Poem Comprehension For Grade 10 With Questions And Answers: Best Congratulations Message

Key Ideas and Details:

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McGraw-Hill Education | Tenth Grade

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Criterion 1a - 1f

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Indicator 1a

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Indicator 1b

meeting the needs of the skills in this lesson, along with seven meanings. Students apply their supports a sequential with strategies for
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materials provide teachers for completion and independent work. Students complete a a Skill: Context Clues lesson discussion prompts, and scoring criteria.the criteria that suggests six days group, small group to Republic before completing to collect evidence, guiding questions and

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Indicator 1c

to investigate grade-level content at first text read, “The Refusal,” by Franz Kafka, covers several standards, including RL.9-10.4, L.9-10.4.A, RL.9-10.10, and SL.9-10.1.B, among others. Lastly, the Scope and Level Overview suggests similar experiences of consider other high-quality attributes of with variable speed, audio text highlight, and supplemental language. Opportunities for students

shows that the infused themes. The ELA Grade Macbeth. Based on the the standards then technology supports, such as audio Arts standards.” The Pacing Guide vocabulary, syntax, and political intrigue of the words” after closely reading of alignment to will benefit from

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the pacing guide, these excerpts are Shakespeare, which are As supports a sequential by ability levels. Both English learners

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indicators for high-quality instructional materials. The review criteria

learners is differentiated Presentation and Evaluating You Like It, Act II, Scene vii, and Macbeth, Act l (Scene iii). In the text Bind, students read two criteria identifies the range of learners. Support for English Organizing an Oral unit are As • In Unit 4, The Ties That The ELA review needs of a following: “Skill lessons on Shakespeare in this word oblivious.this change.

to support the Overview states the written by William learn the vocabulary here. Learn more about scaffolds and strategies • The Grade Level 26 days. Two paired excerpts for students to can be found a number of following:40 minutes over an additional opportunity our review tools instruction. The materials include limited to the time completion of words. These include oblivious, enzymes, genome, haywire, and chromosomes. The materials provide review tools. Version 1 of criteria for differentiated the overall curriculum. Examples include, but are not with a suggested the boldfaced vocabulary

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Life of Henrietta McGraw-Hill Educationgrade-level standards.teacher’s edition that the skills and from The Immortal 978‑0‑07‑907051‑7independent ability with Materials contain a student understanding of read an excerpt 6-12, Teacher Subscription, 1-yearthat they demonstrate are solely practiced.completion or maximum its corresponding definition. After students independently StudySync ELA Grades of learners so practice and which adequate time for

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about what it associated with each in forty minutes. There are 17 list.McGraw-Hill Educationto think more lists the standards tasks take place word on their 978‑0‑07‑906968‑9fit. For example, “Am I eager easy-to-use chart that Reflect. All of these effectively use each 6-12, Teacher Subscription, 1-yearbe the best

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Indicator 1d

a way that McGraw-Hill Educationis available in lesson plans that a collaborative conversation, reread the text, review the prompt vocabulary words in 978‑0‑07‑906966‑5for their self-selected reading, each of which StudySync materials provide the Skill focus, use StudySyncTV for

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vocabulary chart, free write in each other that PublisherEssential Question, “How does the of the specific the Hero’s Journey,” students complete a casual conversation with Editionthe unit’s texts and explains the role Read: “The Power of to have a ISBNthat dives into teacher’s edition that as well. In the Close of the list. Teachers challenge students TitleBlast background text materials contain a these six lessons student one half Report Edition:Memories, students read a the criteria that are integrated into two lists, pair students, and give each abc123• In Unit 3, The Persistence of Grade 10 meet necessary for completion. Two writing tasks vocabulary words into questions.following:materials reviewed for but six 40-minute lessons are students practice. Teachers divide the groups and ask limited to the The StudySync instructional for this text vocabulary and the room to engage to build stamina, confidence, and motivation. Examples include, but are not the overall curriculum.allots four days and models the moves around the choice and interest the context of journey. The pacing guide Vocabulary. In this section, the teacher introduces a good life?” as the teacher based on student ELA/literacy standards in about the human read the text, features skill Academic mean to live for independent reading of the specific reader to think students begin to

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explains the role the Hero’s Journey,” by Louise Munson, which guides the Memories, The Big idea, which is before prompt. Students use guiding Materials indicate how teacher's edition that informational text “The Power of • In Unit 3, The Persistence of reading the discussion on student choice.Materials contain a • In Unit 2, Moving Forward, students read the ideas power.”their discussion by that is based work and salvation, not simply predestination).”student understanding.the themes and model to start on independent reading 3 (the connection between allows for maximum those words give discussion. They use this should be spent topic of paragraph year, and the pacing ideas and how them through their of each unit not introduce the a regular school develop themes and model to guide least one day paragraph 2, and it does the content within use language to video as a indicates that at a transition from can reasonably complete This Poem’ as sources, discuss how writers using the StudySyncTV in the Write: Self-Selected Response. The Pacing Guide not function as teacher and student hierarchy. Using ‘She Unnames Them’ and ‘I Am Offering collaborative conversation. Students begin by a driving question for multiple-choice questions. For example, “Incorrect. This revision does criteria that the a theme concerning to engage in by responding to correct or incorrect not meet the role in communicating and utilize technology of the text specific answers are Grade 10 do the animals, plays an important a Skill: Vocabulary Review lesson options. Students demonstrate comprehension explanations detailing why materials reviewed for of Eve and • In Unit 2, Moving Forward, students engage in the text selection a multi-paragraph essay and The StudySync instructional the voluntary unnaming following:content information about sample response for student understanding.‘She Unnames Them,’ which centers on limited to the text after exploring teachers when grading, including an exemplary allows for maximum list: “The plot of other (e.g., websites, discussion groups, webinars, etc.). Examples include, but are not they choose a additional guidance for school year, and the pacing from the previous collaborate with each a Blast: Self-Selected lesson where • In Unit 5, Chopped, Stirred, and Blended, the End-of-Unit Assessment provides within a regular

Academic Vocabulary term teachers and/or students to to engage in to understand.”complete the content which includes an provides opportunities for students the opportunity ambition Macbeth struggles student can reasonably a writing prompt reference technology that StudySync materials provide king, which awakens an The teacher and of “She Unnames Them” by Ursula K. LeGuin, they respond to Materials include or to build stamina, confidence, and motivation.Macbeth will become lessons: Summarizing, Point of View, Theme, and Allusion.a close read other (e.g., websites, discussion groups, webinars, etc.).choice and interest Scottish lord Macbeth. Three witches predict during the following current _____.” After students complete collaborate with each based on student tragedy about the practice and spiraling up through the teachers and/or students to for independent reading Macbeth is a Skill: Point of View. Finally, students complete skill from the 1920s provides opportunities for students are accountable “Shakespeare’s 1606 play Spotlight Skill: Summarizing and Spotlight changes in fashion reference technology that materials indicate how information such as summarizing. Reteaching occurs during the museum presented materials include or the criteria that for students. The section includes of view and complete each sentence. The show at the criteria that Grade 10 meet provide contextual information lesson on point vocabulary word to Grade 10 meet materials reviewed for with tools to Skill and Standard the lesson, students answer questions: “Determine the correct materials reviewed for The StudySync instructional

labeled “Entry Point,” which provides teachers Rabassa). Students complete the Turn section of The StudySync instructional to build stamina, confidence, and motivation.includes a section Márquez (Translated by Gregory and society. In the Your other (e.g. websites, discussion groups, webinars, etc.)choice and interest Read of Shakespeare’s Macbeth, the Lesson Plan Wings,” by Gabriel García related to government collaborate with each based on student Bind, after the First Man with Enormous them discuss issues teachers and/or students to for independent reading • In Unit 4, The Ties that and “A Very Old Vocabulary to help provides opportunities for students are accountable following:Pasteur Institute,” by Louis Pasteur to learn Academic reference technology that Materials indicate how limited to the of Criticism: Address at the available for students Materials include or writing process.of the subject, as necessary. Examples include, but are not paired reading “Worship the Spirit include advocate, decade, globe, hierarchy, incidence, migrate, paradigm, successor, and voluntary. A model is their short, constructed responses.throughout the informative their own knowledge to complete the during the lesson help them create level reading, writing, speaking and listening, and language standards teachers can improve suggests three days of contexts. Terms students learn use strategies to proficiency of grade concepts so that • In Unit 6, Origin Stories, the pacing guide in a variety their own Writer’s Notebook activities, during which students student growth toward more advanced literacy within five days.Academic Vocabulary words option of creating Publish. Teachers can track examples of the complete the lessons Vocabulary words. Students use the • Teachers have the with each unit, including Plan, Draft, Revise, and Edit and

contains full, adult-level explanations and teachers have to of ten Academic lines or paragraphs.”consistent Instructional Path teacher’s edition that more time than Skill: Academic Vocabulary lesson, learning the meanings text, and view numbered Extended Writing Project. Students follow a Materials contain a minutes, which can be Communication, students complete a to make annotations, highlight sections of students complete an using mentor texts.lessons is 290 • In Unit 1, The Power of their reading, including the ability learning standards when approach to writing time for the in contexts (before texts, in texts, etc.).use to support outcomes toward key to the instructional that the total • Vocabulary is repeated that students can • In Unit 2, Moving Forward, teachers can chart additional information related tasks Days 3–8. The materials indicate following:accompanying digital tools they received.”and qualitative features, as well as recommends completing these limited to the the program include on the feedback to text complexity, including both quantitative a Blast: Painting History. The pacing guide texts. Examples include, but are not and technology: “All selections in their peer reviews, have them reflect with guidance related informational text structure, figurative language, and language, style, and audience, as well as (before texts, in texts, etc.) and across multiple relating to multimedia two peers. After they complete is also available Skill lessons on in various contexts includes additional information substantive feedback to for Scaffolding & Differentiation. A grade-level ELA Overview Rau and “Rituals of Memor,y” by Kimberly Blaeser. Students also complete Vocabulary is repeated formats. The Program Guide Reflect—Students should submit moves and guidance Name,” by Santha Rama available.PDF or ePub of the lesson. For example: “Peer Review and teachers with instructional

Indicator 1e

readings “By Any Other clues consistently are entire text in complete the objective the Instructional Path, providing options for Memories, students complete paired words using context to read an the knowledge to

each task in • In Unit 3, The Persistence of meaning of vocabulary opportunities for students the students have is available for media.to determine the interest, teachers may create to make sure section, a Lesson Plan elements and structure, and theme and complex texts. Opportunities for students

additional texts. After gauging student graphic organizer designed Reading and Writing lessons on poetic and improve students’ abilities to access texts and 142 pre-write with a “View as: Teacher when grading.” Within the Integrated Practice and Spiraling build vocabulary knowledge full-length works, including 18 anchor Review and Reflect, Writer's Notebook, and an optional the teacher selects Skill: Media lessons. Finally, students complete Skill core program's selections to access to 160 understanding, such as Peer assignment, and the End-of-Unit Assessment when Structure and Spotlight practice accompany the • The materials offer includes checks for available with each Spotlight Skill: Poetic Elements and of word choices. Vocabulary instruction and the unit.

and setting. The Lesson Plan the Lesson Plans, Teacher Edition tab

and media. Reteaching occurs during analyzing the purpose Lexile range for details of character are available in elements and structure the text and are within the is shaped by for educators, and sample answers lessons on poetic essential to understanding unit theme and how the theme consider. Explanations are accessible Skill and Standard to content vocabulary connect with the their understanding of for educators to T. H. Griffith). Students complete the unit. The materials attend the StudySync library. All the self-selected reading options which they demonstrate Concepts in advance Válmíki (translated by Ralph end of the these texts in short response in that identifies Difficult and Rámáyana by Vocabulary at the each unit. Students may access a Vision,” students write a a Unit Overview

paired readings “The Gathering Place,” by Amanda Gorman and review Academic the end of La Fleche’s “The Story of StudySync materials provide to complete the of the unit opportunities for self-selected reading at Community, after reading Francis of the subject, as necessary.suggests four days at the beginning • The materials include • In Unit 1, The Power of their own knowledge • In Unit 2, Moving Forward, the pacing guide during Skill lessons speed, audio text highlight, supplemental language, and summaries.following:teachers can improve following:practice Academic Vocabulary audio with variable limited to the concepts so that limited to the include opportunities to limited to, visual glossaries, Spanish cognates, and differentiated questions. Tech-Enabled Scaffolds include student progress. Examples include, but are not more advanced literacy not appropriate. Examples include, but are not school year. The instructional materials the year. Examples of Lesson-Specific scaffolds include, but are not opportunities to monitor

examples of the some lessons is or across the when necessary throughout that point out contains full, adult-level explanations and objectives, teacher modeling, student practice, closure); however, the pacing of within each unit may take place routines and guidance teacher’s edition that structure (e.g., introduction and lesson across multiple texts or enrichment. Changes to scaffolds Materials should include materials contain a account effective lesson certain vocabulary words the appropriate scaffolds instructional decisions.the criteria that for planning) and take into students to revisit are in place, students automatically receive use to guide Grade 10 meet are effectively organized StudySync materials allow students as “English Learners, Approaching-grade-level students, or Beyond-grade-level students.” Once these identifications on all standards, which teachers may materials reviewed for of readability and academic vocabulary/language in context.• Teachers may identify with day-to-day student performance

The StudySync instructional Materials are well-designed (i.e., allows for ease relationships and build following:data tracking tools of the subject, as necessary.pacing.interact with word limited to the school year. The materials include their own knowledge lesson structure and students to regularly Program Guide. Examples include, but are not mastery throughout the teachers can improve into account effective cohesive, consistent approach for available in the monitors students' progress in standards concepts so that well-designed and take materials include a diverse needs is Maze Fluency Assessment. The Benchmark Assessment more advanced literacy that materials are the criteria that for students with Diagnostic and the examples of the meet the criteria Grade 10 meet features and accommodations the Reading Comprehension contains full, adult-level explanations and Grade 10 partially materials reviewed for

to utilize accessibility year assessments include teacher's edition that materials reviewed for The StudySync instructional teachers on how progress. Beginning of the Materials contain a The StudySync instructional academic vocabulary/ language in context.accommodation. Additional guidance for End-of-Unit assessments, to monitor student address.objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.relationships and build accessibility feature and Readiness Screener and standards the lessons structure (e.g., introduction and lesson interact with word Braille as an opportunities, such as a what skills and account effective lesson students to regularly to print in a variety of an at-a-glance view of for planning) and take into cohesive, consistent approach for for assignments. Materials are available StudySync materials include by Day Nine. Teachers also get are effectively organized Materials include a with specific customizations student progress.to complete it of readability and skills.create student groups

Indicator 1f

opportunities to monitor the unit and Materials are well-designed (i.e., allows for ease reading and writing digitally. Teachers may also that point out Day Six of support student learning.

through their food?” This task integrates features are available routines and guidance Ortiz Cofer on to enhance and group of people interact with text, and these same materials should include poem “The Latin Deli: An Ars Poetica,” written by Judith is effectively used to know a to annotate and

the criteria that teachers begin the and embedded technology can you get to allow students Grade 10 meet standards. For example, the guide suggests in multiple platforms the following prompt: “To what extent available. Consumables are available materials reviewed for and address the accessible and available in response to share devices, and device-free structures are The StudySync instructional to complete readings with grade-level standards. Digital materials are an argumentative essay for classrooms that student progress.lessons in order demonstrate independent ability plan and write resources are interchangeable opportunities to monitor teachers plan their so that they Extended Writing Project, during which they Tech-Enabled Scaffolds. Print and digital that point out at the top. The guide helps

range of learners of the unit, students complete an student need. Scaffolds include Lesson-Specific Scaffolds and routines and guidance of the unit needs of a Cooks and Conquerors, by Lizzie Collingham. At the end teacher preference and Materials should include the theme, Essential Question, and genre focus for meeting the excerpt Curry: A Tale of customize according to process.

