A Correlation of
Prentice Hall Literature,
Grade 10, © 2010
To the
North Carolina
English Language Arts Standard
Course of Study, 2004
and the
Common Core Standards for
English Language Arts
Grade 10
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
INTRODUCTION
This document demonstrates how Prentice Hall Literature meets both the objectives of the
North Carolina English Language Arts Standard Course of Study as well as the Common Core
Standards for Language Arts (2010). Correlation page references are to the Teacher’s Edition
and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile
Student Edition pages.
Prentice Hall Literature is a comprehensive basal language and literacy program for Grades
Six through Twelve that is built on solid research and allows skills and concepts to be taught
to mastery through an innovative approach of grouping content thematically, by skill focus,
and genre.
Selection Choices
Prentice Hall Literature lets you choose the literature you teach based on students’
backgrounds, needs and interests. Additionally, a full complement of leveled support is
provided for each selection to help you attend to varied learning needs, including leveled
reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online
practice and reader’s notebook.
The Big Question
Full immersion in a concept provides a safe place for all learners to connect knowledge, build
vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a
concept for six weeks, six times per year. Instruction is built from Grant Wiggins’
Understanding by Design. The Big Question drives students to promote inquiry, foster deep
understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and
build vocabulary.
Assessment
Prentice Hall Literature helps teachers administer assessment at different stages to keep
track of student progress. Teachers are guided to Diagnose Readiness with tools to help them
assess a student’s understanding prior to reading, which helps them implement personalized
instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the
students read. Finally, the program provides Benchmark Mastery assessments every three
weeks to help students catch small learning problems before they become big ones.
Digital Connection
Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a
world teeming with handheld devices and social networks by letting students seamlessly
integrate school with their digital world. The Student Edition is online with exciting ways to
access content, video, and audio. Plus, an online teacher center helps teachers improve upon
their instruction.
This document demonstrates the high degree of success students will achieve by using
Prentice Hall Literature.
2
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
Table of Contents
Competency Goal 1 The learner will react to and reflect upon print and non-print text
and personal experiences by examining situations from both subjective and objective
perspectives.................................................................................................. 4
Competency Goal 2 The learner will evaluate problems, examine cause/effect
relationships, and answer research questions to inform an audience.....................12
Competency Goal 3 The learner will defend argumentative positions on literary or
nonliterary issues..........................................................................................18
Competency Goal 4 The learner will critically interpret and evaluate experiences,
literature, language, and ideas........................................................................23
Competency Goal 5 The learner will demonstrate understanding of selected world
literature through interpretation and analysis. ...................................................29
Competency Goal 6 The learner will apply conventions of grammar and language
usage. .........................................................................................................37
Common Core Standards for English Language Arts, Grades 9-10 Not Represented in
the Correlation to NC English Language Arts Standards ......................................42
3
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
English Language Arts Curriculum
Grade 10
English II
Students in English II read, discuss, and write about both classical and contemporary world
literature (excluding British and American authors) through which students will identify cultural
significance. They will examine pieces of world literature in a cultural context to appreciate the
diversity and complexity of world issues and to connect global ideas to their own experiences.
Students will continue to explore language for expressive, explanatory, critical, argumentative and
literary purposes, although emphasis will be placed on explanatory contexts. In addition to
literature study, students will:
•
Examine non-literary texts related to cultural studies.
•
Research material to use primarily in clarifying their own explanatory responses to situations
and literary-based issues.
•
Critically interpret and evaluate experiences, literature, language, and ideas.
•
Use standard grammatical conventions and select features of language appropriate to purpose,
audience, and context of the work.
Strands: Oral Language, Written Language, and Other Media/Technology
Competency Goal 1 The learner will react to and reflect upon print and non-print text and
personal experiences by examining situations from both subjective and objective
perspectives.
1.01 Produce reminiscences (about a person, event, object, place, animal) that engage
the audience by:
SE/TE: Autobiographical
•
using specific and sensory
W.3.d. Use precise words and
Narrative: Choose your details,
details with purpose.
phrases, telling details, and
109; Descriptive Essay: Gather
sensory language to convey a
details to develop figurative
vivid picture of the
language, 708, Creating a
experiences, events, setting,
memorable image, 709, Choose
and/or characters.
vivid words, 710; Reflective
Essay: Gather sensory details,
878, Use effective imagery,
880
•
explaining the significance
of the reminiscence from
an objective perspective.
•
moving effectively between
past and present.
W.3.a. Engage and orient the
reader by setting out a
problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
SE/TE: Reflective Essay:
Considering the significance,
879; also see: Autobiographical
Narrative: Telling the story,
109, Revise to clarify insight,
110; Descriptive Essay:
Creating a memorable image,
709, Present controlling idea,
710
SE/TE: Reflective Essay:
Thinking about the past, 879,
Choosing a logical organization,
880
4
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
recreating the mood felt by
the author during the
reminiscence.
The Common Core
Standards for English
Language Arts, Grade 10
W.3.b. Use narrative
techniques, such as dialogue,
pacing, description, reflection,
and multiple plot lines, to
develop experiences, events,
and/or characters.
Prentice Hall Literature,
2010, Grade 10
SE/TE: Autobiographical
Narrative: Create character and
setting cards, 108, Devise a
plan for telling your story, 109,
Revise to clarify insight, 110;
Descriptive Essay: Gather
details to develop figurative
language, 708, Creating a
memorable image, 709, Frame
description, 710, Choose vivid
words, 710; Reflective Essay:
Gather sensory details, 878,
Thinking about the past, 879,
Use effective imagery, 880
1.02 Respond reflectively (through small group discussion, class discussion, journal
entry, essay, letter, dialogue) to written and visual texts by:
SE/TE: Introducing & Applying
•
relating personal
the Big Question (writing and
knowledge to textual
discussion): Is there a
information or class
difference between reality and
discussion.
truth? 2, 208, Can progress be
made without conflict? 222,
428, What kind of knowledge
changes our lives? 442, 612,
Does all communication serve a
positive purpose? 626, 776, To
what extent does experience
determine what we perceive?
790, 1032, Can anyone be a
hero? 1046, 1250
5
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
showing an awareness of
one's own culture as well as
the cultures of others.
•
exhibiting an awareness of
culture in which text is set
or in which text was
written.
•
explaining how culture
affects personal responses.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-L.6. Analyze a particular
point of view or cultural
experience reflected in a work
of literature from outside the
United States, drawing on a
wide reading of world
literature.
SE/TE: Introducing & Applying
the Big Question (writing and
discussion): To what extent
does experience determine
what we perceive? 790, 1032;
Universal and Culturally
Specific Themes, 868, 871,
872, 873, 875, 876, 877; for
other examples of literature of
cultural awareness see: Anita
Desai’s “Games at Twilight,”
138-149; Josephina Niggli’s
“The Street of the Canon,” 272273; Elie Wiesel’s “Keep
Memory Alive,” 542-547;
Yoshiko Uchida’s “Desert Exile:
The Uprooting of a JapaneseAmerican Family,” 586-541;
and Gwendolyn Brooks’ “The
Bean Eaters,” 703
R-L.6. Analyze a particular
point of view or cultural
experience reflected in a work
of literature from outside the
United States, drawing on a
wide reading of world
literature.
SE/TE: Universal and
Culturally Specific Themes,
868, 871, 872, 873, 875, 876,
877; Cultural context, analyze,
1063, 1067, 1073, 1077, 1082,
1085, 1087, 1091, 1096, 1097,
1099, 1102, 1104, 1105, 1110,
1113, 1115, 1117; also see:
Culture Connection: Greek
Chorus, 830, Mexican American
Pride, 503, Ancient Greek
Funeral Rites, 844
Roman Augurs, 928, Twelve
Olympian Gods, The, 1068,
Traditional Great Plains Culture,
1081, Griot: The Mind of the
People, 1103
SE/TE: Relate to your
experience to make inferences,
239, 244, 250, 253, 259, 262,
265; also see: Introducing &
Applying the Big Question
(writing and discussion): To
what extent does experience
determine what we perceive?
790, 1032
6
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
demonstrating an
understanding of media's
impact on personal
responses and cultural
analyses.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Communications
Workshop: Analyzing Media
Presentations, 212, Delivering
a Multimedia Presentation,
1036, Comparing Media
Coverage, 1254
1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print expressive texts appropriate to grade level and course literary focus,
by:
SE/TE: Predictions, make, 29,
•
selecting, monitoring, and
36, 39, 43, 48, 52, 55, 59, 63,
modifying as necessary
65, 68, 72, 75, 82, 85;
reading strategies
Inferences, make, 239, 244,
appropriate to readers'
250, 253, 259, 262, 265, 269,
purpose.
273, 277, 280, 281, 286, 291,
293; Conclusions, draw, 335,
342, 343, 347, 348, 352, 355,
361, 365, 369, 373, 374, 377,
381, 386, 390, 394, 397, 1153,
1171, 1185; Paraphrase, 715,
718, 723, 728, 729, 733, 739,
741, 745, 747, 915, 920, 924,
928, 929, 932, 937;
Summarize, 811, 816, 818,
820, 822, 825, 829, 832, 833,
837, 840, 845, 855, 859; Read
between the lines, 965, 970,
971, 975, 978, 979, 981, 983
7
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
text components (such as
organizational structures,
story elements,
organizational features)
and evaluating their impact
on the text.
