A Correlation of
Prentice Hall
Literature
Michigan Edition
Grade 10, ©2010
To the
Michigan High School
Content Expectations for
Language Arts (2006)
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
STRAND 1: WRITING, SPEAKING, AND VISUAL EXPRESSION
Writing and speaking involve a complex process of inquiry and the discovery of meaning. Through
writing, speaking, and visually expressing, students understand themselves, communicate with
others, advance personal and professional goals, and participate in a democratic society. Effective
communication requires an understanding of purpose and audience, and reflects well-developed
ideas using appropriate conventions of genre, content, form, style, voice, and mechanics.
STANDARD 1.1 Understand and practice writing as a recursive process.
CE 1.1.1 Demonstrate flexibility in using
independent and collaborative strategies for
planning, drafting, revising, and editing complex
texts.
SE/TE: Peer review, use, 204, 424, 608, 772,
1025, 1246 ; also see: Writing Workshop:
Prewriting, 108, 201, 328, 421, 532, 605, 708,
769, 878, 1021-1022, 1146, 1243; Drafting,
110, 202, 330, 422, 534, 606, 710, 770, 880,
1023, 1148, 1244; Revising, 110, 204, 330,
424, 534, 608, 710, 772, 880, 1025, 1148,
1246; Editing and Proofreading, 113, 207, 333,
427, 537, 611, 713, 775, 883, 1031, 1151,
1249
CE 1.1.2 Know and use a variety of prewriting
strategies to generate, focus, and organize ideas
(e.g., free writing, clustering/mapping, talking
with others, brainstorming, outlining, developing
graphic organizers, taking notes, summarizing,
paraphrasing).
SE/TE: Writing Workshop: Prewriting, 108,
201, 328, 421, 532, 605, 708, 769, 878, 10211022, 1146, 1243; Writing Assignments, 57,
87, 151, 179, 267, 295, 367, 399, 485, 509,
555, 575, 669, 691, 731, 749, 835, 861, 1004,
1005, 1089, 1119, 1187, 1219
CE 1.1.3 Select and use language that is
appropriate (e.g., formal, informal, literary, or
technical) for the purpose, audience, and
context of the text, speech, or visual
representation (e.g., letter to editor, proposal,
poem, or digital story).
SE/TE: Language: use appropriate, 57, 1119,
choose effective, 485; Sensory details, include,
509, 1089; also see: Word Choice: Writer's
Toolbox, 205, 609, 709; Use language for
audience, 295, 422, 485, 555
CE 1.1.4 Compose drafts that convey an
impression, express an opinion, raise a
question, argue a position, explore a topic, tell a
story, or serve another purpose, while
simultaneously considering the constraints and
possibilities (e.g., structure, language, use of
conventions of grammar, usage, and mechanics)
of the selected form or genre.
SE/TE: Writing Workshop: Drafting, 110, 202,
330, 422, 534, 606, 710, 770, 880, 1023,
1148, 1244
CE 1.1.5 Revise drafts to more fully and/or
precisely convey meaning—drawing on response
from others, self-reflection, and reading one’s
own work with the eye of a reader; then refine
the text— deleting and/or reorganizing ideas,
and addressing potential readers’ questions.
SE/TE: Writing Workshop: Revising, 110, 204,
330, 424, 534, 608, 710, 772, 880, 1025,
1148, 1246
CE 1.1.6 Reorganize sentence elements as
needed and choose grammatical and stylistic
options that provide sentence variety, fluency,
and flow.
SE/TE: Writing Workshop: Focus on Complete
Sentences, 333; Grammar: Infinitives, 748,
Absolutes and Absolute Phrases, 1002, Simple
and Compound Sentences, 1088, Complex and
Compound-Complex Sentences, 1118; Writer’s
Toolbox: Sentence Fluency, 535, 711, 1027,
1149, 1247
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
2
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 1.1.7 Edit for style, tone, and word choice
(specificity, variety, accuracy, appropriateness,
conciseness) and for conventions of grammar,
usage and mechanics that are appropriate for
audience.
SE/TE: Writing Workshop: Editing and
Proofreading, 113, 207, 333, 427, 537, 611,
713, 775, 883, 1031, 1151, 1249; also see:
Writer’s Toolbox: Conventions, 109, 111, 331,
425, 773; Grammar, 56, 86, 150, 178, 266,
294, 366, 398, 484, 508, 554, 574, 668, 690,
730, 748, 834, 860, 1002, 1088, 1118, 1186,
1218, R50–R56
CE 1.1.8 Proofread to check spelling, layout,
and font; and prepare selected pieces for a
public audience.
SE/TE: Spelling, 333, 611, 713, 775, 1151
STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding
and growth.
CE 1.2.1 Write, speak, and use images and
graphs to understand and discover complex
ideas.
SE/TE: Communications Workshop: Delivering
a Multimedia Presentation, 1036; also see:
Research and Technology: Spreadsheet, 179,
Multimedia Presentation, 1005, Film
"influences" chart, 1187
CE 1.2.2 Write, speak, and visually represent to
develop self-awareness and insight (e.g., diary,
journal writing, portfolio self-assessment).
SE/TE: Writing Workshop: Autobiographical
Narrative, 108–113, Reflective Essay, 878–883;
also see: Writing: Description, 87, Anecdote,
151, Memoir, 509; Reflecting on Writing
(Writer's Journal), 113, 207, 333, 427, 537,
611, 713, 775, 883, 1031, 1151, 1249
CE 1.2.3 Write, speak, and create artistic
representations to express personal experience
and perspective (e.g., personal narrative,
poetry, imaginative writing, slam poetry, blogs,
webpages).
SE/TE: Writing Workshop: Autobiographical
Narrative, 108–113, Short Story, 328–333,
Reflective Essay, 878–883; also see: Writing:
Sequel, 57, Description, 87, Anecdote, 151,
Retellings, 267, Memoir, 509, Myth, 1089,
Parody, 1219
CE 1.2.4 Assess strengths, weaknesses, and
development as a writer by examining a
collection of own writing.
SE/TE: Reflecting on Writing (Writer's Journal),
113, 207, 333, 427, 537, 611, 713, 775, 883,
1031, 1151, 1249
STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form,
voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade,
inform, analyze, entertain, inspire).
CE 1.3.1 Compose written, spoken, and/or
multimedia compositions in a range of genres
(e.g., personal narrative, biography, poem,
fiction, drama, creative nonfiction, summary,
literary analysis essay, research report, or workrelated text): pieces that serve a variety of
purposes (e.g., expressive, informative,
creative, and persuasive) and that use a variety
of organizational patterns (e.g., autobiography,
free verse, dialogue, comparison/contrast,
definition, or cause and effect).