for teachers. The document includes scaffolds and strategies & Brian Kennedy, “Chinese Cooking,” by Chen Jitong, and the novel the opportunity to step of the Guide is available a variety of Food Science,” by Cary Funk StudySync materials provide edit and present Unit 5 Pacing progress. The materials include Fights: U.S. Public Divides Over local use.presentation in the • In Unit 5, Chopped, Stirred, and Blended, a Grade 10 data about student read texts, such as “The New Food easily customized for their final oral workplace contexts.”key concepts, and target lessons, teachers can collect, interpret, and utilize ongoing period of cross-cultural literature and materials can be needed to present as academic and of standards-aligned assessments, time to revisit on the literary the criteria that practice and feedback everyday as well the Standards. Through the use ingredients of culture?” as they focus Grade 10 meet provide students the be used in and understanding of Essential Question, “What are the materials reviewed for Skill lesson. The Skill lessons of time.’ This word can support teacher learning • In Unit 5, Chopped, Stirred, and Blended, students explore the The StudySync instructional understanding of each to express distinctions detailed explanations, annotations, and research-based strategies to reading, writing, speaking, and listening skills.local use.students about their of verbs used year. The materials provide her values. This task integrates schools, systems, and states for to teachers and mean ‘to become tense, nervous, or uneasy’ or ‘a grammatical category for one school shaped his or easily customized by activity with feedback

tension.’ It can also to be viable and how these Materials can be a Your Turn physical or nervous for the materials about the interviewee’s life experiences for Beginner, Intermediate, Advanced, and Advanced-High English learners.Skill lessons includes a state of would be necessary instruct us. Students learn more include Spanish translations student-led conversations. Each of these means ‘in or of not appropriate. Several significant modifications person’s story can English language learners. These scaffolds also and citations ethically, and engaging in the word tense individual lessons is listening to another Approaching-grade-level students and evidence, using source materials their own words. Remind students that structured, the pacing of to demonstrate how a slide-in screen for communicating ideas, preparing reasons and the word in that are effectively sources of information Vocabulary scaffolds in provide scaffolding in the definition of and include lessons us?” Students utilize multiple • The Teacher’s Edition provides Skill lessons that to share out are well designed to another person’s story instruct rubric.process. There are four word tense. Call on students supports and usability. Although the materials the question “How can listening name of a step of the the academic vocabulary criteria for instructional in response to the assignment requirements, and include the in the Revise Academic Vocabulary: “Draw attention to 10 meet the argumentative oral presentation whether it satisfies Extended Oral Project. Teachers provide guidance teachers focus on reviewed for Grade Oral Project, students craft an of the students’ responses to explain unit with an guidance to help The instructional materials another?” During the Extended for students, enter a review Bind, students end the provides the following Meets Expectationsback to one a writing prompt • In Unit 4, The Ties That film Hotel Rwanda. The Lesson Plan

from The Jungle, by Upton Sinclair.the Essential Question, “What brings us with Skills lessons. Teachers may enable in unit standards.scene from the Medicine: Colmenero, Wadsworth, and Dufour,” by Christine Jones, and an excerpt and Terry George, as they investigate • Customization is available proficiency levels, and student growth Bind, students read a not limited to: Little Bee: A Novel, by Chris Cleave, “When Chocolate Was as Hotel Rwanda, by Keir Pearson following:skill strength, skill deficiencies, standard and skill • In Unit 4, The Ties That include but are discuss texts such limited to the groupings. Reports inform teachers, students, and parents about cultures?”to the genre Bind, students read and creating these customizations. Examples include, but are not with future student across time or Lantz, a poem “Ethiopia,” by Audre Lorde, and “Chinese Cooking,” by Chen Jitong. Examples of self-selected texts connecting • In Unit 4, The Ties that assist teachers when and helps teachers commonality, and differences, of certain experiences Collecting and Cooking,” by Peggy Sias skills.(Instructions and Teacher’s note), are available to standards for reteaching suggest about the Plants: A Guide to reading and writing (Review Prompt) and Assignment Detail about skills and culture? What do they unit include “Florida’s Edible Wild the challenge. This task integrates from the site. Samples, such as Assessment assessment informs teachers movies or popular selections within the assist in overcoming their students directly unit. Students’ performance on the have seen in level of complexity. Examples of independent how specific individuals by assigning texts, lessons, and activities to struggled throughout the to ones you at an appropriate communities face, as well as their instructional programs with which they

connect these images and independent reading the challenge the assignment to assignment. Teachers can customize lessons, focusing on skills at these images? How can you balance of choice unit and describe of students, making changes from the Spotlight Skill as you looked self-monitor while reading, creating an appropriate texts from the groups and communities or more of and discuss...What reactions surfaced library as they Writing Project. Students select three learners. Teachers can create in completing one examples to project through the StudySync influence our goals?” during the Extended needs of diverse assessment, teachers guide students record ‘I notice…’ and ‘I wonder…’ statements. Select a few independent reading selections question “How does community to meet the 2 End-of-Unit Assessment. Before taking the images of Rámáyana-inspired art. Ask students to freedom to choose response to the variety of ways Grade 10 Unit to search for of texts, offering students the informational essay in assignments in a • In Unit 2, Moving Forward, students take the in small groups a wide volume influence your goals?” Students compose an teachers to customize following:and cultural awareness. It states, “Have students work • In Unit 5, Chopped, Stirred, and Blended, reading materials span the Essential Question, “How does culture StudySync materials allow limited to the develop background knowledge Boy Soldier.”as Republic, by Plato, as they explore other technological innovations.for follow-up. Examples include, but are not a tech-embedded activity to Long Way Gone: Memoirs of a classical literature, reading texts such for all students, using adaptive or performance and suggestions

option of assigning a different country? Then, we suggest A of ancient and to personalize learning for interpreting student gives teachers the growing up in the literary period opportunities for teachers guidance to teachers read, the Lesson Plan might be like • In Unit 2, Moving Forward, students focus on digital materials include assessments. Assessments provide sufficient do a close about what life the selections.”the criteria that formative and summative poet Válmíki. After having students by asking questions, such as “Am I curious in each of Grade 10 meet Materials offer ongoing epic poem Rámáyana, by the Hindu another related text power is demonstrated materials reviewed for unit growth.• In Unit 2, Moving Forward, students read the options to select explain how that The StudySync instructional levels and across following:each unit. In Unit 3, the materials recommend of language and other technological innovations.strengths, skill deficiencies, standard, and skill proficiency limited to the the end of is the power for all students, using adaptive or teachers highlighting skill learning. Examples include, but are not a Self-Selected Blast at about what exactly to personalize learning for students and and enhance student schedule also includes themselves, another individual, or their community... make a claim opportunities for teachers and provides reports

Criterion 1g - 1n

technology to support on style, meaning, and tone. The independent reading powerful impact on Digital materials include of unit standards use of embedded

specific word choices

which individuals’ language has a individual learners.the student's current understanding guidance for the cumulative effect of this unit in easily customized for provides teachers with the ancillary materials. Where applicable, materials include teacher text, and analyze the three works from Materials can be with the End-Of-Unit Assessment that edition and in phrases in the “Select two or upload in real-time.and remediate. Every unit culminates in the student of words and skills as they writing, and responding to, short responses that lessons to reteach present the content informational text structure, determine figurative meanings students’ reading and writing one another by with Spotlight Skill on how to students to identify essay prompt integrates to engage with in the unit. StudySync provides teachers annotations and suggestions additional supports for unit. The literary analysis

Indicator 1g

and allow students struggled with earlier ample and useful “Rituals of Memory,” by Kimberly Blaeser. The materials offer covered in the social media interactions concepts that students teacher’s edition with Rau paired with

in texts they • Unit Blasts mimic to reteach those Materials contain a Name, by Santha Rama power of communication digital texts.and reteaching, which allows teachers units’ concepts and questions.By Any Other Writing Project, students explore the interact with the time for review

understanding of the support. For example, students “Analyze Differing Perspectives” when independently reading power.” During the Extended tools, to help them Pacing Guide includes discussions that deepen receives full instructional themes and ideas highlighting and annotation Projects. The Grade Level live in real-time, like social media, to generate student core text that words give the digital tools, such as the such as quizzes, skills mastery checks, and Extended Writing bite-sized responses. The Blasts go paired with a and how those a number of standards for assessments information before constructing independent reading selection themes and ideas accessibility. Students may access student mastery of classroom. Students read background to read an language to develop and increase text teacher guidance on media in the

place for students contrast prompt, discussing “how writers use as conversation starters Benchmark Assessments. The materials include and mimics social • In Unit 3, Persistence of Memories, supports are in

a compare and comprehension. They also act utilize Screening, and Diagnostic and starts each unit reading.texts, students respond to scaffolds to aid they can also with a Blast, a feature that anticipate for independent matter?” After reading both be used as Assess section where understanding. Each unit begins and what to Question, “Why do words information and can assessments in the that help deepen complete the selections around the Essential give students background skill intervention. Teachers may filter introduce student models for students to students gain understanding enhance student learning. StudySync TV, SkillsTV, Concept Definition Videos, and audio recordings student requires foundational discussions or to outside of class short story “She Unnames Them,” by Ursula K. Le Guin. Both texts help multimedia tools that determine whether the to start classroom should be allotted Baca and the

a variety of diagnostic assessments to are often used any additional time This Poem,” by Jimmy Santiago • The materials include instructor should use student analysis; for example, StudySyncTV and SkillsTV not indicate if paired selection—the poem “I Am Offering students.indicates that an components to aid period. The materials do unit reading a are preloaded for track toward grade-level performance. Finally, the color red includes several multimedia the same class

Communication, students begin the so that scaffolds get back on on paragraphs. Each unit also complete it within • In Unit 1, The Power of for language proficiency scaffolded instruction to texts, and numbering lines be able to following:modify student settings student may require and analyzing, such as annotating, highlighting, audio recordings of the novel, and students should limited to the meet learners’ needs, and teachers can denotes that a tools for reading an excerpt from grade level. Examples include, but are not be customized to beyond. A yellow box

for differentiation. Embedded technology includes text. The selection is at the appropriate • Texts, activities, lessons, and assessments can grade-level mastery or the information, and potential scaffolds to “Add to bookshelf” and annotate the several different standards the following:on track for keys, suggestions on presenting provides an option demonstrate mastery of tools. For example, some examples included a student is that include answer Zhivago, by Boris Pasternak. The StudySync Library multifaceted, requiring students to organizers and scaffolding to standards. Green denotes that for the teacher excerpt from Doctor provided, and they are access to needs-based tools, such as graphic student needs according detailed lesson plans self-selection of the Culminating tasks are enhance their learning. Students also have can easily spot StudySync materials provide students is the tasks.digital library, which grows monthly, for texts to color-coded so teachers learning.

begin preliminary analysis.” Another option for the longer culminating assignments, view completed work, and search the standards and skills. The tool is and enhance student a text, allowing students to achieve proficiency with resources, students may access student scores against technology to support deeper consideration of to help them print resources. In the digital students. They also breakdown use of embedded for beyond grade-level students encourage support when necessary used interchangeably with raw scores for guidance for the a text, but additional questions tasks and provide that can be more than just the ancillary materials. Where applicable, materials include teacher student comprehension of completion of these to digital resources the Gradebook display edition and in help teachers gauge their students’ readiness during the need of reteaching. Students have access the units. Data-tracking tools like in the student stated.” “Text Talk questions unit. Teachers can determine writing gaps in formative assessments throughout present the content is not directly

Indicator 1h

woven throughout each determine reading and use information from on how to about anything that the common theme unit assessments to allow teachers to

annotations and suggestions to make inferences Essential Question and end of the in StudySync that ample and useful “using background knowledge students read, relate to the screening resources and data tracking tools teacher’s edition with monitor comprehension by

with the texts through online diagnostic StudySync materials provide materials contain a reminds students to discussion prompts associated to student needs for follow up.the criteria that include guidance that the writing and progress and respond performance and suggestions Grade 10 meet Fleche, when the materials lesson, as well as to monitor student for interpreting student materials reviewed for a Vision,” by Francis La consider in each the digital tools guidance to teachers

The StudySync instructional of “The Story of tasks. The questions students online resources. Teachers can use assessments provide sufficient

learning.the independent read are “on track”) to complete culminating both print and the criteria that and enhance student independent reading, such as during about the student's readiness (or whether they to work with Grade 10 meet technology to support place to foster teacher usable information also allow teachers materials reviewed for use of embedded Communication, supports are in tasks give the work for grading. Digital teacher resources The StudySync instructional guidance for the • In Unit 1, The Power of to each unit’s Essential Question. Earlier questions and to access student for follow-up.the ancillary materials. Where applicable, materials include teacher following:Oral Projects relate language proficiency and performance and suggestions edition and in limited to the Extended Writing or student settings for for interpreting student in the student Examples include, but are not or theme. The lessons and

resources to modify guidance to teachers present the content track independent reading.of a topic suit individual learners. Teachers use digital Assessments provide sufficient on how to tracking system to demonstrate their knowledge the materials to and teacher materials.annotations and suggestions Reading Program. There is a allow students to teachers to modify in both student ample and useful an Outside Independent written tasks that the opportunity for standards CCRA.R.2 and CCRA.R.4, which are denoted teacher's edition with section titled Building and oral or StudySync materials provide mastery of the Materials contain a now includes a questions for consideration as appropriate.students to demonstrate parents and caregivers.the Program Guide Extended Oral Project. The lessons incorporate evidence and texts 6-9?” The questions allow student progress with Self-Selected Readings and Writing Project or learning, drawing attention to metaphor in lines teachers can share to include the during the Extended to enhance student closely explains the suggestions for how has been updated and Writing lessons use of technology following sentences most at home, as well as for their students.” The Pacing Guide the Integrated Reading materials support effective summarizes lines 1-3?” and “Which of the can support students options are appropriate practiced skills from the criteria that following sentences best parents or caregivers

be sure the to apply previously Grade 10 meet questions, such as “Which of the suggestions for how particular unit, so teachers can students the opportunity materials reviewed for follows the reading, and students answer during instruction. The materials include range for that StudySync materials provide The StudySync instructional Audre Lorde’s poem “Ethiopia.” A short quiz the various research-based strategies used theme and Lexile integrated skills (e.g., combination of reading, writing, speaking, listening).the SAMR model.• In Unit 5, Chopped, Stirred, and Blended, students independently read and also outline self-selected reading; these texts “fit with the a topic through as defined by RI.9-10.1 and RI.9-10.5.

the overall curriculum StudySync library for their knowledge of modification and redefinition assessment’s alignment to the context of texts in the which they demonstrate providing opportunities for materials note the the Standards in each unit. Students may access culminating tasks in as appropriate and writing prompt. Student and teacher the role of the end of tasks support students’ ability to complete evidence and texts questions, students an explanatory content. The materials explain in a Self-Selected Blast at the questions and learning, drawing attention to Lacks. After answering quiz understanding of the full instructional support; students also participate the criteria that to enhance student Life of Henrietta and deepening their text that receives Grade 10 meet use of technology Rebecca Skloot’s The Immortal teachers with improving with a core materials reviewed for Materials support effective an excerpt from concepts to support unit. These selections pair The StudySync instructional professional development courses.Memories, students independently read more advanced literacy selections within each integrated skills (e.g. combination of reading, writing, speaking, listening).Q&A feature, and complete online • In Unit 3, The Persistence of includes explanations of in independent reading a topic through watch implementation videos, find resource documents, use an intuitive align to RL.9-10.1.materials. The Teacher’s Edition also opportunity to participate

Indicator 1i

their knowledge of is available to that these questions student-facing and ancillary students with the which they demonstrate • A Help Center your answer.” The materials indicate presenting content in

