Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
MODEL UNIT 10.1: AMERICAN POST WORLD WAR II DRAMA
Big Ideas/Themes
Essential Questions
Big Ideas
Please note that these themes—individual vs.
• powers of the individual, individual vs.
government, willingness to make sacrifices for
government or religious authority, individuals as
the truth, dealing with powerful accusers—which
members of a community, willingness to make
are central to Arthur Miller’s “The Crucible” can
sacrifices for the truth, dealing with powerful
also be found in the grade 10 dramas in Penguin
accusers, Puritanism, resentment, hysteria,
Literature (“The Crucible” itself can found in the
hypocrisy
grade 11 text, “The American Experience”).
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
Also see:
Ancient Greek Theater, 746–747
Greek Tragedy, 748, 768
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
Themes
• Literature can be used to strengthen the
individual and regain power from those who
would use it for their own purposes.
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
• Truth has no meaning when men believe only
what they want to believe.
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
Essential Questions
• What is the importance of individuality?
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
• How can people use their power to make a
difference in their lives and the lives of others?
• What are the risks and rewards of using the
power of the individual?
1
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Quotations
“The closer a man approaches tragedy the more
intense is his concentration of emotion upon the
fixed point of his commitment, which is to say
the closer he approaches what in life we call
fanaticism.” –Arthur Miller
Please note that “The Crucible” is a central text
of the grade 11 Penguin Literature program,
“The American Experience.” In the grade 10
anthology, Lorraine Hansberry’s “A Raisin in the
Sun” represents related social issues. Where
“The Crucible” took on the McCarthy-era
Communist “witch hunts” however, “A Raisin in
the Sun” explored issues of racial identity,
economic class, and segregation in post-war
America.
“Whatever hysteria exists is inflamed by
mystery, suspicion and secrecy. Hard and exact
facts will cool it.” –Elia Kazan
“I am not sure what The Crucible is telling
people now, but I know that its paranoid center
is still pumping out the same darkly attractive
warning that it did in the fifties.” –Arthur Miller
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
Literary Genre Focus/Anchor Texts
Narrative Text
Drama
The Crucible, Arthur Miller
Please note that “The Crucible” is a central text
of the grade 11 Penguin Literature program,
“The American Experience.” In the grade 10
anthology, an excerpt from Lorraine Hansberry’s
“A Raisin in the Sun” represents related postwar issues in American drama.
“A Raisin the Sun” Lorraine Hansberry, 935–937
Informational Text
Essay
“The Dying Girl That No One Helped,” Loudon
Wainright
Opportunities to address this standard may be
found on the following pages:
“The American Idea” Theodore H. White, 527
Persuasive Essay
“Civil Disobedience” Henry David Thoreau
Evaluating Persuasive Appeals, 496
“Keep Memory Alive” Elie Wiesel, p. 500
Media
Movie Power of One
www.caringstrangers.com/powerofone.htm
Research and Technology: Scene proposal for
movie, 43, 53
2
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Linking Texts/Media
Media
Goodnight and Good Luck
“I am only one person; I don’t matter very
much.”
“We will not walk in fear of one another.”
Hotel Rwanda video
Valentina’s Nightmare
www.pbs.org/wgbh/pages/frontline/shows/Rwan
da
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media
Presentations, 194, Comparing Media Coverage,
1158
See the “Go On-Line” Author Link for Lorraine
Hansberry referred to on pages 933 and 937.
A&E documentary: A Son’s Confession
excerpts from The Crucible, Hinter, director,
Day-Lewis, Allen, Ryder
Texts
“Why I Wrote The Crucible: An Artist’s Answer
to Politics” by Arthur Miller
www.newyorker.com/printables/archive/020422
fr_archive02
Timebends: A Life Arthur Miller Autobiography
Informational Text on Joseph McCarthy such as:
“Twentieth-Century Witch-Hunter: Joseph R.
McCarthy”
“Reply to McCarthy” Owen Lattimore
“Miller Reacts to a Witch-Hunt”
Opportunities to address this standard may be
found on the following pages:
From the Author’s Desk: Introduction to
Selection, Vreeland, Susan on “Magdalena
Looking,” 6, Vreeland, Susan on “Artful
Research,” 18, Cherryh, C. J. on “The Threads of
Time,” 204, Weihenmayer, Erik on Touch the
Top of the World, 410, Eady, Cornelius on “The
Empty Dance Shoes,” 582, Eady, Cornelius on
“The Poetic Interpretation of the Twist,” 582,
Hwang, David Henry on Tibet Through the Red
Box, 730, Santos, John Phillip on Places Left
Unfinished at the Time of Creation, 966
From the Author’s Desk: Insights into Selection,
Vreeland, Susan on “Magdalena Looking,” 9, 15,
16, 17, Vreeland, Susan on “Artful Research,”
20, 25, Cherryh, C. J. on “The Threads of Time,”
205, 207, 211, 212, 213, Weihenmayer, Erik on
Touch the Top of the World, 415, 417, 419, 421,
Eady, Cornelius on “The Empty Dance Shoes,”
585, 587, Eady, Cornelius on “The Poetic
Interpretation of the Twist,” 584, 587, Hwang,
David Henry on Tibet Through the Red Box, 733,
738, 741, Santos, John Phillip on Places Left
Unfinished at the Time of Creation, 968, 970,
971, 972, 973, 975
Poetry
“The Road Not Taken” Robert Frost
“Mowing” Robert Frost, p. 616 (“The Road Not
Taken” is in the 9th grade program)
Poetry of Taylor, Bradstreet, Bryant, Longfellow,
Poe
Opportunities to address this standard may be
found on the following pages:
“The Kraken” Alfred, Lord Tennyson, p. 689
“Meeting at Night” Robert Browing, p. 690
3
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Speeches/Essays
“On Civil Disobedience” Mohandis Ghandi
(excerpts)
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
Opportunities to address this standard may be
found on the following pages:
“The American Scholar” essays by Emerson
(excerpts)
“Self-Reliance” by Emerson
“The Marginal World” Rachel Carson, p. 155
“Flood” Annie Dillard, p. 396
Music Lyrics
“Outside a Small Circle of Friends” Phil Ochs
Opportunities to address this standard may be
found on the following pages:
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
Cornelius Eady on Writing Poetry About Music,
715
Genre Study and Literary Analysis
Narrative Text
Genre Study Characteristics of
• Historical Drama
“The Tragedy of Julius Caesar” William
Shakespeare, pp. 818–925
• American Colonial Poetry
• American Renaissance Poetry and Essays
Full coverage of these important literary and
social moments in American history can be
found in the grade 11 Penguin Literature text,
“The American Experience.” The following
selections from later American writers trace
continuing themes and literary traditions in
American literature:
“A Toast to the Older Inhabitant…” Mark Twain,
p. 476
“The Wind…” & “Tell all…” Emily Dickinson, pp.
669, 675
“The Weary Blues” Langston Hughes, p. 682
“The Marginal World” Rachel Carson, p. 155
“Flood” Annie Dillard, p. 396
4
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Please note that “The Crucible” is a central text
of the grade 11 Penguin Literature program,
“The American Experience.” In the grade 10
anthology, Lorraine Hansberry’s “A Raisin in the
Sun” represents related social issues. Where
“The Crucible” took on the McCarthy-era
Communist “witch hunts” however, “A Raisin in
the Sun” explored issues of racial identity,
economic class, and segregation in post-war
America.
• Post World War II Drama
“A Raisin the Sun” Lorraine Hansberry, 935–937
• Political Allegory
Opportunities to address this standard may be
found on the following pages:
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Literary Elements
• elements of a drama
Drama, 726–730
Ancient Greek Theater, 746–747
Greek Tragedy, 748, 768
Shakespeare’s Tragedies, 822, 844
- dialogue
- stage directions
Dramatic Speeches, 868, 890
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
- essential background information
Ancient Greek Theater, 746–747
Greek Tragedy, 748, 768
Shakespeare’s Tragedies, 822, 844
Reading Shakespearean Drama, 816–817
-
Using Diagrams to Summarize the Action, 770,
790
Internal and External Conflict, 892, 908
exposition
rising action
conflict (internal/external)
climax
falling action
resolution/denouement
- theme
Universal Tragic Themes, 770, 790
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
• character traits
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
5
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Universal Tragic Themes, 770, 790
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
Dramatic Speeches & Analyzing the Imagery,
868, 890
Internal and External Conflict, 892, 908
Comparing Works of Literature: Characterization
in Drama, 932, 937
• connections between plot, setting, theme, and
selected literary devices
• chronology
Using Diagrams to Summarize the Action, 770,
790
Internal and External Conflict, 892, 908
• influence of syntax and diction
Dramatic Speeches, 868, 890
Blank Verse, 846, 866
Literary Devices
• allusion
Allusion, 594
• paradox
Paradox, 370, 373, 375, 377, 378, 380, 381
• allegory
Allegory, 337, 348, 362
• irony (dramatic, situational, verbal)
Irony, 127, 139, 274, 295, 370, 373, 375, 377,
378, 380, 381
• conceit (extended metaphor)
Metaphor, 580, 664
• propaganda
Opportunities to address this standard may be
found on the following pages:
Making inferences: evaluating credibility of
sources for, 270
Communications Workshop: Identify Purpose,
Assess Arguments, Think About Logic/Accuracy,
Viewing and Evaluating a Speech, 394;
Delivering a Persuasive Speech, 566; Evaluate
Purpose, Background, Facts/Opinions, 1158
Distinguishing between fact/opinion, 496, 518,
524, 528, 530
6
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Historical/Cultural
• Puritanism/theocracy
• historical and political significance of play
• McCarthyism and prejudice
• gender inequality
• hysteria caused by “religious” people
In the grade 10 anthology, Lorraine Hansberry’s
“A Raisin in the Sun” represents related social
issues. Where “The Crucible” took on the
McCarthy-era Communist “witch hunts”
however, “A Raisin in the Sun” explored issues
of racial identity, economic class, and
segregation in post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
Also see:
Ancient Greek Theater, 746–747
Greek Tragedy, 748, 768
Shakespeare’s Tragedies, 822, 844
Reading Shakespearean Drama, 816–817
Critical Perspective
• characteristics of literary critique
Reading Informational Materials (Reading Skill):
Evaluate the Critic’s Judgments, 366, Evaluate a
Critic’s Summaries and Responses, 794
• quotations from the text to illustrate themes,
motives, or author’s purpose
Timed Writing Applications: persuasive essay on
quotation, 81, persuasive essay on quotation,
447
Writing Workshops: Response to literature,
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
Informational Text
Genre Study Characteristics of
• magazine article
Prewriting: Choosing topic by, scanning
newspapers/ magazines, 187, reviewing
newspapers/magazines, 943
Reading Informational Materials: Feature
Articles, 696–698
7
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Communications Workshop: Analyzing Media
Presentations, 194, Comparing Media Coverage,
1158
• media clip
Writing Workshops: Response to literature,
analytic, 712–719
• biography and autobiography
Biography, 3
Autobiographical essay, 407
Writing Workshops: Autobiographical narrative,
100–104
• persuasive essay
Persuasive writing, 409, 498, 501, 502, 506,
510
Writing Workshops: Persuasive writing,
persuasive essay, 558–565
• literary critique
Reading Informational Materials: Literary
Reviews, 366–368, Drama Reviews, 794–796
Expository Elements
• thesis
Thesis, 18, 142, 152, 162
Shaping writing: writing thesis statement, 714,
refining thesis statement, 945, , using thesis
statement/purpose, 1152
Narrowing topic: developing working thesis
statement, 943, using keywords to focus thesis,
1054
• supporting ideas
Analyzing main idea/supporting details, 424,
426, 429, 433, 439, 441, 444, 447, 448, 452,
451, 456, 458, 460, 465, 466, 467, 468, 469,
470, 473, 488
• statistical evidence
Providing elaboration: providing facts, statistics,
anecdotes, 560
• chronology
Shaping writing: choosing logical organization
(order of events), 188, making plot diagram,
299, organizing essay, 560, choosing logical
organization (order of events), 811
8
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Persuasive Elements
• appeals
- logical (begging the question, either/or
thinking, the domino theory, equivocation, false
analogy, false cause)
- emotional (to fear, pity, hasty generalization,
personal attack, special pleading)
- ethical (to authority)
- strategies to persuade (analogies, anecdotes,
illustrations)
Making inferences: evaluating credibility of
sources for, 270
Communications Workshop: Identify Purpose,
Assess Arguments, Think About Logic/Accuracy,
Viewing and Evaluating a Speech, 394;
Delivering a Persuasive Speech, 566; Evaluate
Purpose, Background, Facts/Opinions, 1158
Distinguishing between fact/opinion, 496, 518,
524, 528, 530
• style (diction, figurative language, imagery)
Style, 86, 89, 90, 93, 94, 96, 97, 408, 420
Diction, 86, 172
Figurative language in poetry, 580, 584, 588,
664, 667, 668, 670, 673, 675, 676
Imagery, 580, 664, 729
• elevated language
Dramatic Speeches, 868, 890
• rhetorical questions
Rhetorical device/question, 498, 502, 510
• repetition
Repetition in poetry, 498, 586
Organizational Patterns
• fact/opinion
Distinguishing between fact/opinion, 496, 518,
524, 528, 530
Communications Workshop: Evaluate Purpose,
Background, Facts/Opinions, 1158
• cause/effect
Analyzing cause and effect, 106, 112, 113, 114,
116, 118, 120, 123, 126, 131, 134, 137, 138,
144, 147, 149, 152, 159, 160, 162, 165, 171,
182
Writing Workshops: Cause–and–effect essay
(article), 186–193
• theory/evidence
• compare/contrast
Comparing and contrasting, assessment for,
1095, 1125, 1131, 1146
Writing Workshops: Comparison–and–contrast
essay, 1150–1157
9
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Features
• media conventions and special effects
Communications Workshop: Analyzing Media
Presentations, 194, Delivering a Multimedia
Presentation of a Research Report, 954,
Comparing Media Coverage, 1158
• headings, subheadings, graphics, boldface,
italics, parenthesis
Reading Informational Materials (Reading Skill):
Use Charts and Diagrams, Analyze Causes and
Effects, 166, Preview the Text, 448, Identify
Purpose/Structure, 622, Use Text Format, 928
• personal vs. business letter formats
Writing Workshops: Letter to the editor, 490–
494
Writing Business Letters: R29
Also see:
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
Writing (Apply the Skills): business letter, 435,
444, letter to the editor, 891
Historical/Cultural
• McCarthyism and prejudice
• gender inequality
• hysteria caused by politicians
In the grade 10 anthology, Lorraine Hansberry’s
“A Raisin in the Sun” represents related social
issues. Where “The Crucible” took on the
McCarthy-era Communist “witch hunts”
however, “A Raisin in the Sun” explored issues
of racial identity, economic class, and
segregation in post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
Context, theme in cultural, 973
10
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Critical Perspective
• knowledge vs. prejudice
Opportunities to address this standard may be
found on the following pages:
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
• media: critical viewing, camera focus