SE/TE: Communications Workshop: Delivering
a Multimedia Presentation, 1036; also see:
Research and Technology: Spreadsheet, 179,
Visual arts presentation, 749, Multimedia
Presentation, 1005, Film "influences" chart,
1187
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
3
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 1.3.2 Compose written and spoken essays
or work-related text that demonstrate logical
thinking and the development of ideas for
academic, creative, and personal purposes:
essays that convey the author’s message by
using an engaging introduction (with a clear
thesis as appropriate), well-constructed
paragraphs, transition sentences, and a
powerful conclusion.
SE/TE: Writing Workshop: Letter to the Editor,
532–537, Technical Document, 1146–1151;
Research and Technology: Cover Letter and
Resume, 575; Writing Handbook: Writing
Letters, R33–R34; Writing a Resume, R35; also
see: Communications Workshop: Delivering a
Multimedia Presentation, 1036; Research and
Technology: Spreadsheet, 179, Multimedia
Presentation, 1005
CE 1.3.3 Compose essays with well-crafted and
varied sentences demonstrating a precise,
flexible, and creative use of language.
SE/TE: Writing Workshop: Focus on Complete
Sentences, 333; Grammar: Infinitives, 748,
Absolutes and Absolute Phrases, 1002, Simple
and Compound Sentences, 1088, Complex and
Compound-Complex Sentences, 1118; Writer’s
Toolbox: Sentence Fluency, 535, 711, 1027,
1149, 1247
CE 1.3.4 Develop and extend a thesis,
argument, or exploration of a topic by analyzing
differing perspectives and employing a structure
that effectively conveys the ideas in writing
(e.g. resolve inconsistencies in logic; use a
range of strategies to persuade, clarify, and
defend a position with precise and relevant
evidence; anticipate and address concerns and
counterclaims; provide a clear and effective
conclusion).
SE/TE: Writing Workshop: Problem-andSolution Essay, 420–427, Letter to the Editor,
532–537, Persuasive Essay, 604–611; Writing:
Book Review, 295, Editorial, 1003
CE 1.3.5 From the outset, identify and assess
audience expectations and needs; consider the
rhetorical effects of style, form, and content
based on that assessment; and adapt
communication strategies appropriately and
effectively.
SE/TE: Communications Workshop: Delivering
a Persuasive Speech, 616; Delivering an Oral
Interpretation of a Literary Work, 780;
Delivering a Multimedia Presentation, 1005,
1036; Debate, 555, 777; Group Discussion,
209, 367, 429, 691; Humorous Persuasive
Speech, 485; Oral Interpretation,, 669;
Interview, 57, 1251; Mock trial, 861; Speech,
485, 613, 616, 1033; Retelling, 1089; Oral
Report, 835
CE 1.3.6 Use speaking, writing, and visual
presentations to appeal to audiences of different
social, economic, and cultural backgrounds and
experiences (e.g., include explanations and
definitions according to the audience’s
background, age, or knowledge of the topic;
adjust formality of style; consider interests of
potential readers).
SE/TE: Listening and Speaking: Audience, 485,
691; Writing: Audience, 421, 533, 769; also
see: Communications Workshop: Delivering a
Persuasive Speech, 616; Delivering an Oral
Interpretation of a Literary Work, 780;
Delivering a Multimedia Presentation, 1005,
1036; Debate, 555, 777; Group Discussion,
209, 367, 429, 691; Humorous Persuasive
Speech, 485; Oral Interpretation,, 669;
Interview, 57, 1251; Mock trial, 861; Speech,
485, 613, 616, 1033; Retelling, 1089; Oral
Report, 835
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
4
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 1.3.7 Participate collaboratively and
productively in groups (e.g., response groups,
work teams, discussion groups, and
committees)—fulfilling roles and responsibilities,
posing relevant questions, giving and following
instructions, acknowledging and building on
ideas and contributions of others to answer
questions or to solve problems, and offering
dissent courteously.
SE/TE: Interview, 57, 1251; Peer review, use,
204, 424, 608, 772, 1025, 1246; Group
Discussion, 209, 367, 429, 691; Debate, 555,
777; Listen actively, 1254; also see: Critical
Thinking: Discuss, 42, 54, 134, 176, 237, 292,
354, 396, 572, 982, 1000
CE 1.3.8 Evaluate own and others’ effectiveness
in group discussions and formal presentations
(e.g., considering accuracy, relevance, clarity,
and delivery; types of arguments used; and
relationships among purpose, audience, and
content).
SE/TE: Communications Workshop: rating and
feedback, 212, 432, 616, 780, 1036, 1254;
Peer review, use, 204, 424, 608, 772, 1025,
1246; also see: Listening and Speaking:
Debate, 281, 1117, Panel discussion, 463, 739,
1207; Critical Thinking: Discuss, 134, 148, 278,
358, 370, 452, 526, 736, 858, 910, 974, 1082,
1198, 1204
CE 1.3.9 Use the formal, stylistic, content, and
mechanical conventions of a variety of genres in
speaking, writing, and multimedia
presentations.
SE/TE: Writing Workshop: Publishing and
Presenting, 113, 207, 333, 427, 537, 611, 713,
775, 883, 1031, 1151, 1249; also see:
Communications Workshop: Delivering a
Multimedia Presentation, 1036; also see:
Research and Technology: Spreadsheet, 179,
Visual arts presentation, 749, Multimedia
Presentation, 1005, Film "influences" chart,
1187
STANDARD 1.4 Develop and use the tools and practices of inquiry and research—
generating, exploring, and refining important questions; creating a hypothesis or thesis;
gathering and studying evidence; drawing conclusions; and composing a report.
CE 1.4.1 Identify, explore, and refine topics and
questions appropriate for research.
SE/TE: Writing Workshop: Research Report,
1020–1031; Research and Technology: Report
on Sources, 267, Research Summary, 399,
Literary History Report, 731, Women’s History
Report, 1005, Biographical Brochure, 1219;
Citing Sources and Preparing Manuscript, R36–
R37
CE 1.4.2 Develop a system for gathering,
organizing, paraphrasing, and summarizing
information; select, evaluate, synthesize, and
use multiple primary and secondary (print and
electronic) resources.
SE/TE: Writing Workshop: Documenting
Sources, 1022, 1023, 1025, 1026, 1031;
Research and Technology: Identify your
sources, 606; Citing Sources and Preparing
Manuscript, R36–R37; 21st Century Skills, R42–
R47; also see: Informational Texts: web site,
primary source, 182–187, research source,
course catalog, 578–583, atlas, magazine
article, 752–757
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
5
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 1.4.3 Develop and refine a position, claim,
thesis, or hypothesis that will be explored and
supported by analyzing different perspectives,
resolving inconsistencies, and writing about
those differences in a structure appropriate for
the audience (e.g., argumentative essay that
avoids inconsistencies in logic and develops a
single thesis; exploratory essay that explains
differences and similarities and raises additional
questions).
SE/TE: Writing Workshop: Problem-andSolution Essay, 420–427, Letter to the Editor,
532–537, Persuasive Essay, 604–611; Writing:
Book Review, 295, Editorial, 1003
CE 1.4.4 Interpret, synthesize, and evaluate
information/findings in various print sources and
media (e.g., fact and opinion,
comprehensiveness of the evidence, bias, varied
perspectives, motives and credibility of the
author, date of publication) to draw conclusions
and implications.
