must always be treated gently. A long list of don’ts went with him, Ask a student to read aloud the dents. Ask: What happens in this all of which I ignored once we got out of the house. To discourage passage. Ask: How do Doodle and 1. Read aloud the passage, and then Consider Doodle’s motivationspassage? What as key idea does the his coming with me, I’d run with him across the ends of the cotton the narrator spend their time in last sentence convey? rows and careen him around corners on two wheels. Sometimes I this passage? Differentiated instruction Notes draw students’ attention to the well as the family’s shifting per- accidentally turned him over, but he never told Mama. His skin was Possible response: Doodle Possible response: They make ceptions of Doodle. struggles to learn to move himself, very sensitive, and he had to wear a big straw hat whenever he went necklaces and crowns from flowers first sentence. ultimately managing to crawl. out. When the going got rough and he had to cling to the sides of and bedeck themselves. the go-cart, the hat slipped all the way down over his ears. He was Once he can crawl, Doodle is 2. Craft and Structure a sight. Finally, I could see I was licked. Doodle was in the Teacher’s Edition provide 2. Ask: Why is the narrator mean to Possible response: Thebrought author into the family area. The Ask: Which words suggest that my brother and he was going to cling to me forever, no last sentence reveals that Doodle Doodle and the narrator are may leave unstated that Doodle matter what I did, so I dragged him across the burning Doodle? Is the conflict between has finally become “one of” the Although Doodle “beyond the touch of the every- cotton field to share with him the only beauty I knew, family. learned to crawl, day world”? What images do these is trying hard to move himself so Old Woman Swamp. I pulled the go-cart through the strategies at point-of-use. the boys necessary? 2. Craft and Structure 3 words evoke? saw-tooth fern, down into the green dimness where the he showed no signs Direct students to reread the Possible response: Words that he will not have to live out palmetto fronds whispered of walking, but passage and take notes on the such as “necklaces,” “crowns,” Possible response: The narrator