Communications Workshop: Analyzing Media
Presentations, 194, Delivering a Multimedia
Presentation of a Research Report, 954,
Comparing Media Coverage, 1158
Reading, Listening/Viewing Strategies and Activities
Reading
Reading Activities
• Reading portions of the play aloud
Listening and Speaking: oral reading, 257, 267,
• Readers’ Theatre
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
• Viewing films with a critical focus on purpose
Listening and Speaking, group screen of filmed
production, 925
• Analyzing characters
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
• Making connections between films and text
Listening and Speaking, group screen of filmed
production, 925
• Making predictions
Making predictions, 28, 30, 36, 39, 42, 50, 52,
55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141
• Building vocabulary
Vocabulary Builder (Build Skills), 30, 56, 108,
142, 218, 244, 306, 338, 426, 452, 488, 518,
592, 607, 628–629, 664, 680, 748, 822, 980,
1004, 1062, 1096
Vocabulary Builder (Apply the Skills), 43, 53,
71, 86, 127, 139, 153, 163, 172, 231, 241, 257,
267, 274, 325, 335, 349, 363, 370, 435, 445,
461, 471, 474, 503, 511, 525, 531, 534, 607,
619, 635, 643, 646, 671, 677, 687, 693, 700,
791, 798, 845, 867, 891, 909, 925, 932, 989,
1017, 1027, 1034, 1075, 1093, 1111, 1123,
1132
• Activating prior knowledge
Making predictions, by using prior knowledge,
28, 30, 36, 39, 50
11
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Writing Workshops: Research Report, 942–953
• Utilize research strategies
Research and Technology (Apply the Skills), 43,
53, 71, 127, 139, 153, 163, 231, 241, 257, 267,
325, 335, 349, 363, 435, 445, 461, 471, 503,
511, 525, 531, 607, 619, 635, 643, 671, 677,
687, 693, 791, 845, 867, 891, 909, 925, 989,
1017, 1027, 1075, 1093, 1111, 1123
• Use character chart or web
Opportunities to address this standard may be
found on the following pages:
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
• Critical reading: Describe the meaning of The
Crucible at the surface (literal) and allegorical
levels
Opportunities to address this standard may be
found on the following pages:
• Identify importance of stage directions in
character development
Dramatic Speeches, 868, 890
Tragic Character, 910, 924
Comparing Works of Literature: Characterization
in Drama, 932, 937
• Identify themes in play
- appearance vs. reality
- order vs. freedom
- power of the individual
- absolutes vs. relativity
- charity vs. retribution
Universal Tragic Themes, 770, 790
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
• Underline significant passages and defend
their importance
Providing elaboration: using examples, facts,
quotations, 1152
Allegory, 337, 348, 362
Writing Workshops: Response to literature,
analytic, 712–719
Thesis, 18, 142, 152, 162
• Identify thesis and supporting ideas in “Civil
Disobedience” and other linking text essays
Reading strategies
• Visualize
Paraphrasing, by picturing the imagery, 662,
664, 669
• Make connections
Connecting to the Literature: Reading/Writing
Connection, 31, 44, 57, 72, 87, 109, 128, 143,
154, 173, 219, 232, 245, 258, 275, 307, 326,
339, 350, 427, 436, 453, 462, 489, 504, 519,
526, 535, 593, 608, 636, 665, 672, 681, 688,
749, 770, 823, 846, 868, 892, 910, 981, 990,
1005, 1018, 1063, 1076, 1097, 1112
12
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Making predictions, 28, 30, 36, 39, 42, 50, 52,
55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141
• Predict
• Make inferences
Making inferences, 216, 218, 222, 226, 230,
236, 239, 240, 243, 244, 247, 251, 255, 256,
260, 265, 266, 269, 270, 273, 296
Listening/Viewing
• Class/group discussion
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
Listening and Speaking, group screen of filmed
production, 925
• Comparisons of issues/themes between media
and dramatic text
• Compare media with text and connect to self –
perspective on gender inequality and hysteria
based on prejudice
• Find intersections between visual images and
verbal communication
Writing, Speaking, Expressing Strategies
and Activities
Writing to learn
• character biography (explicit instruction)
Research and Technology: Biography, 503, 511,
biographical, 1111, 1123
• persuasive essay (explicit instruction)
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
• quickwrites
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
13
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
• Journal entries describing how John Proctor
changes from the beginning of the play to the
end, and the events that cause the changes
Character development, 203, 218, 230, 240
Journal, daily observation, 71
Irony, 127, 139, 274, 295, 370, 373, 375, 377,
378, 380, 381
• Journal entries noting examples of narrative
characteristics and persuasive elements (irony,
conceit, paradox, appeals, internal/external
conflict)
Paradox, 370, 373, 375, 377, 378, 380, 381
Internal and External Conflict, 892, 908
• letter writing
Letter, 257, 267, 421, 435, 445, 447, 473, 490,
493, 503, 511, 891, R28, R29
Writing Workshops: Letter to the editor, 490–
494
Writing Business Letters: R29
• author’s craft
From the Author’s Desk: Introduction to
Selection, 6, 18, 204, 410, 582, 730, 966
From the Author’s Desk: Insights into Selection,
9, 15, 16, 17, 20, 25, 205, 207, 211, 212, 213,
415, 417, 419, 421, 585, 587, 584, 587, 733,
738, 741, 968, 970, 971, 972, 973, 975
Style, 86, 89, 90, 93, 94, 96, 97, 408, 420
• written response to focus questions
Timed Writing Applications, 55, 81, 85, 141,
165, 171, 243, 269, 273, 337, 365, 369, 447,
451, 473, 513, 517, 533, 621, 625, 645, 679,
695, 699, 793, 797, 927, 931, 975, 1003, 1029,
1033, 1095, 1054, 1125, 1131
Writing to Demonstrate Learning
• Summarize a scene from the play
Using Diagrams to Summarize the Action, 770,
790
14
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
• Comparison essay: use journal entries
identifying the connections between events in
1690s Salem and 1950s America
Comparing Literary Works: Writer’s Style, 86,
Tone, 172, Point of View (first–person; third–
person), 274, Paradox, 370, Irony, 370,
Humorous Writing, 474, Author's Purpose, 534,
Mood, 646, Theme, 700, Universal And
Culturally Specific Themes, 798, Character
Motivation, 932, Archetypal Narrative Patterns,
1034, Theme and Worldview, 1132
Writing Workshops: Comparison–and–contrast
essay, 1150–1157
Opportunities to address this standard may be
found on the following pages:
• Literary analysis essay: compare John
Proctor’s response to the claims of witchcraft to
Arthur Miller’s reaction to the Red scare
Writing Workshops: Response to literature,
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
Opportunities to address this standard may be
found on the following pages:
• Literary analysis essay: identify themes and
support with text; transfer themes to a real
world context
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
• Character biography: use journal entries to
describe how John Proctor changes throughout
the book; support using text events that caused
the changes
Opportunities to address this standard may be
found on the following pages:
• Reflective essay: discuss how The Crucible is a
tragedy, and how John Proctor is a tragic hero.
Use knowledge of tragedy from Romeo and
Juliet.
Opportunities to address this standard may be
found on the following pages:
Research and Technology: Biography, 503, 511,
biographical, 1111, 1123
Greek Tragedy, 748, 768
Shakespeare’s Tragedies, 822, 844
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
• Write a review of the movie Power of One
Opportunities to address this standard may be
found on the following pages:
Listening and Speaking, group screen of filmed
production, 925
Reading Informational Materials: Literary
Reviews, 366–368, Drama Reviews, 794–796
15
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Authentic Writing
Write a guide (pamphlet or booklet) to respond
to: What can an individual do to act rationally in
the face of hysteria caused by a local incident or
a national or international disaster?
Opportunities to address this standard may be
found on the following pages:
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Research and Technology: Events in Rome after
time of play, 925
Persuasive Essay —take a stand on a
controversial issue
• Decide which issues you care about
• Select and define one issue
• Try out a position statement
• Set up a pro-con table
• List arguments and counterargument.
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
• Debate both sides of the issue with peers
Listening and Speaking (Apply the Skills):
debate, 503, 511, 867
• Write a persuasive essay based on debate
reflection
Listening and Speaking (Apply the Skills):
debate, 503, 511, 867
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
Writing Workshops: Letter to the editor, 490–
494,
• Publish essay in essay form or as a letter to a
state representative or newspaper editor as
appropriate
Speaking
• Choral reading
• Readers’ Theater
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
16
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
• Think/pair/share
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
• Debate issues in preparation for persuasive
writing
- Express judgments by taking a position on the
issue in the writing prompt
- Maintain a focus on the topic throughout the
debate
- Develop a position by using logical reasoning
and by supporting ideas
- Organize ideas in a logical way
- Use language clearly and effectively according
to the rules of standard spoken American
English
- Think about both sides of the argument
Listening and Speaking (Apply the Skills):
debate, 503, 511, 867
• Research Miller’s high school and college
experiences; discuss his determination to get a
college degree and to become a writer; make
connections with own plans for further education
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
More About the Author, 3, 201, 407, 579, 727,
963
Research and Technology (Apply the Skills):
biography, 503, 511, brochure, biographical,
1111, 1123
Expressing
• Create a research poster
Bulletin board display on Vreeland, 26
Annotated poster on Eady's poems, 588
Poster advertising Hwang's speaking
appearance, 742
• Research historical background of
McCarthyism
Opportunities to address this standard may be
found on the following pages:
Research and Technology: literary history
report, 671, 677, women's historical report, 867
• Create timelines of events in the Salem trials
in the 1690s and of the events in the chronology
of McCarthyism
Opportunities to address this standard may be
found on the following pages:
Research and Technology: Timeline, 845
17
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio
Publishing/presenting, 104, 193, 302, 393, 494,
565, 660, 719, 814, 953, 1058, 1157
Writing (Apply the Skills), 43, 53, 71, 79, 127,
139, 153, 163, 231, 241, 257, 267, 325, 335,
349, 363, 435, 444, 461, 471, 503, 511, 525,
531, 607, 621, 635, 643, 671, 677, 687, 693,
769, 791, 845, 867, 891, 909, 925, 989, 1017,
1027, 1075, 1093, 1111, 1123
Writing Workshops: Reflecting on Your Writing
(Journal), 104, 193, 393, 565, 660, 814, 1058,
1157
• Reflect on selected journal entry
• Reflect on two pieces of unit writing that
represent best effort
Daily Fluency
Reading
• Engage in partner reading
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
• Participate in choral reading
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
Writing
• Respond with quickwrites
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
Vocabulary Development
• definition in context
Context clues, 979, 1002, 1028, 1061, 1094,
1124
• sense of different language patterns
(meanings of terms from Colonial America)
Dialogue, 218, 240, 728, 732, 735, 742, 868
Dialect, 616
18
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Reading and Vocabulary Skills Preview, 28–29,
106–107, 216–217, 304–305, 424–425, 496–
497, 590–591, 662–663, 744–745, 816–817,
978–979, 1060–1061
• words from selection
Vocabulary Builder (Build Skills), 30, 56, 108,
142, 218, 244, 306, 338, 426, 452, 488, 518,
592, 607, 628–629, 664, 680, 748, 822, 980,
1004, 1062, 1096
Vocabulary Builder (Apply the Skills), 43, 53,
71, 86, 127, 139, 153, 163, 172, 231, 241, 257,
267, 274, 325, 335, 349, 363, 370, 435, 445,
461, 471, 474, 503, 511, 525, 531, 534, 607,
619, 635, 643, 646, 671, 677, 687, 693, 700,
791, 798, 845, 867, 891, 909, 925, 932, 989,
1017, 1027, 1034, 1075, 1093, 1111, 1123,
1132
Grammar Lesson (Build Language Skills), 54,
80, 140, 164, 242, 268, 336, 364, 446, 472,
512, 532, 620, 644, 678, 694, 792, 926, 1002,
1028, 1124
Vocabulary Skill (Build Language Skills), 54, 80,
140, 164, 242, 268, 336, 364, 446, 472, 512,
532, 620, 644, 678, 694, 792, 926, 1002, 1028,
1124
Reading and Vocabulary Review, 98–99, 182–
183, 296–297, 382–383, 488–489, 554–555,
654–655, 708–709, 808–809, 938–939, 1052–
1053, 1146–1147
• academic vocabulary
Academic Vocabulary/Assessment for analyzing
literature, 29, 99, 107, 183, 217, 297, 305, 383,
425, 489, 497, 555, 591, 655, 663, 709, 745,
808, 817, 939, 979, 1053, 1061, 1147
Writing Strategies
• process writing
Writing Workshops: Reflecting on Your Writing
(Journal), 104, 193, 393, 565, 660, 814, 1058,
1157
• language appropriate for purpose and
audience
Writing Workshops: analyzing audience, 387,
addressing intended audience (formal/informal),
388, considering audience and tone, 491, essay
for an audience, 565, considering audience's
knowledge, 713
19
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Report: on sources, 231, 241
• using MLA conventions
Sources: documenting, primary/secondary, 944,
using and crediting, 945, avoiding plagiarism,
947
Editing/proofreading: focusing on accuracy in
citations, 953
Citing Sources and Preparing Manuscript: R33–
R34
Grammar Skills
• elements of dialogue
Providing elaboration: using examples, facts,
quotations, 1152
• usage and parts of speech
Noun, 54, 80, 102, 563, 926
Pronouns, 140, 164
Verb, 242, 268, 300, 336, 364, 391, 492, 563,
658, 1155
Subject-verb, 391, 658, 1155
Adverb, 512, 563, 678, 959, 1155
Object, 446, 620, 644
Adjective, 563, 926, 1155
Phrases, 563, 620, 658, 678, 679, 694, 717,
792, 812, 1155
Writing Workshops: Integrating Grammar Skills,
102, 191, 300, 391, 492, 563, 658, 717, 812,
949, 1155
• possessive use
Noun, possessive, 102
• subject-verb agreement
Subject-verb, 391, 658, 1155
• correct apostrophe usage
Opportunities to address this standard may be
found on the following pages:
Punctuation, 1094, 1124
Noun, possessive, 102
• pronoun/antecedent agreement
Writing Workshops: Integrating Grammar Skills:
for pronoun–antecedent agreement, 191
20
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
MODEL UNIT 10.2: CONTEMPORARY REALISTIC FICTION, NOVEL
Dispositions
Big Ideas/Themes
Essential Questions
Big Ideas
• integrity, discovering truth, courage, freedom,
For related thematic selections, please see:
nobility,
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
• satire, adventure, American culture in the mid1800s,
Please note that Mark Twain is a featured writer
in the grade 11 Penguin Literature program “The
American Experience.” In this volume, the grade
10 program, an introduction to his satirical
writing is provided by the selection listed below:
Humorous Writing, 474
Connecting to the Literature, 475
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
• democratic theories of life, liberty, and the
pursuit of happiness
• forces of change
For related thematic selections, please see:
“The American Idea” Theodore H. White, 527
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Themes
• Twain uses this form to ridicule and rebuke the
slaveholding society of Huck Finn.