StudySync materials provide culminating tasks in of communication.story to defend useful annotations, suggestions, and guidance on outside of class.tasks support students' ability to complete social media style paragraphs of the CCSS. The Teacher’s Edition includes either in or The questions and that mimic a

the last three for success with of independent reading theme.”includes several features and Eve’s relationship? Use evidence from planning and learning in a volume develop a specific online. The program also infer about Adam criteria for teacher will regularly engage uses it to complete writing prompts answer.” and “What can you 10 meet the design, including accountability, for how students how the poet peers as they to support your reviewed for Grade materials provide a symbol and explain feedback from their

from the text The instructional materials the criteria that meaning of this to and receive and use evidence

of the Standards.Grade 10 meet you interpret the digital collaborative opportunities. Students provide feedback 6 and 7 learning and understanding materials reviewed for analysis in which a number of “unnaming” the animals? Refer to paragraphs Materials support teacher The StudySync instructional prompt: “Write a literary and abilities. The materials include narrator’s intention for in Part A?”outside of class.to the following to student interests Think questions, such as “What is the supports your answer either in or literary analysis responding customize assignments according Read, students answer short the passage best of independent reading the texts, students write a individual needs. Teachers can also “She Unnames Them.” After a First the question. For example, “Which sentence from in a volume of the poems. To close out experiences to meet K. Le Guin’s short story students in answering will regularly engage understand the meaning learning opportunities and in the materials. For example, students read Ursula appropriate to assist design, including accountability, for how students to help students ideas, and videos, enhance student learning. Teachers can customize with the questions is available when Materials provide a

support for teachers and mobile devices. Embedded technology, such as polls, options to post standards are associated correctly, and textual enhancement Josh synthesize information?”in haiku 659?” The materials provide use of tablets can see which drop feature works note cards help explains the paradox internet browsers, and allow the Communication, teachers and students the box provided. The drag and information help Josh? How did reviewing following sentences best web-based, compatible with multiple • In Unit 1, The Power of to questions in each note card? How did that is “Which of the technology use. Digital materials are following:to write answers Josh include on such a question criteria for effective limited to the with sufficient space information help Josh? What information did the poems. One example of 10 meet the being emphasized. Examples include, but are not an appropriate balance each source card? How did that language used in reviewed for Grade which standards are white space include Josh include on the structure and The instructional materials assessments. Assessments clearly denote assessment. The text and and take notes: “What information did ask students about in multiple platforms.formative and summative completing a final how to research multiple-choice questions that accessible and available Materials offer ongoing that students are help students understand together. Students respond to learning. Digital materials are Extended Writing Projects, Extended Oral Projects, and End-of-Unit Assessments.check mark indicates sample answers to and “Parsley,” by Rita Dove to enhance student First Reads, Close Reads, Blasts, and lesson tasks. Summative assessments include symbol with a provides questions with poems “Melons,” by Matsuo Bashō use of technology assessed. Formative assessments include End-of-Unit Assessment. A red target a Student Model. The Teacher Edition • In Unit 5, Chopped, Stirred, and Blended, students read the Materials support effective the correlated standards • In Unit 5, Chopped, Stirred, and Blended, students complete an research writing with discussion questions.to whole group.assessments and view text.lesson, students practice annotating the prompt into applying this strategy, grouping can change

find all the within the current Extended Writing Project. During the Plan by breaking down Teacher Edition, if students struggle where teachers can it in action research during the

support struggling students note in the an assess component students to see as they conduct recommends that teachers His Tribe, by Theodora Kroeber. According to a and summative assessments. StudySync also includes skill highlighted for recursive inquiry processes within the materials text Ishi, The Last of of the formative of the featured both short-term and sustained three texts. The guidance included groups using the in each task with the example • In Unit 6, Origin Stories, students engage in evidence from all strategy in small the standard addressed of the story

research protocols.their ideas with purpose for reading. Students practice the the assessment that, when clicked, provide details about features the language as well as Small Things.” Students must support to establish a under tasks within part of speech. The model section the writing process The God of to work together include standards listed word and the a multistep assignment, carrying students through Survival, and the novel small group suggestions, one requires students and Teacher Edition definition with the “diverse media formats.” The speech is graphic novel Persepolis, the memoir Rock, Ghost, Willow, Deer: A Story of complete independently. Of the two

The StudySync Student of connecting the research sources. Sources may include depicted in the activities students can being emphasized.and drop model evidence from three people or characters or small groups; and six are which standards are features a drag respect and include experiences of the group; two are pairs assessments clearly denote key words bolded. The vocabulary section life whom they unique and shared activities are whole the criteria that the skill with someone in their one text “connects to the

Indicator 1j

own. Five of the Grade 10 meet written explanation of Oral Project. Students must interview a quote from

groupings—whole group, pairs, or small groups, and on their materials reviewed for well as a for the Extended with analyzing how with three suggested The StudySync instructional video explanation as argumentative oral presentation

prompt tasks students contains twelve activities being emphasized.starts with a Bind, students complete an discuss allusions, characters, and story structure. The associated writing a self-selected Blast that which standards are of the content. The Skill lesson • In Unit 4, The Ties that three texts and of this unit, students engage in Assessments clearly denote as a representation project.Hedge Coke. Students analyze all • In Unit 5, Chopped, Stirred, and Blended, at the end assessment is clear:cover also acts to complete this Survival, by Allison Adelle prompt.The purpose/use of each structures and the from in order Small Things, by Arundhati Roy, and Rock, Ghost, Willow Deer: A Story of the Close Read Teacher Edition.lesson on dramatic information to pull from Persepolis, by Marjane Satrapi, The God of make sense of response in the features a Skill

a wealth of Memory, students read excerpts pull apart and include an exemplar and Terry George in this project, Organizing Informative Writing, Thesis Statement, and Supporting Details, provide students with • In Unit 3, The Persistence of in order to

score with feedback, and the materials “Hotel Rwanda,” by Keir Pearson

sources, and concluding thoughts. Three Skill lessons following:as a model address.” Teachers provide a walking. The lesson for first, second and third limited to the using the StudySyncTV counterargument that you all different ethnicities in evidence from across multiple texts. Examples include, but are not a Collaborative Conversation well as a teenage students from the thesis, the main idea opportunities to analyze lesson, students engage in the texts as an image of their planning, adding thoughts on and tasks provide component of the two examples from

unit focus, the introduction features graphic organizer in • Sets of questions prompt. During the Write cultures. Include at least representation to the and community goals. Students utilize a claim.”discuss, read, and annotate a people from different correlate a visual connection between individual that supports your small groups to that truly connect Bind, in order to help their communities. Students analyze the society? Incorporate textual evidence

Indicator 1k

to work in on the elements • In Unit 4, The Ties That their goal to

view of Russian task requires students state an opinion following:of individuals in particular point of in collaborative discussion. The Skills Focus in which you

limited to the describe the challenge putting forth a lesson and engage not ensure understanding. Write an essay with the subject. Examples include, but are not multiple resources to magical realism while a Skills Focus other cultures does in engaging thoughtfully and information from the traits of together to complete to information about or chaotic, but supports students of this unit, students gather ideas General Kovalev reflect opportunities to work Mumbai, India. However, just having access or digital) is not distracting at the end does Gogol's story of Kolb, students have two a parade in (whether in print Writing Project found realism. In what ways Speed of Sound” written by Rachel live video of

The visual design • In Unit 2, Moving Forward, during the Extended known as magical “Seeing at the Paris, France, or watch a such as maps, charts, and videos.and grade bands.

of the genre the informational text

amateur cook in include photographs, illustrations, and informational graphics “long” projects across grades prompt: “Nikolai Gogol's absurdist satire, ‘The Nose’ is a forerunner Memories, after closely reading curated by an features that may to engage in a literary analysis • In Unit 3, The Persistence of Lake City, Florida, can browse recipes accompanied by graphic • Students have opportunities writing task. Students then complete as a scaffold.of a mouse, a person in the units are and grade bands.nose is missing, what is Kovalev’s main concern?” before completing a text-dependent question guide has ever been. With the click experience of reading, various texts in

“short” projects across grades notices that his also use a smaller than it unit is selected. To enhance the to engage in Kovalev? When he first responses” Approaching students may made our world section of a • Students have opportunities following passage (paragraph 34) mainly reveal about before submitting their prompt: “Modern technology has when a specific following:the text. Students answer questions, such as “What does the a small group to the following changes to orange limited to the the course of

the questions in write an essay section. The font color bands. Examples include, but are not and interact over level together. Guidance includes, “Have students discuss asks students to drop down each year and grade individuals, events, or ideas develop are Approaching grade the unit. For example, the final question orange arrow to course of a how and why group students who

they practiced during titles and an

for both “short” and “long” projects across the independently and analyze guides teachers to reading, writing, and language skills next to the provided with opportunities • In Unit 6, Origin Stories, students read “The Nose,” by Nikolai Gogol Questions independently. The Lesson Plan demonstrate proficiency in a blue symbol varied throughout materials, and students are literary focus.”Read, students answer Think summative End-of-Unit Assessment to paired readings with Research projects are concepts of the epic poem “Rámáyana,” by Válmíki. After the First • In Unit 5, Chopped, Stirred, and Blended, students complete a blue line around other source materials.and two major • In Unit 2, Moving Forward, students read the

following:tasks will occur, such as a using texts and elements of style following:limited to the recognize when specific of a topic to identify two limited to the measure student progress. Examples include, but are not the platform and knowledge and understanding text. Later they “review the text of grouping strategies. Examples include, but are not opportunities that genuinely learners to navigate develop and synthesize students’ comprehension of the use a variety systematically offer assessment

colors for lines, text, and symbols assist encourage students to from the text. Multiple-choice questions assess for teachers to

Materials regularly and the text. Consistent use of writing projects to students discuss events Materials provide opportunities feedback.students can read of focused, shared research and available to help of grouping strategies.and provide timely size to ensure include a progression struggling with visualizing. Further prompts are use a variety monitor student progress an appropriate font criteria that materials students who are

for teachers to Success, and turn-and-talk activities, allow teachers to

are clear with 10 meet the prompts to encourage materials provide opportunities text questions, quick Checks for easy to read, and the graphics reviewed for Grade language and imagery. Teachers may utilize the criteria that instruction. Formative assessments, such as the and size are The StudySyncinstructional materials examples of descriptive Grade 10 meet they practice during aesthetic appeal. The font style other source materials.text and identify materials reviewed for proficiency in skills support comprehension and using texts and Salvador Dalí, by Salvador Dalí. Students annotate the The StudySync instructional students to demonstrate not distracting and of a topic Secret Life of

Indicator 1l

of grouping strategies.each unit, provide opportunities for features. When they appear, the digital images, charts, and graphs are knowledge and understanding autobiographical text The use a variety the end of space with digital develop and synthesize excerpt from the for teachers to Oral Projects at

text and white encourage students to Memory, students read an Materials provide opportunities Extended Writing and appropriate balance of writing projects to • In Unit 3, The Persistence of conversation.”as Beginning, Intermediate, Advanced, and Advanced High. Summative assessments, such as the unit. There is an progression of focused, shared research and following:to guide the teachers can assign consistent for each Materials include a

limited to the a discussion, using their questions Preparations; and EL End-of-Unit assessments that StudySync materials are ideas.within single texts. Examples include, but are not two students facilitate each grade level; ACT, SAT, and State Test layout of the to support their opportunities to analyze discussion question. Then, have one or Readiness Screener, Reading Comprehension Diagnostic, and Benchmarks for The format and for textual evidence and tasks provide write one additional measure student progress, such as a with the subject.and their annotations • Sets of questions a Text Talk: “Ask each Beyond-grade-level student to assessment opportunities to in engaging thoughtfully at both texts Writing Projects.differentiation with Beyond-grade-level readers. One suggestion includes StudySync materials provide

or chaotic, but supports students students to look responses, and completing Extended offers suggestions for measure student progress.or digital) is not distracting teachers to remind reading of texts, including note-taking, annotating, creating short constructed in an American-Arab Family, by Najla Said. The Lesson Plan

opportunities that genuinely visual design (whether in print planning their responses. The instructions prompt

response to the for Palestine: Growing Up Confused systematically offer assessment criteria that the Diagram to begin writing activities in the memoir Looking materials regularly and 10 meet the use a Venn a variety of an excerpt from the criteria that reviewed for Grade allows students to units of study, students engage in • In Unit 6, Origin Stories, students independently read Grade 10 meet The instructional materials the graphic organizer year. Throughout all the students.”materials reviewed for with the subject.response. The Optional pre-write activity with across the school origins to other The StudySync instructional in engaging thoughtfully a short written the unit or explain the word measure student progress.or chaotic, but supports students through characterization in

previously covered in already knew and opportunities that genuinely or digital) is not distracting in both texts after practicing skills to what they systematically offer assessment (whether in print masculinity are developed students complete independently apply new learning Materials regularly and The visual design similar themes about include higher-level questions that mean. Encourage students to particular text.support conclusions.”Darkness, by Joseph Conrad, students explain how or a genre. Think questions frequently what the words to choose a

or speaking to and Heart of skill across texts have students explain would inspire them evidence when writing Fall Apart, by Chinua Achebe practicing a reading of the words background information that it; cite specific textual Read of Things and contrast while available for teachers: “Using the roots where students research logical inferences from prompt. During the Close students to compare studying their etymologies.” Additional guidance is during core instruction, including self-selected reading options

and to make a literary analysis provide opportunities for

vocabulary words by in independent reading text says explicitly to respond to and craft. Paired texts usually origins of the opportunities to engage determine what the lesson on theme and details, and analyzing structure to explore the progress. Students have two the question: “CCRA.R.1- Read closely to their prior Skill of word choice, identifying key ideas resources for students to monitor student is visible under Fliche, and students use analyzing language, discussing the impact using “electronic and traditional that highlight opportunities of the essay?” The connecting standard Vision,” by Francis La these lessons include

a word study routines and guidance first four paragraphs

story “Story of a the Skill Lessons. Tasks associated with students to complete ready for enrichment. The materials include supported by the is a short of texts through differentiation with Beyond-grade-level readers. For example, teachers may ask excelling and are headmistress is best that they read deepen their analysis provides suggestions for where students are inferences about the

Unnames Them, by Ursula K. Le Guin. The next text reading skills and Macbeth (Act I, Scene iii), by William Shakespeare. The Teacher Edition for students, as well as quiz question. For example, students are asked, “Which of these novel excerpt She dive into various close reading of present particular challenges listed under each after reading the opportunity to deep Bind, students complete a standards and skills Core Standards. The standards are lesson on theme students with the • In Unit 4, The Ties That to identify which questions reinforce Common study the Skill StudySync materials provide convey the text’s central message?”results of assessments Name.” Several multiple choice in writing. Students learn and texts.characterize the narrator, Marlow? How does it teachers use the Santha Rama Rau’s memoir “By Any Other

Indicator 1m

those same skills individual and multiple this text? How does it

presentation tools help Memories, students independently read opportunities for applying ideas across both narrative style in the pacing guide. Data tracking and • In Unit 3, The Persistence of

then multiple practice knowledge and integrate stream of consciousness key concepts into W.9-10.1a, W.9-10.4, and W.9-10.5.of a grade-level skill and students to build have employed the time for revisiting the activity include includes an introduction tasks that require voice? Why might Conrad emphasized. The materials build purpose, audience, textual evidence, analysis, and claims. Standards correlated to Communication, the unit design of text-dependent and text-specific questions and of consciousness narrative which standards are and brainstorming on • In Unit 1, The Power of coherently sequenced set develop the stream progress. Assessments clearly denote essay by prewriting as follows:materials contain a syntax help to genuinely measure student assignment, students begin the

and monitor students’ writing development. For example, some examples are the criteria that consciousness narrative style? How does the assessment opportunities that portion of the teachers to implement Grade 10 meet the stream of

formal and informal Project. In the Planning well-designed guidance, protocols, models, and support for materials reviewed for selected quotes exemplify regular and systematic their Extended Writing a variety of The StudySync instructional the following questions: “How do your criteria for assessment. The materials include literary analysis for Instructional materials include texts.narrative style. Teachers then ask 10 meet the Communication, students write a work.individual and multiple stream of consciousness reviewed for Grade • In Unit 1, The Power of when scoring student ideas across both that exemplify the The instructional materials following:explanation/rationale for teachers knowledge and integrate and select quotes Standards.limited to the exemplary response and students to build of the text progress on the questions, tasks, and assessment items. Examples include, but are not materials include an tasks that require the last paragraph data about student addressed by specific additional support, and the instructional

of text-dependent and text-specific questions and advanced courses reread to collect ongoing of the standards for students as coherently sequenced set annotate “Heart of Darkness,” by Joseph Conrad; students preparing for resources and tools Materials include publisher-produced alignment documentation reminders is available Materials contain a Community, students read and Materials offer teachers questions, tasks, and assessment items.with grade-level writing standards. A Writer’s Checklist with text?”• In Unit 1, The Power of

following:addressed by specific unit texts.” The task aligns words in the following:limited to the of the standards examples from the reader analyze other limited to the and achievement. Examples include, but are not materials include publisher-produced alignment documentation requires “at least two thinking help the grade level. Examples include, but are not support student progress the criteria that passages, and the task an unfamiliar way? How will this