by the stream. I lifted him out and set him down in the ◀ words and phrases that describe he wasn’t idle. “bedecked,” “beautified, “ and the rest of his life in the bedroom. soft rubber grass beside a tall pine. His eyes were states that cruelty is a part of his Doodle’s efforts. In particular, “jewels” evoke images of royalty. round with wonder as he gazed about him, and his Doodle wishes to break freehave students of his pay close attention The passage suggests that this is nature that and is inseparable from to the vivid verbs in the passage. little hands began to stroke the rubber grass. Then he an idyllic time in the their lives. Ask: What does the author’s word began to cry. isolation in order to be part of the 3. Integration of Knowledge choice help to emphasize about “For heaven’s sake, what’s the matter?” I asked, annoyed. his love for Doodle. He likens that and Ideas Doodle? “It’s so pretty,” he said. “So pretty, pretty, pretty.” family. The author may also leave Ask: How do the author’s stylistic After that day Doodle and I often went down into Old Woman cruelty to a disease of the blood. Possible response: The author’s choices lend deeper meaning to the Swamp. I would gather wildflowers, wild violets, honeysuckle, yellow unstated that the narratorword more choice helps to emphasize VoCAbulARy deVeloPMeNT eventsdIffeReNTIATed described in the passage? INSTRuCTIoN Most students will probably say Doodle’s physical limitations as jasmine, snakeflowers, and water lilies, and with wire grass we’d Possible response: The elevated fully accepts Doodle as “onewell as hisof tremendous persistence weave them into necklaces and crowns. We’d bedeck ourselves with 4 language of royalty helps to the conflict is not necessary. in the face of obstacles. Doodle Thematic Vocabulary: The Big Question our handiwork and loll about thus beautified, beyond the touch of Strategy for Less Proficient Readers Vocabulary for English Learners underscore the point that this is a us” merely because Doodle“strains is terribly,” able “trembles,” the everyday world. Then when the slanted rays of the sun burned rare, special time in the brothers’ “pushes himself,” “turns red,” and As students are discussing “The Scarlet 3. Because of orangeDoodle’s in the tops differences of the pines, we’d ,drop the our jewelsnarrator into the stream Long and compound sentences like the one 3. Ask: Do you accept the narrator’s lives. With its references to many different plants, to crawl. Without this achieve-“collapses.” Yet ultimately, Doodle and watch them float away toward the sea. is victorious in crawling. Ibis,” encourage them to use the thematic wants . . . beginning “Doodle was my brother…” (p. 000) this story’s setting provides students with an explanation? Explain. ment, his connection to Doodle There is within me (and with sadness I have watched it in others) 3. Integration of Knowledge vocabulary presented in Introducing the Big 4. Doodle doesn’ta knot of pursuecruelty borne an by the argument stream of love, much with as our blood 5 maybig Question:prove a barrier to some students’ enjoy- opportunity to extend their vocabularies. Have and Ideas sometimes bears the seed of our destruction, and at times I was Toward essential Possible response: Some stu- may have remained limited.Ask: In this passage, what might mean to Doodle. One day I took him up to the barn loft and showed Question, pp. 000–000. You might encourage his brother5 because . . . mentunderstanding of the story. Have students break down students list such words as magnolia, bleeding Doodle may have been awarethe author leave unstated? him his casket, telling him how we all had believed he would die. It dents will say that the narrator’s Consider Doodle’s motivations as them with sentence starters like these: was covered with a film of Paris green3 sprinkled to kill the rats, and 1. Readlong aloud the sentences passage, and then like these by first identifying the tree, phlox, five o’clocks, and so on and look 5. The only controversy comes when Doodle’s draw students’ attention to the on some level that he neededwell as the tofamily’s shifting per- screech owls had built a nest inside it. cruelty is normal, just a typical ceptions of Doodle. 1. The narrator feels Doodle’s disability is an brother tries Doodleto . studied. . . the mahogany box for a long time, then said, “It’s first threesentence. independent clauses, and reading these them up in illustrated nature guides or ency- change in order to gain his Possible fam- response: The author not mine.” 2. Ask: Why is the narrator mean to expression of sibling rivalry. Others may leave unstated that Doodle issue because . . . . Doodle?separately. Is the conflict between Students should then identify the clopedias. 3. Paris green poisonous green powder used chiefly as an insecticide. may say that the cruelty the nar- ily’s full attention and acceptance.is trying hard to move himself so the boyssubject necessary? of each sentence (Doodle, he, I) and the that he will not have to live out 2. As the narrator remembers his brother, he Possible response: The narrator the rest of his life in the bedroom. rator exhibits when he shows must articulate why . . . The Scarlet Ibis 00 statesrest that cruelty of theis a part sentence’s of his phrases and clauses give Doodle wishes to break free of his nature that and is inseparable from Doodle his own casket is evidence isolation in order to be part of the his lovefurther for Doodle. details. He likens that Once students have the sen- family. The author may also leave cruelty to a disease of the blood. of a deeply flawed character. unstated that the narrator more VoCAbulARy deVeloPMeNT dIffeReNTIATed INSTRuCTIoN Mosttences, students will probablythey saycan look at the details. fully accepts Doodle as “one of Thematic Vocabulary: The Big Question Strategy for Less Proficient Readers Vocabulary for English Learners the conflict is not necessary. us” merely because Doodle is able As students are discussing “The Scarlet 3. Because of Doodle’s differences, the narrator Long and compound sentences like the one 3. Ask: Do you accept the narrator’s to crawl. Without this achieve- With its references to many different plants, Ibis,” encourage them to use the thematic wants . . . beginning “Doodle was my brother…” (p. 000) this story’s setting provides students with an explanation? Explain. ment, his connection to Doodle vocabulary presented in Introducing the Big 4. Doodle doesn’t pursue an argument with may prove a barrier to some students’ enjoy- opportunity to extend their vocabularies. Have may have remained limited. Possible response: Some stu- 6 UNIT 1 • Is conflict necessary? Question, pp. 000–000. You might encourage his brother because . . . ment of the story. Have students break down students list such words as magnolia, bleeding dents will say that the narrator’s PART 3 • The Scarlet Ibis 7 Doodle may have been aware them with sentence starters like these: long sentences like these by first identifying the 5. The only controversy comes when Doodle’s tree, phlox, five o’clocks, and so on and look cruelty is normal, just a typical on some level that he needed to 1. The narrator feels Doodle’s disability is an three independent clauses, and reading these brother tries to . . . . them up in illustrated nature guides or ency- expression of sibling rivalry. Others change in order to gain his fam- issue because . . . . separately. Students should then identify the clopedias. may say that the cruelty the nar- ily’s full attention and acceptance. subject of each sentence (Doodle, he, I) and the 2. As the narrator remembers his brother, he rator exhibits when he shows must articulate why . . . rest of the sentence’s phrases and clauses give further details. Once students have the sen- Doodle his own casket is evidence tences, they can look at the details. of a deeply flawed character.