•
providing textual evidence
to support understanding of
and reader's response to
text.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-L.5. Analyze how an author’s
choices concerning how to
structure a text, order events
within it (e.g., parallel plots),
and manipulate time (e.g.,
pacing, flashbacks) create such
effects as mystery, tension, or
surprise.
SE/TE: What are
Fiction/Nonfiction, 4–5;
Characteristics of Fiction, 6;
Characteristics of Nonfiction, 7;
What is a Short story?, 224–
225; Elements of Short stories,
226–227; What is Nonfiction?,
444–445; Characteristics of
Essays and Speeches, 446–
447; What is Poetry?, 628–
629; Characteristics of poetry,
630–631; What is Drama, 792–
793; Elements of Drama 794–
795; What is the Oral
Tradition?, 1048–1049;
Archetypal Narrative Patterns,
1128; also see: Comparing
Literary Works, 96, 107, 188,
199, 306, 327, 408, 419, 518,
531, 584, 603, 700, 707, 758,
767, 868, 877, 1014, 1019,
1128, 1145, 1228, 1241
R-L.1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
SE/TE: Writing a Response to
Literature: Go back to the
source, 769, Use information
from the text, 770, Use specific
terms, 772; also see: Writing
to Compare Literary Works,
107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145,
1241; Respond, 27, 42, 54, 74,
84, 103, 106, 237, 252, 264,
280, 292, 313, 326, 354, 364,
380, 396, 413, 418, 637, 654,
666, 680, 688, 703, 706, 722,
728, 740, 746, 763, 766, 807,
832, 858, 876, 912, 936, 962,
982, 1000, 1018, 1061, 1072,
1086, 1104, 1116, 1137, 1144,
1170, 1184, 1204, 1216, 1232,
1240
8
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
demonstrating
comprehension of main
idea and supporting details.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-L.2. Determine a theme or
central idea of a text and
analyze in detail its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: For related activities
see these reading strategies for
expressive texts: Inferences,
make, 239, 244, 250, 253,
259, 262, 265, 269, 273, 277,
280, 281, 286, 291, 293;
Conclusions, draw, 335, 342,
343, 347, 348, 352, 355, 361,
365, 369, 373, 374, 377, 381,
386, 390, 394, 397, 1153,
1171, 1185; Paraphrase, 715,
718, 723, 728, 729, 733, 739,
741, 745, 747, 915, 920, 924,
928, 929, 932, 937
•
summarizing key events
and/or points from text.
R-L.2. Determine a theme or
central idea of a text and
analyze in detail its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Summarize, 811, 816,
818, 820, 822, 825, 829, 832,
833, 837, 840, 845, 855, 859
•
making inferences,
predicting, and drawing
conclusions based on text.
R-L.1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
SE/TE: Predictions, make, 29,
36, 39, 43, 48, 52, 55, 59, 63,
65, 68, 72, 75, 82, 85;
Inferences, make, 239, 244,
250, 253, 259, 262, 265, 269,
273, 277, 280, 281, 286, 291,
293; Conclusions, draw, 335,
342, 343, 347, 348, 352, 355,
361, 365, 369, 373, 374, 377,
381, 386, 390, 394, 397, 1153,
1171, 1185
9
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
personal, social, historical
or cultural influences,
contexts, or biases.
•
The Common Core
Standards for English
Language Arts, Grade 10
R-L.6. Analyze a particular
point of view or cultural
experience reflected in a work
of literature from outside the
United States, drawing on a
wide reading of world
literature.
Prentice Hall Literature,
2010, Grade 10
SE/TE: Universal and
Culturally Specific Themes,
868, 871, 872, 873, 875, 876,
877; Cultural context, analyze,
1063, 1067, 1073, 1077, 1082,
1085, 1087, 1091, 1096, 1097,
1099, 1102, 1104, 1105, 1110,
1113, 1115, 1117; also see:
Culture Connection: Greek
Chorus, 830, Mexican American
Pride, 503, Ancient Greek
Funeral Rites, 844
Roman Augurs, 928, Twelve
Olympian Gods, The, 1068,
Traditional Great Plains Culture,
1081, Griot: The Mind of the
People, 1103
SE/TE: Introducing & Applying
the Big Question (writing and
discussion): Is there a
difference between reality and
truth? 2, 208, Can progress be
made without conflict? 222,
428, What kind of knowledge
changes our lives? 442, 612,
Does all communication serve a
positive purpose? 626, 776, To
what extent does experience
determine what we perceive?
790, 1032, Can anyone be a
hero? 1046, 1250; also see:
Relate to your experience to
make inferences, 239, 244,
250, 253, 259, 262, 265;
Comparing Literary Works, 96,
107, 188, 199, 306, 327, 408,
419, 518, 531, 584, 603, 700,
707, 758, 767, 868, 877, 1014,
1019, 1128, 1145, 1228, 1241
making connections
between works, self and
related topics.
10
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
analyzing and evaluating
the effects of author's craft
and style.
•
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Comparing Style, 96,
99, 100, 103, 104, 106, 107;
Comparing Irony and Paradox,
188, 192, 194, 197, 199;
Comparing Tone in Fiction and
Nonfiction, 408, 411, 412, 413,
415, 417, 419; Comparing
Humorous Writing, 518, 521,
523, 524, 526, 529, 530, 531;
Comparing Tone and Mood,
700, 702, 703, 705, 706, 707;
Writing Workshop: Analytical
Response to Literature, 768–
775; also see: Author's
insights, 4, 8, 11, 18, 19, 20,
21, 22, 25, 224, 228, 229, 232,
234, 236, 444, 448, 453, 455,
456, 457, 628, 632, 634, 635,
792, 796, 799, 804, 1048,
1052, 1054, 1055, 1056, 1057,
1059
SE/TE: Comparing points of
view, 327, 309, 310, 312, 313,
315, 316, 317, 318; Comparing
character motives, 1014, 1017,
1019; Comparing Themes and
Worldviews, 1228, 1230, 1232,
1234, 1236, 1237, 1239, 1240,
1241; also see: Applying the
Big Question (writing and
discussion): 208, 428, 612,
776, 1032, 1250
analyzing and evaluating
the connections or
relationships between and
among ideas, concepts,
characters and/or
experiences.
11
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
elements of expressive
environment found in text
in light of purpose,
audience, and context.
The Common Core
Standards for English
Language Arts, Grade 10
R-L.4. Determine the meaning
of words and phrases as they
are used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).
Prentice Hall Literature,
2010, Grade 10
SE/TE: Setting, 226, 228, 269,
273, 278, 281, 287, 288, 293;
Symbolism, 369, 380, 381,
385, 389, 392, 397; Imagery,
poetry, 630, 632, 639, 655,
667, 715; Narrative poetry,
631, 639, 643, 647, 649, 651,
655, 659, 660, 662, 663, 664,
665, 667; Figurative language,
708, 715, 722, 723, 726, 729,
880, 1252; Onomatopoeia,
733, 741, 747; Dramatic
speeches, 795, 939, 941, 947,
948, 949, 950, 952, 953, 955,
961, 963; Archetypal narrative
patterns, 1051, 1128, 1131,
1132, 1134, 1136, 1139, 1140,
1143, 1144, 1145; Legendary
heroes, 1153, 1158, 1160,
1165, 1167, 1168, 1170, 1171,
1181, 1184, 1185
Competency Goal 2 The learner will evaluate problems, examine cause/effect
relationships, and answer research questions to inform an audience.
2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print informational texts appropriate to grade level and course literary
focus, by:
SE/TE: Reading Information
•
selecting, monitoring, and
Texts: Reading Skill, 90, 182,
modifying as necessary
298, 402, 512, 578, 694, 752,
reading strategies
864, 1008, 1122, 1222;
appropriate to readers'
Reflecting on key details to
purpose.
analyze cause and effect, 153,
159, 162, 165, 168, 173, 175,
177; Main idea, 461, 466, 470,
471, 477, 479, 483, 487, 492,
494, 497, 502, 504, 507;
Opinion and fact, distinguish,
557, 562, 565, 573
12
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
text components (such as
organizational structures,
story elements,
organizational features)
and evaluating their impact
on the text.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
SE/TE: Informational Texts:
analyze structure and format
(headings, bold, italics,
illustrations, graphics), 90–95;
follow and critique technical
directions (sequence), 512–
517; scan text features /
structures to see how they
support author’s purpose, 578–
583; analyze, structure,
format, and features (predict
purpose), 694–699; analyze
features, format and structure
of text (titles, headings, bold,
italics, illustrations, graphics),
1008–1013; also see: Analytic
and Interpretive Essays, 557,
561, 565, 569, 573
•
providing textual evidence
to support understanding of
and reader's response to
text.
R-IT.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
SE/TE: Informational Texts:
analysis, evaluation,
elaboration of ideas, 298–305;
paraphrase to connect ideas,
402–407; synthesize (connect
facts) to make generalizations,
752–757; synthesize /
paraphrase / connect ideas,
864–867; evaluate credibility of
author’s argument (question,
critique generalizations and
evidence), 1222–1227; also
see: Reflecting on key details
to analyze cause and effect,
153, 159, 162, 165, 168, 173,
175, 177; Main idea, 461, 466,
470, 471, 477, 479, 483, 487,
492, 494, 497, 502, 504, 507;
Opinion and fact, distinguish,
557, 562, 565, 573
•
demonstrating
comprehension of main
idea and supporting details.