SE/TE: Informational Texts: evaluate credibility
of sources, 182–187, paraphrase to connect
ideas, 402–407, research source, course
catalog, 578–583, synthesize (connect facts) to
make generalizations, 752–757; also see:
Writing Workshop: Documenting Sources, 1022,
1023, 1025, 1026, 1031; Research and
Technology: Identify your sources, 606; Citing
Sources and Preparing Manuscript, R36–R37;
21st Century Skills, R42–R47
CE 1.4.5 Develop organizational structures
appropriate to the purpose and message, and
use transitions that produce a sequential or
logical flow of ideas.
SE/TE: Organization, choose, 109, 202, 710,
770, 835, 861, 880, 1003, 1023, 1147, 1148,
1244; Cause-and-effect chart, create, 201;
Transitions, use, 202, 367, 1244; Organization
chart, create, 669
CE 1.4.6 Use appropriate conventions of textual
citation in different contexts (e.g., different
academic disciplines and workplace writing
situations).
SE/TE: Writing Workshop: Documenting
Sources, 1022, 1023, 1025, 1026, 1031;
Research and Technology: Identify your
sources, 606; Citing Sources and Preparing
Manuscript, R36–R37; 21st Century Skills, R42–
R47
CE 1.4.7 Recognize the role of research,
including student research, as a contribution to
collective knowledge, selecting an appropriate
method or genre through which research
findings will be shared and evaluated, keeping in
mind the needs of the prospective audience.
(e.g., presentations, online sharing, written
products such as a research report, a research
brief, a multi-genre report, I-Search, literary
analysis, news article).
SE/TE: Writing Workshop: Research Report,
1020–1031; Research and Technology: Report
on Sources, 267, Research Summary, 399,
Literary History Report, 731, Women’s History
Report, 1005, Biographical Brochure, 1219;
Citing Sources and Preparing Manuscript, R36–
R37
STANDARD 1.5 Produce a variety of written, spoken, multigenre, and multimedia works,
making conscious choices about language, form, style, and/or visual representation for
each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary
essays, proposals, memos, manifestos, business letters, advertisements, prepared
speeches, group and dramatic performances, poetry slams, and digital stories).
CE 1.5.1 Use writing, speaking, and visual
expression to develop powerful, creative and
critical messages.
SE/TE: Writing Workshop: Problem-andSolution Essay, 420–427, Letter to the Editor,
532–537, Persuasive Essay, 604–611; Writing:
Book Review, 295, Editorial, 1003
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
6
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 1.5.2 Prepare spoken and multimedia
presentations that effectively address audiences
by careful use of voice, pacing, gestures, eye
contact, visual aids, audio and video technology.
SE/TE: Communications Workshop: Delivering
a Persuasive Speech, 616, Delivering a
Multimedia Presentation, 1036; also see:
Listening and Speaking: Persuasive speech,
485, Recollection, oral, 509, Big Question
(speech), 613, 1033, Report, oral, 835, Mock
trial, 861, Retelling, 1089
CE 1.5.3 Select format and tone based on the
desired effect and audience, using effective
written and spoken language, sound, and/or
visual representations (e.g., focus, transitions,
facts, detail and evidence to support judgments,
skillful use of rhetorical devices, and a coherent
conclusion).
SE/TE: Listening and Speaking: Audience, 485,
691; Writing: Audience, 421, 533, 769; also
see: Communications Workshop: Delivering a
Persuasive Speech, 616, Delivering a
Multimedia Presentation, 1036; also see:
Listening and Speaking: Persuasive speech,
485, Recollection, oral, 509, Big Question
(speech), 613, 1033, Report, oral, 835, Mock
trial, 861, Retelling, 1089
CE 1.5.4 Use technology tools (e.g, word
processing, presentation and multimedia
software) to produce polished written and
multimedia work (e.g., literary and expository
works, proposals, business presentations,
advertisements).
SE/TE: Communications Workshop: Delivering
a Multimedia Presentation, 1036; also see:
Research and Technology: Spreadsheet, 179,
Visual arts presentation, 749, Multimedia
Presentation, 1005, Film "influences" chart,
1187
CE 1.5.5 Respond to and use feedback to
strengthen written and multimedia
presentations (e.g., clarify and defend ideas,
expand on a topic, use logical arguments,
modify organization, evaluate effectiveness of
images, set goals for future presentations).
SE/TE: Peer review, use, 204, 424, 608, 772,
1025, 1246
STRAND 2: READING, LISTENING, AND VIEWING
In constructing meaning while reading, listening, or viewing, students draw upon prior knowledge
and engage complex skills and strategies of comprehension and interpretation, and critical
thinking. They develop skill, confidence, and independence in understanding narrative and
expository texts, including aural, visual, and multimodal works. Students synthesize information
through reading, listening, and viewing and also generate new thinking.
STANDARD 2.1 Develop critical reading, listening, and viewing strategies.
CE 2.1.1 Use a variety of pre-reading and
previewing strategies (e.g., acknowledge own
prior knowledge, make connections, generate
questions, make predictions, scan a text for a
particular purpose or audience, analyze text
structure and features) to make conscious
choices about how to approach the reading
based on purpose, genre, level of difficulty, text
demands and features.
SE/TE: Predictions, make, 29, 59; Inferences,
make, 239, 269; Paraphrase, 402, 715, 733,
915; Main idea, 461, 487; Author's purpose,
584, 694; Read between the lines, 965; Cultural
context, analyze, 1063, 1091; Background
knowledge, acquire, 1091; Questions, ask /
generate, 1122; also see: Informational Texts:
paraphrase to connect ideas, 402–407, scan
text features / structures to see how they
support author’s purpose, 578–583, analyze,
structure, format, and features (predict
purpose), 694–699, synthesize (connect facts)
to make generalizations, 752–757, synthesize /
paraphrase / connect ideas, 864–867, generate
questions, 1122–1127
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
7
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 2.1.2 Make supported inferences and draw
conclusions based on informational print and
multimedia features (e.g., prefaces, appendices,
marginal notes, illustrations, bibliographies,
author’s pages, footnotes, diagrams, tables,
charts, maps, timelines, graphs, and other
visual and special effects) and explain how
authors and speakers use them to infer the
organization of text and enhance understanding,
convey meaning, and inspire or mislead
audiences.
SE/TE: Informational Texts: analyze structure
and format (headings, bold, italics, illustrations,
graphics), 90–95, follow and critique technical
directions (sequence), 512–517, signs, web
site, 694–699, atlas, magazine article, 752–
757, analyze features, format and structure of
text (titles, headings, bold, italics, illustrations,
graphics), 1008–1013; also see:
Communications Workshop: Analyzing Media
Presentations, 212, Comparing Media Coverage,
1254
CE 2.1.3 Determine the meaning of unfamiliar
words, specialized vocabulary, figurative
language, idiomatic expressions, and technical
meanings of terms through context clues, word
roots and affixes, and the use of appropriate
resource materials such as print and electronic
dictionaries.