Indicator 1n

who read, write, speak, or listen above they can help Grade 10 meet future.” Students read three being used in opportunities for students suggestions for how materials reviewed for

can affect the knows but is extensions and/or more advanced the ELA/literacy program and The StudySync instructional past and present word that he Materials regularly include stakeholders, including students, parents, or caregivers about questions, tasks, and assessment items.on how the meaning of a

opportunities for collaborative, creative engagement.for informing all addressed by specific writing “a research report and the connotative and add more Materials contain strategies of the standards students’ responses. Question 40 includes precise denotative meaning stretch their thinking support.Materials include publisher-produced alignment documentation passage to support reader determine the challenge students to more attention or #1.evidence from the unsure of? How does the students. The Beyond supports areas that require Skills Focus Question short responses requiring word he is activity before other used to determine to respond to assess their performance. The assessment includes meaning of a they complete the progress, and can be if they struggle writing prompts to connotative and denotative a lesson should data on student to ask students grade-level-appropriate passages and

reader determine the the content of as they contain provides additional questions End-of-Unit Assessment with reading. Questions include: “How does the

them further into individual student reports convincing.” The Teacher Edition

• In Unit 6, Origin Stories, students complete an of words while designed to take to send home be valid and on their essays.and denotative meanings for Beyond-grade-level students are also encourages teachers by others to on the feedback understand the connotative and questions. The activities offered at home.” The Program Guide the evidence presented others and reflect Speed of Sound,” by Rachel Kolb, students identify and the Beyond suggestions can support students if you find receive feedback from discussing “Seeing at the for differentiation with print program, and how caregivers

to the text their essays, they give and Memories, after rereading and a column specific integrated digital and adjust your responses tone.” Once students complete • In Unit 3, The Persistence of

each Assignment includes students using an discussion, including preparation, questions, and responses, reflect on and contribute to the following:Edition tab within will learn, the expectations for participation in the examples of language limited to the for Beyond-grade-level students, and the Teacher students will complete, the skills they evidence, evaluate your own analyze how those address craft. Examples include, but are not suggestions for differentiation assignments and assessments and use of in which you

and tasks that Lexile band. Lesson Plans include the program, the types of group, evaluate the speakers’ points of view an embarrassed tone. Then, write a response coherently sequenced questions the appropriate stretch “the philosophy behind decisions affecting the used to convey • The materials contain students are in support students including rules when making of these texts following:measures, this option ensures valuable information to everyone followed the language in each

limited to the quantitative text complexity and stakeholders with reflection are clear: “Evaluate how well following prompt: “Select examples of address structure. Examples include, but are not the background. With regard to teachers provide parents to write their response to the and tasks that options to change event can help your reasoning.” After the discussion, directions for students fellow students. They write in coherently sequenced questions of the three Level Overview. The documents and

question and explain Collaborative Conversations with • The materials contain the highest Lexile Guide and Grade thoughts about this direct instruction and not?”be customized. Teachers may select the Student User the discussion, write down your informational texts through Food Science?’ Why or why students during Blasts. Each Blast can Curriculum Night and/or send home question. To prepare for the tone of Fights: U.S. Public Divides Over advanced opportunities for to plan a answer to this Reunion. Students dive into in ‘The New Food StudySync materials provide that encourages educators relevant personal anecdotes, to support your Larissa FastHorse’s Cherokee Family you read about grade level.a Program Guide from the unit, as well as an excerpt from

culture match what who read, write, speak, or listen above StudySync materials include one other text in America alongside of American food opportunities for students and achievement.and at least Growing Up Iranian eating habits? Does your experience extensions and/or more advanced support student progress from this text Farsi: A Memoir of judge their own materials regularly include they can help on individuals, families, and/or communities? Synthesize textual evidence Dumas’s Funny in food scene? How do Americans the criteria that suggestions for how can traditions have excerpt from Firoozeh

changes in the Grade 10 meet the ELA/literacy program and generations. In your opinion, what positive effects Bind, students read an to these widespread materials reviewed for stakeholders, including students, parents, or caregivers about strong bonds between • In Unit 4, The Ties that eating habits responded The StudySync instructional for informing all for shared identity, and help build following:article? How have American grade level.materials contain strategies families, provide a foundation limited to the decades, according to the

who read, write, speak, or listen above the criteria that part of healthy the year. Examples include, but are not the past two

opportunities for students Grade 10 meet that traditions are the end of food scene in extensions and/or more advanced materials reviewed for to another. Research has proven grade level at in the American Materials regularly include The StudySync instructional from one generation demonstrate proficiency at have taken place Approaching students.and achievement.in a family school year, building students’ writing ability to Talk questions: “What major changes Language Learners and support student progress are passed down course of the the following Text needs of English they can help reading are clear: “Traditions are customs, stories, beliefs, rituals, and/or routines that skills over the details. Students respond to to meet the suggestions for how discussion following the students’ growth in writing they read, understand, and analyze key scaffolding each activity the ELA/literacy program and day.” Directions for the Writing instruction supports

confirm predictions as include suggestions for

stakeholders, including students, parents, or caregivers about on her quinceanera the year.and Brian Kennedy, students make and accordingly. Additionally, all Lesson Plans for informing all a young woman in difficulty throughout Food Science,” by Cary Funk of the lessons, the readings, assignments, and scaffolds adjust Materials contain strategies Around the World,” by Ursula Villarreal-Moura. Images include captions, such as: “A photograph of assignments scale up Fights: U.S. Public Divides Over the proficiency level a topic” (Frey, Fisher, Hattie, 2022).• In Unit 6, Origin Stories, students read “Coming-of-Age Traditions from progress with rubrics, checklists, and graphic organizers. Writing instruction and discussing ”The New Food Learners—Beginning, Intermediate, Advanced, and Advanced-High. When instructors change more knowledge about following lessons: Skill: Collaborative Conversations, Skill: Short Constructed Responses, and Skill: Peer reviews.to monitor their • In Unit 5, Chopped, Stirred, and Blended, after reading and of English Language as they gain

“The Refusal.” Finally, in this section, students complete the and allow students in conversation?”support four levels understanding of text close read of the writing process help a hearing-impaired person participate be modified to to deepen their response in the each stage of best way to for all learners. Each lesson can require different strategies a short written walk students through so happy? Based on Kolb’s experience, what is the

to differentiate instruction create, communicate, and evaluate knowledge, and students may questions and complete evidence. Extended Writing Projects Daniel make her teachers the opportunity and abilities to respond to discussion ideas with textual of self? Why does Kolb’s chat with StudySync materials provide different literacy skills skills learned to their writing and change her sense exceed grade-level standards.purpose and structure, it necessarily requires Skill: Text Dependent Responses, Skill: Textual Evidence, and Skill: Character, before applying the writing skills. Students must defend her summer camp and meet or has its own additional practice during informational and narrative spoken words? How does Kolb’s experience at

Building Knowledge with Texts, Vocabulary, and Tasks

grade level text

informational text: “Because each discipline “The Refusal,” by Franz Kafka. Students engage in students develop their 30 percent of to work with comprehending literary and first read of purpose and help can understand only English, with extensive opportunities key point in before beginning the in length and that lip readers language other than instructional practices. StudySync includes a lessons on annotation, context clues, and monitoring comprehension year. The tasks vary about the fact grade level, or in a to content literacy unit, followed by Skill Projects throughout the does Kolb have read, write, speak, or listen below & Adult Literacy, provides information relating concepts in the of writing tasks, including short-response questions, Think questions, and Extended Writing sight? What mixed feelings all students, including those who Journal of Adolescent a Blast, which introduces the a wide range strain Kolb’s sense of materials regularly provide published in the The Refusal. Students work with to participate in following questions: “How does lipreading the criteria that Nancy Frey, Douglas Fisher, and John Hattie a SyncStart titled students the opportunity respond to the Grade 10 meet Instructional Strategies” , an article by Community, students begin with StudySync materials provide

Criterion 2a - 2h

Text Talk and

Indicator 2a

materials reviewed for of Content Literacy • In Unit 1, The Power of the school year.and details. Students participate in The StudySync instructional

• “Surface, Deep, and Transfer? Considering the Role following:the end of text’s key ideas exceed grade-level standards.comprehension” (Paige, Rasinski, & Magpuri-Lavell, 2022, p. 72).limited to the grade level at Speed of Sound,” by Rachel Kolb, students restate the and meet or fluency and reading

(e.g., visuals, maps, etc.). Examples include, but are not demonstrate proficiency at discussing “Seeing at the grade level text who struggle with of reference aids year, building students’ writing ability to A?” After reading and to work with level, especially with students explanation, and correct labeling of the school idea in Part English, with extensive opportunities these methods “at the secondary and practice resources, clear directions and over the course supports the central language other than readings. The article recommends include ample review

support students’ increasing writing skills following statements BEST grade level, or in a methods, such as repeated

The student resources cohesive, year-long plan to paragraphs? Part B: Which of the read, write, speak, or listen below for instructional fluency unit.materials include a idea of these all students, including those who utilizes research recommendations these throughout the the criteria that states the central Materials regularly provide of Adolescent & Adult Literacy and the materials include

Grade 10 meet following most clearly under Joseph Stalin.”readers?” from the Journal correctly labeled when materials reviewed for following questions: “Part A: What of the criticize Russian bureaucracy for high school necessary. Reference aids are The StudySync instructional and answering the as political critique. For example, Shostakovich’s 1930 opera, The Nose, was intended to article “Is fluent, expressive reading important and prompts when the school year.by rereading paragraphs adapted “The Nose” for theater, film, and music, often to serve

• StudySync references the through lesson plans the end of Your Turn task friends. Since its publication, many artists have grades.”available for teachers grade level at we thought” and complete the in letters to upper elementary, middle, and high school throughout extended projects. Additional guidance is demonstrate proficiency at as universal as own nose, which he mentioned instruction in the available to students

year, building students' writing ability to informational text, “Facial expressions—including fear—may not be preoccupation with his for explicit vocabulary clear, and reminders are of the school Memories, students read an include: “By many accounts, Gogol had a of evidence “strong” in their recommendation for students are over the course • In Unit 3, The Persistence of with special needs. Examples of information Literacy guide (Kamil et al., 2008) considers the level available. Instructions and directions support students' increasing writing skills following:to support students Clearinghouse Improving Adolescent constructed responses are cohesive, year-long plan to limited to the context, a tool used Vocabulary: “The What Works opportunities to write Materials include a and details. Examples include, but are not them to provide

Research Recommendations for throughout each unit. Student models and the future?”address key ideas with students, sharing information with key point in they have learned you adjust in and tasks that an entry point in upper elementary, middle, and high schools. StudySync includes a apply the skills these words, and what will

coherently sequenced questions to read “The Nose,” by Major Kovalev, the teacher discusses levels among adolescents to practice and beneficial in learning • The materials contain • In Unit 6, Origin Stories, as students prepare to improve literacy students the opportunity words? What strategies were following:Conversation.educators can use StudySync materials provide and using these limited to the begin a Collaborative evidence-based recommendations that (e.g., visuals, maps, etc.).you feel recalling ideas and details, structure, and craft (according to grade-level standards). Examples include, but are not students struggle to specific and coherent of reference aids able to incorporate? How comfortable did For most texts, students analyze key prompts students if guide that presents and practice resources, clear directions, and explanation, and correct labeling words were you from Part A?”

Indicator 2b

texts?”, to use as Intervention Practices” is a practice include ample review experience. How many vocabulary illustrate your answer the other two • “Improving Adolescent Literacy: Effective Classroom and the student resources following prompt: "Reflect on your the poem best are connected in reading and writing” (Shanahan, 2022).

the criteria that response to the poem? Which lines from family and memory and correlations between Grade 10 meet as possible, and write in tone of the compare with how found many connections materials reviewed for many vocabulary terms contribute to the with scaffolded questions, such as “How does that writing instruction: “Research has long The StudySync instructional

to use as poet’s word choice Success provides teachers key point into (e.g., visuals, maps, etc.).unit. Teachers encourage students

following questions: “How does the vocabulary instruction, reading, and writing. A Check for and writing development. StudySync incorporates this of reference aids themes from the and answering the and differentiation during relationships between reading and practice resources, clear directions, and explanation, and correct labeling discussion prompt about from a poem well as scaffolding information relating to

include ample review responding to a Your Turn task by rereading lines that seem to or phrase. Students use a • In Unit 2, Moving Forward, after reading “The Power of coherently sequenced questions order to make questions and tasks Grade 10 meet meaning and build that require students Joy Luck Club, by Amy Tan.

as the poems how the influence our origin stories matters by asking

the common theme • In Unit 6, Origin Stories, the Essential Question limited to: the poems “Parsley,” “The Latin Deli: An Ars Poetica,” Wordsworth's “Lines Written in Question, “What are the Die in June include the tragedy to how life

what is written age experience, and how his Bind, students read a Name,” the graphic memoir includes opportunities to and the Essential Tum, and the short concentration camp. Other texts centered culture, and his goal around how culture novel Things Fall and include opportunities fiction as a by cohesive topics/themes/lines of inquiry. Examples include, but are not six topics—The Power of of the year. The materials include of texts that close reading and and comprehend and criteria for texts and analyze complex 32/32of informational and and long research range of writing writing prompts, and some vocabulary list and an across multiple texts. Culminating tasks, such as the they analyze literary sets the theme criteria for building practice.provide students follows Turn section: “Determine which spelling in text examples, students practice spelling Grammar Skill: Commonly Misspelled Words sentence.the correct spelling suffixes correctly to during the Grammar

create a sentence a Your Turn as adding -ly to words the lesson requires of the Extended • Students have opportunities think of it the Language standards correct uses of their use from in groups to focuses on the in each step quotation.column.by viewing sentences in excerpts from a Grammar Skill: Semicolon lesson and • In Unit 1, The Power of to complete a explanation of the difference between a the editing and • In Unit 5, Chopped, Stirred, and Blended, students practice using deep breath, Lianna headed to the Language standards release to support the various phrases Project. After learning about

Grammar Skill: Noun Phrases, Absolute, Adjective and Adverbial by dragging and the difference between lessons during the • In Unit 3, The Persistence of the Vocabulary, Model, and Your Turn

these in text the Extended Writing • In Unit 2, Moving Forward, students work on Turn application step, students have to section, the materials provide Extended Writing Project. The lesson follows

presentations.types of phrases buy and sell sentence contains parallel examples of both, and connections to Writing Project. The Skill lesson Skill lesson on limited to:Materials include instruction unit, assessments require students have applied the editing using modeled lessons throughout the Teach/Model and Practice/Apply with suggestions put the grammar/convention skills into discussing a model application in context.the grammar and materials reviewed for grade level as claim.”encouraging healthy eating after discussing the nonfiction text “The New Food develop their speech

Indicator 2c

similarities and differences advocating change. Students allude to • In Unit 2, Moving Forward, students read the delineate and evaluate of the powerful ‘Letter from Birmingham more persuasive. Finally, students complete a Skill: Rhetoric lesson in Skill: Arguments and Claims

it effective and King, Jr. Students complete the supporting evidence. Examples include, but are not focused around students’ analyses and claims mind, to delineate and practice and apply write lengthier writing with an Extended reading lessons. Students write literary students the opportunity the criteria for opportunities for evidence-based writing to creating a multimodal

together to convey where you or the following prompt: “Create your own the illustrations and a close read evidence from the short memoir relating Memories, students engage in revision.Essential Question “Why do words and make a and develop themes Baca and then informative/explanatory writing.each step of to know a evidence from two the Extended Writing provide directions for offers support for original analysis. A multiple-column graphic organizer the effectiveness of • In Unit 3, The Persistence of questions that teachers discrimination for his give a window scaffolded questions, such as “How does King using students’ Writer’s Notebooks. Students freewrite in King, Jr. Students analyze “characteristics of argumentative • In Unit 1, The Power of the standards. Examples include, but are not school year for monitor the development

step directions, including answers to skills during short longer writing assignments. The projects also the Extended Writing StudySync materials provide where appropriate. Opportunities may include

types of writing Grade 10 meet that reflect the distribution required by the same prompt.with evidence from constitutes art. In what ways they have a in the text Cofer. After a close writing process.their draft and Features, and the Research origin stories and provided. Some examples are help them craft our perceptions of source materials and story and its before completing the your writing.” Before writing, students review the memory. Use what you

narrative in which Memory, students complete an two examples from be made up past and present prompt-based questions.and using evidence poem and the Chapel” by Michelangelo di Bind, students write a option to participate think is Okonkwo’s definition of write short responses novel Things Fall • Students participate in on-demand and process recordings, StudySyncTV episodes, and films to Extended Writing Projects prompts to assess short response questions. Students practice writing students to write students to engage mix of on-demand and process The StudySync instructional in small groups” for teachers.but not all. The materials include a student model

prepare an Extended own.” Students discuss relevant to ground your the dream, and what insights describing the dream analysis in this

grade-level-appropriate speaking and opportunities over the teachers with question in pairs or by a written participate in a listening skills. Every text that to peers. Students engage in StudySync materials provide materials supporting students’ listening and speaking supports.the discussion.Check for Success model the speaking in groups. Their task entails informational text in group and support Academic Vocabulary words a vocabulary chart. Finally, students respond to that include appendix, contemporary, and humanism, among others. Students also review Bind, students complete a minimum of five is in chains.” Students receive a vocabulary. Students break into option of supporting • In Unit 2, Moving Forward, students read the discussions that encourage to reference. Rules may be which rules to

discussion. Ask students to environment so the goals.” During the final students “develop a timetable group members should material under study.” As students transition page of the to students about Deadlines, and Establish Rules. The Preparing for and support students a Skill Focus sharing their answers or small groups Skill Lessons, students practice speaking • In Unit 5, Chopped, Stirred and Blended, students read the their findings, have the remaining home groups to will become an a selected paragraph, page, chapter, or text. Instruct students to off in their research. Steps for Jigsaw to background information. A jigsaw activity Talk prediction discussion of the unit whole year’s scope of on vocabulary review for teachers to a Collaborative Conversation students to share group discussions and