Opportunities to address this standard may be
found on the following pages:
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
• Every person deserves to be free.
• Huck learns that Jim is a true friend entitled to
full human rights.
For related thematic selections, please see:
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
21
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Focus Questions
• How do I communicate truth?
• What voice do I use to be heard?
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Writing Workshops: Autobiographical narrative,
100–104, Letter to the editor, 490–494,
Persuasive writing, persuasive essay, 558–565
Timed Writing Applications: persuasive position
statement, 513, persuasive editorial response
(critical stance), 517
• Where do I see the satire in my life?
Satire, 474
Writing to Compare Literary Works, 487
• How can a person discover the truth about
others?
• How are we products of society?
• How can I influence positive changes in social
behavior?
• What prejudices are we taught?
• What is my responsibility for my own actions?
• Why is the teaching of Huck Finn so
controversial?
• How have criticisms of the book changed from
its 1885 publication to now?
Essential Questions
• What compromises of my integrity will I make
in order to be accepted?
For related thematic selections, please see:
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
In the background note for Pat Mora’s essay,
“The Leader in the Mirror,” we find out that “As
a young girl, Mora spoke Spanish at home but
did not want her friends at school to know.” In
this essay, as in all her work, she now
“celebrates her Mexican American background.”
“The Leader in the Mirror” Pat Mora, p. 173
• Is Huck a racist?
• Should Huck Finn remain required core
literature in American Literature classes?
Opportunities to address this standard may be
found on the following pages:
Character motivations, 932, 935, 937
22
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Quotations
“Persons attempting to find a motive in this
narrative will be prosecuted; persons attempting
to find a moral in it will be banished; persons
attempting to find a plot in it will be shot.”
(Twain) Introductory Notes
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Please note that Mark Twain is a featured writer
in the grade 11 Penguin Literature program “The
American Experience.” In this volume, the grade
10 program, an introduction to his satirical
writing is provided by the selection listed below:
Humorous Writing, 474
Connecting to the Literature, 475
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
“Human beings can be awful cruel to one
another.” (Huck)
“A Raisin in the Sun” explores issues of racial
identity, economic class, and segregation in
post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
Literary Genre Focus/Anchor Texts
Narrative Text
Contemporary Realistic Fiction, Novel
Picaresque Genre
“The Adventures of Huckleberry” Finn Mark
Twain
Please note that Mark Twain is a featured writer
in the grade 11 Penguin Literature program “The
American Experience.” In this volume, the grade
10 program, an introduction to his satirical
writing is provided by the selection listed below:
Humorous Writing, 474
Connecting to the Literature, 475
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
23
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Informational Text
Critical Analysis Essay
“Is Huck Finn a Racist Book? Peter Salwen
http://www.salwen.com/mtrace.html
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
See the “Go On-Line” Author Link for Mark Twain
referred to on pages 475 and 487.
Reading Informational Materials: Web Sites on
Christo Jeanne-Claude’s The Gates, 1126–1130
Satire
Web resource Types, history, censorship of
satire http://en.wikipedia.org/wiki/Satire
Satire, 474
See the “Go On-Line” Author Link for Mark Twain
referred to on pages 475 and 487.
Reading Informational Materials: Web Sites on
Christo Jeanne-Claude’s The Gates, 1126–1130
Linking Texts
Media
“Born to Trouble: Adventures of Huckleberry
Finn” Culture Shock Series, PBS & Fordham
2000 and Companion Teaching Guide
Huckleberry Finn
Hal Holbrook’s Mark Twain Tonight
On The Waterfront (clips)
The Long Walk Home (clips)
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media
Presentations, 194, Comparing Media Coverage,
1158
Research and Technology: Scene proposal for
movie, 43, 53
Listening and Speaking, group screen of filmed
production, 925
Satire
Cartoons: Doonesbury
Political Cartoons
Video Clips from
The Daily Show With Jon Stewart
Jon Stewart’s Interview with
Bill Moyer
The Simpsons
David Letterman “Top Ten Lists”
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media
Presentations, 194, Comparing Media Coverage,
1158
Research and Technology: Scene proposal for
movie, 43, 53
Listening and Speaking, group screen of filmed
production, 925
Mitch Albom articles
“Feel the City’s Pulse? It’s Be-Bop Man!” Ann
Douglas, p. 697 (Feature Article)
“The Leader in the Mirror” Pat Mora, p. 173
(Reflective Essay)
From “The Way to Rainy Mountain” N. Scott
Momaday, p. 549 (Reflective Essay)
24
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Texts
Speeches and Essays
Essays by Langston Hughes,
W. E. B. DuBois, James Baldwin,
Martin Luther King, Jr., Malcolm X
“Unfit for Children: Censorship and Race” in
Understanding Adventures of Huckleberry Finn:
A Student Casebook on Issues, Sources, and
Historical Documents Claudia Durst Johnson
1996, 29-45
Excerpts from
“The Tipping Point” Malcolm Gladwell
(Introduction 3-14; Conclusion 253-259)
“The Big Sea” Langston Hughes
“Narrative of the Life of Frederick Douglass”
Frederick Douglass
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
Opportunities to address this standard may be
found on the following pages:
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
From “Swimming to Antarctica” Lynne Cox, p.
58
“Occupation: Conductorette” Maya Angelou, p.
73
“Blue Highways” William Least-Heat Moon
From “The Way to Rainy Mountain” N. Scott
Momaday, p. 549 (Reflective Essay)
“The Day They Came to Arrest the Book” Nat
Hentoff (young adult literature)
See the “Go On-Line” Author Link for Mark Twain
referred to on pages 475 and 487.
Newspaper Articles
“Cherry Hill finds new way to teach ‘Huckleberry
Finn” S. Brenowitz, The Philadelphia Inquirer,
Dec. 16, 1997
Satire
“Rotation Of Earth Plunges Entire North
American Continent Into Darkness” The Onion,
Feb 27, 2006
www.theonion.com/content/node/45792
Poetry
“The Incident” Countee Cullen
“Minstrel Man” Langston Hughes
Poetry, Speeches, Essays, and Short Stories by
Alcott, Bryant, Cather, Crane, Dickinson, Du
Bois, Eliot, Emerson, Frost, Hawthorne, Irving,
James, Longfellow, Lowell, Melville, Poe,
Sandburg, Stowe, Thoreau, Whitman
See the “Go On-Line” Author Link for Mark Twain
referred to on pages 475 and 487.
“The Dog That Bit People” James Thurber, p.
481
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
From “Don Quixote” Miguel Cervantes, p. 1113
“The Weary Blues” Langston Hughes, p. 682
“The Masque of the Red Death” Edgar Allan Poe,
p. 340
“Mowing” Robert Frost, p. 616
“Tell all…” Emily Dickinson, p. 669
“The Wind…” Emily Dickinson, p. 675
“Success is counted…” Emily Dickinson, p. 705
25
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Internet Links to Resources
http://english.byu.edu/novelinks
Genre Study and Literary Analysis
Narrative Text
Genre Study
Characteristics of
• American Renaissance
• Romanticism
• Transcendentalism
• Realism
• Naturalism
• Picaresque genre
• Historical fiction
• Author study of Mark Twain
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
See the “Go On-Line” Author Link for Mark Twain
referred to on pages 475 and 487.
Please note these literary eras in American
history are covered in great depth in the grade
11 Penguin Literature program “The American
Experience.”
In this volume, varieties of American writers
appear, frequently paired or thematically
grouped with writers from around the world.
“The Masque of the Red Death” Edgar Allan Poe,
p. 340
“Mowing” Robert Frost, p. 616
“Tell all…” Emily Dickinson, p. 669
“The Wind…” Emily Dickinson, p. 675
“Success is counted…” Emily Dickinson, p. 705
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
Literary Elements
• plot, setting, conflict (internal/external),
theme
Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42,
46, 47, 51, 52, 202, 728
Conflict, 4, 26, 30, 78, 108, 111, 112, 115, 117,
119, 120, 124, 125, 126, 130, 132, 135, 136,
137, 138, 202, 207, 211, 728, 742, 820, 822,
892, 894, 898, 901, 902, 906, 908
Setting, 7, 26, 203, 244, 247, 252, 255, 256,
261, 262, 265, 266
Theme, 203, 214, 306, 309, 312, 314, 323, 324,
328, 334, 700, 702 , 705, 707, 728, 770, 790,
798, 801, 802, 803, 805, 806, 807, 962, 964965, 970, 973
• characterization
Characterization, direct/indirect, 203, 218, 221,
222, 225, 229, 230, 235, 237, 238, 239, 240
26
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• mood, tone, style
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Style, 86, 89, 90, 93, 94, 96, 97, 408, 420
Tone, 172, 175, 176, 178, 181, 181, 408, 413,
646, 648, 649, 653
Mood, 646, 651, 653
• author’s purpose in writing the novel
Opportunities to address this standard may be
found on the following pages:
Author's purpose, 18, 142, 143, 146, 148, 151,
152, 156, 158, 161, 162, 408, 534, 537, 538,
539, 540, 543, 544, 546, 548, 550, 551, 552,
553
• elements of satire
Satire, 474
• motifs
Opportunities to address this standard may be
found on the following pages:
Symbolism, 337, 347, 348, 351, 355, 358, 361,
362
• appearance vs. reality
Literary Devices
• narration/point of view
• irony vs. satire
Comparing and contrasting by identifying views
of appearance/reality, 1060, 1062, 1065, 1068,
1071, 1072, 1078, 1080, 1082, 1085, 1089,
1096, 1102, 1104, 1105, 1106, 1107, 1108,
1109, 1115, 1119, 1120
Point of view (first/third-person), 4, 12, 274,
276, 277, 278, 280, 281, 283, 284, 285, 288,
289, 291, 292, 293, 295
Irony, 127, 139, 274, 295, 370, 373, 375, 377,
378, 380, 381
Satire, 474
• understatement
Understatement, 474
• vernacular language
Dialect, 219, 616
• figurative language, imagery, symbolism
Figurative language in poetry, 580, 584, 588,
664, 667, 668, 670, 673, 675, 676
• allusions
Allusion, 594
• implied meanings
Making inferences, 216, 218, 222, 226, 230,
236, 239, 240, 243, 244, 247, 251, 255, 256,
260, 265, 266, 269, 270, 273, 296
27
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Historical/Cultural
• identify importance of events in text,
symbolism (fog, river vs. shore)
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42,
46, 47, 51, 52, 202, 728
Symbolism, 337, 347, 348, 351, 355, 358, 361,
362
• satirization of slavery, racism, alcoholism,
gentility, religious hypocrisies
Opportunities to address this standard may be
found on the following pages:
Satire, 474
“The Dog That Bit People” James Thurber, p.