6 UNIT 1 • Is conflict necessary? PART 3 • The Scarlet Ibis 7

TOMAR NOTAS Take Notes El juego más peligroso Richard Connell TAKE NOTES Activar conocimientos The Most Dangerous Game ◀ Reader’s Notebooks previos Sanger Rainsford es un famoso cazador de caza mayor, o sea, de animales grandes. Viaja en barco Richard Connell Describe alguna vez que alguien junto con otro cazador, de apellido Whitney, de Vocabulary Builder haya tenido reglas diferentes offer support for Below Estados Unidos hacia Sudamérica. Van a cazar Sanger Rainsford is a famous hunter of para jugar un juego. ¿Qué Multiple-Meaning Words The grandes felinos llamados jaguares en Sudamérica. A ocurrió en esa situación? big game, or large animals. He and another word game can mean “an activity Rainsford le sorprende que Whitney muestre hunter named Whitney are sailing from or sport that people play for simpatía por los jaguares. the United States to South America. They fun.” It can also mean “wild Level, English Learner, ♦ ♦ ♦ will hunt large cats called jaguars in South animals that are hunted.” What —No digas disparates, Whitney —dijo Rainsford—. Eres America. Whitney surprises Rainsford by does game mean in the ﬁ rst cazador de presas grandes, no filósofo. ¿A quién le showing sympathy for the jaguars. paragraph? and Spanish-speaking importa lo que sienta un jaguar? ♦ ♦ ♦ —Tal vez al jaguar le importe —observó Whitney. 1 — ¡Bah! Ellos no entienden. “Don’t talk rot, Whitney,” said Rainsford. students. Support —De todas maneras, preferiría pensar que hay algo “You’re a big-game hunter, not a philosopher. que sí entienden: el miedo. El miedo al dolor y el miedo a Who cares how a jaguar feels?” Veriﬁ ca tu comprensión Fluency Builder ¿Qué dos grupos considera la muerte. “Perhaps the jaguar does,” observed Whitney. 1 Read aloud the bracketed Rainsford que componen el —Tonterías —carcajeó Rainsford—. El calor de este “Bah! They’ve no understanding.” includes selections in dialogue between Rainsford and mundo? Encierra en un círculo clima te está ablandando, Whitney. Sé realista. El mundo “Even so, I rather think they understand one Whitney. Read one character’s las palabras que lo indican. se divide en dos grupos: los cazadores y los cazados. Por thing—fear. The fear of pain and the fear of suerte tú y yo estamos del lado de los cazadores. dialogue while a partner reads death.” the other character’s dialogue. an adapted format with ♦ ♦ ♦ “Nonsense,” laughed Rainsford. “This hot Then, switch roles with your Comprensión cultural Pasan por la Isla Atrapabarcos. Whitney le dice a weather is making you soft, Whitney. Be a partner. El jaguar es el felino de mayor Rainsford que todos los marineros le temen a la isla. realist. The world is made up of two classes— instruction tailored to Whitney se va a dormir. Entonces, Rainsford oye tamaño en el continente the hunters and the huntees. Luckily, you and americano y el tercero en el disparos que provienen de la isla. Se acerca hasta la Vocabulary Builder baranda del barco para ver mejor. La noche está I are the hunters.” mundo, después del tigre y el Homophones A homophone muy oscura y él se inclina sobre la baranda para ♦ ♦ ♦ each learner level. león. En las Américas Central y is a word that has the same observar mejor la isla. Entonces, una cuerda le del Sur precolombinas el jaguar They pass Ship-Trap Island. Whitney tells pronunciation as another word tumba la pipa de la boca. Al tratar de agarrarla, se consideraba como símbolo de Rainsford that all of the sailors fear the place. but a different spelling and Rainsford se cae al mar. fuerza y poder. Whitney goes to bed. Then, Rainsford hears meaning. Both the verb see and