SE/TE: Context clues, 614; also see:
Vocabulary Workshop: Dictionary and
Thesaurus, 210–211; Word Origins, 430–431;
Borrowed and Foreign Words, 1034–1035;
Idioms, Jargon, and Technical Terms, 1252–
1253; Roots, 30, 43, 44, 55, 116, 135, 136,
149, 462, 471, 472, 483, 540, 545, 546, 553,
674, 681, 682, 689, 812, 833, 838, 859, 938,
963, 964, 983, 984, 1001, 1064, 1073, 1074,
1087; Prefixes, 60, 75, 76, 85, 154, 165, 166,
177, 336, 355, 356, 365, 488, 497, 498, 507,
558, 565, 566, 573, 640, 655, 656, 667, 914,
937, 1190, 1205, 1206, 1217; Suffixes, 240,
253, 254, 265, 282, 293, 382, 397, 724, 729,
742, 747, 888, 913, 1154, 1171
CE 2.1.4 Identify and evaluate the primary
focus, logical argument, structure, and style of a
text or speech and the ways in which these
elements support or confound meaning or
purpose.
SE/TE: Persuasive writing, 539, 543, 545, 549,
553; Evaluate Persuasion, 557, 562, 565, 573;
Informational Texts: evaluate credibility of
author’s argument (question, critique
generalizations and evidence), 1222–1227
CE 2.1.5 Analyze and evaluate the components
of multiple organizational patterns (e.g.,
compare/contrast, cause/effect,
problem/solution, fact/opinion,
theory/evidence).
SE/TE: Expository Essay (organizational
structures), 461, 465, 469, 471, 480, 483; for
related activities; also see: Informational Texts:
scan text structures to see how they support
author’s purpose, 578–583; analyze features,
format and structure of text (titles, headings,
bold, italics, illustrations, graphics), 1008–1013
CE 2.1.6 Recognize the defining characteristics
of informational texts, speeches, and
multimedia presentations (e.g., documentaries
and research presentations) and elements of
expository texts (e.g., thesis, supporting ideas,
and statistical evidence); critically examine the
argumentation and conclusions of multiple
informational texts.
SE/TE: Informational Texts, 90–95, 182–187,
298–305, 402–407, 512–517, 578–583, 694–
699, 752–757, 864–867, 1008–1013, 1008–
1013, 1122–1127, 1222–1227;
Communications Workshop: Analyzing Media
Presentations, 212, Viewing and Evaluating a
Speech, 432, Comparing Media Coverage,
1254; also see: Expository Essay
(organizational structures), 461, 465, 469, 471,
480, 483
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
8
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 2.1.7 Demonstrate understanding of written,
spoken, or visual information by restating,
paraphrasing, summarizing, critiquing, or
composing a personal response; distinguish
between a summary and a critique.
SE/TE: Informational Texts: analyze / evaluate
credibility of sources, 182–187, analysis,
evaluation, elaboration of ideas, 298–305,
paraphrase to connect ideas, 402–407, follow
and critique technical directions (sequence),
512–517, synthesize (connect facts) to make
generalizations, 752–757, synthesize /
paraphrase / connect ideas, 864–867, generate
questions, 1122–1127, evaluate credibility of
author’s argument (question, critique
generalizations and evidence), 1222–1227; also
see: Critical Thinking: Respond (nonfiction),
459, 470, 482, 496, 506, 524, 530, 544, 552,
564, 572, 594, 602
CE 2.1.8 Recognize the conventions of visual
and multimedia presentations (e.g., lighting,
camera angle, special effects, color, and
soundtrack) and how they carry or influence
messages.
SE/TE: Communications Workshop: Analyzing
Media Presentations, 212, Comparing Media
Coverage, 1254; also see: Delivering a
Multimedia Presentation, 1036; Visual Arts
Presentation
CE 2.1.9 Examine the intersections and
distinctions between visual (media images,
painting, film, and graphic arts) and verbal
communication.
SE/TE: Communications Workshop: Delivering
a Multimedia Presentation, 1036; also see:
Analyzing Media Presentations, 212; Comparing
Media Coverage, 1254; Research and
Technology: Spreadsheet, 179, Visual arts
presentation, 749, Multimedia Presentation,
1005, Film "influences" chart, 1187; 21st
Century Skills (blogs, networking, etc.), R42–
R47
CE 2.1.10 Listen to and view speeches,
presentations, and multimedia works to identify
and respond thoughtfully to key ideas,
significant details, logical organization, fact and
opinion, and propaganda.
SE/TE: Communications Workshop: Analyzing
Media Presentation, 212; Viewing and
Evaluating a Speech, 432; Comparing Media
Coverage, 1254; Listening and Speaking:
Debate, 555, 777; Interview, 57, 1251; Group
Discussion, 209, 367, 429, 691; Listen actively,
1254; also see: Critical Thinking: Discuss, 42,
54, 134, 176, 237, 292, 354, 396, 572, 982,
1000
CE 2.1.11 Demonstrate appropriate social skills
of audience, group discussion, or work team
behavior by listening attentively and with civility
to the ideas of others, gaining the floor in
respectful ways, posing appropriate questions,
and tolerating ambiguity and lack of consensus.
SE/TE: Communications Workshop: Viewing
and Evaluating a Speech, 432; Listening and
Speaking: Debate, 555, 777; Interview, 57,
1251; Group Discussion, 209, 367, 429, 691
CE 2.1.12 Use a variety of strategies to
enhance listening comprehension (e.g., monitor
message for clarity and understanding, ask
relevant questions, provide verbal and
nonverbal feedback, notice cues such as change
of pace or emphasis that indicate a new point is
about to be made; and take notes to organize
essential information).
SE/TE: Communications Workshop: Listen
actively, 1254; Analyzing Media Presentation,
212; Viewing and Evaluating a Speech, 432;
Comparing Media Coverage, 1254; Listening
and Speaking: Debate, 555, 777; Interview, 57,
1251; Group Discussion, 209, 367, 429, 691
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
9
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
STANDARD 2.2 Use a variety of reading, listening, and viewing strategies to construct
meaning beyond the literal level (e.g., drawing inferences; confirming and correcting;
making comparisons, connections, and generalizations; and drawing conclusions).
CE 2.2.1 Recognize literary and persuasive
strategies as ways by which authors convey
ideas and readers make meaning (e.g.,
imagery, irony, satire, parody, propaganda,
overstatement/understatement, omission, and
multiple points of view).
SE/TE: Persuasive writing, 539, 543, 545, 549,
553; Analytic and Interpretive Essays, 557,
561, 565, 569, 573; also see: Compare tone
and diction, 408, 411, 412, 413, 415, 417, 419;
Diction and tone chart, expository essay, 461,
471, 483
CE 2.2.2 Examine the ways in which prior
knowledge and personal experience affect the
understanding of written, spoken, or multimedia
text.