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Main idea, 461, 466,
470, 471, 477, 479, 483, 487,
492, 494, 497, 502, 504, 507
13
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
summarizing key events
and/or points from text.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Summarize
(nonfiction), 176; Essay
Review, 459; also see: After
You Read: Main idea, 471, 483,
487, 497, 507
R-IT.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
SE/TE: Predictions, make, 59,
63, 65, 68, 72, 75, 82, 85;
Infer, 496, 524, 530, 564;
Draw conclusions, 544, 594,
602
•
making inferences,
predicting, and drawing
conclusions based on text.
•
identifying and analyzing
personal, social, historical
or cultural influences,
contexts, or biases.
SE/TE: Reflecting on key
details to analyze cause and
effect, 153, 159, 162, 165,
168, 173, 175, 177; Comparing
Author's Purpose, 584, 587,
588, 589, 590, 593, 594, 597,
598, 600, 601, 602; Comparing
Humorous Writing, 518, 521,
52, 526, 529, 530, 531; also
see: History Connection, 563
•
making connections
between works, self and
related topics.
SE/TE: Using prior knowledge
to make predictions, make, 59,
63, 65, 68, 72, 75, 82, 85;
Reflecting on key details to
analyze cause and effect, 153,
159, 162, 165, 168, 173, 175,
177; Comparing Humorous
Writing, 518, 521, 52, 526,
529, 530, 531; Comparing
Author's Purpose, 584, 587,
588, 589, 590, 593, 594, 597,
598, 600, 601, 602; also see:
Connect (nonfiction), 496, 506,
524, 552, 572, 602
14
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
analyzing and evaluating
the effects of author's craft
and style.
The Common Core
Standards for English
Language Arts, Grade 10
R-IT.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).
Prentice Hall Literature,
2010, Grade 10
SE/TE: Comparing Style, 96;
Evaluate Persuasion, 539, 545,
552, 553, 557, 562, 565, 573;
also see: Comparing Humorous
Writing, 518, 521, 52, 526,
529, 530, 531
R-IT.6. Determine an author’s
point of view or purpose in a
text and analyze how an author
uses rhetoric to advance that
point of view or purpose.
•
analyzing and evaluating
the connections or
relationships between and
among ideas, concepts,
characters and/or
experiences.
R-IT.3. Analyze how the author
unfolds an analysis or series of
ideas or events, including the
order in which the points are
made, how they are introduced
and developed, and the
connections that are drawn
between them.
SE/TE: Reflecting on key
details to analyze cause and
effect, 153, 159, 162, 165,
168, 173, 175, 177; Connect
(nonfiction), 496, 506, 524,
552, 572, 602; Comparing
Humorous Writing, 518, 521,
52, 526, 529, 530, 531;
Comparing Author's Purpose,
584, 587, 588, 589, 590, 593,
594, 597, 598, 600, 601, 602;
also see: Main idea, 461, 466,
470, 471, 477, 479, 483, 487,
492, 494, 497, 502, 504, 507
•
identifying and analyzing
elements of informational
environment found in text
in light of purpose,
audience, and context.
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
SE/TE: Literary Analysis:
Expository Essay, 461, 465,
469, 471, 480, 483; Reflective
Essay, 487, 493, 494, 496,
497, 502, 503, 505, 507;
Persuasive writing, 539, 543,
545, 549, 553; Analytic and
Interpretive Essays, 557, 561,
565, 569, 573
15
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
2.02 Create responses that examine a cause/effect relationship among events by:
SE/TE: Cause-and-Effect
•
effectively summarizing
R-IT.2. Determine a central
Essay: Make a cause-and-effect
situations.
idea of a text and analyze its
development over the course of chart, 201, Clarify your
analysis, 202; also see:
the text, including how it
Problem-and-Solution Essay:
emerges and is shaped and
Evaluate possible solutions,
refined by specific details;
421, Create an essay map, 422
provide an objective summary
of the text.
•
showing a clear, logical
connection among events.
R-IT.3. Analyze how the author
unfolds an analysis or series of
ideas or events, including the
order in which the points are
made, how they are introduced
and developed, and the
connections that are drawn
between them.
SE/TE: Reflecting on key
details to analyze cause and
effect (nonfiction), 153, 159,
162, 165, 168, 173, 175, 177
•
logically organizing
connections by
transitioning between
points.
W.1.c. Use words, phrases, and
clauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
SE/TE: Cause-and-Effect
Essay: Make a cause-and-effect
chart, 201, Use clear
transitions, 202
•
developing appropriate
strategies such as graphics,
essays, and multimedia
presentations to illustrate
points.
W.6 Use technology, including
the Internet, to produce,
publish, and update individual
or shared writing products,
taking advantage of
technology’s capacity to link to
other information and to
display information flexibly and
dynamically.
SE/TE: Cause-and-Effect
Essay: Give a class
presentation, 207; Problemand-Solution Essay: Submit
your essay, 427
16
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
2.03 Pose questions prompted by texts (such as the impact of imperialism on Things Fall
Apart) and research answers by:
SE/TE: Research and
•
accessing cultural
W.6 Use technology, including
Technology: Bulletin board
information or explanations the Internet, to produce,
display on Vreeland, 27,
from print and nonprint
publish, and update individual
Science–fiction worlds of
media sources.
or shared writing products,
Cherryh, 237, Report on
taking advantage of
sources, 267, Research
technology’s capacity to link to
summary, 399, Report on
other information and to
Weihenmayer, 459, Annotated
display information flexibly and
poster of Eady's poems, 637,
dynamically.
Literary history report, 731,
Poster on Hwang, 807,
W.8. Gather relevant
Women's history report, 1005,
information from multiple
Annotated map on Santos and
authoritative print and digital
family, 1061, Biographical
sources, using advanced
searches effectively; assess the brochure, 1219
usefulness of each source in
answering the research
question; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format for
citation.
•
prioritizing and organizing
information to construct a
complete and reasonable
explanation.
W.6 Use technology, including
the Internet, to produce,
publish, and update individual
or shared writing products,
taking advantage of
technology’s capacity to link to
other information and to
display information flexibly and
dynamically.
SE/TE: Research Report:
Research plan, develop, 1021,
Lists, organize, 1022, Order of
importance, use, 1023, Main
ideas, strengthen coherence,
1025; also see: Research and
Technology, 27, 237, 267, 399,
459, 637, 731, 807, 1005,
1061, 1219
W.7. Conduct short as well as
more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the inquiry
when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding
of the subject under
investigation.
17
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
Competency Goal 3 The learner will defend argumentative positions on literary or
nonliterary issues.
3.01 Examine controversial issues by:
SE/TE: Letter to the Editor:
•
sharing and evaluating
W.1.a. Introduce precise
Issues, list/look at both sides,
initial personal response.
claim(s), distinguish the
532, 605, Voice find
claim(s) from alternate or
appropriate, 533, Emotions
opposing claims, and create an
appeal to, 534; Persuasive
organization that establishes
Essay: Freewrite, 605,
clear relationships among
Anecdotes, include, 606; also
claim(s), counterclaims,
see: Listening and Speaking:
reasons, and evidence.
Humorous persuasive speech,
485, Debate, 555, 777,
Persuasive speech, 616
•
researching and
summarizing printed data.
W.1.b. Develop claim(s) and
counterclaims fairly, supplying
evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
SE/TE: Letter to the Editor:
Evidence, support with, 534;
Persuasive Essay: Research,
conduct, 605, Case studies,
include, 606, Arguments, test
support, 608; also see:
Listening and Speaking:
Debate, 555, 777
•
developing a framework in
which to discuss the issue
(creating a context).
W.1.c. Use words, phrases, and
clauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
SE/TE: Listening and
Speaking: Humorous
persuasive speech, 485,
Debate, 555, 777, Persuasive
speech, 616
•
compiling personal
responses and researched
data to organize the
argument.
W.1.b. Develop claim(s) and
counterclaims fairly, supplying
evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
SE/TE: Letter to the Editor:
Issues, list/look at both sides,
532, Parallelism, use, 534;
Persuasive Essay: Pro-and-con
chart, use, 605, Notecards,
make/organize, 606; also see:
Listening and Speaking:
Humorous persuasive speech,
485, Debate, 555, 777,
Persuasive speech, 616
18
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
presenting data in such
forms as a graphic, an
essay, a speech, or a video.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Letter to the Editor:
Hold a speaker’s corner, 537;
Persuasive Essay: Deliver a
speech, 611; also see:
Listening and Speaking:
Humorous persuasive speech,
485, Persuasive speech, 616
3.02 Produce editorials or responses to editorials for a neutral audience by providing:
SE/TE: Problem-and-Solution
•
a clearly stated position or
W.1.a. Introduce precise
Essay, 420–427; Letter to the
proposed solution.
claim(s), distinguish the
Editor, 532–537
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence.
•
relevant, reliable support.
W.1.b. Develop claim(s) and
counterclaims fairly, supplying
evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
3.03 Respond to issues in literature in such a way that:
W.1.b. Develop claim(s) and
•
requires gathering of
counterclaims fairly, supplying
information to prove a
evidence for each while
particular point.
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
SE/TE: Letter to the Editor:
Evidence, support with, 534;
also see: Problem-and-Solution
Essay: Evaluate possible
solutions, 421, Stick to the
facts, 422
SE/TE: Response to Literature:
Go back to the source, 769,
Use information from the text
in various ways, 770; also see:
Research and Technology, 27,
237, 267, 399, 459, 637, 731,
807, 1005, 1061, 1219
19
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
effectively uses reason and
evidence to prove a given
point.