481
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
From “Don Quixote” Miguel Cervantes, p. 1113
• racial equality
• perspectives on the use of epithets in the
1880s and now
• stereotyping
• culture of the 1880s
• racism through dialogue
Opportunities to address this standard may be
found on the following pages:
Context: theme in cultural, 973,
cultural/historical, 964
Culturally distinct values, 965
Theme: culturally specific and universal, 798,
801, 802, 803, 805, 806, 807, and worldview,
1132, 1134, 1135, 1136, 1138, 1140, 1141,
1143, 1144, 1145
• Realism vs. Romanticism
Critical Perspectives
• quotable lines
Comparing and contrasting by identifying views
of appearance/reality, 1060, 1062, 1065, 1068,
1071, 1072, 1078, 1080, 1082, 1085, 1089,
1096, 1102, 1104, 1105, 1106, 1107, 1108,
1109, 1115, 1119, 1120
Timed Writing Applications: persuasive essay on
quotation, 81, persuasive essay on quotation,
447
Writing Workshops: Response to literature,
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
28
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• challenges in 1880s and today to the teaching
of Huck Finn
• perspectives by race/time/geography
• appreciation of satire in 1880s and today
• Connection to self —own perspective on issues
of inequality, racism, prejudgment
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Context: theme in cultural, 973,
cultural/historical, 964
Culturally distinct values, 965
Theme: culturally specific and universal, 798,
801, 802, 803, 805, 806, 807, and worldview,
1132, 1134, 1135, 1136, 1138, 1140, 1141,
1143, 1144, 1145
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Informational Text
Genre Study
Characteristics of
• editorial, news article
Reading Informational Materials: Newspaper
Editorials, 514–516, Feature Articles, 696–698
• critical analysis essay
“How to React to Familiar Faces” Umberto Eco
(Analytic Essay)
“What Makes a Degas a Degas? Richard
Mühlburger, p. 520
• literary analysis essay
Reading Informational Materials: Literary
Reviews, 366–368, Drama Reviews, 794–796
• feature video
Communications Workshop: Analyzing Media
Presentations, 194, Delivering a Multimedia
Presentation of a Research Report, 954,
Comparing Media Coverage, 1158
• political cartoons
Opportunities to address this standard may be
found on the following pages:
Illustration for “A Connecticut Yankee in King
Arthur’s Court” Mark Twain, p. 1098
• satire in the media
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media
Presentations, 194
• literary nonfiction (The Tipping Point)
“Feel the City’s Pulse? It’s Be-Bop Man!” Ann
Douglas, p. 697 (Feature Article)
29
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Expository Elements
• thesis
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Thesis, 18, 142, 152, 162
Shaping writing: writing thesis statement, 714,
refining thesis statement, 945, , using thesis
statement/purpose, 1152
Narrowing topic: developing working thesis
statement, 943, using keywords to focus thesis,
1054
• supporting ideas
Analyzing main idea/supporting details, 424,
426, 429, 433, 439, 441, 444, 447, 448, 452,
451, 456, 458, 460, 465, 466, 467, 468, 469,
470, 473, 488
• statistical evidence
Providing elaboration: providing facts, statistics,
anecdotes, 560
• chronology
Shaping writing: choosing logical organization
(order of events), 188, making plot diagram,
299, organizing essay, 560, choosing logical
organization (order of events), 811
Organizational Patterns
• fact/opinion
Distinguishing between fact/opinion, 496, 518,
524, 528, 530
Communications Workshop: Evaluate Purpose,
Background, Facts/Opinions, 1158
• cause/effect
Analyzing cause and effect, 106, 112, 113, 114,
116, 118, 120, 123, 126, 131, 134, 137, 138,
144, 147, 149, 152, 159, 160, 162, 165, 171,
182
Writing Workshops: Cause–and–effect essay
(article), 186–193
• theory/evidence
Gathering details by: collecting strong evidence,
490, looking at both sides of issue, 559,
evaluating validity/bias of information, 944,
listing research questions, 944, collecting
support details, 1054, evaluating own topic
using Venn diagram, 1151
30
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Features
• letter-to-editor format: salutation, body,
signature
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Writing Workshops: Letter to the editor, 490–
494
Writing Business Letters: R29
Also see:
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
Writing (Apply the Skills): business letter, 435,
444, letter to the editor, 891
• media conventions and special effects used in
satire
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media
Presentations, 194
• photographs and drawings
Opportunities to address this standard may be
found on the following pages:
Providing elaboration: incorporating graphic aids
and visuals, 945
Research and Technology: Visual aids, 325, 335,
visual arts presentation, 687, 693,
Critical Perspectives
• facts and opinions
Distinguishing between fact/opinion, 496, 518,
524, 528, 530
Communications Workshop: Evaluate Purpose,
Background, Facts/Opinions, 1158
• editorial perspective
Editorial, 514
• writer’s tone, bias
Tone, 172, 175, 176, 178, 181, 181, 408, 413,
646, 648, 649, 653
• logic
Appeals, logical/ethical/emotional, 518
• authenticity
Comparing and contrasting by identifying views
of appearance/reality, 1060, 1062, 1065, 1068,
1071, 1072, 1078, 1080, 1082, 1085, 1089,
1096, 1102, 1104, 1105, 1106, 1107, 1108,
1109, 1115, 1119, 1120
31
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• satire in film versus in print
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Listening and Speaking, group screen of filmed
production, 925
Reading, Listening/Viewing Strategies and Activities
Reading
Reading Skill (Build Skills), 30, 56, 108, 142,
Reading comprehension strategies (annotate,
218, 244, 306, 338, 426, 452, 488, 518, 592,
compare/contrast, critique, determine
607, 628–629, 664, 680, 748, 822, 980, 1004,
importance, make connections, synthesize,
1062, 1096
visualize)
Reading Skill (Apply the Skills), 42, 52, 70, 78,
126, 138, 152, 162, 230, 240, 256, 266, 324,
334, 348, 362, 434, 444, 460, 470, 502, 510,
524, 530, 634, 642, 670, 676, 686, 692, 768,
790, 844, 866, 890, 908, 924, 988, 1016, 1026,
1074, 1092, 1110, 1122
Reading Skill (Monitor Your Progress), 55, 81,
141, 165, 243, 269, 337, 365, 447, 473, 513,
533, 621, 645, 679, 695, 793, 927, 1003, 1029,
1125
• Use critical reading strategies
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
• Identify themes; find examples in text
Theme, 203, 214, 306, 309, 312, 314, 323, 324,
328, 334, 700, 702 , 705, 707, 728, 770, 790,
798, 801, 802, 803, 805, 806, 807, 962, 964965, 970, 973
• Identify satire
Satire, 474
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
“The Dog That Bit People” James Thurber, p.
481
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
From “Don Quixote” Miguel Cervantes, p. 1113
32
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Vocabulary Builder (Build Skills), 30, 56, 108,
142, 218, 244, 306, 338, 426, 452, 488, 518,
592, 607, 628–629, 664, 680, 748, 822, 980,
1004, 1062, 1096
• Develop vocabulary
Vocabulary Builder (Apply the Skills), 43, 53, 71,
86, 127, 139, 153, 163, 172, 231, 241, 257,
267, 274, 325, 335, 349, 363, 370, 435, 445,
461, 471, 474, 503, 511, 525, 531, 534, 607,
619, 635, 643, 646, 671, 677, 687, 693, 700,
791, 798, 845, 867, 891, 909, 925, 932, 989,
1017, 1027, 1034, 1075, 1093, 1111, 1123,
1132
• Underline significant passages and defend their
importance
Timed Writing Applications: persuasive essay on
quotation, 81, persuasive essay on quotation,
447
Writing Workshops: Response to literature,
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
• Identify thesis and supporting ideas in
excerpts from The Tipping Point and in the
linking text essays
Thesis, 18, 142, 152, 162
Shaping writing: writing thesis statement, 714,
refining thesis statement, 945, , using thesis
statement/purpose, 1152
Narrowing topic: developing working thesis
statement, 943, using keywords to focus thesis,
1054
33
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Listening/Viewing
• View segments of “Born to Trouble;” use as
basis for class discussions and writing projects
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media
Presentations, 194
Also see:
“A Raisin in the Sun” explores issues of racial
identity, economic class, and segregation in
post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
• View political cartoons and contemporary
satire; discuss authors’ use of imagery and
special effects to exaggerate satire
Opportunities to address this standard may be
found on the following pages:
• Class/group discussion
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
• Comparisons: movie script to historical
accounts
Listening and Speaking, group screen of filmed
production, 925
Satire, 474
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
“The Dog That Bit People” James Thurber, p.
481
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
From “Don Quixote” Miguel Cervantes, p. 1113
34
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Compare with actions against racism of today
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
For related thematic selections, please see:
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
• Find intersections between visual images in
“Born to Trouble” and verbal communication
• Connect to self —own perspective on issues of
inequality, racism, prejudgment
“A Raisin in the Sun” explores issues of racial
identity, economic class, and segregation in
post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
Writing, Speaking, Expressing Strategies and Activities
Writing to learn
• Critical analysis/response to literature essay
Writing Workshops: Response to literature,
(explicit instruction)
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
• Quickwrites
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
• Journal entries describing how Huck changes
from the beginning to the end of the book
(attitudes about right and wrong, knowledge of
human nature, ability to make decisions)
• Journal entries noting examples of narrative
characteristics (understatement, irony,
vernacular, elements of Picaresque genre)
Opportunities to address this standard may be
found on the following pages:
• Design rubrics for evaluating writing
Writing Workshops: Rubric for Self–Assessment,
104, 193, 393, 565, 660, 814, 1058, 1157
Character development, 203, 218, 230, 240
Journal, daily observation, 71
35
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Satire, 474
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
• Journal entries identifying the objects of
Twain’s satire
Writing to Demonstrate
Learning
Essays
• Character Biography: use journal entries to
describe how Huck changes throughout the
book; support using text events that caused the
changes
Opportunities to address this standard may be
found on the following pages:
Research and Technology: Biography, 503, 511,
biographical, 1111, 1123
• Persuasive writings: essay to persuade
another person to stand up for what is right in a
current social issue related to themes in novel
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
• Write an essay (e.g., narrative, descriptive,
comparative, expository, reflective) answering
questions: What themes are represented across
texts? Where do I see satire in my life? Where
do the prejudices and social injustices exposed
by Twain exist today? Where in my own life have
I faced issues analogous to Huck’s? What have I
learned from Huck’s experiences? How can this
historic book guide me in today’s world?
Research Options
• Research and report on Mark Twain’s life as a
social critic and a storyteller; begin with
Salwen’s web page
http://www.salwen.com/mtrace.htm
• Research and report on challenges to reading
Huckleberry Finn in HS English; public libraries’
response then and now
• Research and report on historical periods in
which satire is used to tell the truth
Writing Workshops: Response to literature,
analytic, 712–719
Writing to Compare Literary Works, 86, 172,
274, 370, 474, 534, 646, 700, 798, 932, 1034,
1132
See the “Go On-Line” Author Link for Mark Twain
referred to on pages 475 and 487.
Opportunities to address this standard may be
found on the following pages:
“The Dog That Bit People” James Thurber, p.
481
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
From “Don Quixote” Miguel Cervantes, p. 1113
36
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Research and report historical elements from
Huckleberry Finn and explain how they impacted
the response to the book’s release
• Research and report news articles analyzing
Huckleberry Finn at the time of its publication
• Summarize news articles and letters to the
editor regarding the reading of Huckleberry Finn
in HS English classes
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Please note that Mark Twain is a featured writer
in the grade 11 Penguin Literature program “The
American Experience.” In this volume, the grade
10 program, an introduction to his satirical
writing is provided by the selection listed below:
Humorous Writing, 474
Connecting to the Literature, 475
“A Toast to the Oldest Inhabitant: The Weather
of New England” Mark Twain, pp. 476–480
From “A Connecticut Yankee in King Arthur’s
Court” Mark Twain, p. 1098
Authentic Writing
• Compose letter to a legislator or to the editor
regarding/condemning policies that promote
racism or promote the teaching of prejudice
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
Speaking
• Class/group discussion: prejudice, social
codes, social action, censorship, tipping points in
social change
• Class/group discussion: Why did Twain choose
Huck, an illiterate, young boy, as the voice
through which to tell his story?