SE/TE: Background knowledge, acquire, 1091,
1105, 1117; also see: Introducing & Applying
the Big Question (writing and discussion): Is
there a difference between reality and truth? 2,
208, Can progress be made without conflict?
222, 428, What kind of knowledge changes our
lives? 442, 612, Does all communication serve a
positive purpose? 626, 776, To what extent
does experience determine what we perceive?
790, 1032, Can anyone be a hero? 1046, 1250
CE 2.2.3 Interpret the meaning of written,
spoken, and visual texts by drawing on different
cultural, theoretical, and critical perspectives.
SE/TE: Writing Workshop: Response to
Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145, 1241; Writing:
Book review, 295, Character analysis, 367,
Critique, 575, Analyze mood, 707, Critical
essay, 731, Explore conflict, 835
STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, and
political purposes, through independent and collaborative reading.
CE 2.3.1 Read, listen to, and view diverse texts
for multiple purposes such as learning complex
procedures, making work-place decisions, or
pursuing in-depth studies.
SE/TE: Informational Texts: feature article,
newsletter, 90–95, web site, primary source,
182–187, technical article, news release, 298–
305, primary source, newspaper editorial, 402–
407, technical directions, user's guide, 512–
517, research source, course catalog, 578–583,
signs, web site, 694–699, atlas, magazine
article, 752–757, drama reviews, 864–867, job
application, public document, 1008–1013,
analyze workplace documents, 1008–1013,
public document, interview, 1122–1127, book
review, movie review, 1222–1227; also see:
Independent Reading, 213, 433, 617, 781,
1037, 1255
CE 2.3.2 Read, view, and/or listen
independently to a variety of fiction, nonfiction,
and multimedia genres based on student
interest and curiosity.
SE/TE: Independent Reading, 213, 433, 617,
781, 1037, 1255
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
10
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 2.3.3 Critically read and interpret
instructions for a variety of tasks (e.g.,
completing assignments, using software, writing
college and job applications).
SE/TE: Informational Texts: technical
directions, user's guide, 512–517, research
source, course catalog, 578–583, signs, web
site, 694–699, atlas, magazine article, 752–
757, job application, public document, 1008–
1013, analyze workplace documents, 1008–
1013, public document, interview, 1122–1127,
book review, movie review, 1222–1227
CE 2.3.4 Critically interpret primary and
secondary research-related documents (e.g.,
historical and government documents,
newspapers, critical and technical articles, and
subject-specific books).
SE/TE: Informational Texts: analyze structure
and format (headings, bold, italics, illustrations,
graphics), 90–95, analyze / evaluate credibility
of sources, 182–187, analysis, evaluation,
elaboration of ideas, 298–305, paraphrase to
connect ideas, 402–407, follow and critique
technical directions (sequence), 512–517, scan
text features / structures to see how they
support author’s purpose, 578–583, analyze,
structure, format, and features (predict
purpose), 694–699, synthesize (connect facts)
to make generalizations, 752–757, synthesize /
paraphrase / connect ideas, 864–867, analyze
features, format and structure of text (titles,
headings, bold, italics, illustrations, graphics),
1008–1013, generate questions, 1122–1127,
evaluate credibility of author’s argument
(question, critique generalizations and
evidence), 1222–1227; also see: Writing
Workshop: Documenting Sources, 1022, 1023,
1025, 1026, 1031; Research and Technology:
Identify your sources, 606; Citing Sources and
Preparing Manuscript, R36–R37; 21st Century
Skills, R42–R47
CE 2.3.5 Engage in self-assessment as a
reader, listener, and viewer, while monitoring
comprehension and using a variety of strategies
to overcome difficulties when constructing and
conveying meaning.
SE/TE: Reflecting on Writing (Writer's Journal),
113, 207, 333, 427, 537, 611, 713, 775, 883,
1031, 1151, 1249; also see: Communication
Workshop: Feedback Form, 212, 432, 616, 780,
1036, 1254
CE 2.3.6 Reflect on personal understanding of
reading, listening, and viewing; set personal
learning goals; and take responsibility for
personal growth.
SE/TE: Reflecting on Writing (Writer's Journal),
113, 207, 333, 427, 537, 611, 713, 775, 883,
1031, 1151, 1249; also see: Communication
Workshop: Feedback Form, 212, 432, 616, 780,
1036, 1254
CE 2.3.7 Participate as an active member of a
reading, listening, and viewing community,
collaboratively selecting materials to read or
events to view and enjoy (e.g., book talks,
literature circles, film clubs).
SE/TE: Listening and Speaking: Debate, 555,
777; Interview, 57, 1251; Group Discussion,
209, 367, 429, 691; Listen actively, 1254; also
see: Critical Thinking: Discuss, 42, 54, 134,
176, 237, 292, 354, 396, 572, 982, 1000
CE 2.3.8 Develop and apply personal, shared,
and academic criteria to evaluate own and
others’ oral, written, and visual texts.
SE/TE: Reflecting on Writing (Writer's Journal),
113, 207, 333, 427, 537, 611, 713, 775, 883,
1031, 1151, 1249; Peer review, use, 204, 424,
608, 772, 1025, 1246 ; also see:
Communication Workshop: Feedback Form,
212, 432, 616, 780, 1036, 1254
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
11
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
STRAND 3: LITERATURE AND CULTURE
Students study and appreciate a rich and varied selection of classical and contemporary literary,
cultural, and historical texts from American, British, and world traditions. They learn to make
meaning from the experiences, ideas, and emotions of others across the ages, applying their
understanding to contemporary circumstances.
STANDARD 3.1 Develop the skills of close and contextual literary reading.
CE 3.1.1 Interpret literary language (e.g.,
imagery, allusions, symbolism, metaphor) while
reading literary and expository works.
SE/TE: What are Fiction/Nonfiction, 4–5;
Characteristics of Fiction, 6; Characteristics of
Nonfiction, 7; What is a Short story?, 224–225;
Elements of Short stories, 226–227; What is
Nonfiction?, 444–445; Characteristics of Essays
and Speeches, 446–447; What is Poetry?, 628–
629; Characteristics of poetry, 630–631; What
is Drama, 792–793; Elements of Drama 794–
795; What is the Oral Tradition?, 1048–1049;
Archetypal Narrative Patterns, 1128; also see:
Symbolism, 369, 380, 381, 385, 389, 392, 397;
Hyperbole, 518, 531; Figurative language, 630,
708, 715, 722, 723, 726, 729, 880, 1252;
Imagery, poetry, 655, 667; Alliteration, 733,
741, 747
CE 3.1.2 Demonstrate an understanding of
literary characterization, character development,
the function of major and minor characters,
motives and causes for action, and moral
dilemmas that characters encounter by
describing their function in specific works.