The Common Core
Standards for English
Language Arts, Grade 10
W.1.b. Develop claim(s) and
counterclaims fairly, supplying
evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
Prentice Hall Literature,
2010, Grade 10
SE/TE: Response to Literature:
Ask your own questions, 769,
Language, use strong/precise,
770, Use specific terms, 772
W.9.b. Apply grades 9–10
reading standards to literary
nonfiction (e.g., “Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning”).
•
emphasizes culturally
significant events.
W.9.a. Apply grades 9–10
reading standards to literature
(e.g., “Analyze how an author
draws on and transforms
source material in a specific
work (e.g., how Shakespeare
treats a theme or topic from
Ovid or the Bible or how a later
author draws on a play by
Shakespeare).”).
SE/TE: Research and
Technology: Literary history
report, 731, Women's history
report, 1005, Annotated map
on Santos and family, 1061,
Biographical brochure, 1219;
also see: Response to
Literature, 768–775
3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print argumentative texts appropriate to grade level and course literary
focus, by:
SE/TE: Evaluate Persuasion,
•
selecting, monitoring, and
539, 545, 552, 553, 557, 562,
modifying as necessary
565, 573; also see:
reading strategies
Informational Texts (reading
appropriate to readers'
skills): drama reviews, 864–
purpose.
867, book review, movie
review, 1222–1227
20
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
text components (such as
organizational structures,
story elements,
organizational features)
and evaluating their impact
on the text.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
SE/TE: Informational Texts:
drama reviews, 864–867, book
review, movie review, 1222–
1227; also see: Persuasive
writing, 539, 543, 545, 549,
553; Analytic and Interpretive
Essays, 557, 561, 565, 569,
573
•
providing textual evidence
to support understanding of
and reader's response to
text.
R-IT.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
SE/TE: Informational Texts:
synthesize, connect ideas
(reviews), 864–867; evaluate
credibility of author’s argument
(reviews), 1222–1227; also
see: Evaluate Persuasion, 539,
545, 552, 553, 557, 562, 565,
573
•
demonstrating
comprehension of main
idea and supporting details.
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Main idea, 461, 466,
470, 471, 477, 479, 483, 487,
492, 494, 497, 502, 504, 507
•
summarizing key events
and/or points from text.
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Summarize
(nonfiction), 176; Essay
Review, 459; also see: After
You Read: Main idea, 471, 483,
487, 497, 507
•
making inferences,
predicting, and drawing
conclusions based on text.
R-IT.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
SE/TE: Infer (persuasive
writing), 564; Draw conclusions
(persuasive writing), 544, 594,
602; also see: Predictions,
make, 59, 63, 65, 68, 72, 75,
82, 85
21
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
personal, social, historical
or cultural influences,
contexts, or biases.
•
making connections
between works, self and
related topics.
•
analyzing and evaluating
the effects of author's craft
and style.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Comparing Humorous
Writing, 518, 521, 52, 526,
529, 530, 531; also see:
Reflecting on key details to
analyze cause and effect, 153,
159, 162, 165, 168, 173, 175,
177; Comparing Author's
Purpose, 584, 587, 588, 589,
590, 593, 594, 597, 598, 600,
601, 602
SE/TE: Comparing Author's
Purpose, 584, 587, 588, 589,
590, 593, 594, 597, 598, 600,
601, 602; also see: Connect
(persuasive writing), 572, 602
R-IT.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).
SE/TE: Evaluate Persuasion,
539, 545, 552, 553, 557, 562,
565, 573; also see: Comparing
Humorous Writing, 518, 521,
52, 526, 529, 530, 531
R-IT.6. Determine an author’s
point of view or purpose in a
text and analyze how an author
uses rhetoric to advance that
point of view or purpose.
•
analyzing and evaluating
the connections or
relationships between and
among ideas, concepts,
characters and/or
experiences.
R-IT.3. Analyze how the author
unfolds an analysis or series of
ideas or events, including the
order in which the points are
made, how they are introduced
and developed, and the
connections that are drawn
between them.
SE/TE: Comparing Humorous
Writing, 518, 521, 52, 526,
529, 530, 531; Comparing
Author's Purpose, 584, 587,
588, 589, 590, 593, 594, 597,
598, 600, 601, 602; also see:
Connect (persuasive writing),
572, 602
22
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
identifying and analyzing
elements of argumentative
environment found in text
in light of purpose,
audience, and context.
The Common Core
Standards for English
Language Arts, Grade 10
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
Prentice Hall Literature,
2010, Grade 10
SE/TE: Literary Analysis:
Persuasive writing, 539, 543,
545, 549, 553; Analytic and
Interpretive Essays, 557, 561,
565, 569, 573
Competency Goal 4 The learner will critically interpret and evaluate experiences,
literature, language, and ideas.
4.01 Interpret a real-world event in a way that:
•
makes generalizations
SE/TE: Informational Texts:
about the event supported
synthesize (connect facts) to
by specific references.
make generalizations, 752–757
•
reflects on observation and
shows how the event
affected the current
viewpoint.
•
distinguishes fact from
fiction and recognizes
personal bias.
SE/TE: Informational Texts:
analyze credibility of sources
(Egyptology resources), 182–
187, analyze to extend ideas
(tides), 298–305, primary
source, newspaper editorial
(Berlin Wall), 402–407
R-IT.8. Delineate and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is valid
and the evidence is relevant
and sufficient; identify false
statements and fallacious
reasoning
SE/TE: Opinion and fact,
distinguish, 557, 562, 565,
573; also see: The Big
Question: Is there a difference
between reality and truth? 2,
208; Does all communication
serve a positive purpose? 626,
776; To what extent does
experience determine what we
perceive? 790, 1032
23
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
4.02 Analyze thematic connections among literary works by:
•
showing an understanding
SE/TE: Author's insights:
of cultural context.
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;
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
•
using specific references
from texts to show how a
theme is universal.
SE/TE: Universal and
Culturally Specific Themes,
868, 877; also see: Comparing
Literary Works: Theme, 758,
762, 763, 764, 767; Comparing
Themes and Worldviews, 1228,
1230, 1232, 1234, 1236, 1237,
1239, 1240, 1241
•
examining how elements
such as irony and
symbolism impact theme.
SE/TE: Irony, 188, 192, 193,
197, 199, 306; Symbolism,
369, 380, 381, 385, 389, 392,
397; also see: Comparing
Literary Works: Theme, 758,
762, 763, 764, 767
4.03 Analyze the ideas of others by identifying the ways in which writers:
SE/TE: Main idea, 461, 466,
•
introduce and develop a
R-IT.2. Determine a central
470, 471, 477, 479, 483, 487,
main idea.
idea of a text and analyze its
development over the course of 492, 494, 497, 502, 504, 507
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
24
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
choose and incorporate
significant, supporting,
relevant details.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Reflecting on key
details to analyze cause and
effect, 153, 159, 162, 165,
168, 173, 175, 177; also see:
Details: draw conclusions, 335,
355, 365, paraphrase to, 402,
407, summarize, 461, 471,
483, analyze, 487, 497, 507,
compare worldviews, 1153,
1171, 1185
•
relate the
structure/organization to
the ideas.
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
SE/TE: Informational Texts:
analysis, evaluation,
elaboration of ideas, 298–305,
paraphrase to connect ideas,
402–407, synthesize ideas,
864–867; also see: Cause and
effect, analyze, 115, 120, 122,
125, 126, 128, 131, 132, 135,
141, 147, 149, 153, 159, 162,
165, 168, 173, 175, 177
•
use effective word choice
as a basis for coherence.
R-IT.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).
SE/TE: Hyperbole, 518, 531;
Figurative language, 630, 708,
715, 722, 723, 726, 729, 880,
1252; Imagery, poetry, 655,
667; also see: Comparing
Literary Works: Style, 96, 107,
Tone in Fiction and Nonfiction,
408, 411, 412, 413, 415, 417,
419, Humorous Writing, 518,
521, 52, 526, 529, 530, 531,
Tone and Mood, 700, 702, 703,
705, 706, 707
•
achieve a sense of
completeness and closure.
SE/TE: Conflict and resolution,
115, 119, 121, 125, 127, 130,
133, 134, 135, 140, 144, 146,
149; also see: Reflecting on
key details to analyze cause
and effect, 153, 159, 162, 165,
168, 173, 175, 177; Tragic
heroes, 887, 985, 988, 990,
992, 994, 995, 997, 1001;
Archetypal narrative patterns,
1051, 1128, 1131, 1132, 1134,
1136, 1139, 1140, 1143, 1144,
1145
25
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
4.04 Evaluate the information, explanations, or ideas of others by:
•
identifying clear,
SE/TE: Peer review, use, 204,
reasonable criteria for
424, 608, 772, 1025, 1246;
evaluation.
also see: Communications
Workshop (feedback form),
212, 432, 780, 1036, 1254
•
SE/TE: Peer review, use, 204,
424, 608, 772, 1025, 1246;
also see: Communications
Workshop (feedback form),
212, 432, 780, 1036, 1254
applying those criteria
using reasoning and
substantiation..