• Readers’ Theatre (fluency): Read segments of
the text to appreciate Twain’s use of vernacular
language and its impact on the message of the
text
Expressing
• Compare/contrast chart: Compare Sophia
Grangerford and Harvey Shepherdson’s situation
with that of Romeo and Juliet
• Compare/contrast issues of race or “growing
up” between Huckleberry Finn and To Kill a
Mockingbird
Opportunities to address this standard may be
found on the following pages:
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
Comparing Literary Works: writer’s style, 86,
tone, 172, point of view (first–person; third–
person), 274, paradox, 370, irony, 370,
humorous writing, 474, author's purpose, 534,
mood, 646, theme, 700, universal and culturally
specific themes, 798, character motivation, 932,
archetypal narrative patterns, 1034, theme and
worldview, 1132
37
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Construct a chart detailing the actions of each
major character in the book; identify when each
took a stand in defense of his/her beliefs
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Comparing Works of Literature: Characterization
in Drama, 932, 937
• Chart elements of Realism in the novel and
linking texts
Comparing and contrasting by identifying views
of appearance/reality, 1060, 1062, 1065, 1068,
1071, 1072, 1078, 1080, 1082, 1085, 1089,
1096, 1102, 1104, 1105, 1106, 1107, 1108,
1109, 1115, 1119, 1120
• Multimedia presentation: Defend a position on
a social injustice and present to the class
Communications Workshop: Delivering a
Persuasive Speech, 566
Timed Writing Applications: persuasive position
statement, 513, persuasive editorial response
(critical stance), 517
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
• Reflect on selected journal entry
• Reflect on two pieces of unit writing that
represent best effort
Daily Fluency
Reading
• Engage in partner reading
• Participate in choral reading
Writing
• Respond with quickwrites
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
38
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Vocabulary Development
Sense of different language patterns: Standard American English, African-American and Caucasian
American southern dialects
• use of vernacular
Dialect, 219, 616
• words from selection
• academic vocabulary
Academic Vocabulary/Assessment for analyzing
literature, 29, 99, 107, 183, 217, 297, 305, 383,
425, 489, 497, 555, 591, 655, 663, 709, 745,
808, 817, 939, 979, 1053, 1061, 1147
• Discuss the use of language to help facilitate
understanding of the American South
• language adaptation to our modern world
Dialect, 219, 616
Writing Strategies
• process writing
Writing Workshops: Reflecting on Your Writing
(Journal), 104, 193, 393, 565, 660, 814, 1058,
1157
• appropriate language for the audience
Writing Workshops: analyzing audience, 387,
addressing intended audience (formal/informal),
388, considering audience and tone, 491, essay
for an audience, 565, considering audience's
knowledge, 713
• analytical writing strategies
Writing Workshops: Drafting (includes shaping
writing, providing elaboration), using plot
diagram, 101, using dialogue, 101, summarizing
analysis (prewriting ideas), 187, choosing logical
organization (order of events), 188, using clear
transitions, 188, describing details thoroughly,
188, making plot diagram, 299, pacing details
before/after climax, 299, creating essay map,
388, writing outline, 388, addressing intended
audience (formal/informal), 388, focusing on
evidence (sticking to the facts), 388, using
proper format, 491, considering audience and
tone, 491, organizing essay, 560, emphasizing
strongest arguments, 560, evaluating
arguments, 560, identifying sources, 560,
providing expert opinion, case studies, 560,
providing facts, statistics, anecdotes, 560,
supporting opinion with evidence, 560,
presenting a controlling idea, 657, fully
developing ideas, 657, writing thesis statement,
714, organizing response, 714, using strong,
precise language, 714, quoting, paraphrasing,
summarizing text, 714, choosing logical
organization (order of events), 811, using
effective imagery, 811, using simile, metaphor,
personification, 811, refining thesis statement,
945, synthesizing ideas, 945, using outline, 945,
39
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
(Continued)
• analytical writing strategies
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
(Continued)
incorporating graphic aids and visuals, 945,
using and crediting sources, 945, Nestorian
organization, 1055, compare–and–contrast
organization, 1055, allowing space for revisions,
1055, including facts/examples, 1055, using
thesis statement/purpose, 1152, supporting
opinions/observations, 1152, using examples,
facts, quotations, 1152, using transitions to
clarify connections, 1152
• rubric writing
Writing Workshops: Rubric for Self–Assessment,
104, 193, 393, 565, 660, 814, 1058, 1157
• peer revision/editing skills
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
• marginal notes
• double-entry journal
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Revising, by color–coding to
identify related details, 190, highlighting to add
supporting details, 491, deleting repeated ideas,
unrelated details, inconsistencies, 716,
eliminating unnecessary writing, 716, by
deleting unnecessary words, 1055, to balance
organization, 1154
Grammar Skills
• elements of dialogue
Dialogue, 218, 240, 728, 732, 735, 742, 868
• parts of speech
Noun, 54, 80, 102, 563, 926
Pronouns, 140, 164
Verb, 242, 268, 300, 336, 364, 391, 492, 563,
658, 1155
Subject-verb, 391, 658, 1155
Adverb, 512, 563, 678, 959, 1155
Object, 446, 620, 644
Adjective, 563, 926, 1155
Phrases, 563, 620, 658, 678, 679, 694, 717,
792, 812, 1155
• editing skills
Editing/proofreading, 102, 104, 191, 193, 300,
302, 391, 393, 492, 494, 563, 565, 658, 660,
717, 719, 812, 814, 949, 953, 1056, 1058,
1155, 1157
40
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
MODEL UNIT 10.3: CONTEMPORARY REALISTIC FICTION, NOVEL
Dispositions
Big Ideas/Themes
Essential Questions
Big Ideas
• relationships, balance, mutualism
“A Problem” Anton Chekhov, p. 233
Background: Instinct vs. Intelligence, p. 427
“The Spider and the Wasp” Alexander
Petrunkevitch, p. 428
Theme
• Relationships serve many purposes
Essential Questions
• What are the benefits of having relationships?
• Are all relationships equal?
• How do relationships support our lives?
• What are the trade-offs in relationships?
• What determines the relationships we have?
• How do class, religion, race, and culture
determine our relationships?
• What place does a dream/vision have in one’s
life/relationships?
Quotations
“Guys like us, that work on ranches, are the
loneliest guys in the world. They got no family.
They don’t belong no place. They come to a
ranch an’ work up a stake and then they go inta
town and blow their stake, and the first thing
you know they’re poundin’ their tail on some
other ranch. They ain’t got nothing to look
ahead to. With us it ain’t like that. We got a
future.” (George) 13
Background: Family Feud, p. 749
“Antigone” Sophocles, p. 750
“A Visit to Grandmother” William Melvin Kelley,
p. 220
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
“The Bridegroom” Alexander Pushkin, p. 594
“How to React to Familiar Faces” Umberto Eco
(Analytic Essay)
From “The Way to Rainy Mountain” N. Scott
Momaday, p. 549 (Reflective Essay)
The grade 10 Penguin Literature program begins
with an excerpt from featured author/program
writer Susan Vreeland’s novel “The Girl in
Hyacinth Blue.” This excerpt, and the genre
discussion that precedes it, reflects many of the
same issues that are so important to “Of Mice
and Men”—character and place, historical
moment and social context, and the ways in
which our relationships define us. Here in a
quote from the feature “From the Author’s Desk,
Susan Vreeland Talks About the Forms”, the
author explains her process:
“What I look for in fiction is a character whom I
care about, one who grows as a result of the
conflicts and experiences narrated. I like to
contemplate how I would have felt or acted in a
similar situation.” p. 2
Literary Genre Focus/Anchor Texts
Narrative Text
Of Mice and Men, John Steinbeck
From Girl in Hycinth Blue, “Magdalena Looking”,
p. 7
41
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Literary Nonfiction
Tuesdays with Morrie Mitch Albom, 1997,
Random House
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
“Feel the City’s Pulse? It’s Be-Bop Man!” Ann
Douglas, p. 697 (Feature Article)
“The Leader in the Mirror” Pat Mora, p. 173
(Reflective Essay)
From “The Way to Rainy Mountain” N. Scott
Momaday, p. 549 (Reflective Essay)
Informational Text
“Living in Sym” Symbiotic relationship
http://botit.botany.wisc.edu/courses/mpp/Living
inSym.html
Linking Texts
Media
• Tuesdays with Morrie, Jack Lemmon, 1999,
Touchstone, TV movie –1:29
• The Mighty, Sharon Stone, 1998, Miramax,
Movie –1:40
• The Tragedy of Romeo and Juliet (Leonardo di
Caprio version) (review through movie focusing
on Relationships/Networking/Peers/Friendship
and Marriage)
Background: Instinct vs. Intelligence, p. 427
“The Spider and the Wasp” Alexander
Petrunkevitch, p. 428
Research and Technology: Abstract on spiders,
p. 435
Research and Technology: Scene proposal for
movie, 43, 53
Listening and Speaking, group screen of filmed
production, 925
Texts
• Freak the Mighty, Rodman Philbrick, 1993,
Scholastic
“The Leader in the Mirror” Pat Mora, p. 177
“Games at Twilight” Anita Desai, p. 129
Poetry
• “Do Not Go Gentle Into That Good Night,”
Dylan Thomas
“Do Not Go Gentle Into That Good Night,” Dylan
Thomas, P. 633
• “The Explorer” Gwendolyn Brooks
“The Bean Eaters” Gwendolyn Brooks, p. 649
Speeches/Essays
• Nobel Prize in Literature acceptance speech,
Steinbeck, 1962
http://www.subtletea.com/johnsteinbeckspeech.
htm
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
Reading Informational Materials: Web Sites,
270–275
Music Lyrics
• “The Very Thought of You,” Ray Noble, 1934,
Range Road Music.
Opportunities to address this standard may be
found on the following pages:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88 “Hold Fast Your
Dreams—And Trust Your Mistakes” Billy Joel, p.
956
Reading Informational Materials: Web Sites,
270–275
42
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Historical Information
Roosevelt’s New Deal
http://en.wikipedia.org/wiki/New_Deal
http://www.spartacus.schoolnet.co.uk/USAnewd
eal.htm
Poetry, Essays, Short Stories
by Baldwin, Brooks, Ellison, Faulkner, Lowell,
Miller, Neruda, Rivera, Steinbeck, Thomas,
White, Wright
Internet Links to Resources
Symbiosis:
http://botit.botany.wisc.edu/courses/mpp/Living
inSym.html http://en.wikipedia.org/wiki/
Symbiosis
Mitch Albom websites: www.albom.com
[email protected]
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Research and Technology (Apply the Skills):
introduction for multimedia presentation on first
ladies, 105, annotated source list on Great
Depression, 511
“The Bean Eaters” Gwendolyn Brooks, p. 649
“Do Not Go Gentle Into That Good Night,” Dylan
Thomas, P. 633
From “The Once and Future King” T.H. White, p.
1077
Background: Instinct vs. Intelligence, p. 427
“The Spider and the Wasp” Alexander
Petrunkevitch, p. 428
Research and Technology: Abstract on spiders,
p. 435
Reading Informational Materials: Web Sites,
270–275
Opportunities to address this standard may be
found on the following pages:
“Feel the City’s Pulse? It’s Be-Bop Man!” Ann
Douglas, p. 697 (Feature Article)
“The Leader in the Mirror” Pat Mora, p. 173
(Reflective Essay)
From “The Way to Rainy Mountain” N. Scott
Momaday, p. 549 (Reflective Essay)
Works of Art
Paintings from the Great Depression
Other works of art from that time period
“The Fence Mender” Thomas Hart Benton, p.
224
Photograph from era of Great Migration, p. 227
43
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Genre Study and Literary Analysis
Narrative Text
Genre Study
Characteristics of
• novel
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
For Further Reading, 195, 395, 567, 721, 955,
1159
The grade 10 Penguin Literature program begins
with an excerpt from featured author/program
writer Susan Vreeland’s novel “The Girl in
Hyacinth Blue.”