♦ ♦ ♦ reserved. rights All Inc. Education, © Pearson Copyright gunshots from the island. He goes to the the noun sea are pronounced Por un rato que pareció interminable, luchó contra el ship’s rail to see better. It is dark. He strains SEE. See means “notice things mar. Comenzó a contar sus brazadas; tal vez podría dar to get a good view of the island. Then a rope with the eyes.” Sea means “a cien más y entonces... knocks his pipe from his mouth. He tries to large area of salty water.” Use the words see and sea in a sentence catch it, but he falls into the sea. that describes what happens in ♦ ♦ ♦ Palabras de uso diario the last paragraph on this page. filósofo s. pensador de cosas profundas

realista s. quien ve el mundo realmente como es brazadas s. movimiento de los brazos al nadar

1. carcajeó reírse fuertemente Everyday Words philosopher (fi LAH suh fer) n. a deep thinker 72 Reader’s Notebook: Spanish Version realist (REE uh list) n. someone who sees the world as it really is

TAKE NOTES The Most Dangerous Game VOCABULARY WARM-UP The Most Dangerous Game Richard Connell

Word List A Activate Prior Knowledge Sanger Rainsford is a famous hunter of Study these words from “The Most Dangerous Game.” Then, complete Describe a time when someone big game, or large animals. He and another the activity. else had different rules for hunter named Whitney are sailing from playing a game. What happened the United States to South America. They acknowledge [ak NAHL ij] v. to admit something is true or real in that situation? Support for selection ▶ After our defeat, we had to acknowledge that we were not a strong team. will hunt large cats called jaguars in South

bewilderment [bee WIL der ment] n. strong feeling of confusion America. Whitney surprises Rainsford by Not knowing the customs of a place can create bewilderment. showing sympathy for the jaguars. ♦ ♦ ♦ vocabulary, building complicated [KAHM pli kay tid] adj. having many parts; complex “Don’t talk rot,1 Whitney,” said Rainsford. The report was complicated and required a great deal of research. “You’re a big-game hunter, not a philosopher. consideration [kuhn sid uh RAY shuhn] n. thoughtful concern for others Who cares how a jaguar feels?” background, and leveled Please show consideration and do not talk during the movie. “Perhaps the jaguar does,” observed Whitney. grisly [GRIZ lee] adj. horrible in an extreme way Read Fluently “Bah! They’ve no understanding.” Movies that show a lot of blood are too grisly for me to watch. graphic organizers can Underline Rainsford’s remarks “Even so, I rather think they understand one particularly [pahr TIK yoo ler lee] adv. to a great degree about the jaguars he hunts. What thing—fear. The fear of pain and the fear of All my relatives are fun, but I particularly like my oldest cousin. seems to be his attitude toward death.” be found online and superstition [soo per STI shuhn] n. irrational but deep-seated belief them? Circle the letter of the “Nonsense,” laughed Rainsford. “This hot It may be a superstition, but I think my four-leaf clover brings me luck. best answer below. weather is making you soft, Whitney. Be a (a) sympathy vivid [VIV id] adj. very bright; very clear realist. The world is made up of two classes— (b) respect the hunters and the huntees. Luckily, you and assigned as needed. The sky was a vivid blue, with not a cloud in sight. (c) unconcern I are the hunters.” (d) rage Exercise A ♦ ♦ ♦ Fill in the blanks using each word from Word List A only once. They pass Ship-Trap Island. Whitney tells Reading Check Rainsford that all of the sailors fear the place. Julie awoke and felt total [1] . Where was she? Nothing What “two classes” does Whitney goes to bed. Then, Rainsford hears Rainsford believe make up the was familiar, though she had to [2] that the room was gunshots from the island. He goes to the world? Circle the words that ship’s rail to see better. It is dark. He strains [3] cozy. In fact, it looked like everything in it had been tell you. to get a good view of the island. Then a rope