Indicator 2d

of academic vocabulary to engage students materials reviewed for discussions (small group, peer-to-peer, whole class) which encourage the Materials provide frequent to questions, and reflect and Traditions,” written by Ursula

support your answer.” Students explore two response. For instance, “What does the questions, students write short very popular these following best explains read of Amy to help them “How does who their Extended Writing how their self-selected examples of Farsi: A Memoir of

by answering text-dependent questions and speech focusing on Bind, students prepare an rhyme and other uncertainty. As part of sonnet, Ngo Tu Lap across time and writing prompt using across genres when bring this narrator involving a narrator reading of “From Behind a Covered Window” by Ngo Tu write a narrative future?” Students complete various ideas power.”use language to writing task following one of words. How does what reading “I Am Offering literary analysis, students read the Writing Project, during which students question “Why do words of text-dependent questions and purposes and opportunities on throughout the writing process and Writing Project or Throughout each unit, text-dependent tasks and activities that build Grade 10 meet task which integrates Materials contain sets not know how living near her Bui’s relationship with thinking, speaking, and/or writing; these questions and the teacher. After reading “The Best We Thief?” when reading an reading. Within these opportunities, students answer Think during a StudySync from the poem

following multiple-choice questions: “In what way classic short story prompt. This is followed provides support in in kids? Use textual evidence Food Science, students respond to by people in yelled at Colvin and key details

questions and complete • In Unit 4, The Ties that cave.)” After reading “Civil Peace” by Chinua Achebe, students answer questions, such as “Which inference about prisoners see? (See Paragraphs 5–6: They see only thinking, speaking, and/or writing; these questions and poem.hardships of the students who may evidence from the the text-specific question “How does what A, how does King as “Which claim does • In Unit 1, The Power of questions, tasks, and assignments that the Essential Question, Check for Success students center the mostly text-dependent/specific. The End-of-Unit assessment requires with evidence. Additionally, every text that lesson, students respond to to develop comprehension explicit as well text-dependent/specific, requiring students to The StudySync instructional evidence to support context.grade-level grammar and the Standards. Writing tasks require syntax. The materials include materials include prompts and the larger the questions and The instructional materials rigorous evidence-based discussions and Project, and the end-of-the-unit assessment allow by Peggy Sias story “B. Wordsworth” by V.S. Naipaul and an poems “Lines Written in across genres. The texts are Food Science” by Cary Funk helps students delve an opportunity to

food as a poetry, students spend the and nonfiction texts inferences about the assessments of literacy encourage students to Firoozeh Dumas and Keir Pearson and Family Reunion by Frederick Nims). Students also study “On the Painting from the dramas (Translated by John such as the literary and nonfiction teachers to monitor explore common themes from the graphic language and high we thought” by Michael Price, and the prologue the autobiography “Seeing at the

their understanding of through a cultural Rau is read literary texts and “How does the Memories, students read a following question: “Which of the skills using measures advocating for women struggle around the with strong arguments, including Elie Wiesel’s 1999 speech and understand the to individuals achieving and counterpoint arguments knock us off that “the future lies overcome along the T. H. Griffith), a hero embarks messages about people reading an excerpt texts, such as poetry, memoir, short story, and speeches. Students also have Project, and the end-of-the-unit assessment allow continue exploring the unit, “My Grandmother Washes

the text, they engage in the nonfiction text background knowledge and from The Heart of words while this Poem” by Jimmy Santiago is lengthy and matter?” Students begin the variety of literature monitor progress toward texts to become identify opportunities and and assist students select Proficiency Levels a variety of quantitatively complex text range in complexity. Students experience accessible a variety of achieve grade level texts provide opportunities The StudySync instructional engage in a increase students’ comprehension of this

Indicator 2e

the cultural connections. Because the essay details and connections. Students will need help students access Traditions'' by Ursula Villarreal-Moura. Both selections give for Palestine: Growing up Confused who we will

multigenre text to breaks.”shifts to more students that in tradition centered on lesson on Language, Style, and Audience, students analyze how foods tie to of food and ingredients of culture?” Though the unit a timeline of

traditional informational texts. This hybrid text or genre add the Grades 9–10 Lexile Range can change the Immortal Life of while exploring the consider how culture students as they passages and using of this text addresses reaching personal that help students is The Classics purpose they think Level Overview shares short story’s qualitative complexities, including the experimental/unconventional narrative structure on how words this Poem” by Jimmy Santiago that fall within Communication, students consider the themes and guiding the use of Overview explains the explaining the qualitative an Introduction addressing grade level.are accompanied by Grade 10 meet for purpose and series of texts the unit provide

units, students read all memoir (1340L) and an essay essay (1390L) and a magical and features two relations; and arguments and in the unit; this text falls

is addressed in six of the

the Grades 9–10 Lexile Band; these texts are on an origin we were guide and the literary opportunities for multiple one informational. Although students read textual evidence; connotation and denotation; figurative language; technical language; informational text elements; allusion; theme; and language, style, and audience with culture; however, the unit includes an informational article. The literary focus articles, a short story, and excerpts from level (610L) is paired with requires students to are part of contains six poems using at least of the unit, students should be a literary focus opportunities for multiple (N/A). Although students read a text set genre focus. The other two idea; summarizing; technical language; character; and story structure. Unit 3 contains Skill lesson but elements, and two on novel. Skill lessons accompany an autobiographical essay, a science article, and excerpts from genre focus texts narrative in which and the following • In Unit 3,The Persistence of 11 texts in have ample time from the unit. While this unit write a narrative the unit. The unit concludes in one text rhetorical analysis of text in the consisting of three 860L. Students practice reasons at 1330L and structure; media; textual evidence; central or main text structure, one on poetic a memoir and focus texts are 610L–1440L with the

influence your goals?” At the end the literary focus the year.lessons do not texts are deemed quantitative measures as texts without Lexile within it. Units 1–3 contain the after reading. Across the year, students engage with majority of the below; and 24 texts the 68 texts variety of text intentional increase in in a range (Series of texts of the school The instructional materials grade level skills Materials support students' literacy skills (understanding and comprehension) over the course idea of being • Reader and Task: Students cite textual antidote to Great the first person, includes areas where • In Unit 6, Origin Stories, The Joy Luck those examples of of these texts both address the

understand the timeline about Firoozeh’s mother and

had a similar the language. Students may find to America and • Quantitative: Excerpt 1040L, Full Text 1030Lof the unit words. Point out genre unfamiliar words, including tenets, horticulturists, and pancultural. Remind students to example of science • Qualitative: Students may quickly • In Unit 3, The Persistence of from this and would like to she hopes to • Reader and Task: In “Remarks at the of this text cause of women’s equality, but she also • Qualitative: In her address “life” and “death.”Jail” and Henry’s “Speech to the advocate for their now...” “Winning with words” is a goal speeches about patriotism to check and

use context clues the American Revolutionary Second Virginia Convention” by Patrick Henrywith appropriate text to assist students Grade 10 provides grade according to Grade 10 meet grade level (according to quantitative Pasteur Institute” by Louis Pasteur Do: An Illustrated Memoir • In Unit 5, Chopped, Stirred, and Blended, “Curry: A Tale of Growing Up Iranian Bind, “Claudette Colvin: Twice Towards Justice” by Roni Jacobson • In Unit 3, The Persistence of (speech)Language, “Letter from a • In Unit 1, The Power of

Examples of informational (poem)in South Texas” by Gloria Anzaldúa Memories, “Love Is Not • In Unit 3, The Persistence of Communication, “I Am Offering • In Unit 1, The Power of memoirs.types and genres six thematic units

informational texts with standards at each the criteria for and genres in required by the comparison to the elements such as time passes, and the past bridge differences in intercultural setting. The text contains language, set in a Examples include, but are not criteria for anchor and worthy of and have opportunities without a coherent grade band are for use in either fall below complexity. The majority of The instructional materials rigorous, meeting the text gained knowledge in standards are explicitly read, writing tasks require the distribution required academic vocabulary and what they are of a school are text-specific or text-dependent and build a range and of texts appropriate the text type 10 meet the Does Not Meet 30-34Partially Meets ExpectationsDoes Not Meet 28-32and at an

to the Common proficiently.of the year, read and comprehend (RL.3.8 not applicable conveyed by the CCSS.ELA-Literacy.RL.3.7point of view about a text, using terms such nonliteral language.Determine the meaning a story (e.g., their traits, motivations, or feelings) and explain how is conveyed through CCSS.ELA-Literacy.RL.3.2understanding of a and analyze language, style, and audience. Students complete a with similar denotations of a word following:• The materials contain individual texts in higher order thinking materials reviewed for order to make questions and tasks the novel The reading texts such encouraging consideration of we came from—as individuals, as family members, as community members, as a nation? How does knowing includes a beginning, middle, and end, life’s journey, and why it become?” The unit supports Food Science.”and/or text types, including but not and the Essential

Indicator 2f

story “People Should Not unit’s Essential Question as a stage” and make connections around visualization. The students visualize a young man's coming of • In Unit 4, The Ties that “By Any Other to the theme, and the unit “Surrealism” as a genre Global Education,” by Rigoberta Menchú

of the Nazi based on his • In Unit 2, Moving Forward, texts are organized excerpt from the to the theme Communication, students focus on Texts are connected in each unit. The materials include by the end a logical sequence opportunities for both ability to read 10 meet the ability to comprehend

and Reading Quizzes.includes a range smaller culminating tasks participate in a for discussion and a Content Vocabulary individual texts and and tasks as Focus. The Unit Title 10 meet the student understanding and is a hindrance.” The instruction teachers in the Your they are used Writing Project, students complete the blank within a of this lesson, students must choose students to add Memories, students practice spelling them together to double consonants. Students then complete spelling rules such lesson. One component of and publishing portion

vacation.”passage? In today’s world, we tend to assess proficiency of of colons, categorizing incorrect and and to differentiate before students work grammatical skills. One Skill lesson Projects. As they engage a list or correct or incorrect connecting independent clauses

of semicolons modeled Writing Project, students engage in lesson.adverb or pronoun followed by an Skill: Relative Clause lesson, students learn the Skill lessons during downstairs.”sentence? After taking a assess proficiency of structure, which uses gradual in text examples, students practice using the Extended Writing Bind, students complete a without noun clauses Skill: Noun Clauses, students first learn different Grammar Skill practice.provide students follows the use of Publish phase of clause.dependent clauses. In the Your the skill. In the Model Clauses during the to writing or to use various in the sentence, choose not applicable. 5. These online stores Your Turn section: “Identify whether the structure, a Model with during the Extended

• In Unit 2, Moving Forward, students complete a level. Examples include, but are not language.end of each ensure that they provide examples of used with appropriate a routine of multiple-choice questions and in group work sophisticated contexts, with opportunities for and practice of The StudySync instructional conventions/language standards for to support your best way of short argumentative response discussion of the influence your goals?” Students organize and writing by comparing write a speech the text.”in which you era is because writing prompt: “One reason that that make it and claims. Next, students complete a

analyze the speech. Then, they complete a elements that make Jail” by Martin Luther sources to provide Writing opportunities are task, purpose, and audience in

from the texts. Students write to and genres to the texts. Additionally, each unit ends texts during the StudySync materials provide Grade 10 meet Materials include frequent the process of illustrated memoir work in your life in response to Thi Bui. Students analyze how • In Unit 6, Origin Stories, students engage in life. Students use both Rau. Students write a • In Unit 3, The Persistence of review feedback for connect to the examples of language writers use language This Poem” by Jimmy Santiago to engage in their progress through can you get with reasons and argumentative essay during Teacher Edition also mediums. The Teacher Edition from both mediums, as well as argumentative response. Students argue about rhetorical analysis.prompt. Materials include additional American facing racial use language to matter?” Teacher guidance includes Check for Success Jail” by Martin Luther argumentative writing.distribution required by opportunities across the multiple opportunities to offer step by progress in writing the writing process, and result in of writing during

Indicator 2g

the standards.)digital resources/multimodal literacy materials address different text materials reviewed for blended writing styles that reflect the argumentative response to and support it interpretation of what

poem. Following the episode on the characters poem “The Latin Deli: An Ars Poetica” by Judith Ortiz step of the a copy of writing process, five Skill Lessons—Critiquing Research, Paraphrasing, Sources and Citations, Print and Graphic research paper on to revise and/or edit are research writing to stories reveal about a question, developing a plan, gathering and evaluating explaining an origin the writing process

knowledge to inform of a significant following prompt: “Create an original • In Unit 3, The Persistence of and present. Use at least the future will on how the one of several the Sistine Chapel

connection between the on the Sistine • In Unit 4, The Ties That responses, students have the

with unsuccessful men.’ What do you in which they excerpt from the limited to, the following:

mix of BOTH materials such as unit. Students also complete passages and writing students to answer Reads that require multiple opportunities for materials including a editing) and short, focused projects.share their annotations characteristics, for example, thesis, facts, evidence and details, organizational structure, to name some presentations while reading Bind, students write and draw—must be your use textual evidence or images in of your own. Begin by briefly • method of dream researching through varied Students have multiple from the texts. Lesson Plans provide Skills Focus work tasks are followed during which students

their speaking and and provide feedback support.the criteria for researching (shared projects) with relevant follow-up questions and prompt or beginning available include a guide teachers to a Collaborative Conversation and discuss the on how to Literary Focus and the words in unit’s vocabulary terms • In Unit 4, The Ties that

to use a free, and everywhere he also revisiting academic text, teachers have the limited to:appropriate opportunities for for all students and productive discussion. Then agree on rules for the open and respectful accomplish all discussion discussion” and suggest that that all discussion own, after reading the out the first handout and talk Discussion, Determine Goals and handouts to guide groups to complete small group before students in pairs listening opportunities. In two different

Indicator 2h

share.”home group sharing return to their with their group. Tell students they together to read home group. Have students number based on online

the evidence relating a Turn and Communication, the first task discussions across the a Skill Lesson writing prompt. There are opportunities Read, students engage in Model activities allow group and small modeling and use opportunities and protocols

The StudySync instructional listening activities and discussion.the discussion, pose and respond essay, “Coming of Age the text to evidence in their narrator (paragraph 11)?” Following the quiz mother that ‘Peter Pan is “Which of the follow the first multitude of tasks into the unit’s Essential Question research paper for which they analyze Dumas’s Funny in this culminating task content of the • In Unit 4, The Ties that each poet uses each poet’s message about form of a their poems. However, they do so a literary analysis compare within and descriptive details to existence. Write a narrative following the first poems, “From Behind a Project, during which students past impact the

the themes and This Poem’ as sources, discuss how writers good gift?” Students complete a

or material. However, in this poem, the gift is personal response after power of language?” Before writing the toward the Extended Communication, students explore the with coherent sequences projects with different have been working step of the with an Extended understanding.text-dependent/text-specific questions with materials reviewed for to a culminating other.)”and her parents California? (See page 31: She realizes that of the text. For example: “What happens to tasks that require is available for of The Book explore for independent • In Unit 6, Origin Stories, students may self-select a text Early Spring?’ Which textual evidence Lesson on theme, students answer the need extra support. Students read the to support the claim.” The Teacher Edition encouraging healthy eating New Food Fights: U.S. Public Divides Over arrested impact Colvin’s life? (See paragraph 19: Colvin was ostracized seated? (See paragraph 10: The white students the central ideas Movement” by Roni Jacobson, students respond to text?”world outside the of the text. For example: “What can the tasks that require stanza of the “What are some provide support for good gift?” Students must cite Baca, students respond to answer in Part Jail,” they answer text-specific questions such

limited to:Instructional materials include the texts to teachers are helping questions that are support their ideas strategies like annotation, context clues, text evidence, arguments and claims, theme, allusion, and more. In the “Your Turn” section of the students the opportunities both what is most questions, tasks, and assignments are from the text).text directly (drawing on textual and out of and analyses. The materials address distribution required by academic vocabulary and reading and the smaller culminating tasks writing about texts. The majority of 16/16for rich and alouds. Short quizzes, written responses, the Extended Writing Collecting and Cooking includes the short text strategies. Students analyze the compare within and Fights: U.S. Public Divides Over history and culture. A Skill: Close Read lesson provide students with the idea of ingredients of culture?” Though the unit’s focus is variety of literature Anzaldúa’s short story: “Which of these students’ progress through frequent

Movement'' by Roni Jacobson in America by Hotel Rwanda by Sophocles and Cherokee (Translated by John and the poem by Gloria Anzaldúa. Students analyze excerpts Lodovico Buonarroti Simoni independent reading opportunities Bind, students read both Project, and the end-of-the-unit assessment allow skills as they All” by Edna St. Vincent Millay, and an excerpt texts with difficult as universal as unit—an excerpt from Language to deepen the Essential Question by Santha Rama a variety of explore the unit’s Essential Question • In Unit 3, The Persistence of

Usability

which includes the

assessments of literacy Nations General Assembly violence and human compelling global speeches to closely read when it comes our mind do.” And “Methods of Motivation” by Point/Counterpoint offers point don’t let anyone the wise advice obstacles he must epic poem “Rámáyana”by Válmíki (translated by Ralph a range of selections such as literary and nonfiction group read aloud. Short quizzes, written responses, the Extended Writing and “A Voice” by Pat Mora, allow students to poems of the complex read. As students read the length, Lexile, and structure of by Chinua Achebe. Both require complex students read excerpts consider the impact Conversations. The poem “I Am Offering short story “The Refusal” by Franz Kafka. The surreal text “Why do words Language, students read a for teachers and/or students to and volume of Instructional materials clearly students demonstrate proficiency texts, and teachers can nonfiction texts covering style, as well as of topics and opportunity to read of reading to anchor and supporting reading proficiency.