SE/TE: Characterization, direct/indirect, short
story, 227, 239, 244, 245, 248, 251, 253, 258,
260, 262, 264, 265; also see: Character, 794,
796, 803, 807, 887, 1014, 1017, 1019, 1050,
1051, 1063, 1073, 1087
CE 3.1.3 Recognize a variety of plot structures
and elements (e.g., story within a story, rising
action, foreshadowing, flash backs, cause-andeffect relationships, conflicts, resolutions) and
describe their impact on the reader in specific
literary works.
SE/TE: Plot diagram, 29, 109, 887; also see:
Plot, 33, 35, 37, 38, 40, 42, 43, 49, 51, 54, 55,
224, 226, 227, 237, 794, 796, 887; Conflict,
external/internal, 965, 976, 977, 981, 983
CE 3.1.4 Analyze characteristics of specific
works and authors (e.g., voice, mood, time
sequence, author vs. narrator, stated vs.
implied author, intended audience and purpose,
irony, parody, satire, propaganda, use of
archetypes and symbols) and identify basic
beliefs, perspectives, and philosophical
assumptions underlying an author’s work.
SE/TE: Writing Workshop: Response to
Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145, 1241; Writing:
Book review, 295, Character analysis, 367,
Critique, 575, Analyze mood, 707, Critical
essay, 731, Explore conflict, 835; also see:
Persuasive writing, 539, 543, 545, 549, 553;
Evaluate Persuasion, 557, 562, 565, 573;
Informational Texts: evaluate credibility of
author’s argument (question, critique
generalizations and evidence), 1222–1227
CE 3.1.5 Comparatively analyze two or more
literary or expository texts, comparing how and
why similar themes are treated differently, by
different authors, in different types of text, in
different historical periods, and/or from different
cultural perspectives.
SE/TE: Writing Workshop: Response to
Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145, 1241
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
12
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 3.1.6 Examine differing and diverse
interpretations of literary and expository works
and explain how and why interpretation may
vary from reader to reader.
SE/TE: Peer review, use, 204, 424, 608, 772,
1025, 1246; also see: Communications
Workshop: Delivering an Oral Interpretation of
a Literary Work, 780; Critical Thinking: Discuss,
42, 54, 134, 176, 237, 292, 354, 396, 572,
982, 1000
CE 3.1.7 Analyze and evaluate the portrayal of
various groups, societies, and cultures in
literature and other texts.
SE/TE: Author's insights: historical fiction
(Vreeland), 22; Historical context, 335, 1050 ;
Historical characters, 887; Cultural context,
1063, 1067, 1073, 1077, 1082, 1085, 1087,
1091, 1096, 1097, 1099, 1102, 1104, 1105,
1110, 1113, 1116, 1117; Universal and
Culturally Specific Themes, 868, 877; Universal
and Culturally Specific Themes, 868, 877;
Comparing Themes and Worldviews, 1228,
1230, 1232, 1234, 1236, 1237, 1239, 1240,
1241; also see: Literature In Context, 26, 69,
83, 129, 175, 249, 274, 321, 350, 362, 388,
468, 478, 503, 550, 563, 830, 844, 900, 918,
928, 930, 942, 976, 991, 1068, 1081, 1103,
1162, 1199
CE 3.1.8 Demonstrate an understanding of
historical, political, cultural, and philosophical
themes and questions raised by literary and
expository works.
SE/TE: Universal and Culturally Specific
Themes, 868, 877; also see: Theme, 335, 339,
341, 342, 344, 351, 353, 355, 359, 365;
Comparing Literary Works: Theme, 758, 762,
763, 764, 767; Comparing Themes and
Worldviews, 1228, 1230, 1232, 1234, 1236,
1237, 1239, 1240, 1241; also see: Introducing
& Applying the Big Question (writing and
discussion): Is there a difference between
reality and truth? 2, 208, Can progress be made
without conflict? 222, 428, What kind of
knowledge changes our lives? 442, 612, Does
all communication serve a positive purpose?
626, 776, To what extent does experience
determine what we perceive? 790, 1032, Can
anyone be a hero? 1046, 1250
CE 3.1.9 Analyze how the tensions among
characters, communities, themes, and issues in
literature and other texts reflect human
experience.
SE/TE: Introducing & Applying the Big
Question (writing and discussion): Is there a
difference between reality and truth? 2, 208,
Can progress be made without conflict? 222,
428, What kind of knowledge changes our lives?
442, 612, Does all communication serve a
positive purpose? 626, 776, To what extent
does experience determine what we perceive?
790, 1032, Can anyone be a hero? 1046, 1250;
also see: Universal and Culturally Specific
Themes, 868, 877; also see: Theme, 335, 339,
341, 342, 344, 351, 353, 355, 359, 365;
Comparing Literary Works: Theme, 758, 762,
763, 764, 767; Comparing Themes and
Worldviews, 1228, 1230, 1232, 1234, 1236,
1237, 1239, 1240, 1241
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
13
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 3.1.10 Demonstrate an understanding of the
connections between literary and expository
works, themes, and historical and contemporary
contexts.
SE/TE: Universal and Culturally Specific
Themes, 868, 877; also see: Theme, 335, 339,
341, 342, 344, 351, 353, 355, 359, 365;
Comparing Literary Works: Theme, 758, 762,
763, 764, 767; Comparing Themes and
Worldviews, 1228, 1230, 1232, 1234, 1236,
1237, 1239, 1240, 1241; also see: Introducing
& Applying the Big Question (writing and
discussion): Is there a difference between
reality and truth? 2, 208, Can progress be made
without conflict? 222, 428, What kind of
knowledge changes our lives? 442, 612, Does
all communication serve a positive purpose?
626, 776, To what extent does experience
determine what we perceive? 790, 1032, Can
anyone be a hero? 1046, 1250
STANDARD 3.2 Read and respond to classic and contemporary fiction, literary nonfiction,
and expository text, from a variety of literary genres representing many time periods
and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short
stories, philosophical pieces, science fiction, fantasy, young adult literature, creative
non-fiction, hypertext fiction).
CE 3.2.1 Recognize a variety of literary genres
and forms (e.g., poetry, drama, novels, short
stories, autobiographies, biographies, multigenre texts, satire, parody, allegory) and
demonstrate an understanding of the way in
which genre and form influence meaning.
SE/TE: What are Fiction/Nonfiction, 4–5;
Characteristics of Fiction, 6; Characteristics of
Nonfiction, 7; What is a Short story?, 224–225;
Elements of Short stories, 226–227; What is
Nonfiction?, 444–445; Characteristics of Essays
and Speeches, 446–447; What is Poetry?, 628–
629; Characteristics of poetry, 630–631; What
is Drama, 792–793; Elements of Drama 794–
795; What is the Oral Tradition?, 1048–1049;
Archetypal Narrative Patterns, 1128; also see:
Writing Workshop: Response to Literature, 768–
775; Writing to Compare Literary Works, 107,
199, 327, 419, 531, 603, 707, 767, 877, 1019,
1145, 1241; Writing: Book review, 295,
Character analysis, 367, Critique, 575, Analyze
mood, 707, Critical essay, 731, Explore conflict,
835
CE 3.2.2 Identify different types of poetry (e.g.,
epic, lyric, sonnet, free verse) and explain how
specific features (e.g., figurative language,
imagery, rhythm, alliteration, etc.) influence
meaning.