“I imagined tracing this painting through
centuries, and having the characters who
encountered it live their most important
moments under its influence, ending with the
day it was painted...” p. 2
• memoir
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536 (memoir)
From “Angela’s Ashes” Frank McCourt, p. 568
• drama
From “Tibet Through the Red Box” David Henry
Hwang, p. 726
“Antigone” Sophocles, pp. 750–794
“The Tragedy of Julius Caesar” William
Shakespeare, pp. 818–925
“A Raisin the Sun” Lorraine Hansberry, 935–937
Research and Technology: Scene proposal for
movie, 43, 53
• movie
Listening and Speaking, group screen of filmed
production, 925
• poetry
See Unit 4: Poetry with selections such as
these:
“Mowing” Robert Frost, p. 616
“Tell all…” Emily Dickinson, p. 669
“The Wind…” Emily Dickinson, p. 675
“Success is counted…” Emily Dickinson, p. 705
• music lyrics
Opportunities to address this standard may be
found on the following pages:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
• Literary Modernism
“Spring and All” William Carlos Williams, p. 614
44
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Political and social protest writing
Literary Elements
• Character development
• Conflicts:
- person against self
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Character, 4, 7, 12, 203, 208, 214, 218, 221,
222, 225, 229, 230, 235, 237, 238, 239, 240,
729, 731, 737, 742, 820, 822, 932, 935, 937,
980
Internal conflict, 892, 908
- person against person
Conflict, 4, 26, 30, 78, 108, 111, 112, 115, 117,
119, 120, 124, 125, 126, 130, 132, 135, 136,
137, 138, 202, 207, 211, 728, 742, 820, 822,
892, 894, 898, 901, 902, 906, 908
- person against society
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
Also see:
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
- person against nature
From “Swimming to Antarctica, p. 58
“The Marginal World” Rachel Carson, p. 155
“Flood” Annie Dillard, p. 396
“Everest” Erik Weihenmayer, p. 411
• Tone–somber to support comprehension of
text
Tone, 172, 175, 176, 178, 181, 181, 408, 413,
646, 648, 649, 653
• Dialect reflects times
Dialect, 219, 616
Literary Devices
• Third-person narration
Point of view (first/third-person), 4, 12, 274,
276, 277, 278, 280, 281, 283, 284, 285, 288,
289, 291, 292, 293, 295
• Vivid description in service of relationship
Description in short story, 244, 256, 266
Descriptive essay, 409
• Use dialogue to develop relationship –plot and
character
Dialogue, 218, 240, 728, 732, 735, 742, 868
45
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Symbolism
Historical/Cultural
• American Civil Rights Movement
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Symbolism, 337, 347, 348, 351, 355, 358, 361,
362
Opportunities to address this standard may be
found on the following pages:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
“A Raisin the Sun” Lorraine Hansberry, 935–937
• Individual Rights and the Common Good
Comparing Works of Literature: Themes of
Individual vs. Society, 798, 807
Also see:
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Critical Perspectives
• Prejudice, social codes, and civil rights
Informational Text
Genre Study
Characteristics of
• informational articles
• essays
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Reading Informational Materials: Job
Applications, 82–84, Technical Articles, 166–
170, Web Sites, 270–272, Literary Reviews,
366–368, Technical Directions, 448–450,
Newspaper Editorials, 514–516, Research
Sources, 622–624, 1030–1032, Feature Articles,
696–698, Drama Reviews, 794–796, Signs,
928–930, Position Statements, 1126–1130
“Artful Research” Susan Vreeland, p. 19
“Making History with Vitamin C” Penny Le
Couteur and Jay Burreson, p. 144
“How to React to Familiar Faces” Umberto Eco
(Analytic Essay)
“What Makes a Degas a Degas? Richard
Mühlburger, p. 520
46
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• speech
Expository Elements
• thesis
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
Thesis, 18, 142, 152, 162
Shaping writing: writing thesis statement, 714,
refining thesis statement, 945, , using thesis
statement/purpose, 1152
Narrowing topic: developing working thesis
statement, 943, using keywords to focus thesis,
1054
• supporting ideas
• examples
Organizational Patterns
• Question/answer, compare and contrast, and
definition with explanation and extension
Analyzing
426, 429,
451, 456,
470, 473,
main idea/supporting details, 424,
433, 439, 441, 444, 447, 448, 452,
458, 460, 465, 466, 467, 468, 469,
488
Comparing and contrasting, 1060, 1062, 1065,
1067,1068, 1071, 1072, 1074, 1078, 1080,
1082, 1085, 1087, 1089, 1091, 1092, 1095,
1096, 1101, 1102, 1104, 1105, 1106, 1107,
1108, 1109, 1110, 1115, 1117, 1119, 1120,
1121, 1122, 1125, 1126, 1131, 1146
Rhetorical device/question, 498, 502, 510
Analyzing cultural context, by generating
questions, 978, 980, 984, 991, 996, 998, 999
Features
• headings and subheadings
• boldface and italics
• numbers and bullets
Historical/Cultural
• New Deal rationale
• The Great Depression
• Protest writing in response to economic and
political climate
Reading Informational Materials (Reading Skill):
Use Charts and Diagrams, Analyze Causes and
Effects, 166, Preview the Text, 448, Identify
Purpose/Structure, 622, Use Text Format, 928
Opportunities to address this standard may be
found on the following pages:
Reading Informational Materials (Reading Skill):
Use Charts and Diagrams, Analyze Causes and
Effects, 166, Preview the Text, 448, Identify
Purpose/Structure, 622, Use Text Format, 928
47
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Reading, Listening/Viewing Strategies and Activities
Reading
• Reading comprehension strategies (determine
Reading Skill (Build Skills), 30, 56, 108, 142,
importance, visualize, synthesize, make
218, 244, 306, 338, 426, 452, 488, 518, 592,
connections)
607, 628–629, 664, 680, 748, 822, 980, 1004,
1062, 1096
Reading Skill (Apply the Skills), 42, 52, 70, 78,
126, 138, 152, 162, 230, 240, 256, 266, 324,
334, 348, 362, 434, 444, 460, 470, 502, 510,
524, 530, 634, 642, 670, 676, 686, 692, 768,
790, 844, 866, 890, 908, 924, 988, 1016, 1026,
1074, 1092, 1110, 1122
Reading Skill (Monitor Your Progress), 55, 81,
141, 165, 243, 269, 337, 365, 447, 473, 513,
533, 621, 645, 679, 695, 793, 927, 1003, 1029,
1125
• Critical reading: What does the text say, how
does it say it and what does it mean?
Thinking About the Selection, 26, 42, 52, 70,
78, 93, 96, 126, 138, 152, 162, 176, 180, 214,
230, 240, 256, 266, 281, 294, 324, 334, 348,
362, 375, 380, 422, 434, 443, 460, 470, 502,
510, 524, 544, 552, 588, 606, 620, 634, 642,
670, 676, 686, 692, 742, 768, 792, 844, 866,
890, 908, 924, 976, 988, 1016, 1028, 1074,
1092, 1110, 1122
Literary Analysis (Apply the Skills), 42, 52, 70,
78, 126, 138, 152, 162, 230, 240, 256, 266,
324, 334, 348, 362, 434, 444, 460, 470, 502,
510, 524, 530, 634, 642, 670, 676, 686, 692,
768, 790, 844, 866, 890, 908, 924, 988, 1016,
1026, 1074, 1092, 1110, 1122
Analyzing, 106, 112, 113, 114, 116, 118, 120,
123, 126, 131, 134, 137, 138, 144, 147, 149,
152, 159, 160, 162, 165, 171, 182, 424, 426,
429, 433, 439, 441, 444, 447, 448, 452, 451,
456, 458, 460, 465, 466, 467, 468, 469, 470,
473, 488, 978, 980, 984, 988, 991, 993, 996,
998, 999, 1000, 1004, 1007, 1009, 1011, 1013,
1015, 1016, 1020, 1023, 1025, 1026, 1030,
1033, 1052
• Profundity Scales for George and Lennie, Max
and Kevin and Morrie and Mitch
• Connect to self–own perspective on
relationship issues
Character development, 203, 218, 230, 240
Connecting to the Literature: Reading/Writing
Connection, 31, 44, 57, 72, 87, 109, 128, 143,
154, 173, 219, 232, 245, 258, 275, 307, 326,
339, 350, 427, 436, 453, 462, 489, 504, 519,
526, 535, 593, 608, 636, 665, 672, 681, 688,
749, 770, 823, 846, 868, 892, 910, 981, 990,
1005, 1018, 1063, 1076, 1097, 1112
48
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Use analogy/metaphor to make connections
(symbiosis to human relationships)
• Vocabulary development
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Metaphor, 580, 664
Background: Instinct vs. Intelligence, p. 427
“The Spider and the Wasp” Alexander
Petrunkevitch, p. 428
Vocabulary Builder (Build Skills), 30, 56, 108,
142, 218, 244, 306, 338, 426, 452, 488, 518,
592, 607, 628–629, 664, 680, 748, 822, 980,
1004, 1062, 1096
Vocabulary Builder (Apply the Skills), 43, 53,
71, 86, 127, 139, 153, 163, 172, 231, 241, 257,
267, 274, 325, 335, 349, 363, 370, 435, 445,
461, 471, 474, 503, 511, 525, 531, 534, 607,
619, 635, 643, 646, 671, 677, 687, 693, 700,
791, 798, 845, 867, 891, 909, 925, 932, 989,
1017, 1027, 1034, 1075, 1093, 1111, 1123,
1132
Vocabulary Skill (Build Language Skills), 54, 80,
140, 164, 242, 268, 336, 364, 446, 472, 512,
532, 620, 644, 678, 694, 792, 926, 1002, 1028,
1124
Vocabulary Review, 99, 183, 297, 383, 489,
555, 655, 709, 809, 939, 1053, 1147
• Underline significant passages and defend
their importance
Timed Writing Applications: persuasive essay on
quotation, 81, persuasive essay on quotation,
447
Writing Workshops: Response to literature,
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
Listening/Viewing
• Class/group discussions: e.g., discuss and
analyze the quality of learning derived from this
unit
• Find intersections between visual images and
verbal communication
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
Opportunities to address this standard may be
found on the following pages:
Providing elaboration: incorporating graphic aids
and visuals, 945
Research and Technology: Visual aids, 325, 335,
visual arts presentation, 687, 693,
49
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Analyze paintings from the Great Depression
for perspective on the time period
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
“The Fence Mender” Thomas Hart Benton, p.
224
Photograph from era of Great Migration, p. 227
Writing, Speaking, Expressing Strategies and Activities
Writing to Learn
• quickwrites to clarify thinking
Thinking About the Selection, 26, 42, 52, 70,
78, 93, 96, 126, 138, 152, 162, 176, 180, 214,
230, 240, 256, 266, 281, 294, 324, 334, 348,
362, 375, 380, 422, 434, 443, 460, 470, 502,
510, 524, 544, 552, 588, 606, 620, 634, 642,
670, 676, 686, 692, 742, 768, 792, 844, 866,
890, 908, 924, 976, 988, 1016, 1028, 1074,
1092, 1110, 1122
• personal writing on relationships
Writing (Apply the Skills): retelling of events
from different viewpoints, 231, 241, letter to a
friend/book review, 257, 267, memoir, 461, 471
• essay writing (explicit instruction)
Writing Workshops: Cause–and–effect essay
(article), 186–193, Essay, problem–and–
solution, 386–393, Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565, Descriptive essay, 656–660, Response to
literature, analytic, 712–719, Reflective essay,
810–814, Research report, 942–953, Timed
essay, 1054–1058, Comparison–and–contrast
essay, 1150–1157
• letter writing
Writing Workshops: Letter to the editor, 490–
494
Writing Letters: R28, R29
Letter, 257, 267, 421, 435, 445, 447, 473, 490,
493, 503, 511, 891, R28, R29
• business writing: problem solution proposal
(explicit instruction)
Writing Workshops: Essay, problem–and–
solution, 386–393, Letter to the editor, 490–494
Writing Business Letters: R29
Writing to learn
Essay Options
• Quickwrites to demonstrate retention and
understanding
Thinking About the Selection, 26, 42, 52, 70,
78, 93, 96, 126, 138, 152, 162, 176, 180, 214,
230, 240, 256, 266, 281, 294, 324, 334, 348,
362, 375, 380, 422, 434, 443, 460, 470, 502,
510, 524, 544, 552, 588, 606, 620, 634, 642,
670, 676, 686, 692, 742, 768, 792, 844, 866,
890, 908, 924, 976, 988, 1016, 1028, 1074,
1092, 1110, 1122
50
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Write a summary of the article(s) on symbiosis
• In a comparison essay, analyze the
relationships (George and Lennie, Max and
Kevin and Morrie and Mitch) in the texts/movies
and detail how each is or is not an example of a
symbiotic relationship (designate which kind).
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Background: Instinct vs. Intelligence, p. 427
“The Spider and the Wasp” Alexander
Petrunkevitch, p. 428
Research and Technology: Abstract on spiders,
p. 435
Opportunities to address this standard may be
found on the following pages:
Character development, 203, 218, 230, 240
Character motivations, 932, 935, 937
Writing Workshops: Response to literature,
analytic, 712–719, Comparison–and–contrast
essay, 1150–1157
• Write a descriptive essay focusing on the
importance of relationships in your life by
detailing the mutual benefits.
Writing Workshops: Descriptive essay, 656–660,
Reflective essay, 810–814
Writing (Apply the Skills): letter to a friend/book
review, 257, 267, memoir, 461, 471
• Write an exploratory essay to analyze
relationships. Using the descriptions of
symbiosis, analyze the relations of two people,
two companies, two states, or two countries.
The paper would examine each kind of
symbiosis.
Opportunities to address this standard may be
found on the following pages:
• In a reflective essay, share what you have
learned from unit texts concerning the impact of
class, religion, race, disability, and culture on
relationships.
Opportunities to address this standard may be
found on the following pages:
Background: Instinct vs. Intelligence, p. 427
“The Spider and the Wasp” Alexander
Petrunkevitch, p. 428
Research and Technology: Abstract on spiders,
p. 435
Writing Workshops: Reflective essay, 810–814
Timed Writing Applications: explanation of
character in play/epic, 927, explanation of
character in play/epic, 1029
• In a personal essay, answer one or both of the
following questions: How will you use knowledge
of symbiosis to help you decide what
relationships you will pursue? and/or How will
knowing about kinds of relationships help you
make good decisions about the relationships in
your life?
Writing Workshops: Reflective essay, 810–814
• Using Tuesdays with Morrie as a model, write
a brief memoir about your relationship with a
close friend or family member.
Writing Workshops: Autobiographical narrative,
100–104, Reflective essay, 810–814
Writing (Apply the Skills): memoir, 461, 471
51
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Write a feature article on the relationship of
Max and Kevin: “Boys Benefit from Unlikely
Relationship”
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Writing (Apply the Skills): newspaper report,
1017, 1027
Research Options
• Research paper on a significantly successful
person: Search for the relationships that
supported the success of this person.
• Research paper with multimedia presentation:
Research symbiotic (mutualistic) relationships in
nature and compare/contrast them with
relationships from the texts and movies.
Authentic Writing
• On the basis of the information in Of Mice and
Men, compose a job posting for itinerant farm
workers.
Opportunities to address this standard may be
found on the following pages:
Research and Technology: Biography, 503, 511,
biographical, 1111, 1123
Communications Workshop: Delivering a
Multimedia Presentation of a Research Report,
954
Research and Technology (Apply the Skills):
multimedia report/outline, 127, 139, multimedia
presentation, 461, 471
Opportunities to address this standard may be
found on the following pages:
Job application, 82
Research and Technology (Apply the Skills):
letter, résumé cover, 525, 531
• For a week, keep a diary about your
relationship with someone close to you.
Opportunities to address this standard may be
found on the following pages:
Journal, daily observation, 71
• Write a proposal to establish a relationship
between a company and your high school (e.g.,
set up a mentor program with a university); use
problem-solution format.