4.05 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print critical texts appropriate to grade level and course literary focus, by:
SE/TE: Informational Texts
•
selecting, monitoring, and
(Reading Skills): drama
modifying as necessary
reviews, 864–867, book
reading strategies
review, movie review, 1222–
appropriate to readers'
1227; also see: Evaluate
purpose.
Persuasion, 539, 545, 552,
553, 557, 562, 565, 573
•
identifying and analyzing
text components (such as
organizational structures,
story elements,
organizational features)
and evaluating their impact
on the text.
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
SE/TE: For related material
see: Informational Texts:
analyze structure and format
(headings, bold, italics,
illustrations, graphics), 90–95;
follow and critique technical
directions (sequence), 512–
517; scan text features /
structures to see how they
support author’s purpose, 578–
583; analyze, structure,
format, and features (predict
purpose), 694–699; analyze
features, format and structure
of text (titles, headings, bold,
italics, illustrations, graphics),
1008–1013; also see: Analytic
and Interpretive Essays, 557,
561, 565, 569, 573
•
providing textual evidence
to support understanding of
and reader's response to
text.
R-IT.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
SE/TE: Informational Texts:
evaluate credibility of author’s
argument (question, critique
generalizations and evidence),
1222–1227; also see: Evaluate
persuasion, 539, 545, 552,
553, 557, 562, 565, 573
26
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
demonstrating
comprehension of main
idea and supporting details.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: For related material
see: Main idea, 461, 466, 470,
471, 477, 479, 483, 487, 492,
494, 497, 502, 504, 507
•
summarizing key events
and/or points from text.
R-IT.2. Determine a central
idea of a text and analyze its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: For related material
see: Summarize (nonfiction),
176; Essay Review, 459; also
see: After You Read: Main idea,
471, 483, 487, 497, 507
•
making inferences,
predicting, and drawing
conclusions based on text.
R-IT.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
SE/TE: For related material
see: Predictions, make, 59, 63,
65, 68, 72, 75, 82, 85; Infer,
496, 524, 530, 564; Draw
conclusions, 544, 594, 602
•
identifying and analyzing
personal, social, historical
or cultural influences,
contexts, or biases.
SE/TE: For related material
see: Reflecting on key details
to analyze cause and effect,
153, 159, 162, 165, 168, 173,
175, 177; Comparing Author's
Purpose, 584, 587, 588, 589,
590, 593, 594, 597, 598, 600,
601, 602; Comparing
Humorous Writing, 518, 521,
52, 526, 529, 530, 531; also
see: History Connection, 563
•
making connections
between works, self and
related topics.
SE/TE: For related material
see: Informational Texts
(Reading Skills): drama
reviews, 864–867, book
review, movie review, 1222–
1227
27
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
analyzing and evaluating
the effects of author's craft
and style.
The Common Core
Standards for English
Language Arts, Grade 10
R-IT.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).
Prentice Hall Literature,
2010, Grade 10
SE/TE: For related material
see: Comparing Style, 96;
Evaluate Persuasion, 539, 545,
552, 553, 557, 562, 565, 573;
also see: Comparing Humorous
Writing, 518, 521, 52, 526,
529, 530, 531
R-IT.6. Determine an author’s
point of view or purpose in a
text and analyze how an author
uses rhetoric to advance that
point of view or purpose.
•
analyzing and evaluating
the connections or
relationships between and
among ideas, concepts,
characters and/or
experiences.
R-IT.3. Analyze how the author
unfolds an analysis or series of
ideas or events, including the
order in which the points are
made, how they are introduced
and developed, and the
connections that are drawn
between them.
SE/TE: For related material
see: Informational Texts:
evaluate credibility of author’s
argument (question, critique
generalizations and evidence),
1222–1227; also see: Evaluate
persuasion, 539, 545, 552,
553, 557, 562, 565, 573
•
identifying and analyzing
elements of critical
environment found in text
in light of purpose,
audience, and context.
R-IT.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
SE/TE: Informational Texts
(Reading Skills): drama
reviews, 864–867, book
review, movie review, 1222–
1227; also see: Literary
Analysis: Persuasive writing,
539, 543, 545, 549, 553;
Analytic and Interpretive
Essays, 557, 561, 565, 569,
573
28
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
Competency Goal 5 The learner will demonstrate understanding of selected world
literature through interpretation and analysis.
5.01 Read and analyze selected works of world literature by:
SE/TE: Conclusions, draw
•
using effective strategies
(world literature), 335, 342,
for preparation,
343, 347, 348, 352, 355, 361,
engagement, and
365, 369, 373, 374, 377, 381,
reflection.
386, 390, 394, 397, 1153,
1171, 1185; Universal and
Culturally Specific Themes,
868, 877; Cultural context,
1063, 1067, 1073, 1077, 1082,
1085, 1087, 1091, 1096, 1097,
1099, 1102, 1104, 1105, 1110,
1113, 1116, 1117; Comparing
Themes and Worldviews, 1228,
1230, 1232, 1234, 1236, 1237,
1239, 1240, 1241
•
building on prior knowledge
of the characteristics of
literary genres, including
fiction, non-fiction, drama,
and poetry, and exploring
how those characteristics
apply to literature of world
cultures.
SE/TE: Tragedy: Greek, 837,
840, 841, 843, 846, 851, 856,
859, Shakespeare's, 887, 897,
900, 902, 909, 913; Tragic
heroes, 985, 988, 990, 992,
994, 995, 997, 1001; What is
the Oral Tradition?, 1048–
1049; Archetypal Narrative
Patterns, 1128; also see:
Dramatic speeches, 795, 939,
941, 947, 948, 949, 950, 952,
953, 955, 961, 963; Blank
verse, 915, 917, 919, 924,
927, 935, 937
•
analyzing literary devices
such as allusion,
symbolism, figurative
language, flashback,
dramatic irony, situational
irony, and imagery and
explaining their effect on
the work of world
literature.
SE/TE: Flashbacks,
Foreshadowing, 29, 43, 55,
109, 330; Irony, 188, 192,
193, 197, 199, 306; Compare
points of view, 306, 309, 310,
312, 313, 315, 316, 317, 318;
Symbolism, 369, 380, 381,
385, 389, 392, 397; Figurative
language, 630, 708, 715, 722,
723, 726, 729, 880, 1252;
Imagery, poetry, 655, 667
•
analyzing the importance of
tone and mood.
SE/TE: Comparing Tone and
Mood, 700, 702, 703, 705,
706, 707
29
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
analyzing archetypal
characters, themes, and
settings in world literature.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Archetypal narrative
patterns, 1051, 1128, 1131,
1132, 1134, 1136, 1139, 1140,
1143, 1144, 1145; also see:
Theme and Universal, 335,
339, 344, 353, 355, 359, 365;
Universal and Culturally
Specific Themes, 868, 877;
Comparing Themes and
Worldviews, 1228, 1230, 1232,
1234, 1236, 1237, 1239, 1240,
1241
•
making comparisons and
connections between
historical and contemporary
issues.
SE/TE: History Connection, 26,
83, 175, 249, 321, 350, 563,
930, 942, 991, 1162; World
Events Connection: Repression
in the Soviet Union, 550; also
see: The Big Question: Can
progress be made without
conflict? 222, 428
•
understanding the
importance of cultural and
historical impact on literary
texts.
SE/TE: Universal and
Culturally Specific Themes,
868, 871, 872, 873, 875, 876,
877; Cultural context, analyze,
1063, 1067, 1073, 1077, 1082,
1085, 1087, 1091, 1096, 1097,
1099, 1102, 1104, 1105, 1110,
1113, 1115, 1117; also see:
Culture Connection: Greek
Chorus, 830, Mexican American
Pride, 503, Ancient Greek
Funeral Rites, 844
Roman Augurs, 928, Twelve
Olympian Gods, The, 1068,
Traditional Great Plains Culture,
1081, Griot: The Mind of the
People, 1103
30
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
5.02 Demonstrate increasing comprehension and ability to respond personally to texts
by:
SE/TE: Independent Reading,
•
selecting and exploring a
R-L.10. By the end of grade 9,
213, 433, 617, 781, 1037,
wide range of works which
read and comprehend
1255
relate to an issue, author,
literature, including stories,
or theme of world
dramas, and poems, in the
literature.
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
R-IT.10. In grade 10, read
informational text
independently, proficiently, and
fluently in the grades 9–10 text
complexity band; read “stretch”
texts in the grades 11–CCR
text complexity band with
scaffolding as needed.
•
documenting the reading of
student-chosen works.
R-L.10. By the end of grade 9,
read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
SE/TE: Independent Reading,
213, 433, 617, 781, 1037,
1255
R-IT.10. In grade 10, read
informational text
independently, proficiently, and
fluently in the grades 9–10 text
complexity band; read “stretch”
texts in the grades 11–CCR
text complexity band with
scaffolding as needed.
31
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print literacy texts appropriate to grade level and course literary focus, by:
SE/TE: Predictions, make, 29,
•
selecting, monitoring, and
36, 39, 43, 48, 52, 55, 59, 63,
modifying as necessary
65, 68, 72, 75, 82, 85;
reading strategies
Inferences, make, 239, 244,
appropriate to readers'
250, 253, 259, 262, 265, 269,
purpose.