chosen with her in mind. For instance, she liked [4] knocks his pipe from his mouth. He tries to catch it, but he falls into the sea. patterns with many [5] colors, and they were all over the ♦ ♦ ♦

room. Someone had even shown the [6] of covering her with a warm blanket. What had happened? She recalled riding her bike, and then a black cat ran in front of her. She did not believe that © Pearson Education © Pearson [7] , but, right after she saw it, she fell hard on her head. Vocabulary Development Then, a doctor was saying that her helmet saved her from a philosopher (fi LAH suh fer) n. a deep thinker realist (REE uh list) n. someone who sees the world as it really is [8] cut. What else had he said? Something about

forgetting things. 1. rot nonsense. 102 Adapted Reader’s Notebook © Pearson Education The Most Dangerous Game 99

Reader and Task Suggestions ▶ in the Text Complexity Rubrics offer ways to differentiate

assessment

assessment Overview Pearson Common Core Literature delivers rigorous instruction through an Instructional Model that provides students with strategies, practice, and skills to independently read and respond thoughtfully and critically to multiple types of complex texts. Instruction in the program is powered by diagnostic assessment to drive instructional decisions, and various types of assessments are carefully integrated with the Instructional Model of the program.

Types of assessment A Beginning-of-Year Test assesses students’ familiarity with grade level skills and standards. The results of this assessment enables teachers to choose a pathway through the program. A Mid-Year and End-of-Year Test revisit these skills to monitor progress. Close Reading Activities following the Independent Practice Selection can be used as a formative assessment to determine students’ readiness for Part 2.

These Close Reading Activities assess students’ abilities to read closely and analytically, participate in an academic discussion, perform short-term research, and write to sources within a specifi c mode. The Close Reading Activities in Parts 2 and 3 allow for further formative assessment enabling you to monitor student progress and provide remediation where necessary.

Year Long assessment BEGINNING-OF-YEAR TEST D

Unit 1 Unit 2 Unit 3

Unit Level assessment

PART 1 PART 2

Independent Practice Close Reading Activities P F Close Reading Activities P F Selection Tests S Open-Book Tests S Assessment: Skills P S F R

F Formative S Summative D Diagnostic R Remediation P Performance Tasks

A Selection Test and Open-Book Test monitor mastery of the skills taught with the selections. Selection Tests are selected response where as Open-Book Tests are more challenging and require students to provide textual evidence in their responses.

In Part 2, Assessment: Skills is reading-based and tests students’ abilities to independently read informational and literary texts and respond to an array of selected response items and performance tasks.

The writing portion offers a timed writing activity as well as an opportunity for students to analyze and correct a writing passage. The items on this assessment are aligned with unit standards and target specifi c skills to enable teachers to analyze test data and perform remediation as needed.

In Part 3, Assessment: Synthesis is administered at the conclusion of the Text Set. Students will draw upon their learning over the course of the unit, and their progress will be evident in their oral and written responses. Students will complete performance tasks focused on Speaking and Listening, Research, and Writing.

A Benchmark Test assesses all skills taught within the unit including reading, writing, vocabulary, and grammar. Questions require students to provide textual evidence in their responses. Remediation recommendations can be found online in the Interpretation Guide.

MID-YEAR TEST S END-OF-YEAR TEST S

Unit 4 Unit 5

PART 3 PART 4

Close Reading Activities P F Benchmark Test S R Selection Tests S Open-Book Tests S Assessment: Synthesis P S F

Digital resources

Pearson Common Core Literature offers digital resources at your fi ngertips.

CURRICULUM BUILDER Curriculum Builder allows you to rearrange selections, upload your own content and resources, Program Level Table of Contents and customize your curriculum!