Speaking
• class/group discussion
• Reader’s Theater/choral reading and role play
from unit texts
• oral interpretation of poetry and speeches
from unit texts
Opportunities to address this standard may be
found on the following pages:
Documentary proposal, 153, 163
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
52
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Expressing
• Compare/contrast charts: e.g., benefits of
symbiotic relationships from unit texts
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Comparing and contrasting, 1060, 1062, 1065,
1067,1068, 1071, 1072, 1074, 1078, 1080,
1082, 1085, 1087, 1089, 1091, 1092, 1095,
1096, 1101, 1102, 1104, 1105, 1106, 1107,
1108, 1109, 1110, 1115, 1117, 1119, 1120,
1121, 1122, 1125, 1126, 1131, 1146
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
Writing Workshops: Reflecting on Your Writing
• Maintain writing portfolio
(Journal), 104, 193, 393, 565, 660, 814, 1058,
• Reflect on selected journal entry
1157
• Reflect on two pieces of unit writing that
represent best effort
Daily Fluency
Reading
• Engage in partner reading
• Participate in choral reading
Writing
• Respond with quickwrites
Vocabulary Development
• idioms
• dialect–era of depression
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
Opportunities to address this standard may be
found on the following pages:
Dialect, 219, 616
• academic vocabulary
Academic Vocabulary/Assessment for analyzing
literature, 29, 99, 107, 183, 217, 297, 305, 383,
425, 489, 497, 555, 591, 655, 663, 709, 745,
808, 817, 939, 979, 1053, 1061, 1147
53
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Writing Strategies
• process writing
• vivid description
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Writing Workshops: Reflecting on Your Writing
(Journal), 104, 193, 393, 565, 660, 814, 1058,
1157
Writing (Apply the Skills): description, 71, 79,
Writing Workshops: framing description, 657
Revising word choice: to replace dull words,
390, for comparatives/ superlatives, 562, to
replace vague words, 811
• appropriate language for the audience
Grammar Skills
• elements of dialogue
Writing Workshops: analyzing audience, 387,
addressing intended audience (formal/informal),
388, considering audience and tone, 491, essay
for an audience, 565, considering audience's
knowledge, 713
Dialogue, 218, 240, 728, 732, 735, 742, 868
• parts of speech
Noun, 54, 80, 102, 563, 926
Pronouns, 140, 164
Verb, 242, 268, 300, 336, 364, 391, 492, 563,
658, 1155
Subject-verb, 391, 658, 1155
Adverb, 512, 563, 678, 959, 1155
Object, 446, 620, 644
Adjective, 563, 926, 1155
Phrases, 563, 620, 658, 678, 679, 694, 717,
792, 812, 1155
• editing conventions
Editing/proofreading, 102, 104, 191, 193, 300,
302, 391, 393, 492, 494, 563, 565, 658, 660,
717, 719, 812, 814, 949, 953, 1056, 1058,
1155, 1157
UNIT 10.4 HARLEM RENAISSANCE AND POST WORLD WAR II AMERICAN DRAMA
Dispositions
Big Ideas/Themes
Essential Questions
Big Ideas
• dreams/visions
“Do Not Go Gentle Into That Good Night,” Dylan
Thomas, P. 633
“Metaphor” Eve Merriam, p. 668
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
• stereotyping
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
54
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• human motivation
• social equality
Themes
• Fighting racial discrimination
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
From “Swimming to Antarctica, p. 58 Lynne Cox
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
“The Marginal World” Rachel Carson, p. 155
“Flood” Annie Dillard, p. 396
“Everest” Erik Weihenmayer, p. 411
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
Opportunities to address this standard may be
found on the following pages:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
“A Raisin the Sun” Lorraine Hansberry, 935–937
• Importance of family
Essential Questions
• What is meant by the American Dream?
• When did the phrase American Dream come
into vogue?
• How has its meaning changed?
• Does it mean the same for African-Americans
as for Caucasian Americans?
• What must happen for the dream to come
true?
• What can you do to realize your dreams or
visions for the future?
“A Raisin the Sun” Lorraine Hansberry, 935–937
“The American Idea” Theodore H. White, 527
Also see:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
“A Raisin the Sun” Lorraine Hansberry, 935–937
55
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• What is expected of you at home? At school
(by adults)?
• Are these expectations realistic?
• How do your expectations of yourself differ
from adults’ expectations of you?
• What do your peers expect from you?
• What problems occur if your expectations and
others’ expectations of you differ? Give a
specific example from experience or the
experience of someone you know.
• If your expectations differ from those others
have of you, how can you resolve this? Where
does your personal loyalty belong?
Quotations
“Mama, you don’t understand. It’s all a matter
of ideas, and God is just one idea I don’t accept.
It’s not important. I am not going out and
commit crimes or be immoral because I don’t
believe in God. I don’t even think about it. It’s
just that I get so tired of Him getting credit for
all the things the human race achieves through
its own stubborn effort. There simply is no God!
There is only Man, and it’s he who makes
miracles!” (Beneatha) 51
“We have decided to move into our house
because my father– he earned it for us brick by
brick. We don’t want to make no trouble for
nobody or fight no causes, and we will try to be
good neighbors. And that’s all we got to say
about that.” (Walter) 148
Literary Genre Focus/Anchor Texts
Narrative Text
A Raisin in the Sun, Lorraine Hansberry, 1958,
Random House
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Timed Writing Applications: persuasive
paragraph for job application, 85
Research and Technology (Apply the Skills):
journal, daily observation, 71, letter, résumé
cover, 525, 531
Writing Workshops: Reflective essay, 810–814
In the grade 10 anthology, “A Raisin in the Sun”
explored issues of racial identity, economic
class, and segregation in post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
“A Raisin in the Sun” explores issues of racial
identity, economic class, and segregation in
post-war America.
Here a quote from Lorraine Hansberry outlines
some of the political and social issues
represented in her play:
“Both of my parents were strong-minded, civicminded, exceptionally race-minded people who
made enormous sacrifices on behalf of the
struggle for civil rights throughout their
lifetimes.”
“A Raisin the Sun” Lorraine Hansberry, 935–937
56
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Informational Text The 7 Habits of Highly
Effective Teens, Sean Covey, 1998, Simon and
Schuster
Linking Texts
Media
A Raisin in the Sun David Suskin interview,
movie, and movie trailer
Interview with Lorraine Hansberry-video clip
www.npr.org/programs/morning/features/patc/r
aisin/
Texts
Freedom’s Children: Young Civil Rights Activists
Tell Their Own Stories, Ellen Levine, 1993, Puffin
(1950’s segregation from the perspective of
young African-Americans who participated in
demonstrations)
Success: One Day At A Time John C. Maxwell
The Journey From Success To Significance John
C. Maxwell
Leadership for Students: A Practical Guide for
Ages 8-18 Frances A. Karnes
Combinations: Opening the Door to Student
Leadership Ed Gerety
The Gifted Kids’ Survival Guide for Ages 10 &
Under Judy Galbraith, et al
7 Secrets of Highly Successful Kids Millennium
Generation Series Peter Kuitenbrouwer
Poetry
“Harlem: A Dream Deferred” Langston Hughes
Oh, the Places You’ll Go! Dr. Seuss, 1990,
Random House
Speeches/Essays
“I Have a Dream” Martin Luther King, Jr.
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
“Artful Research” Susan Vreeland, p. 19
“How to React to Familiar Faces” Umberto Eco
(Analytic Essay)
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
See the “Go On-Line” Author Link for Lorraine
Hansberry referred to on pages 933 and 937.
“A Raisin the Sun” Lorraine Hansberry, 935–
937
Opportunities to address this standard may be
found on the following pages:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
“A Raisin the Sun” Lorraine Hansberry, 935–937
“The Leader in the Mirror” Pat Mora, p. 173
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
Timed Writing Applications: persuasive
paragraph for job application, 85
Research and Technology (Apply the Skills):
letter, résumé cover, 525, 531
“The Weary Blues” Langston Hughes, p. 682
“Games at Twilight” Anita Desai, p. 129
Opportunities to address this standard may be
found on the following pages:
“Keep Memory Alive” Elie Wiesel, p. 500
From “Nobel Lecture” Alexander Solzhenitsyn, p.
505
“The American Idea” Theodore H. White, 527
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
57
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Historical Documents/Primary Source
Coretta Scott King on the Montgomery Bus
Boycott, 1955-1956, p. 33 in Voices of Freedom,
Henry Hampton, 1990, Bantam Books
Internet Links to Resources
A Raisin in the Sun
http://www.teachervision.fen.com/reading/activi
ty/3802.html#before
Maslow’s Hierarchy of Needs
http://www.csustan.edu/english/reuben/pal/cha
p8/hansberry.html
http://www.itstime.com/jun97.htm
Poetry, Essays, Excerpts from
Baldwin, Brooks, Capote, Cullen, Delaney,
Ellison, Fitzgerald, Frost, Hemingway, Hurston,
Johnson, McKay, Miller, Toomer, Walker,
Wharton, Wright
Music
Recordings of blues and jazz from the 1920s
and 1930s
Genre Study and Literary Analysis
Narrative Text
Genre Study
Characteristics of
• drama
• movie script
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
“Occupation: Conductorette” Maya Angelou, p.
73
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
“A Raisin the Sun” Lorraine Hansberry, 935–937
See the “Go On-Line” Author Link for Lorraine
Hansberry referred to on pages 933 and 937.
“A Raisin the Sun” Lorraine Hansberry, 935–
937
“The Bean Eaters” Gwendolyn Brooks, p. 649
“Mowing” Robert Frost, p. 616
“My City” James Weldon Johnson, p. 630
“”Reapers” Jean Toomer, p. 691
Poems about Music, Cornelius Eady, p. 583
“The Weary Blues” Langston Hughes, p. 682
“Jazz Fantasia” Carl Sandburg, p. 685
“Feel the City’s Pulse? It’s Be-Bop Man!” Ann
Douglas, p. 697 (Feature Article)
Cornelius Eady on Writing Poetry About Music,
715
From “Tibet Through the Red Box” David Henry
Hwang, p. 726
“Antigone” Sophocles, pp. 750–794
“The Tragedy of Julius Caesar” William
Shakespeare, pp. 818–925
“A Raisin the Sun” Lorraine Hansberry, 935–937
Research and Technology: Scene proposal for
movie, 43, 53
58
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• poetry
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
See Unit 4: Poetry with selections such as
these:
“Mowing” Robert Frost, p. 616
“Tell all…” Emily Dickinson, p. 669
“The Wind…” Emily Dickinson, p. 675
“Success is counted…” Emily Dickinson, p. 705
• Harlem Renaissance Literature
Research and Technology: Visual Arts
Presentation on the Harlem Renaissance, p. 693
“The Weary Blues” Langston Hughes, p. 682
“My City” James Weldon Johnson, p. 630
“”Reapers” Jean Toomer, p. 691
• author study of Langston Hughes
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“The Weary Blues” Langston Hughes, p. 682
Literary Elements
• exposition, rising action, climax, falling action,
resolution
Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42,
46, 47, 51, 52, 202, 728
• character development
Character development, 203, 218, 230, 240
• author’s purpose
Author's purpose, 18, 142, 143, 146, 148, 151,
152, 156, 158, 161, 162, 408, 534, 537, 538,
539, 540, 543, 544, 546, 548, 550, 551, 552,
553
• poetic structure
Poetic forms, 626, 634, 642
Poetry, 580, 581, 962
Literary Devices
• mood, tone, style
Style, 86, 89, 90, 93, 94, 96, 97, 408, 420
Tone, 172, 175, 176, 178, 181, 181, 408, 413,
646, 648, 649, 653
Mood, 646, 651, 653
• irony, humor, rhetorical questions
Irony, 127, 139, 274, 295, 370, 373, 375, 377,
378, 380, 381
Humorous essay, 474, 477, 479, 480, 482, 485,
487
Rhetorical device/question, 498, 502, 510
• metaphor and simile, imagery
Figurative language in poetry, 580, 584, 588,
664, 667, 668, 670, 673, 675, 676
• rhyme
Rhyme, 580, 626
• foreshadowing
Foreshadowing, 30, 42, 52
59
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Historical/Cultural
• 1950’s America: black/white tension and
tension within black community
• role of women
Critical Perspectives
• stereotyping now and then
• personal perspective on issues of inequality
and racism
Informational Text
Genre Study
Characteristics of informational text
• self-help
• a speech
• primary source material
• internet postings
Expository Elements
• thesis
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
“A Raisin the Sun” Lorraine Hansberry, 935–937
“Marian Anderson, Famous Concert Singer”
Langston Hughes, p. 88
“Occupation: Conductorette” Maya Angelou, p.
73
From “Desert Exile: The Uprooting of a
Japanese-American Family” Yoshiko Uchida, p.