273, 277, 280, 281, 286, 291,
293; Conclusions, draw, 335,
342, 343, 347, 348, 352, 355,
361, 365, 369, 373, 374, 377,
381, 386, 390, 394, 397, 1153,
1171, 1185; Paraphrase, 715,
718, 723, 728, 729, 733, 739,
741, 745, 747, 915, 920, 924,
928, 929, 932, 937;
Summarize, 811, 816, 818,
820, 822, 825, 829, 832, 833,
837, 840, 845, 855, 859; Read
between the lines, 965, 970,
971, 975, 978, 979, 981, 983
•
identifying and analyzing
text components (such as
organizational structures,
story elements,
organizational features)
and evaluating their impact
on the text.
R-L.5. Analyze how an author’s
choices concerning how to
structure a text, order events
within it (e.g., parallel plots),
and manipulate time (e.g.,
pacing, flashbacks) create such
effects as mystery, tension, or
surprise.
SE/TE: What are
Fiction/Nonfiction, 4–5;
Characteristics of Fiction, 6;
Characteristics of Nonfiction, 7;
What is a Short story?, 224–
225; Elements of Short stories,
226–227; What is Nonfiction?,
444–445; Characteristics of
Essays and Speeches, 446–
447; What is Poetry?, 628–
629; Characteristics of poetry,
630–631; What is Drama, 792–
793; Elements of Drama 794–
795; What is the Oral
Tradition?, 1048–1049;
Archetypal Narrative Patterns,
1128; also see: Comparing
Literary Works, 96, 107, 188,
199, 306, 327, 408, 419, 518,
531, 584, 603, 700, 707, 758,
767, 868, 877, 1014, 1019,
1128, 1145, 1228, 1241
32
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
providing textual evidence
to support understanding of
and reader's response to
text.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-L.1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
SE/TE: Writing a Response to
Literature: Go back to the
source, 769, Use information
from the text, 770, Use specific
terms, 772; also see: Writing
to Compare Literary Works,
107, 199, 327, 419, 531, 603,
707, 767, 877, 1019, 1145,
1241; Respond, 27, 42, 54, 74,
84, 103, 106, 237, 252, 264,
280, 292, 313, 326, 354, 364,
380, 396, 413, 418, 637, 654,
666, 680, 688, 703, 706, 722,
728, 740, 746, 763, 766, 807,
832, 858, 876, 912, 936, 962,
982, 1000, 1018, 1061, 1072,
1086, 1104, 1116, 1137, 1144,
1170, 1184, 1204, 1216, 1232,
1240
•
demonstrating
comprehension of main
idea and supporting details.
R-L.2. Determine a theme or
central idea of a text and
analyze in detail its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: For related activities
see these reading strategies for
expressive texts: Inferences,
make, 239, 244, 250, 253,
259, 262, 265, 269, 273, 277,
280, 281, 286, 291, 293;
Conclusions, draw, 335, 342,
343, 347, 348, 352, 355, 361,
365, 369, 373, 374, 377, 381,
386, 390, 394, 397, 1153,
1171, 1185; Paraphrase, 715,
718, 723, 728, 729, 733, 739,
741, 745, 747, 915, 920, 924,
928, 929, 932, 937
•
summarizing key events
and/or points from text.
R-L.2. Determine a theme or
central idea of a text and
analyze in detail its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
SE/TE: Summarize, 811, 816,
818, 820, 822, 825, 829, 832,
833, 837, 840, 845, 855, 859
33
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
making inferences,
predicting, and drawing
conclusions based on text.
•
identifying and analyzing
personal, social, historical
or cultural influences,
contexts, or biases.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
R-L.1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
SE/TE: Predictions, make, 29,
36, 39, 43, 48, 52, 55, 59, 63,
65, 68, 72, 75, 82, 85;
Inferences, make, 239, 244,
250, 253, 259, 262, 265, 269,
273, 277, 280, 281, 286, 291,
293; Conclusions, draw, 335,
342, 343, 347, 348, 352, 355,
361, 365, 369, 373, 374, 377,
381, 386, 390, 394, 397, 1153,
1171, 1185
R-L.6. Analyze a particular
point of view or cultural
experience reflected in a work
of literature from outside the
United States, drawing on a
wide reading of world
literature.
SE/TE: Universal and
Culturally Specific Themes,
868, 871, 872, 873, 875, 876,
877; Cultural context, analyze,
1063, 1067, 1073, 1077, 1082,
1085, 1087, 1091, 1096, 1097,
1099, 1102, 1104, 1105, 1110,
1113, 1115, 1117; also see:
Culture Connection: Greek
Chorus, 830, Mexican American
Pride, 503, Ancient Greek
Funeral Rites, 844
Roman Augurs, 928, Twelve
Olympian Gods, The, 1068,
Traditional Great Plains Culture,
1081, Griot: The Mind of the
People, 1103
34
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
making connections
between works, self and
related topics.
•
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Introducing & Applying
the Big Question (writing and
discussion): Is there a
difference between reality and
truth? 2, 208, Can progress be
made without conflict? 222,
428, What kind of knowledge
changes our lives? 442, 612,
Does all communication serve a
positive purpose? 626, 776, To
what extent does experience
determine what we perceive?
790, 1032, Can anyone be a
hero? 1046, 1250; also see:
Relate to your experience to
make inferences, 239, 244,
250, 253, 259, 262, 265;
Comparing Literary Works, 96,
107, 188, 199, 306, 327, 408,
419, 518, 531, 584, 603, 700,
707, 758, 767, 868, 877, 1014,
1019, 1128, 1145, 1228, 1241
analyzing and evaluating
the effects of author's craft
and style.
SE/TE: Comparing Style, 96,
99, 100, 103, 104, 106, 107;
Comparing Irony and Paradox,
188, 192, 194, 197, 199;
Comparing Tone in Fiction and
Nonfiction, 408, 411, 412, 413,
415, 417, 419; Comparing
Humorous Writing, 518, 521,
523, 524, 526, 529, 530, 531;
Comparing Tone and Mood,
700, 702, 703, 705, 706, 707;
Writing Workshop: Analytical
Response to Literature, 768–
775; also see: Author's
insights, 4, 8, 11, 18, 19, 20,
21, 22, 25, 224, 228, 229, 232,
234, 236, 444, 448, 453, 455,
456, 457, 628, 632, 634, 635,
792, 796, 799, 804, 1048,
1052, 1054, 1055, 1056, 1057,
1059
35
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
analyzing and evaluating
the connections or
relationships between and
among ideas, concepts,
characters and/or
experiences.
•
identifying and analyzing
elements of literary
environment found in text
in light of purpose,
audience, and context.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Comparing points of
view, 327, 309, 310, 312, 313,
315, 316, 317, 318; Comparing
character motives, 1014, 1017,
1019; Comparing Themes and
Worldviews, 1228, 1230, 1232,
1234, 1236, 1237, 1239, 1240,
1241; also see: Applying the
Big Question (writing and
discussion): 208, 428, 612,
776, 1032, 1250
R-L.4. Determine the meaning
of words and phrases as they
are used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).
SE/TE: Plot, 29, 33, 35, 37,
38, 40, 42, 43, 49, 51, 54, 55,
224, 226, 227, 237, 794, 796,
887; Conflict, 115,
119, 121, 125, 128, 130, 133,
135, 140, 144, 146, 149, 222,
224, 224, 226, 231, 234, 428,
794, 807, 887, 965, 976, 977,
981, 983; Setting, 226, 228,
269, 273, 278, 281, 287, 288,
293; Character,
239, 244, 245, 248, 251, 253,
258, 260, 262, 264, 265, 794,
796, 803, 807, 887, 1014,
1017, 1019 , 1050, 1051,
1063, 1073, 1087; Point of
view, 306, 309, 310, 312, 313,
315, 316, 317, 318, 320, 322,
323, 324, 325, 326, 327;
Symbolism, 369, 380, 381,
385, 389, 392, 397; Figurative
language, 630, 708, 715, 722,
723, 726, 729, 880, 1252
36
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
The Common Core
Prentice Hall Literature,
Language Arts Standard
Standards for English
2010, Grade 10
Course of Study, 2004,
Language Arts, Grade 10
Grade 10
Competency Goal 6 The learner will apply conventions of grammar and language usage.
6.01 Demonstrate an understanding of conventional written and spoken expression by:
SE/TE: Writer’s Toolbox:
L.1.b. Use various types of
•
employing varying
phrases (noun, verb, adjectival, Sentence Fluency, 535, 711,
sentence structures (e.g.,
1027, 1149, 1247; also see:
adverbial, participial,
inversion, introductory
Writing Workshop: Focus on
prepositional, absolute) and
phrases) and sentence
Complete Sentences, 333;
clauses (independent,
types (e.g., simple,
Grammar: Simple and
dependent; noun, relative,
compound, complex,
Compound Sentences, 1088,
adverbial) to convey specific
compound-complex).
Complex and Compoundmeanings and add variety and
Complex Sentences, 1118
interest to writing or
presentations.
•
analyzing authors' choice of
words, sentence structure,
and use of language.
R-L.4. Determine the meaning
of words and phrases as they
are used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).
SE/TE: Hyperbole, 518, 531;
Figurative language, 630, 708,
715, 722, 723, 726, 729, 880,
1252; Imagery, poetry, 655,
667; also see: Comparing
Literary Works: Style, 96, 107,
Tone in Fiction and Nonfiction,
408, 411, 412, 413, 415, 417,
419, Humorous Writing, 518,
521, 52, 526, 529, 530, 531,
Tone and Mood, 700, 702, 703,
705, 706, 707
R-IT.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).