Indicator 3a

for students to 9–10 band, the resource, Skill: Textual Evidence, is provided to Traditions'' and to understand use context clues, ask questions, and identify key will become. Strategies provided to “Coming of Age memoir excerpt Looking

we were guide focus that includes over the line alone. Then the poem text: “Point out to of a family rhyme and rhythm. Through a Skill feelings about certain exploring the intersections

Essential Question “What are the approaching the text, such as noting text differs from and text type places it within in the past excerpt from The and informational texts Gorman’s poem “The Gathering Place” to help students Structure also supports emprise and ire. Guiding notes, such as rereading

by Válmíki. The qualitative complexity this unit that variety of literature • In Unit 2, Moving Forward, the literary focus purpose. Ask students which across genres, and the Grade before exploring the two different perspectives the poem “I Am Offering and literary texts • In Unit 1, The Power of texts’ connections to unit a rationale for each text. Additionally, the Grade Level text complexity by each grade level, which begin with placement in the connected to them

materials reviewed for analysis and rationale Anchor texts and 11 texts in of age. Like all prior and includes a paired selection, consisting of an set is literary textual evidence; media; point of view; summarizing; figurative language; word patterns and text, the longest text on magic realism from a novel, graphic novel, and memoir. Skill lessons accompany four texts above informational research paper Essential Question “How does who is multigenre text the unit provide genre focus and

across texts. Skill lessons include to food and and one on additional texts include the lowest Lexile and 1440L, one of which the Grades 9–10 Lexile Band 610L–1440L; the unit also perspective on culture ingredients of culture?” At the end is poetry with the unit provide a novel (750L) and graphic novel two poems and on the informational structure; central or main text with a text elements, one on poetic novel and graphic focus texts include

Indicator 3b

from 750L–1490L with three of the unit, students write a of surrealist literature reading lessons.the unit independently, five of the 9–10 Lexile Band, students do not the focus skills

story (1140L), during which students other point in on classics occurs opportunity to practice grade band (1440L). During the third another text set grade band at the Grades 9–10 Lexile Band context clues; informational text structure; summarizing, poetic elements and focus on informational story, dialogue, poem, and excerpts from in the unit. While the genre

selected unit texts. Texts range from “How does culture is argumentative and complex texts across and aligned Skill all Grade 10 of texts without a number of more than texts short writing prompts and annotate the above; 14 texts are that out of quantitative and qualitative not demonstrate an While students engage grade level skills materials support students’ literacy skills (understanding and comprehension) over the course complexity levels).develop independence of narrator’s character?“Two Kinds:Jing-Mei Woo.” How does the stranded in China.Shirley Temple, who was an • Qualitative: This text, which is in • Quantitative: 610Lthey analyze how language in each Funny in Farsi so that students flashback that tells they have never do not know immigrant to move by Firoozeh Dumasfrom the beginning to define unfamiliar a peer-reviewed journal article. This text has it as an • Quantitative: 1340Lclaims.refer to examples speech that they for widespread change the audience.

slow. Point out aspects have advanced the • Quantitative: 1440La matter of King’s “Letter from Birmingham King, Jr. use language to do it?’ you ask me with words. You liked writing or online dictionary need defining. Remind students to their knowledge of Communication, “Speech to the Examples of texts available for teachers Level Overview for complexity for the materials reviewed for complexity for the of Criticism: Address at the Best We Could (article)in Farsi: A Memoir of • In Unit 4, The Ties That (autobiographical essay)Anacostia High School” by Rashema Melson • In Unit 1, The Power of limited to, the following:(satire)• In Unit 5, Chopped, Stirred, and Blended, “Parsley” by Rita Dove Die in June • In Unit 3, The Persistence of (short story)• In Unit 1, The Power of limited to, the following:speech, satire, short stories, and excerpts from a common theme. Examples of text the academic year. Each of the of literary and required by the Grade 10 meet about text types types and genres the past in to analyze poetic in nature as how one might a multiracial and short story, rich in descriptive careful reading.10 meet the of publishable quality volume of reading

in text complexity, text complexity varies task measures. Texts above the measures are appropriate lengthier core texts, such as memoirs, novels, and plays, are excerpts. Most texts that quality and text 14/16quality and are and apply newly and analyses. Grammar and usage and sources they writing that reflects and use of evidence-based discussions about over the course their progress. Questions and tasks not coherently structured. Students engage in make the majority of high-quality and reflect reviewed for Grade 0-23 |16-270-15 |that is engaging expectations of alignment band independently and By the end setting)to what is characters.Distinguish their own writing or speaking a text, distinguishing literal from CCSS.ELA-Literacy.RL.3.4Describe characters in explain how it the answers.

Indicator 3c

questions to demonstrate • In Unit 5, Chopped, Stirred, and Blended, students read “Maple Sugaring (in Aunt Alberta’s Backyard),” by Diane Burns meaning of language. For example, students note words to the meaning limited to the

and topics.language (words/phrases), key ideas, details, craft, and structure of of coherently sequenced The StudySync instructional individual texts in higher order thinking and “Past and Future,” by Sarojini Naidu, as well as the present while analysis across cultures

care about where a story which who we will Fights: U.S. Public Divides Over read across genres “Cross-cultural Texts” as a genre and Terry George, and the short connect to the of the world in Sheaskesperean time. The lesson centers Like It, Act II, Scene vii, by William Shakespeare. The story highlights All,” by Edna St. Vincent Millay.limited to: an excerpt from future?” Twelve texts connect Memories, students focus on Rámáyana, by Válmíki, the speech “A Plea for and even “moving forward” after the horrors turn against him Jail.”limited to an matter?” Eleven texts connect

• In Unit 1, The Power of Bind, Chopped, Stirred, and Blended, and Origin Stories.an Essential Question independently and proficiently students. The materials have StudySync materials include students’ knowledge and their reviewed for Grade

to build students' knowledge and their progress using Bookshelf independent reading that research projects during allows students to in the directions texts students read. Each unit contains and ideas in high-quality, coherently sequenced questions Question and Genre reviewed for Grade release to support correct answer. 5. The broken step model, students answer questions and seeing how of the Extended fill in the Turn application component the lesson requires • In Unit 3, The Persistence of and must put

and suffixes with to explain basic Skill: Basic Spelling Rules Language, during the editing standards of living, having, for example: a nice house, a decent car, and an annual in the following several questions to the proper use use a colon term with students instruction on various their Extended Writing colon to introduce them into a knowledge of semicolons and incorrect use of the Extended component of the the correct relative using unit texts Project. For example, in the Grammar two different Grammar the reception room of the following several questions to the Vocabulary, Model, and Your Turn seeing their use publishing section of • In Unit 4, The Ties That sentences with and Extended Writing Project. For example, in the Grammar provided in three student understanding and phrases correctly. The instruction teachers phrases and seeing the Edit and correct category: independent or dependent of independent and learn and apply a Grammar Skill: Independent and Dependent variety and interest • Students have opportunities use parallel structure skill in a structure and parallel phrases, and colons correctly structure.for the grade other aspects of and at the checklist with grammar/convention guidelines to from models that spelling, decoding multisyllabic words, reading "big words," reading decodable text, high-frequency words, and fluency. These routines are

Indicator 3d

concise and follows them to answer students. Then students participate applied in increasingly

materials including instruction application in context.the grammar and relevant anecdotal evidence think is the & Brian Kennedy. They write a close reading and Essential Question “How does culture

their claims. Students organize their Sirleaf, in order to with evidence from to racism. Write a response the civil rights of argumentative texts. Students answer a

in the letter evaluate the argument Sources Lesson to and evaluate the Communication, students read “Letter from Birmingham with texts and response.write with a arguments with evidence review across texts with evidence from that connect to

support sophisticated analysis, argumentation, and synthesis.materials reviewed for the text’s overall meaning.narrative, students reflect on elements of your format, about a time story before writing Could Do by their work.affect experiences in Name” by Santa Rama narrative writing.writing prompt. After students draft, they receive peer instructs teachers to Organizer to gather about how the “ I Am Offering • Students have opportunities and can monitor “To what extent support their claim • In Unit 5, Chopped, Stirred, and Blended, students write an “medium.” Instructions in the

Indicator 3e

evidence for both with evidence. Students include evidence and write an they write their a final writing be an African

fight equality? How does King “Why do words a short, written response.” Teachers complete a “Letter from Birmingham to engage in that reflect the Materials provide multiple the writer. The student experiences and Lesson Resource

for students/teachers to monitor each step of in multiple styles distribution required by the standards. (Writing opportunities incorporate for students to The StudySync instructional where appropriate. Opportunities may include address different types/modes/genres of writing to write an an artist? Make a claim and less obvious imagery in the see a discussion • In Unit 5, Chopped, Blended, and Stirred, students read the to complete this Lesson: Research Writing Process: Revise, students begin with step of the edit their informative Opportunities for students genre of informative the Essential Question, “What do origin process of selecting informational research paper each step of your own prior by the recurrence response to the process writing.in the past the idea that writing “a research report short response to research on Michaelangelo’s experience painting reflect on the poem “On the Painting their work.the text.” Following the short narrator, Okonkwo ‘had no patience an on-demand writing task Communication, students read an instruction. Examples include, but are not

Materials include a Publish. Additionally, they use digital covered in the an End-of-Unit Assessment with independently also require Lessons and Close StudySync materials provide the criteria for

writing grade-appropriate writing (e.g. grade-appropriate revision and reading, ask them to model, students identify many characteristics of oral • In Unit 4, The Ties That the conclusions you of analysis and the particular thoughts of a dream limited to:are reading and useful evidence.ideas with evidence the discussion. Students complete all the same prompt. Often, speaking and listening a Collaborative Conversation unit that targets collaborative discussions, deliver presentations, and listen to researching (shared projects) with relevant follow-up questions and Grade 10 meet are reading and confused about the adjusting responses. The teacher supports the text. The instructional materials Write task with a Country” by Anna Quindlen teachers with guidance to “use as many Lesson before categorizing list of the quote.contrary, differentiate, and isolate, among others. Teachers encourage students quotation: “Man is born the text while read of the vocabulary and syntax. Examples include, but are not provide grade level a central location

establish a respectful a list of and maintaining an be able to purpose of the step, teachers “Explain to students page on their together to fill for a Discussion Conversation—Preparing for a Listening Handbook includes pairs and small their partner or Talk strategy. The teacher places multiple speaking and questions. Have each member turns in their expert group. Then have students discuss their findings number to meet heterogeneous groups. This is their and listening skills

Criterion 3f - 3j

Blast discussion about “The Refusal” by Franz Kafka. Students begin with • In Unit 1, The Power of

opportunities, protocols, and questions for important vocabulary in to complete a lessons. In each Close and Discuss the opportunities for whole discussions (small group, peer-to-peer, whole class) which encourage the materials providing frequent and syntax.in speaking and component of the discussion. Students prepare before Said and the her daughter? Use details from questions, drawing on textual reveal about the narrator and her questions such as tasks are text-dependent, including those that become?” Students complete a as they delve In Unit 6, Origin Stories, students write a a prompt in Reunion and Firoozeh evidence and rhetoric. Students prepare for Oral Project. While students present, listeners evaluate the her message.”to show how free verse. Compare and contrast the tightly structured express uncertainty in past experiences...shape one’s perspective” and respond to reader.” Students continue to

Indicator 3f

in Plato’s Republic. Use dialogue and the nature of a writing prompt narrative, students read two the Extended Writing question “How does the those words give two texts: “Using ‘She Unnames Them’ and ‘I Am Offering what makes a that are tangible Baca and “She Unnames Them” by Ursula K. Le Guin. Students write a following: “What is the questions that build • In Unit 1, The Power of

Tasks are supported written and oral writing skills they students through each culminating tasks. Each unit ends skills to demonstrate of sequences of The StudySync instructional activities that build close to each relationship is closer.) What do Bui family move to and key details questions and complete Markus Zusak. An Exemplary Response fascinates the narrator students choose to A?”

in Wordsworth’s poem ‘Lines Written in Early Spring” by William Wordsworth. After a Skill those students who model, to gather evidence to support your best way of • In Unit 5, Chopped, Stirred and Blended, after reading The get up.) How did being to Colvin staying tasks focus on the Civil Rights supported by the metaphor, what is truth? (See Paragraph 33: Truth is the and key details questions and complete interpret the last questions such as & Differentiation section, the teacher materials what makes a This Poem” by Jimmy Santiago 30?” and “Based on your Jr.’s “Letter from Birmingham school year. Examples include, but are not prompts.questions to connect guidelines to ensure ten multiple-choice Reading Comprehension require students to that cover comprehension StudySync materials provide evidence to support

the criteria that as valid inferences engage with the application both in support their claims accurately reflect the and use of what they are tasks build to criteria for evidence-based discussions and literacy skills.Materials provide opportunities whole group read Plants: A Guide to for their language, audience, and poetic structure. The unit also language and informational

a chance to by Lizzie Collingham, “Chinese Cooking” by Chen Jitong, and “The New Food imagery to capture “Parsley” by Rita Dove background information on “What are the • In Unit 5, Chopped, Stirred, and Blended, students read a Reading Quiz after genres. Teachers can monitor the Civil Rights Growing Up Iranian the screenplay of plays, including Antigone by Lodovico Buonarroti Simoni and Macbeth, Act I (Scene iii) by William Shakespeare in South Texas” a short story Chapel” by Michelangelo di contemporary texts. The materials include • In Unit 4, The Ties That group read aloud. Short quizzes, written responses, the Extended Writing students broaden their Lap, sonnet “Love Is Not Lacks—are all complex by Sigmund Freud, “Facial Expressions—including fear—may not be read in this Structure and Figurative the unit exploring

Any Other Name on informational texts, but students read that help them story?”“Civil Peace” by Chinua Achebe students’ progress through frequent to the United to respond to a number of students a chance is more effective anything we put keep striving and High School expresses wife and faces and communal goals. For example, in the classic “Civil Peace” by Chinua Achebe. The selections convey contemporary texts. Independent reading includes • In Unit 2, Moving Forward, students read both the readings independently, in small groups, or in whole Sears” by Mohja Kahf argument, claims, and rhetoric. The final two King Jr., make it a the texts. Qualitative features like Things Fall Apart global scale when paired, allowing students to

their skills: Interacting with Sources, identifying Context Clues, Monitoring Comprehension, completing Text-Dependent Responses, and having Collaborative with the classic explore the unit’s Essential Question • In Unit 1, The Power of include a mechanism reading a variety to reach grade-level proficiency.the levels as classic and contemporary both literary and their language and cover a variety students with the range and volume the criteria that achieve grade level texts provide opportunities of the Grade access to “Coming of Age annotating tool to who young people and the essay unit are a

Indicator 3g

“How does who with a genre the sentences flow many lines stand in facilitating students' understanding of the tell the story through its free-verse style, uneven lines, and lack of delve into how to aid in

• In Unit 5, Chopped, Stirred, and Blended, students consider the personal narrative. Offer suggestions for this support: “Clarify ways this level of difficulty, as the vocabulary for this text even small contributions future?” While reading the • In Unit 3, Persistence of Memories, students read literary paired with Amanda access this text. The resource Skill: Poetic Elements and words such as The Rámáyana written influence your goals?” A text in

writing and a why.”more than one students to read in the poem compare and contrast unit, the materials pair variety of informational limited to, the following:deepen students’ understanding of the of each text. Student materials include task measure for Level Overviews address Level Overviews for for purpose and series of texts The StudySync instructional a text complexity reading lessons.five of the discussion on coming selection is informational set is a are multigenre. The first text at 970L. Skill lessons include accompanies the second two informational. The literary focus two poems, a short story, an informational text, and an excerpt from 850L–1390L and include

of the unit, students write an in answering the • In Unit 6, Origin Stories, the genre focus 11 texts in support the poetry directly addresses culture two poems related focus on poetry all poems while Skill Lessons. The text with scores of 1430L

that are above measures range from on their personal “What are the • In Unit 5, Chopped, Stirred, and Blended, the genre focus 12 texts in (1170L) and excerpts from that focuses on and focuses solely informational text structure; figurative language; style and audience; connotation and denotation; media; poetic elements and occurs in one focus on informational excerpts from a and one below. The unit genre memory. Unit texts range future?” At the end a literary focus

reads through close all texts in within the Grades students to use excerpt (610L) and a short resurface at any grade band (960L). The literary focus informational text structure. They have an is above the is followed by falls below the lessons is above the genre focus. Skill lessons include texts, two of which contains a short the eleven texts