1 Easy-to-follow Table of Contents 2 3 4 5 2 Common Core State 1 Standards support

Quick access to the 3 Online Student Edition, Teacher’s Edition, and Reality Central

Teacher support 4 including a Professional Development Center and Research Center

All resources are 5 editable in one easy-to-ﬁ nd location

6 Additional selections of multiple genres are 6 available to customize your curriculum or provide extra Selection Level Support instructional opportunities

Assign the entire lesson 1 or speciﬁ c parts of the 1 2 lesson with the click of a button

Easily accessible selection-speciﬁ c 2 resources including worksheets, answers, 3 and assessments

3 Point of use assignable links and support

Project these resources for an interactive learning experience!

CLOSE READING TOOL The Close Reading Tool allows students to practice strategies in a digital environment. Prompts and tools for marking the text help students apply what they learned immediately.

ONLINE WRITER’S NOTEBOOK Use the Online Writer’s Notebook as a resource for the Close Reading Activities for each selection. Teachers are able to monitor student progress at all times.

ONLINE STUDENT EDITION The Online Student Edition provides selection audio and video at point-of-use.

For an overview of the digital resources, visit www.pearsonschool.com/cpsoverview

Component array

Student Materials

Student Edition

Student Edition eText A digital Student Edition with audio, video, grammar tutorials, highlighting, and note-taking at point-of-use!

Close Reading Tool Allows students to practice strategies in a digital environment. Includes prompts and tools for marking the text.

Online Writer’s Notebook A digital Notebook students can use to record answers for all Close Reading Activities. Teachers are able to monitor student work at all times.

Online Research Center Support for students with helpful links and videos.

Close Reading Notebook Allows students to mark-up, highlight, and close read selections in a print format.

Student Companion All-in-One Workbook • Literary Analysis and Reading • Vocabulary Builder • Conventions Practice • Support for Writing and Speaking and Listening • Support for Research and Technology • Note-taking Organizers

Common Core Companion Workbook Instructional support in student-friendly language through modeling, and practice with every Common Core State Standard.

EssayScorer An online tool that provides students with instant feedback and scoring on their essays.

SummaryScorer An automated summary writing tool for evaluating reading comprehension in a motivating, interactive environment.

Reader’s Notebooks Three versions of selection support for your Below Level Students, English Learner’s, and Spanish-speaking students. Support includes selections in an adapted format with vocabulary and reading support for each learner level. 22

Teacher Materials

Teacher Edition

PearsonRealize.com The digital path provides ALL teacher resources and student workbooks: • Teacher Edition eText • Student Edition eText • Daily Bellringer Activities • Student Companion All-in-One Workbook with Answer Key • Common Core Companion Workbook with Answer Key • Reader’s Notebooks (Adapted, English Learner, Spanish Version) with Teaching Guide • Graphic Organizers • All Program Assessments

Additional Novel Lesson Plans Reading Guides and Lesson Plans for hundreds of novels that are not part of the core curriculum.

Online Professional Development Center An online PD Center including a Professional Development Guidebook, Classroom Strategies & Routine Cards, and articles and videos from program authors. Hear It! CD-ROM reality Central Includes selection audio. Summaries in Spanish and Haitian Creole can be found online in the Student Edition eText. Student Edition eText Reading Kit: Intervention Nonﬁ ction, high-interest readings for struggling readers. Remediation activities and practice for all skills taught in the program. Student Journal Capture writing activities and notes. Examview® CD-ROM Customizable test banks for all program assessments. Teaching Guide Teaching support for Reality Central. Teacher Answer Key CD-ROM Answer Keys for these resources: • Student Companion All-in-One Workbook Media Studio Bundle • Selection Support Worksheets • Beginning-of-Year, Mid-Year, End-of-Year Test CD-ROM with Media Screening Room and Film Finder • Benchmark Test & Interpretation Guides Database, Teaching Resources, and Study It! Produce It! • Reader’s Notebook Teaching Guide Flip Cards.

23 PEARSON LiteratureCOMMON CORE

Find All Digital Resources at pearsonrealize.com

ALWAYS LEARNING