37
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
using word recognition
strategies to understand
vocabulary and exact word
choice (Greek, Latin roots
and affixes, analogies,
idioms, denotation,
connotation).
The Common Core
Standards for English
Language Arts, Grade 10
L.4.a. Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
L.4.b. Identify and correctly
use patterns of word changes
that indicate different meanings
or parts of speech (e.g.,
analyze, analysis, analytical;
advocate, advocacy).
R-L.4. Determine the meaning
of words and phrases as they
are used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).
Prentice Hall Literature,
2010, Grade 10
SE/TE: Vocabulary
Development, 30, 43, 44, 55,
60, 75, 76, 85, 116, 135, 136,
149, 154, 165, 166, 177, 240,
253, 254, 265, 282, 293, 336,
355, 356, 365, 382, 397, 462,
471, 472, 483, 488, 497, 498,
507, 540, 545, 546, 553, 558,
565, 566, 573, 640, 655, 656,
667, 674, 681, 682, 689, 724,
729, 742, 747, 812, 833, 838,
859, 888, 913, 914, 937, 938,
963, 964, 983, 984, 1001,
1064, 1073, 1074, 1087, 1154,
1171, 1190, 1205, 1206, 1217;
also see: Vocabulary
Workshop: Dictionary and
Thesaurus, 210–211, Word
Origins, 430–431, Words
With Multiple Meanings, 614–
615, Connotation and
Denotation, 778–779,
Borrowed and Foreign Words,
1034–1035, Idioms, Jargon,
and Technical Terms, 1252–
1253
R-IT.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
newspaper).
38
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
using vocabulary strategies
such as context clues,
resources, and structural
analysis (roots, prefixes,
etc.) to determine meaning
of words and phrases.
The Common Core
Standards for English
Language Arts, Grade 10
L.4.a. Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
L.4.b. Identify and correctly
use patterns of word changes
that indicate different meanings
or parts of speech (e.g.,
analyze, analysis, analytical;
advocate, advocacy).
Prentice Hall Literature,
2010, Grade 10
SE/TE: Context clues, 614;
also see: Roots, 30, 43, 44, 55,
116, 135, 136, 149, 462, 471,
472, 483, 540, 545, 546, 553,
674, 681, 682, 689, 812, 833,
838, 859, 938, 963, 964, 983,
984, 1001, 1064, 1073, 1074,
1087; 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
•
examining textual and
classroom language for
elements such as idioms,
denotation, and
connotation to apply
effectively in own
writing/speaking.
L.6. Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and listening at the
college and career readiness
level; demonstrate
independence in gathering
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
SE/TE: Vocabulary Workshop:
Connotation and Denotation,
778–779, Idioms, Jargon, and
Technical Terms, 1252–1253
•
using correct form/format
for essays, business letters,
research papers,
bibliographies.
L.3.a. Write and edit work so
that it conforms to the
guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline
and writing type.
SE/TE: Writing Workshop
(include models):
Autobiographical Narrative,
108–113, Cause-and-Effect
Essay, 200–207, Short Story,
328–333, Problem-andSolution Essay, 420–427,
Letter to the Editor, 532–537,
Persuasive Essay, 604–611,
Descriptive Essay, 708–713,
Analytical Response to
Literature, 768–775, Reflective
Essay, 878–883, Research
Report, 1020–1031, Technical
Document, 1146–1151,
Comparison-and-Contrast
Essay, 1242–1249
39
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
using language effectively
to create mood and tone.
The Common Core
Standards for English
Language Arts, Grade 10
W.3.d. Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the
experiences, events, setting,
and/or characters.
6.02 Edit for:
•
subject-verb agreement,
tense choice, pronoun
usage, clear antecedents,
correct case, and complete
sentences.
•
appropriate and correct
mechanics (commas,
italics, underlining,
semicolon, colon,
apostrophe, quotation
marks).
Prentice Hall Literature,
2010, Grade 10
SE/TE: Sensory details, use,
87, 509; Imagination, use,
329; Sensory details, add, 330;
Action verbs, use, 608;
Sensory details, gather, 669,
709, 878; Figurative language,
develop, 708; Description,
frame, 710; Images, describe,
731; Simile, use, 880
SE/TE: Pronoun-antecedent
agreement, 205; Focus on
Complete Sentences, 333;
Subject-verb agreement, 425;
Writer’s Toolbox: Sentence
Fluency, 535, 711, 1027, 1149,
1247; Grammar: Simple and
Compound Sentences, 1088,
Complex and CompoundComplex Sentences, 1118
W.5. Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach,
focusing on addressing what is
most significant for a specific
purpose and audience.
SE/TE: Writing Workshop:
Editing and Proofreading, 333,
611, 713, 775, 1151; also see:
Apostrophes, 111; Quotation
marks, 113; Commas, 711,
883, 1027, 1186; Colons,
Semicolons, 1218
L.3.a. Write and edit work so
that it conforms to the
guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline
and writing type.
•
parallel structure.
L.1.a. Use parallel structure.*
•
clichés trite expressions.
SE/TE: Parallelism, use, 534
SE/TE: For related materials
see: Word choice, fix, 424,
608, 710, 772, 880, 1246; also
see: Language, use
appropriate, 295, 485, 555;
Word choice, consider, 533,
709, 1147; Use strong/precise
language, 770
40
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
North Carolina English
Language Arts Standard
Course of Study, 2004,
Grade 10
•
spelling.
The Common Core
Standards for English
Language Arts, Grade 10
Prentice Hall Literature,
2010, Grade 10
SE/TE: Spelling, focus on, 333,
611, 713, 775, 1151
41
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
Common Core Standards for English Language Arts, Grades 9-10
Not Represented in the North Carolina
English Language Arts Standards Correlation
The Common Core Standards for English
Language Arts, Grades 9-10
Prentice Hall Literature, Grade 10
Reading Standards for Literature
Grades 9–10 students:
Key Ideas and Details
R-L.3. Analyze how complex characters (e.g.,
those with multiple or conflicting motivations)
develop over the course of a text, interact with
other characters, and advance the plot or
develop the theme.
SE/TE: 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
Integration of Knowledge and Ideas
R-L.7. Analyze the representation of a subject
or a key scene in two different artistic
mediums, including what is emphasized or
absent in each treatment (e.g., Auden’s “Musée
des Beaux Arts” and Breughel’s Landscape with
the Fall of Icarus).
SE/TE: For related material see: Model
Selection: Fiction (Critical Viewing), 9, 10, 12,
15, 16); “Arthur Becomes King of Britain”
(Critical Viewing), 1156, 1161, 1165; from
Don Quixote, (Critical Viewing), 1211, 1213,
1215
R-L.9. Analyze how an author draws on and
transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic
from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
SE/TE: Drama reviews (plays based on
Sophocles), 864–867; Research and
Technology: Multimedia Presentation, 1005;
Two works on Arthurian legend, 1156–1161,
1174–1185
Reading Standards for Informational Text
Grades 9–10 students:
Integration of Knowledge and Ideas
R-IT.7. Analyze various accounts of a subject
told in different mediums (e.g., a person’s life
story in both print and multimedia),
determining which details are emphasized in
each account.
SE/TE: For related material have students
read Dava Sobel’s essay from Longitude on
pages 474–482, and then have them obtain
and view the DVD of the 4-part 2000 TV
adaptation of the book directed by Charles
Sturridge and starring Michael Gambon as
John Harrison.
R-IT.9. Analyze seminal U.S. documents of
historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg
Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including
how they address related themes and concepts.
SE/TE: For related material see: Theodore H.
White’s essay “The American Idea” on pages
560–564 and use it to help them analyze two
seminal U.S. documents of historical and
literary significance (easily available on-line).
42
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
The Common Core Standards for English
Language Arts, Grades 9-10
Prentice Hall Literature, Grade 10
Writing Standards
Grades 9–10 students:
Text Types and Purposes
W.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.1.d. Establish and maintain a formal style
and objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
SE/TE: Letter to the Editor: Tone, consider,
533, Format, use proper, 534; also see:
Persuasive Essay: Quotations, identify source,
606, Comparatives/superlatives, use, 608
W.1.e. Provide a concluding statement or
section that follows from and supports the
argument presented.
SE/TE: Letter to the Editor: Student Model
(conclusion), 536; Persuasive Essay: Student
Model (conclusion), 610
W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
W.2.a. Introduce a topic; organize complex
ideas, concepts, and information to make
important connections and distinctions; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to
aiding comprehension.
SE/TE: Cause-and-Effect Essay: Narrow your
topic, 201, Clarify your analysis, 202;
Problem-and-Solution Essay: Evaluate possible
solutions, 421, Write outline, 422; Research
Report: Thesis statement, formulate, 1021,
Lists, make, 1022, Graphic aids, use, 1023,
Coherence, strengthen, 1025; Technical
Document: Meeting, gather details/explain
process, 1146, 1147, Examples, use, 1148
W.2.b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate to
the audience’s knowledge of the topic.