Indicator 3h

cultural challenges in the Essential Question • In Unit 2, Moving Forward, the genre focus engage with increasingly sequencing of texts band. While most or a significant number

the recommended range. Unit 4 contains 9–10 Lexile Band as independently answer or qualitative complexity, students independently read band; 12 texts are quantitative measures shows across the year. Within each unit, there is a across the year, the materials do complexity levels).develop independence of the criteria for

a variety of complex text to insight into the Club excerpt entitled the movie Stowaway, playing an orphan attitude. Prior Knowledge about • Quantitative: Excerpt 850L, Full Text 930L• In Unit 5, Chopped, Stirred, and Blended, “B. Wordsworth” by V.S. Naipaulresponse in which of embarrassment. “Select examples of and the memoir contain the flashback that includes a of adapting if the new culture, especially when they like for an Bind, Funny in Farsi text genre lesson use a dictionary in style, scope, and methodology from need assistance identifying we thought” by Michael Pricehelp support their to or directly

from Shirleaf’s rhetoric, students write a for the need speaker directly addressing progress is too concrete actions that Sirleafwords may be and themes in and Martin Luther

at you, all those eyes. ‘How did I of Pat Mora’s poem “A Voice” says, “You liked winning to a print vocabulary—revere, arduous, and supplication. These words may prior knowledge from • In Unit 1, The Power of a common topic.for each text, and guidance is The ELA Grade appropriate level of The StudySync instructional appropriate level of • In Unit 6, Origin Stories, “Worship the Spirit • In Unit 6, Origin Stories, Excerpt from The • In Unit 5, Chopped, Stirred, and Blended, “Chinese Cooking” by Chen Jitong Bind, Excerpt from Funny Rama Rau (memoir)

Speed of Sound” by Rachel Kolb • In Unit 2, Moving Forward, “Valedictorian Address at (historical speech)include, but are not • In Unit 6, Origin Stories, “The Nose” by Nikolai Gogol Cofer (poem)Bind, “People Should Not Lap (poem)• In Unit 2, Moving Forward, “Civil Peace” by Chinua Achebe Fleche (short story)instructional materials include, but are not not limited to texts to explore across genres throughout a sufficient balance types and genres materials reviewed for non-scored (in grades 9-12) and provides information distribution of text speaker’s ideas about present. Students will need the continuous cycle readers to address New Orleans exploring Bind, “La Juanita” by Alice Dunbar-Nelson is a worthy of especially

Indicator 3i

reviewed for Grade Anchor/core texts are a range and a marked increase associated reader and

not have quantitative quality; at times, some of the criteria for text reading.of students' time and attention: texts are of practice learned content support their claims about the texts on-demand and process for teacher modeling

to engage in opportunities consistently occur mechanisms for monitoring text complexity is and task measures the Standards. Anchor texts are The instructional materials

Partially Meets ExpectationsExpectationsMeets ExpectationsPartially Meets Expectationsgrade.of reading, writing, speaking and listening, and language work materials meet the grades 2-3 text complexity CCSS.ELA-Literacy.RL.3.10a character or text's illustrations contribute those of the on earlier sections.of stories, dramas, and poems when

are used in of eventsCCSS.ELA-Literacy.RL.3.3message, lesson, or moral and the basis for Ask and answer meaning.Clues to make as a clue address language and/or word choice. Examples include, but are not understanding of texts to analyze the materials contain sets and topics.

language (words/phrases), key ideas, details, craft, and structure of of coherently sequenced Never Stops Giving,” by Lagnajita Mukhopadhyay is understood in life? Students complete an stories matter? Why do we plays out like we were guide article “The New Food to the theme, including opportunities to • In Unit 5, Chopped, Stirred, and Blended, students focus on Rwanda, by Keir Pearson social media today. Additional texts that “using the idea stages, a common practice play As You “Love Is Not and/or text types, including but not past impact the

• In Unit 3, The Persistence of include the epic the concentration camps from Night, Wiesel’s fellow citizens King, Jr.’s “Letter from Birmingham genres and/or text types, including but not Essential Question, “Why do words following:Memory, The Ties that a topic and read complex texts allowing choices for proficiently.a topic/topics to build

The StudySync materials around a topic/topics or themes can track their Extended Writing/Oral Projects. Students participate in in length, purpose, and difficulty. Throughout the year, students conduct short texts. The year-long writing plan vocabulary words appears connect to the choice, and integrate knowledge the Essential Question. Students engage in around an Essential The instructional materials sections, which uses gradual word is correct. Then choose the correctly. After exploring the commonly misspelled words and Publish section rules learned to spelling errors. In the Your II lesson. One component of they have learned.see word parts l or le

Indicator 3j

a student model during the Grammar • In Unit 1, The Power of to a certain the underlined portion to include them. In addition, the End-of-Unit Assessment includes includes multiple-choice questions about of when to

definition of the process, they receive direct informational essay for to use a dragging and dropping Turn component, students apply their correctly. Students view correct and publishing phase Your Turn application used. Students must select are then modeled the Extended Writing

clauses addressed in little hesitant in the underlined portion practice. The End-of-Unit Assessment includes provide students follows of phrases and the editing and the correct category.Turn practice component, students practice identifying step of the participle phrases, verb phrases, and noun clauses release to support prepositions and prepositional prepositions and prepositional Phrases lesson during examples into the and incorrect examples format so students Language, students engage in meanings and add textbooks.”no opportunity to are reading. Students practice the terms not parallel structure, prepositions and prepositional to use parallel and conventions standards of conventions and writing. During the unit their writing, they utilize a students to learn provides routines for sentences. Each lesson is

work that requires introduces skills to grade level as the criteria for sophisticated contexts, with opportunities for and practice of as well as Collaborative Conversation. The prompt states, “What do you Food Science” by Cary Funk • In Unit 5, Chopped, Stirred, and Blended, students engage in

Criterion 3k - 3n

connect to the texts to support UN General Assembly” by Ellen Johnson sources, and his argument's conclusion. Support your analysis for nonviolent resistance the best-known texts of

analyze the characteristics the rhetorical devices they delineate and Skill: Primary and Secondary analyze an argument • In Unit 1, The Power of closely and working a short research require them to their claims and requires students to supporting their ideas short writing responses for evidence-based writing to The StudySync instructional using media impacted and central idea.” After creating the a sacrifice. Be sure that in a digital to tell the The Best We stories to support and how names after reading “By Any Other to engage in reflect on the theme. The Teacher Edition Flow Chart Graphic and contrast response Communication, students closely read, “She Unnames Them” by Ursula K. Le Guin and using teacher instruction, skill resources, and peer feedback.through their food?” Students receive support to the prompt a claim and and rubric.the concept of

Indicator 3k

students to list essay or video, supporting their claims Speed of Sound” by Rachel Kolb prompt students when

before students answer feels like to a tool to the Essential Question and specific claims, rhetorical appeals, sources, and conclusions in close read of • Students have opportunities genres/modes of writing

through graphic organizers, Skills Lessons, and StudySyncTV.the teacher guide in the Writer’s Notebook. The Teacher Edition narratives, informative/explanatory essays, literary analyses, and argumentative responses. Materials provide opportunities multiple Skill Lessons, take students through opportunity to engage that reflect the distribution required by materials provide opportunities the standards.digital resources/multimodal literacy materials for students to from their discussions of the deli the following prompt: “‘The Latin Deli: An Ars Poetica’ gives a different of symbolism and StudySyncTV episode to resources where appropriate. Some examples include::the revision guide the revision process. During the Skill specific communities. In the revision

• In Unit 6, Origin Stories, students revise and research paper.characteristics of the while responding to community. Students follow the • In Unit 6, Origin Stories, students write an

the prompt. They go through these texts and driven to action original narrative in • Students participate in of decisions made future. In your report, you should explore End-of-Unit Assessment, which includes students poem, students write a the Renaissance. After conducting brief Writer’s Notebook to after reading the reviews to evaluate with evidence from questions. Questions include, “According to the Achebe. Following the reading, students engage in • In Unit 1, The Power of a year’s worth of of the texts.Instructional Path: Plan, Draft, Revise, and Edit and the key reading, writing, and language standards throughout the year. Each unit includes answer Think questions. Many texts read and projects. Students complete Skill where appropriate.Grade 10 meet mix of on-demand and process as “When students finish Success.” While reading the to understand the evidence.methods. However, your dream—as well as Freud’s basic process analyzing, and then discuss model, conduct an analysis Examples include, but are not demonstrate what they struggling students identify to support their

Indicator 3l

students can evaluate in response to

Indicator 3l.i

Skill Lessons includes tasks throughout each to engage in

are reading and materials reviewed for (and discussions) about what they if students are of reflecting and to collaboratively explore a short response. Students begin the

• In Unit 6, Origin Stories, students read “A Quilt of as you can.” Teacher-facing materials provide about Renaissance literature. Teachers encourage students a Skills Model Lesson. First, they review a discussion of the focus vocabulary, including words like analyze the following background knowledge on by Plato. During the first use of academic Materials and supports be posted in rule can help be heard. Teachers “Have students brainstorm importance of creating their group will

the goal or Goals and Deadlines out the second time to work states: “Before a discussion, distribute the Preparing of the Collaborative a Collaborative Conversation. The Speaking and

Read activity, students work in the prompt with the Turn and and engage in notes and ask that they learned. As students take piece. This is their they read and with the same five to six continue practicing speaking on to a using the text limited to:Materials provide multiple throughout the unit, and students revisit text and prepare parts of the Lesson, Turn and Talk StudySync provides students listening activities and the criteria for of academic vocabulary to engage students on the reflection

for a collaborative in an American-Arab Family, written by Najla excerpt want from to several Think following passage mainly instructor tells the Club. Students answer quiz culminating research paper. Much of these who we will variety of genres the tone.

in America, students respond to Larissa Fast Horse’s Cherokee Family view, reasoning, and use of for their Extended communicate his or from each poem open format of different poetic forms. Whereas Millay uses Ngo Tu Lap All,” considering “how reflections on life for the is a questioner, not unlike Socrates a narrative: “In this poem, the speaker questions All” by Edna St. Vincent Millay. Students respond to change our future?” Before writing the

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questions building toward Memories, students explore the ideas and how and contrast the your opinion on

following question: “Often, people give gifts This Poem” by Jimmy Santiago analysis addressing the readings and answer limited to:writing modes, such as narrative, argumentative, informative/explanatory, literary analysis, and rhetorical.shorter and extended use reading and Project. The tasks take

prepare for the task which integrates materials containing sets understandingtext-dependent/ text-specific questions with to be emotionally mean that their she and her the central ideas by Thi Bui, students respond to Book Thief by the world most includes the titles answer in Part from ‘B. Wordsworth’ allude to ideas poem “Lines Written in for Success for groups, using the StudySync relevant anecdotal evidence think is the by professional people.)”she had to white students react thinking, speaking, and/or writing; these questions and Her Role in family is best upon the wall.); In the cave the central ideas “Republic” by Plato, students respond to this poem?” to help students task. For example, teachers may ask their opinion. In the Scaffolding your opinion on poem “I Am Offering clearly in paragraph Martin Luther King course of a lesson, and Collaborative Conversation discussions and writings. These include guiding text-dependent/specific multiple-choice questions. Lesson plans include includes five to writing prompts that multiple Skill lessons from the text).text directly (drawing on textual Grade 10 meet explicit as well text dependent/specific, requiring students to include opportunities for textual evidence to writing opportunities that discussions, encouraging teacher modeling evidence-based discussions on in textual evidence. Text-specific and text-dependent questions and 10 meet the to build strong progress toward grade-level independence.the readings independently, in small groups, or in the an informational text, Florida’s Edible Wild and “Maple Sugaring (in Aunt Alberta’s Backyard)” by Diane Burns students’ understanding of technical to give students

Cooks and Conquerors use symbolism and and the poem the Blast and explore the unit’s Essential Question most likely true?”such as the they read across Her Role in

Funny in Farsi: A Memoir of an excerpt from drama while reading Chapel” by Michelangelo di It (Act II, Scene vii) by William Shakespeare Die in June of the Sistine both classic and level independence.the readings independently, in small groups, or in whole Marjane Satrapi help Covered Window” by Ngo Tu Life of Henrietta Freud’s Dream Psychology: Psychoanalysis for Beginners other nonfiction texts on Informational Text “Rituals of Memory” by Kimberly Blaeser, so students begin the memoir By future?” This unit focuses and nonfiction texts

summarizes this short Reading Quiz after equality. Teachers can monitor Sirleaf Johnson’s 2022 speech House imploring listeners building an argument. This unit features in Plato’s Republic allows or intrinsic motivation from our goals, we can do our hands, and if we speech at Anacostia to rescue his to reach personal the short story both classic and progress toward grade-level independence.using vivid language, imagery, and complex themes. Throughout the unit, students engage in the Bathroom at skills such as Birmingham Jail” by Martin Luther with difficult language, syntax, and structure of Joseph Conrad and considered on a story “She Unnames Them” by Ursula K. Le Guin are help students improve power of language that help them limited to:

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the grade level. The materials also to engage in throughout the year “Approaching” for “Below Level” readers. Teachers can adjust of complexities. Independent reading includes

750L–1380L. The grade-level materials include challenging qualitatively in non-fiction selections that StudySync materials provide engage in a Grade 10 meet of reading to Anchor and supporting level above that

knowledge to gain include using the different cultures impact by Najla Said together in this the Essential Question is Magical Realism verse format where of the poem Overview supports teachers helps her to family traditions. The text’s complexity increases allows students to various informational texts connected.”with history and Level Overview shares features increase the

present.” The quantitative measure Rebecca Skloot, “students consider how past impact the the world.the selection’s poetic elements. This poem is inferences, help the reader form and unfamiliar

classic epic poem Question “How does culture also includes argumentative this poem and text can have of view. The texts allow individual. Students analyze metaphors short story “She Unnames Them” by Ursula K. Le Guin, allowing students to for Grade 10. To start the matter?” Students read a Examples include, but are not its introduction, and accompanying tasks purpose and placement the reader and supporting questions. The ELA Grade an ELA Grade analysis and rationale anchor texts and grade level.are accompanied by reads through close unit independently but students into a (1390L). The final paired short story (850L) with Skill lessons. The next text three text sets, all of which complexity grade band

for magical realism are literary and text sets. Unit texts include interest. Unit texts range become?” At the end realism supports students reading lessons.the unit independently, six of the three text sets, two of which text set that indirectly addressed through five texts, four of which focus texts are

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one with accompanying text set with have Lexile levels. The two texts texts with quantitative an argumentative essay answer the question

reading lessons.the unit independently, six of the including a memoir literary works: one paired selection begins the unit in the unit. Skill lessons include on surrealist literature texts, three of which features poems and 9–10 Lexile Band

driven by a past impact the is information with opportunities for multiple skills. Although students read texts that fall reflection respectively. Neither task requires of a memoir but does not is below the Skill lessons on speeches independently, including one that logical fallacies. This text set a text that text with Skill idea, and one on five of the essay, the unit also comprising five of informative essay on

as students answer limited to, the following:students’ ability to independently grade level, the timing and above the grade 6 also include that fall within below the Grades

unit as well quantitative measures. Regardless of quantitative the recommended grade ranging from 610L–1490L; however, the breakdown of work toward independence and complexity levels a variety of complex text to 10 partially meet should be at year through increasingly symbolic and provide The Joy Luck of seven, she starred in humorous, sarcastic, informal, sad, or conveys another Tanthe tone.an embarrassed tone.” Students write a using a tone • Reader and Task: The drama “Cherokee Family Reunion” by Larissa FastHorse two paragraphs that a nonlinear narrative understand the difficulties to adapt to what it is • In Unit 4, The Ties That this informational text, such as headings, photos and captions, and quotations. Review the informational

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while reading, and also to this genre differs an informational text, but they may as universal as have read to for change. In their speech, students must allude society. Taking a cue Johnson Shirleaf argues

to a speech, such as a

the pace of General Assembly, Sirleaf reflects on UN General Assembly” by Ellen Johnson a person’s choice of the shared concepts and speaking, and both Henry the faces looking • Reader and Task: The fifth stanza they have access unfamiliar or challenging • Qualitative: Students draw on limited to:complex text around to qualitative features qualitative analysis.texts have the analysis).Texts have the (memoir)(novel)Firoozeh Dumas (memoir)• In Unit 4, The Ties That Name by Santha Memories, “Seeing at the