536
“A Raisin the Sun” Lorraine Hansberry, 935–937
Thinking About the Selection, 93, 502, 544
Reading Informational Materials: Web Sites,
270–275
Thesis, 18, 142, 152, 162
Shaping writing: writing thesis statement, 714,
refining thesis statement, 945, , using thesis
statement/purpose, 1152
Narrowing topic: developing working thesis
statement, 943, using keywords to focus thesis,
1054
• supporting ideas
Analyzing main idea/supporting details, 424,
426, 429, 433, 439, 441, 444, 447, 448, 452,
451, 456, 458, 460, 465, 466, 467, 468, 469,
470, 473, 488
60
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Organizational Patterns
• theory/evidence
• cause/effect
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Gathering details by: collecting strong evidence,
490, looking at both sides of issue, 559,
evaluating validity/bias of information, 944,
listing research questions, 944, collecting
support details, 1054, evaluating own topic
using Venn diagram, 1151
Analyzing cause and effect, 106, 112, 113, 114,
116, 118, 120, 123, 126, 131, 134, 137, 138,
144, 147, 149, 152, 159, 160, 162, 165, 171,
182
Writing Workshops: Cause–and–effect essay
(article), 186–193
• problem/solution
Features
• parts/chapters
• headings and subheadings
• photographs and drawings
• boldface, italics, parenthesis
• graphics, cartoons, real-life examples and
catchy quotations
• media features: pan shots, tracking shots,
traveling shots, full shot, two shot, close up,
dissolve, point of view, short, long, medium
shots, high angle, and camera as “strongest
voice” in A Raisin in the Sun screenplay
Writing Workshops: Essay, problem–and–
solution, 386–393
Reading Informational Materials (Reading Skill):
Use Charts and Diagrams, Analyze Causes and
Effects, 166, Preview the Text, 448, Identify
Purpose/Structure, 622, Use Text Format, 928
Communications Workshop: Analyzing Media
Presentations, 194, Comparing Media Coverage,
1158
Research and Technology: Scene proposal for
movie, 43, 53
Listening and Speaking, group screen of filmed
production, 925
Critical Perspectives
• Students’ preparation for real world life
beyond the classroom
Writing Workshops: Letter to the editor, 490–
494
Writing Business Letters: R29
Also see:
Timed Writing Applications: persuasive
paragraph for job application, 85, persuasive
letter for Web improvements, 273, persuasive
letter for warranty repair, 451
Writing (Apply the Skills): business letter, 435,
444, letter to the editor, 891
61
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Reading, Listening/Viewing
Strategies and Activities
Reading
• Reading comprehension strategies (make
connections, determine importance, synthesize,
question)
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Reading Skill (Build Skills), 30, 56, 108, 142,
218, 244, 306, 338, 426, 452, 488, 518, 592,
607, 628–629, 664, 680, 748, 822, 980, 1004,
1062, 1096
Reading Skill (Apply the Skills), 42, 52, 70, 78,
126, 138, 152, 162, 230, 240, 256, 266, 324,
334, 348, 362, 434, 444, 460, 470, 502, 510,
524, 530, 634, 642, 670, 676, 686, 692, 768,
790, 844, 866, 890, 908, 924, 988, 1016, 1026,
1074, 1092, 1110, 1122
Reading Skill (Monitor Your Progress), 55, 81,
141, 165, 243, 269, 337, 365, 447, 473, 513,
533, 621, 645, 679, 695, 793, 927, 1003, 1029,
1125
• Critical reading: What does the text say, how
does it say it and what does it mean?
Thinking About the Selection, 26, 42, 52, 70,
78, 93, 96, 126, 138, 152, 162, 176, 180, 214,
230, 240, 256, 266, 281, 294, 324, 334, 348,
362, 375, 380, 422, 434, 443, 460, 470, 502,
510, 524, 544, 552, 588, 606, 620, 634, 642,
670, 676, 686, 692, 742, 768, 792, 844, 866,
890, 908, 924, 976, 988, 1016, 1028, 1074,
1092, 1110, 1122
Literary Analysis (Apply the Skills), 42, 52, 70,
78, 126, 138, 152, 162, 230, 240, 256, 266,
324, 334, 348, 362, 434, 444, 460, 470, 502,
510, 524, 530, 634, 642, 670, 676, 686, 692,
768, 790, 844, 866, 890, 908, 924, 988, 1016,
1026, 1074, 1092, 1110, 1122
Analyzing, 106, 112, 113, 114, 116, 118, 120,
123, 126, 131, 134, 137, 138, 144, 147, 149,
152, 159, 160, 162, 165, 171, 182, 424, 426,
429, 433, 439, 441, 444, 447, 448, 452, 451,
456, 458, 460, 465, 466, 467, 468, 469, 470,
473, 488, 978, 980, 984, 988, 991, 993, 996,
998, 999, 1000, 1004, 1007, 1009, 1011, 1013,
1015, 1016, 1020, 1023, 1025, 1026, 1030,
1033, 1052
• Use profundity scales for Mama, Walter, and
Beneatha
Character development, 203, 218, 230, 240
62
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Connect to self–own perspective on working to
fulfill life dreams
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Connecting to the Literature: Reading/Writing
Connection, 31, 44, 57, 72, 87, 109, 128, 143,
154, 173, 219, 232, 245, 258, 275, 307, 326,
339, 350, 427, 436, 453, 462, 489, 504, 519,
526, 535, 593, 608, 636, 665, 672, 681, 688,
749, 770, 823, 846, 868, 892, 910, 981, 990,
1005, 1018, 1063, 1076, 1097, 1112
• Identify themes; find examples in text
Theme, 203, 214, 306, 309, 312, 314, 323,
324, 328, 334, 700, 702 , 705, 707, 728, 770,
790, 798, 801, 802, 803, 805, 806, 807, 962,
964-965, 970, 973
• Recognize and understand imagery and
symbolism
Symbolism, 337, 347, 348, 351, 355, 358, 361,
362
Imagery, 580, 664, 729
• Underline significant passages and defend
their importance
Timed Writing Applications: persuasive essay on
quotation, 81, persuasive essay on quotation,
447
Writing Workshops: Response to literature,
analytic, 712–719
Providing elaboration: using examples, facts,
quotations, 1152
Listening/Viewing
• Class/group discussion
Listening and Speaking (Apply the Skills): group
discussion, 71, problem–solving group, 127,
139, debate, 153, 163, 267, group discussion,
325, 335, debate, 503, 511, poetry reading
discussion, 635, group discussion, 643, 671,
677, debate, 867
• Compare screenplay with play script
Listening and Speaking, group screen of filmed
production, 925
• Find intersections between visual images and
verbal communication
Opportunities to address this standard may be
found on the following pages:
Providing elaboration: incorporating graphic aids
and visuals, 945
Research and Technology: Visual aids, 325, 335,
visual arts presentation, 687, 693,
Writing, Speaking, Expressing Strategies and Activities
Writing to Learn
• Personal narrative —My Dream for My Life
Writing Workshops: Autobiographical narrative,
(explicit instruction)
100–104, Descriptive essay, 656–660,
Reflective essay, 810–814
63
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Poetry (explicit instruction)
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Poetic forms, 626, 634, 642
• Quickwrites
Thinking About the Selection, 26, 42, 52, 70,
78, 93, 96, 126, 138, 152, 162, 176, 180, 214,
230, 240, 256, 266, 281, 294, 324, 334, 348,
362, 375, 380, 422, 434, 443, 460, 470, 502,
510, 524, 544, 552, 588, 606, 620, 634, 642,
670, 676, 686, 692, 742, 768, 792, 844, 866,
890, 908, 924, 976, 988, 1016, 1028, 1074,
1092, 1110, 1122
• Compare reading the screenplay with reading
the play
Opportunities to address this standard may be
found on the following pages:
Listening and Speaking, group screen of filmed
production, 925
• Compare/contrast advice given in The 7 Habits
of Highly Effective Teens with advice given in
Oh, the Places You’ll Go!
Opportunities to address this standard may be
found on the following pages:
“The Leader in the Mirror” Pat Mora, p. 173
“Hold Fast Your Dreams—And Trust Your
Mistakes” Billy Joel, p. 956
Timed Writing Applications: persuasive
paragraph for job application, 85
Research and Technology (Apply the Skills):
letter, résumé cover, 525, 531
• Written response to focus questions using text
support
Timed Writing Applications, 55, 81, 85, 141,
165, 171, 243, 269, 273, 337, 365, 369, 447,
451, 473, 513, 517, 533, 621, 625, 645, 679,
695, 699, 793, 797, 927, 931, 975, 1003, 1029,
1033, 1095, 1054, 1125, 1131
• Journal entries describing how Walter and
Beneatha change from the beginning to the end
of the play
Opportunities to address this standard may be
found on the following pages:
Character development, 203, 218, 230, 240
Journal, daily observation, 71
64
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Journal entries noting examples of literary
devices (irony, rhetorical questions, imagery,
characteristics of Harlem Renaissance literature)
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Research and Technology: Visual Arts
Presentation on the Harlem Renaissance, p. 693
“The Weary Blues” Langston Hughes, p. 682
“My City” James Weldon Johnson, p. 630
“”Reapers” Jean Toomer, p. 691
Irony, 127, 139, 274, 295, 370, 373, 375, 377,
378, 380, 381
Rhetorical device/question, 498, 502, 510
Imagery, 580, 664, 729
Writing to Demonstrate Learning
• Written response to focus questions using text
support scored with rubric
Writing Workshops: Rubric for Self–Assessment,
104, 193, 393, 565, 660, 814, 1058, 1157
Timed Writing Applications, 55, 81, 85, 141,
165, 171, 243, 269, 273, 337, 365, 369, 447,
451, 473, 513, 517, 533, 621, 625, 645, 679,
695, 699, 793, 797, 927, 931, 975, 1003, 1029,
1033, 1095, 1054, 1125, 1131
• Summary of play from a character’s
perspective other than Mama’s
Opportunities to address this standard may be
found on the following pages:
Timed Writing Applications: explanation of
character in play/epic, 927, explanation of
character in play/epic, 1029
• Persuasive writings: essay to prove social
action is still necessary on racial prejudice
Writing Workshops: Letter to the editor, 490–
494, Persuasive writing, persuasive essay, 558–
565
• Research and report on Lorraine Hansberry’s
life
• Research and report on the racial tenor of the
1950’s when A Raisin in the Sun was first
performed. Use as a source, Freedom’s
Children: Young Civil Rights Activists Tell Their
Own Stories. Make a multi-media presentation.
See the “Go On-Line” Author Link for Lorraine
Hansberry referred to on pages 933 and 937.
• Multi-media presentation: defend a position on
a social injustice and present to class in a
multimedia presentation.
Communications Workshop: Delivering a
Multimedia Presentation of a Research Report,
954
“A Raisin the Sun” Lorraine Hansberry, 935–937
Research and Technology (Apply the Skills):
multimedia report/outline, 139, multimedia
presentation, 461, 471
65
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
• Create a poem: “How is a Dream Realized?”
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Poetic forms, 626, 634, 642
Authentic Writing
• Summarize (American Dream) interviews (see
below); share in small group
• Make a “life plan” including further education,
career, marriage, etc., with the principles to
guide the realizing of the plan (vision/dream)
Summarizing, by pausing to retell, 744, 748,
752, 754, 756, 757, 760, 764, 766, 768, 777
Opportunities to address this standard may be
found on the following pages:
Job application, 82
Research and Technology (Apply the Skills):
letter, résumé cover, 525, 531
Speaking
• Debate what should be done with “Mama’s
money”
• Perform or read segments from A Raisin in the
Sun play
• Role-play segments from A Raisin in the Sun
screenplay
Expressing
• Construct a chart detailing the dreams of each
major character in A Raisin in the Sun
• Construct a chart detailing how following
Covey’s 7 habits might have helped Beneatha
and Walter realize their dreams
• Display character biography information from
journal in a graphic organizer
• Create a visual display of “Voices of the
Harlem Renaissance” including titles, authors,
photographs, and quotations from
representative texts
Thinking About the Selection, 936
“A Raisin the Sun” Lorraine Hansberry, 935–937
Thinking About the Selection, 936
Opportunities to address this standard may be
found on the following pages:
Character development, 203, 218, 230, 240
Journal, daily observation, 71
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
• Reflect on selected journal entry
• Reflect on two pieces of unit writing that
represent best effort
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
66
Literature, The Penguin Edition, Grade 10 © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10
Daily Fluency
Reading
• Engage in partner reading
• Participate in choral reading
Writing
• Respond with quickwrites
Vocabulary Development
• Black dialect
• academic vocabulary
Writing Strategies
• process writing
• using language appropriate to purpose and
audience
Penguin Literature Grade 10 ©2007
coverage of Model Unit content and skills
Writing Workshops, peer review: 190, 390, 490,
716, 947, 1154
Listening and Speaking: oral reading, 257, 267,
interpretation, oral, 607, 619, poetry reading
discussion, 635, poetry listening, 687, 693,
interpretation, oral, 720, dramatic reading, 845,
debate, 867, dramatic reading, 891
Thinking About the Selection, 42, 52, 70, 78,
93, 96, 126, 138, 152, 162, 176, 180, 214, 230,
240, 256, 266, 281, 294, 324, 334, 348, 362,
375, 380, 422, 434, 443, 460, 470, 502, 510,
524, 544, 552, 588, 606, 620, 634, 642, 670,
676, 686, 692, 742, 768, 792, 844, 866, 890,
908, 924, 976, 988, 1016, 1028, 1074, 1092,
1110, 1122
Dialect, 219
Academic Vocabulary/Assessment for analyzing
literature, 29, 99, 107, 183, 217, 297, 305, 383,
425, 489, 497, 555, 591, 655, 663, 709, 745,
808, 817, 939, 979, 1053, 1061, 1147
Writing Workshops: Reflecting on Your Writing
(Journal), 104, 193, 393, 565, 660, 814, 1058,
1157
Writing Workshops: analyzing audience, 387,
addressing intended audience (formal/informal),
388, considering audience and tone, 491, essay
for an audience, 565, considering audience's
knowledge, 713
Grammar Skills
• sentence elements providing variety, fluency
and flow
Sentences, 658, 1002, 1028
• elements of dialogue
Dialogue, 218, 240, 728, 732, 735, 742, 868
Revising Sentences: 299, 492, 812, 949, 1056,
1155
67