SE/TE: Cause-and-Effect Essay: Make a
cause-and-effect chart, 201, Color-code to
identify related details, 204; Problem-andSolution Essay: Evaluate possible solutions,
421, Stick to the facts, 422; Research Report:
Sources, primary/secondary, scan/review,
1021, Source cards, create, 1022, Facts,
document source, 1023, Print work, cite
sources, 1026; Technical Document: Meeting,
gather details/explain process, 1146, 1147,
Examples, use, 1148
W.2.c. Use appropriate and varied transitions to
link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
SE/TE: Cause-and-Effect Essay: Use clear
transitions, 202; also see: Problem-andSolution Essay: Create essay map, 422;
Technical Document: Organization check for
logical, 1148
W.2.d. Use precise language and domainspecific vocabulary to manage the complexity
of the topic.
SE/TE: Cause-and-Effect Essay: Look for
careless repetition, 204; Problem-and-Solution
Essay: Replace dull words, 424; Research
Report: Conciseness, omit/replace words for,
1025; Technical Document: Word choice,
consider, 1147, Definitions, use, 1148
43
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
The Common Core Standards for English
Language Arts, Grades 9-10
Prentice Hall Literature, Grade 10
W.2.e. Establish and maintain a formal style
and objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
SE/TE: Problem-and-Solution Essay: evaluate
tone and style, 424; Research Report: Revise
for conciseness, 1025, Sources, use/credit,
1023, MLA style, use, 1026; also see:
Technical Document: Technical terms, identify,
1147, Clarification, underline information
needing, 1148
W.2.f. Provide a concluding statement or
section that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance of
the topic).
SE/TE: For related material see: Conclusion
(model), 426; Conclusion, evaluate evidence,
575
W.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
W.3.c. Use a variety of techniques to sequence
events so that they build on one another to
create a coherent whole.
SE/TE: Autobiographical Narrative: Pace the
action, 109; Short Story: Imagining the plot,
329, Make plot diagram, 330
W.3.e. Provide a conclusion that follows from
and reflects on what is experienced, observed,
or resolved over the course of the narrative.
SE/TE: For related material see:
Autobiographical Narrative: Bring the story full
circle (model), 112
Production and Distribution of Writing
W.4. Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1–3 above.)
SE/TE: Writing Workshop: Autobiographical
Narrative, 108–113, Cause-and-Effect Essay,
200–207, Short Story, 328–333, Problem-andSolution Essay, 420–427, Letter to the Editor,
532–537, Persuasive Essay, 604–611,
Descriptive Essay, 708–713, Analytical
Response to Literature, 768–775, Reflective
Essay, 878–883, Research Report, 1020–1031,
Technical Document, 1146–1151, Comparisonand-Contrast Essay, 1242–1249; also see:
Writing, 57, 87, 151, 179, 267, 295, 367, 399,
485, 509, 555, 575, 669, 691, 731, 749, 835,
861, 1004, 1005, 1089, 1119, 1187, 1219;
Timed Writing, 95, 187, 305, 407, 517, 583,
699, 757, 867, 1013, 1127, 1227; Writing to
Compare Literary Works, 107, 199, 327, 419,
531, 603, 707, 767, 877, 1019, 1145, 1241
Research to Build Knowledge
W.8. Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into
the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a
standard format for citation.
SE/TE: Research and Technology: Identify
your sources, 606; Research Report: Notes,
review, 1021, Sources, use variety, 1022,
Facts, document source, 1023, Print work, cite
sources, 1026; also see: Informational Texts:
web site, primary source, 182–187, research
source, course catalog, 578–583, atlas,
magazine article, 752–757
44
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
The Common Core Standards for English
Language Arts, Grades 9-10
Prentice Hall Literature, Grade 10
Range of Writing
W.10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.
SE/TE: Writing Workshop: Autobiographical
Narrative, 108–113, Cause-and-Effect Essay,
200–207, Short Story, 328–333, Problem-andSolution Essay, 420–427, Letter to the Editor,
532–537, Persuasive Essay, 604–611,
Descriptive Essay, 708–713, Analytical
Response to Literature, 768–775, Reflective
Essay, 878–883, Research Report, 1020–1031,
Technical Document, 1146–1151, Comparisonand-Contrast Essay, 1242–1249; also see:
Writing, 57, 87, 151, 179, 267, 295, 367, 399,
485, 509, 555, 575, 669, 691, 731, 749, 835,
861, 1004, 1005, 1089, 1119, 1187, 1219;
Timed Writing, 95, 187, 305, 407, 517, 583,
699, 757, 867, 1013, 1127, 1227; Writing to
Compare Literary Works, 107, 199, 327, 419,
531, 603, 707, 767, 877, 1019, 1145, 1241
Speaking and Listening Standards
Grades 9–10 students:
Comprehension and Collaboration
SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL.1.a. Come to discussions prepared, having
read and researched material under study;
explicitly draw on that preparation by referring
to evidence from texts and other research on
the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SE/TE: Listening and Speaking: Problemsolving group, 151, Details: note (in
discussion), 209, 1033, Debate, 555, 777
SL.1.b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal
consensus, taking votes on key issues,
presentation of alternate views), clear goals
and deadlines, and individual roles as needed.
SE/TE: Peer review, use, 204, 424, 608, 772,
1025, 1246; also see: Listening and Speaking:
Problem-solving group, 151, Details: note (in
discussion), 209, 1033, Debate, 555, 777
SL.1.c. Propel conversations by posing and
responding to questions that relate the current
discussion to broader themes or larger ideas;
actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and
conclusions.
SE/TE: Listening and Speaking: Interview, 57,
1251, Questions, ask/answer, 151, 780, 1251,
Debate, 555, 777
SL.1.d. Respond thoughtfully to diverse
perspectives, summarize points of agreement
and disagreement, and, when warranted,
qualify or justify their own views and
understanding and make new connections in
light of the evidence and reasoning presented.
SE/TE: Listening and Speaking: Problemsolving group, 151, Details: note (in
discussion), 209, 1033, Debate, 555, 777; also
see: Peer review, use, 204, 424, 608, 772,
1025, 1246;
45
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
The Common Core Standards for English
Language Arts, Grades 9-10
Prentice Hall Literature, Grade 10
SL.2. Integrate multiple sources of information
presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
SE/TE: Communications Workshop: Delivering
a Multimedia Presentation, 1036; Writing
Workshop: Publishing and Presenting, 713;
Research and Technology: Daily Observation
Journal, 87; Visual Arts Presentation, 749;
Multimedia Presentation, 1005
SL.3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or
exaggerated or distorted evidence.
SE/TE: Communications Workshop: Analyzing
Media Presentations, 212, Viewing and
Evaluating a Speech, 432, Comparing Media
Coverage, 1254; also see: Listening and
Speaking: Debate, 555, 777
Presentation of Knowledge and Ideas
SL.4. Present information, findings, and
supporting evidence clearly, concisely, and
logically such that listeners can follow the line
of reasoning and the organization,
development, substance, and style are
appropriate to purpose, audience, and task.
SE/TE: Communications Workshop: Delivering
a Persuasive Speech, 616, Delivering a
Multimedia Presentation, 1036; also see:
Listening and Speaking: Persuasive speech,
485, Mock trial, 861, Report, oral, 835
SL.5. Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and interactive
elements) in presentations to enhance
understanding of findings, reasoning, and
evidence and to add interest.
SE/TE: Communications Workshop: Delivering
a Multimedia Presentation, 1036; Writing
Workshop: Publishing and Presenting, 713;
Research and Technology: Daily Observation
Journal, 87; Visual Arts Presentation, 749;
Multimedia Presentation, 1005
SL.6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
SE/TE: Communications Workshop: Delivering
a Persuasive Speech, 616, Delivering a
Multimedia Presentation, 1036; also see:
Listening and Speaking: Persuasive speech,
485, Mock trial, 861, Report, oral, 835
Language Standards
Grades 9–10 students:
Conventions of Standard English
L.2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.2.a. Use a semicolon (and perhaps a
conjunctive adverb) to link two or more closely
related independent clauses.
SE/TE: Semicolons, 1218, R53; also see:
Grammar: Simple and Compound Sentences,
1088; Complex and Compound-Complex
Sentences, 1118
L.2.b. Use a colon to introduce a list or
quotation.
SE/TE: Colons, 1218, R53
L.2.c. Spell correctly.
SE/TE: Spelling, focus on, 333, 611, 713,
775, 1151
46
SE = Student Edition
TE = Teacher Edition
Prentice Hall Literature, Grade 10, © 2010
to the
North Carolina English Language Arts Standard Course of Study, 2004
Common Core Standards for English Language Arts
(Grade 10)
The Common Core Standards for English
Language Arts, Grades 9-10
Prentice Hall Literature, Grade 10
Vocabulary Acquisition and Use
L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
L.4.c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify
its precise meaning, its part of speech, or its
etymology.
SE/TE: Vocabulary Workshop: Dictionary and
Thesaurus, 210–211; also see: Dictionary,
use, 295, 614, 731, 835; Biographical
dictionary, use, 1219
L.4.d. Verify the preliminary determination of
the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a
dictionary).
SE/TE: Vocabulary Workshop: Dictionary and
Thesaurus, 210–211; also see: Dictionary,
use, 295, 614, 731, 835; Biographical
dictionary, use, 1219
L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.5.a. Interpret figures of speech (e.g.,
euphemism, oxymoron) in context and analyze
their role in the text.
SE/TE: Figures of speech, 630, 715
L.5.b. Analyze nuances in the meaning of words
with similar denotations.
SE/TE: For related material see: Vocabulary
Workshop: Words With Multiple Meanings,
614–615, Connotation and Denotation, 778–
779
47
SE = Student Edition
TE = Teacher Edition