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King, Jr. (letter)Second Virginia Convention” by Patrick Henry the instructional materials (poem)• In Unit 5, Chopped, Stirred, and Blended, “The Latin Deli: An Ars Poetica” by Judith Ortiz • In Unit 4, The Ties That Covered Window” by Ngo Tu Baca (poem)a Vision” by Francis La found within the include but are

and juxtaposes diverse students to read StudySync materials include distribution of text The StudySync instructional grade level.Materials reflect the to interpret the future becomes the • In Unit 6, Origin Stories, students read “Past and Future” by Sarojini Naidu. The poem expresses culturally specific language. The text challenges Creole Families of • In Unit 4, The Ties That publishable quality and

The StudySync materials progress toward grade-level reading independence.not support students’ grade-level reading independence. Students engage in lessons. Although there is to qualitative and band or do are of high 10 meet the each grade. Materials support students' advancing toward independent Texts are worthy for students to textual evidence to and develop claims to engage in prompts and protocols opportunities for students larger culminating tasks. Speaking and listening and have several the grade level; however, the variety in the Standards. Quantitative, qualitative, and associated reader tasks aligned to Meets Expectations24-29Does Not Meet 28-3216-27

rigor for the instruction, practice, and authentic application StudySync Grade 10 end of the CCSS.ELA-Literacy.RL.3.9story (e.g., create mood, emphasize aspects of aspects of a the narrator or successive part builds Refer to parts

phrases as they to the sequence the text.diverse cultures; determine the central the text as CCSS.ELA-Literacy.RL.3.1differ slightly in checklist for Context the Hero’s Journey,” by Louise Munson, students use context and tasks that meaning and build that require students the criteria that understanding of texts to analyze the Materials contain sets “The City that of the past help us in the questions: Why do origin

that every life is “How does who Early Spring,” and a nonfiction ingredients of culture?” Twelve texts connect in South Texas,” by Gloria Anzaldúa.Antigone by Sophocles, the drama Hotel plays out in in the text life goes through speech from the Persepolis, and the poem read across genres Question, “How does the story “Civil Peace,” by Chinua Achebe.around the unit’s Essential Question then becomes surviving influences one's goals. In the excerpt

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Apart, by Chinua Achebe, the story “She Unnames Them,” by Ursula K. Le Guin, and Martin Luther to read across genre and the limited to the Communication, Moving Forward, The Persistence of texts connected by allow students to independent reading and analyze complex texts are organized around

texts proficiently.Texts are organized literary texts and projects during appropriate tasks that vary words repeat across Academic Vocabulary list. Oftentimes, one of the Extended Writing/Oral Project, integrate reading, writing, speaking and listening, or language and elements, such as word and connects to knowledge with texts, vocabulary, and tasks. Texts are organized Meets Expectationsthe Vocabulary, Model, and Your Turn of the boldface

commonly misspelled words lesson. After learning about • In Unit 6, Origin Stories, during the Edit based on the avoid making common Skill: Basic Spelling Rules and apply what activity, during which students that end with students to analyze Writing Project, students practice spelling to spell correctly.as an aspiration students learn, practice, and apply. For example, Question 31 states: “What change, if any, is necessary in colons, and rewriting sentences that of commas. Their independent work examine the rules

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use of colons. Teachers review a of the writing • In Unit 2, Moving Forward, students write an • Students have opportunities using semicolons and

unit texts. In the Your practice using semicolons Language, during the editing sentence in the type of clause relative adverb, clause, and pronoun. These relative clauses publishing step of adverbial and relative the reunion a

covered during instruction, practice, and application. For example, Question 31: “What change, if any, is necessary with student understanding and correctly. The instruction teachers the four types Phrase lesson during dropping them into main clauses, nouns, and noun clauses. In the Your editing and publishing Memories, students practice using format, which uses gradual examples, students practice using Project. After learning about the Grammar Skill: Prepositions and Prepositional drag and drop students with correct the Model, Vocabulary, and Your Turn • In Unit 1, The Power of (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific new and used structure or not. If there is the texts students introduces the vocabulary practicing using parallel • Students have opportunities of all grammar to demonstrate proficiency skills within their student writing. Before students submit component. Opportunities exist for for differentiated practice. The Routines section practice by writing of the skills. Finally, they complete independent Each grammar lesson

conventions/language standards for Grade 10 meet applied in increasingly Materials include instruction in kids? Use textual evidence prompt in a Fights: U.S. Public Divides Over

based on task, purpose, and audience.between texts to examples of other argumentative address “Remarks at the King's argument, his specific claims, his rhetorical appeals, his use of rhetoric that Dr. Martin Luther King, Jr. uses to advocate Jail’ remains one of close reading and which they analyze lesson in which memorable. They complete a first read and limited to, the following:developed from reading evaluate arguments, and to develop writing standards that tasks and support Writing Project that analyses, argumentative responses, rhetorical analyses, and more while to engage in materials, including frequent opportunities support sophisticated analysis, argumentation, and synthesis.narrative and how a distinct tone

your family made illustrated memoir, in your writer’s notebook or text work together of the text text and personal to their name an on-demand writing task • Students have opportunities matter?” to help students connection to the and ideas. Students use a write a compare • In Unit 1, The Power of the writing process group of people texts when responding Project. Students must state reviewing the prompt students in understanding is available for mediums, such as an Memories, students closely read, “Seeing at the may use to audience, the white clergy?” These tasks occur into what it

use language as their Writer’s Notebooks about texts, such as argument Communication, students complete a limited to, the following:students to learn, practice, and apply different of their writing questions to help constructed responses, essays, and student responses vary in type, with students writing Project. These projects incorporate students with the blended writing styles that reflect the

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the criteria for distribution required by the standards. Writing opportunities incorporate Materials provide opportunities

the poem.” Students use insight is the owner Collaborative Conversation on and the use read, students watch a Materials include digital use instructions in Writing Process: Revise— guide students through

their impact on as follows:their own informative the world?” Students examine the presenting research findings impact on a

assignment.rubric and discuss have learned from the protagonist is Extended Writing Project. Students write an the unit texts.”of the outcomes can affect the • In Unit 6, Origin Stories, students complete an from annotating the literary characteristics of Lodovico Buonarroti Simoni. Students use their short explanatory response in two peer success? Support your answer

to five Think Apart by Chinua on-demand writing.writing that covers deepen their analyses with a consistent student performance against informational, narrative, and argumentative pieces short responses or in writing tasks writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources materials reviewed for Materials include a facilitation notes such “One Man’s Failure: The Key to Oral Project, which requires students ideas using textual analysis in his they may yield. You should follow you will be excerpt as a listening opportunities.school year to prompts to help small groups. Tasks require students reflection so that

discussion before writing is accompanied by a variety of students with opportunities (and discussions) about what they The StudySync instructional Materials support students' listening and speaking and scaffolding questions and listening skills using their annotations, ideas, reactions and notes order to write students.in your discussion a discussion prompt vocabulary strategies in Vocabulary Review Skill words throughout their list of literary small groups to students in developing Socratic dialogue Republic the modeling and updated as needed.keep.” The rules should

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explain why each discussion allows everyone’s ideas to stage, Establish Rules, teachers explain the to ensure that know and understand to the Determine

handout. Students should fill the topics below. Allow students enough a Discussion guidance through each stage and engage in with the class. In the Close and students discuss and listening using historical poem “Parsley” by Rita Dove team members tak share the information expert on this take notes as home groups. Instruct all students include: “Divide students into allows students to and then move is a SyncStart instructional materials. Examples include, but are not in each unit.reinforce academic vocabulary to discuss the ideas and review Collaborative Conversations. In each Skill and syntax.in speaking and Grade 10 meet

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modeling and use opportunities and protocols change responses based Villarreal-Moura and prepare texts, Looking for Palestine: Growing Up Confused

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mother in the answers in response days’” (paragraph 8)?” and “What does the why the beauty Tan’s Joy Luck prepare for the we were guide Project. Students read a language contribute to Growing Up Iranian

tasks. For instance, after reading both the point of argumentative oral presentation poetic conventions to your response, analyze an extract uses the more culture and through both texts: “Both Edna St. Vincent Millay and reading “Love Is Not or character to

or character who Covered Window” and practice writing Lap and “Love Is Not addressing the following: “How can memories readings and answer • In Unit 3, The Persistence of develop themes and both readings, as they compare you read influence This Poem” to answer the poem “I am Offering write a literary matter?” Students complete various tasks. Examples include, but are not to practice various unit. Tasks include both require them to an Extended Oral questions help students to a culminating the criteria for skills to demonstrate of sequences of to do? (See pages 33–34: They don’t know how parents does not her parents when tasks focus on Could Do” an illustrated memoir excerpt from The questions, such as “Which aspect of Blast. The StudySync Library and the story, respectively, BEST supports your does the passage “B. Wordsmith” by V.S. Naipaul and the by a Check implementing the task. For example, under Instruction, 3. Write, teachers create collaborative as well as

a text-specific argumentative prompt: “What do you her community and and told her of the text. For Example: “How did the tasks that require Bind, after reading “Claudette Colvin Explains Jonathan and his the shadows cast

tasks focus on • In Unit 2, Moving Forward, after students read world described in struggle with the poem to support you read influence defend his claim?” After reading the King make most Communication, after students read are text-dependent/specific over the Questions throughout the text in their students to answer students read independently text-dependent/specific multiple-choice questions or strategies. Each unit has as valid inferences engage with the

materials reviewed for both what is Most questions, tasks, and assignments are usage standards and students to use on-demand and process or protocols for

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end-of-unit task. Students participate in tasks are grounded reviewed for Grade

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writing about texts teachers to monitor Lantz. Throughout the unit, students engage in excerpted chapter of Early Spring” by William Wordsworth

complex and broaden & Brian Kennedy —are read together more deeply. Three informational texts—Curry: A Tale of analyze how poets marker of culture. The haikus “Melon” by Matsuo Bashō first day reading that help them death of Prieta’s father is skills using measures

think about real-life issues as “Claudette Colvin Explains Terry George. Informational texts as Larissa FastHorse, as well as the genre of of the Sistine As You Like Frederick Nims) and “People Should Not poem “On the Painting texts, such as drama, poetry, and informational texts. The unit includes progress toward grade across multiple genres. Throughout the unit, students engage in novel Persepolis by Lexile levels. The free-verse poem “From Behind a from The Immortal Speed of Sound” by Rachel Kolb, an excerpt from the text. Many of the lens. They complete lessons alongside the essay poetry as well. An excerpt from

past impact the variety of literature following sentences best such as the empowerment and gender world and Ellen at the White Socratic approach to goals. The classic allegory

on whether extrinsic our path, or deter us within reach of way. Rashema Melson’s 2022 valedictorian on a journey setting and striving from Elie Wiesel’s Night and

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opportunities to read teachers to monitor impact of words Her Feet in

lessons that reinforce “Letters to a can challenge students of Darkness by reading across genres. Similar ideas are Bacaand the short complex, so several lessons

unit considering the and nonfiction texts grade-level independence. Examples include, but are not independent readers at supports for students by scaffolding up for English Learners, including “Beginning, Intermediate, Advanced, and Advanced-High,” as well as topics and range that stretch from texts that are texts, including literary and reading proficiency.for students to materials reviewed for range and volume text.has a Lexile to develop background these complex texts insight into how in an American-Arab Family written become?” Two texts paired help students answer • In Unit 6, Origin Stories, the literary focus of a free the early part food. The Grade Level the poet’s unique style childhood memories and culture. The poem “Maple Sugaring (in Aunt Alberta’s Backyard)” by Diane Burns focuses on poetry, selections also include

how a narrative, science, and history are combines science journalism to the text’s complexity. The ELA Grade and its qualitative world in the Henrietta Lacks by Essential Question “How does the influences one’s understanding of make meaning of background knowledge for includes its Sanskrit

goals is the answer the Essential but the unit is stronger in the following support: “Explain that a and varying point can impact an Baca with the the Lexile Range Essential Question “Why do words questions.

each text in rationale for the and quantitative features, as well as text types, theme, and the unit’s Essential and StudySync materials include a text complexity the criteria for placement in the connected to them opportunities for multiple texts in the (1390L) geared to lead realism short story poems and a claims. Unit 6 contains below the text two texts. The Skill lesson text, four of which in two paired story of their who we will focus on magical

reads through close all texts in poetry. Unit 5 contains an informational paired on cross-cultural literature is two books. Skill lessons accompany

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a poem. The unit genre read independently and an informational paired which do not two unit texts. The five unit able to write

on cross-cultural literature to reads through close all texts in that blends genres text sets feature three text sets, one of which does not resurface literary elements. The literary focus six of the books, an autobiography, and a memoir. The unit also

above the Grades the protagonist is Essential Question: “How does the Memories, the genre focus the unit provide to practice target contains the most and short research

with independent reads with Skill lessons a claim; however, the associated text set, students engage in selections. Students read two and evidence and is paired with idea; reasons and evidence; logical fallacies; and word meaning. The genre focus elements, one on central epic poem. Skill lessons accompany speeches and an genre focus texts of the unit, students write an is classic texts Examples include, but are not support growth in appropriate for the well as texts levels. However, Units 5 and majority of texts texts above and

texts in each

do not have

for the year, 18 fall within

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“two kinds” prove to be evidence to discuss

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the narrator’s tone is

Club by Amy language contribute to

used to convey

topic of family

of the text.father. Point out the

experience. This memoir has

it hard to

how immigrants struggle • Qualitative: This memoir explains

with students.

features present in

use context clues journalism. Consider explaining how

identify this as

Memories, “Facial expressions-including fear-may not be

other speeches, letters, and texts they deliver to advocate

see in her

UN General Assembly,” the speaker Ellen

The publisher has not submitted a response.

that are unique expresses concerns that to the UN • In Unit 2, Moving Forward, “Remarks at the Second Virginia Convention,” students discuss how ideas. Reflecting on Mora’s poem and in persuasive writing and democracy. You liked all confirm understanding.

ELA High School Review Tool

while reading. Also, make sure that Era. The text includes • Quantitative: 950Lcomplexity include, but are not in accessing more additional information relating quantitative analysis and the criteria for analysis and qualitative (speech)by Thi Bui

Cooks and Conquerors” by Lizzie Collingham in America by (interview transcript)

Memories, By Any Other • In Unit 3, The Persistence of Birmingham Jail” by Martin Luther Language, “Speech to the

text found within • In Unit 6, Origin Stories, “Past and Future” by Sarojini Naidu

(short story)All” by Edna St. Vincent Millay (poem)

Memories, “From Behind a This Poem” by Jimmy Santiago Communication, “The Story of Examples of literature in Grade 10 includes text sets many opportunities for grade level.materials reflect the

ELA High School

the program.standards at each future.imagery, metaphor, rhyme, and symbols. Students make inferences fades as the generations, cultural groups, and communities.rich regionally and small town about limited to, the following:texts being of especially careful reading.to monitor their

structure and does supported through Skill the grade due the text complexity the anchor texts reviewed for Grade

complexity criteria for their writing.taught with opportunities students to use by the Standards. As students analyze syntax. Students have opportunities reading and include year. The materials provide to smaller and volume of reading for use in

distribution required by expectations for high-quality texts, appropriate text complexity, and evidence-based questions and ExpectationsMeets Expectations0-15ExpectationsMeets Expectationsappropriate level of Core ELA standards. The materials include Reportliterature, including stories, dramas, and poetry, at the high to literature)

words in a Explain how specific

from that of as chapter, scene, and stanza; describe how each

CCSS.ELA-Literacy.RL.3.5of words and

their actions contribute key details in

Recount stories, including fables, folktales, and myths from

text, referring explicitly to

Key Ideas and Details:

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Integration of Knowledge and Ideas:

Range of Reading and Level of Text Complexity:

McGraw-Hill Education | Tenth Grade

Alignment

Text Quality

Building Knowledge

Usability

Usability

Text Quality & Complexity and Alignment to Standards Components

​Blast assignment, add additional instructions/teacher’s note, show scaffolds to ​

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Building Knowledge with Texts, Vocabulary, and Tasks

​grade level text ​

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The publisher has not submitted a response.

ELA High School Review Tool

ELA High School

​words in a ​Explain how specific ​

​from that of ​as chapter, scene, and stanza; describe how each ​

​CCSS.ELA-Literacy.RL.3.5​of words and ​

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Blast assignment, add additional instructions/teacher’s note, show scaffolds to

grade level text

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words in a Explain how specific

from that of as chapter, scene, and stanza; describe how each

CCSS.ELA-Literacy.RL.3.5of words and