SE/TE: What is Poetry?, 628–629;
Characteristics of poetry, 630–631; Speaker in
poetry, 632, 633, 637, 639, 655, 66, Poetic
forms, 671, 681, 689; Comparing Literary
Works: Tone and Mood, 700, 702, 703, 705,
706, 707; Figurative language, 630, 708, 715,
722, 723, 726, 729, 880, 1252; Sound devices,
733, 737, 741, 744, 747; Comparing Literary
Works: Theme (poetry), 758, 762, 763, 764,
767
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
14
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 3.2.3 Identify how elements of dramatic
literature (e.g., dramatic irony, soliloquy, stage
direction, and dialogue) illuminate the meaning
of the text.
SE/TE: What is Drama, 792–793; Elements of
Drama 794–795; Protagonist, drama, 811, 815,
816, 820, 822, 826, 827, 830, 831, 833 ; Greek
tragedies, 795, 837, 840, 841, 843, 846, 851,
856, 859 ; Comparing Literary Works: Universal
and Culturally Specific Themes, 868, 871, 872,
873, 875, 876, 877; Shakespeare's tragedies,
795, 887, 897, 900, 902, 909, 913 ; Blank
verse, 915, 917, 919, 924, 927, 935, 937 ;
Dramatic speeches, 795, 939, 941, 947, 948,
949, 950, 952, 953, 955, 961, 963 ; Conflict,
external/internal, drama, 794, 807, 887, 965,
976, 977, 981, 983 ; Tragic heroes,
Shakespeare's, 887, 985, 988, 990, 992, 994,
995, 997, 1001
CE 3.2.4 Respond by participating actively and
appropriately in small and large group
discussions about literature (e.g., posing
questions, listening to others, contributing
ideas, reflecting on and revising initial
responses).
SE/TE: Communications Workshop: Delivering
an Oral Interpretation of a Literary Work, 780;
also see: Listening and Speaking: Debate, 555,
777; Group Discussion, 209, 367, 429, 691;
Critical Thinking: Discuss, 42, 54, 134, 176,
237, 292, 354, 396, 572, 982, 1000
CE 3.2.5 Respond to literature in a variety of
ways (e.g., dramatic interpretation, reader’s
theatre, literature circles, illustration, writing in
a character’s voice, engaging in social action,
writing an analytic essay) providing examples of
how texts affect their lives, connect them with
the contemporary world, and communicate
across time.
SE/TE: Writing Workshop: Response to
Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145, 1241; Writing:
Book review, 295, Character analysis, 367,
Critique, 575, Analyze mood, 707, Critical
essay, 731, Explore conflict, 835
STANDARD 3.3 Use knowledge of literary history, traditions, and theory to respond to
and analyze the meaning of texts.
CE 3.3.1 Explore the relationships among
individual works, authors, and literary
movements in English and American literature
(e.g., Romanticism, Puritanism, the Harlem
Renaissance, Postcolonial), and consider the
historical, cultural, and societal contexts in
which works were produced.
SE/TE: Author's insights: historical fiction
(Vreeland), 22; Historical context, 335, 1050;
Historical characters, 887; Cultural context,
1063, 1067, 1073, 1077, 1082, 1085, 1087,
1091, 1096, 1097, 1099, 1102, 1104, 1105,
1110, 1113, 1116, 1117; Universal and
Culturally Specific Themes, 868, 877; Universal
and Culturally Specific Themes, 868, 877;
Comparing Themes and Worldviews, 1228,
1230, 1232, 1234, 1236, 1237, 1239, 1240,
1241; also see: Literature In Context, 26, 69,
83, 129, 175, 249, 274, 321, 350, 362, 388,
468, 478, 503, 550, 563, 830, 844, 900, 918,
928, 930, 942, 976, 991, 1068, 1081, 1103,
1162, 1199
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
15
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 3.3.2 Read and analyze classic and
contemporary works of literature (American,
British, world) representing a variety of genres
and traditions and consider their significance in
their own time period as well as how they may
be relevant to contemporary society.
SE/TE: Writing Workshop: Response to
Literature, 768–775; Universal and Culturally
Specific Themes, 868, 877; Universal and
Culturally Specific Themes, 868, 877;
Comparing Themes and Worldviews, 1228,
1230, 1232, 1234, 1236, 1237, 1239, 1240,
1241
CE 3.3.3 Draw on a variety of critical
perspectives to respond to and analyze works of
literature (e.g., religious, biographical, feminist,
multicultural, political).
SE/TE: For related activities see: Writing
Workshop: Response to Literature, 768–775;
Writing: Book review, 295, Character analysis,
367, Critique, 575, Analyze mood, 707, Critical
essay, 731, Explore conflict, 835
CE 3.3.4 Demonstrate knowledge of American
minority literature and the contributions of
minority writers.
SE/TE: Please note that the program includes a
wide variety of literature from writers of diverse
minority backgrounds. Here is a partial listing:
Marian Anderson: Famous Concert Singer,
Langston Hughes, 98–103; The Way to Rainy
Mountain, N. Scott Momaday, 595–602; The
Weary Blues, Langston Hughes, 737; Tepeyac,
Sandra Cisneros, 104–106; The Street of
Canon, Josephina Niggli, 271–280; My City,
James Weldon Johnson, 677; The Orphan Boy
and the Elk Dog, 1075–1086; Occupation:
Conductorette, Maya Angelou, 77–84; Keep
Memory Alive, Elie Wiesel, 542–544; Desert
Exile, Yoshiko Uchida, 586–594
CE 3.3.5 Demonstrate familiarity with world
literature, including authors beyond American
and British literary traditions.
SE/TE: Please note that the program includes a
wide variety of world literature. Here is a partial
listing: from Nobel Lecture, Alexander
Solzhenitsyn, 547–552; Rama’s Initiation, R. K.
Narayan, 1107–1116; A Problem, Anton
Chekhov, 255–264; Civil Peace, Chinua Achebe,
357–364; The Garden of Stubborn Cats, Italo
Calvino, 383–396; Cupid and Psyche, Lucius
Apelius (retold by Sally Benson), 1130–1137;
Damon and Pythias, retold by William F.
Russell, 1230–1232; Julius Caesar, William
Shakespeare, 886–1000; Keep Memory Alive,
Elie Wiesel, 542–544
CE 3.3.6 Critically examine standards of literary
judgment (e.g., aesthetic value, quality of
writing, literary merit, social significance) and
questions regarding the inclusion and/or
exclusion of literary works in the curriculum
(e.g., canon formation, “classic” vs. “popular”
texts, traditional vs. non-traditional literature,
the plaCE of literature by women and/or
minority writers).
SE/TE: Writing Workshop: Response to
Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145, 1241; Writing:
Book review, 295, Character analysis, 367,
Critique, 575, Analyze mood, 707, Critical
essay, 731, Explore conflict, 835
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
16
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
STANDARD 3.4 Examine mass media, film, series fiction, and other texts from popular
culture.
CE 3.4.1 Use methods of close and
contextualized reading and viewing to examine,
interpret, and evaluate print and visual media
and other works from popular culture.
SE/TE: Communication Workshop: Analyzing
Media Presentations, 212, Comparing Media
Coverage, 1254
CE 3.4.2 Understand that media and popular
texts are produced within a social context and
have economic, political, social, and aesthetic
purposes.
SE/TE: Communication Workshop: Analyzing
Media Presentations, 212, Comparing Media
Coverage, 1254
CE 3.4.3 Understand the ways people use
media in their personal and public lives.
SE/TE: 21st Century Skills (blogs, networking,
etc.), R42–R47; also see: Communication
Workshop: Analyzing Media Presentations, 212,
Comparing Media Coverage, 1254
CE 3.4.4 Understand how the commercial and
political purposes of producers and publishers
influence not only the nature of advertisements
and the selection of media content, but the slant
of news articles in newspapers, magazines, and
the visual media.
SE/TE: Communication Workshop: Analyzing
Media Presentations, 212, Comparing Media
Coverage, 1254
STRAND 4: LANGUAGE
Language is an evolving tool with powerful personal, cultural, economic, and political implications.
Knowledge of the structures of language (e.g., the history, meaning, and use of words; varying
sentence structures and patterns of language; the conventions of standard English) is essential for
the effective use of language for varying purposes (e.g., the development of a rich vocabulary,
sentence structures for different rhetorical purposes, appropriate speech patterns for different
social contexts). Understanding the political implications of language use is also critical for
fostering a democratic society in which all voices are valued.
STANDARD 4.1 Understand and use the English language effectively in a variety of
contexts and settings.
CE 4.1.1 Use sentence structures and
vocabulary effectively within different modes
(oral and written, formal and informal) and for
various rhetorical purposes.
SE/TE: Language: use appropriate, 57, 1119,
choose effective, 485; Writing Workshop: Focus
on Complete Sentences, 333; Grammar:
Infinitives, 748, Absolutes and Absolute
Phrases, 1002, Simple and Compound
Sentences, 1088, Complex and CompoundComplex Sentences, 1118; Sensory details,
include, 509, 1089; Writer’s Toolbox: Sentence
Fluency, 535, 711, 1027, 1149, 1247; also see:
Word Choice: Writer's Toolbox, 205, 609, 709;
Use language for audience, 295, 422, 485, 555
CE 4.1.2 Use resources to determine word
meanings, pronunciations, and word
etymologies (e.g., context, print and electronic
dictionaries, thesauruses, glossaries, and
others).
SE/TE: Vocabulary Workshop: Dictionary and
Thesaurus, 210–211; also see: Dictionary, use,
210, 614
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
17
A Correlation of Prentice Hall Literature Grade 10, Michigan Edition ©2010
To the
Michigan High School Content Expectations for Language Arts (2006)
MICHIGAN HIGH SCHOOL CONTENT
EXPECTATIONS (2006)
PRENTICE HALL LITERATURE GRADE 10
MICHIGAN EDITION ©2010
CE 4.1.3 Use a range of linguistic applications
and styles for accomplishing different rhetorical
purposes (e.g., persuading others to change
opinions, conducting business transactions,
speaking in a public forum, discussing issues
informally with peers).
SE/TE: Communications Workshop: Delivering
a Persuasive Speech, 616; Delivering a
Multimedia Presentation, 1036; Debate, 555,
777; Group Discussion, 209, 367, 429, 691;
Humorous Persuasive Speech, 485; Mock trial,
861; also see: Language: be alert to charged /
manipulative, 212, evaluate level, 432, choose
effective, 485, evaluate/compare, 1254
CE 4.1.4 Control standard English structures in
a variety of contexts (e.g., formal speaking,
academic prose, business, and public writing)
using language carefully and precisely.
SE/TE: Communications Workshop: Delivering
a Persuasive Speech, 616, Delivering a
Multimedia Presentation, 1036; also see:
Listening and Speaking: Persuasive speech,
485, Recollection, oral, 509, Big Question
(speech), 613, 1033, Report, oral, 835, Mock
trial, 861, Retelling, 1089
CE 4.1.5 Demonstrate use of conventions of
grammar, usage, and mechanics in written
texts, including parts of speech, sentence
structure and variety, spelling, capitalization,
and punctuation.
SE/TE: Writing Workshop: Editing and
Proofreading, 113, 207, 333, 427, 537, 611,
713, 775, 883, 1031, 1151, 1249; also see:
Grammar, 56, 86, 150, 178, 266, 294, 366,
398, 484, 508, 554, 574, 668, 690, 730, 748,
834, 860, 1002, 1088, 1118, 1186, 1218, R50–
R56
STANDARD 4.2 Understand how language variety reflects and shapes experience.
CE 4.2.1 Understand how languages and
dialects are used to communicate effectively in
different roles, under different circumstances,
and among speakers of different speech
communities (e.g., ethnic communities, social
groups, professional organizations).
SE/TE: Language: be alert to charged /
manipulative, 212, evaluate level, 432, choose
effective, 485, evaluate/compare, 1254;
Compare tone and diction, 408, 411, 412, 413,
415, 417, 419; Diction and tone chart,
expository essay, 461, 471, 483
CE 4.2.2 Understand the implications and
potential consequences of language use (e.g.,
appropriate professional speech; sexist, racist,
homophobic language) .
SE/TE: Bias, consider, 212; also see:
Language: evaluate level, 432, evaluate /
compare, 1254
CE 4.2.3 Recognize and appreciate language
variety, understand that all dialects are rulegoverned, and respect the linguistic differences
of other speech communities.
SE/TE: Dialect (defined), 6; Vocabulary
Workshop: Idioms, Jargon, and Technical
Terms, 1252–1253; also see: Language: be
alert to charged, 212, evaluate level, 432,
evaluate/compare, 1254; Compare tone and
diction, 408, 411, 412, 413, 415, 417, 419;
Diction and tone chart, expository essay, 461,
471, 483
CE 4.2.4 Understand the appropriate uses and
implications of casual or informal versus
professional language; understand, as well, the
implications of language designed to control
others and the detrimental effects of its use on
targeted individuals or groups (e.g.,
propaganda, homophobic language, and racial,
ethnic, or gender epithets).
SE/TE: Compare tone and diction, 408, 411,
412, 413, 415, 417, 419; Diction and tone
chart, expository essay, 461, 471, 483; also
see: Language: be alert to charged, 212,
evaluate level, 432, evaluate/compare, 1254
CE 4.2.5 Recognize language bias in one’s
community, school, textbooks, the public press,
and in one’s own use of language.
SE/TE: Bias, consider, 212; also see:
Language: evaluate level, 432, evaluate /
compare, 1254
SE = Student Edition, TE = Teacher’s Edition, TR = Teaching Resources, TECH = Technology
18