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LiteraturePEARSON

iteratureCOMMON CORE

OVERVIEW for Hawaii

GRADES 6-10

Welcome

2

Table of ContentsInstructional Model ...........................4

Flexible Pathways .............................6

Text Sets ..........................................8

Writing and Research .....................14

Differentiated Instruction .................16

Assessment Overview ....................18

Digital Resources ............................20

Components ..................................22

3

Table of ContentsInstructional Model ...........................4

Flexible Pathways .............................6

Text Sets ..........................................8

Writing and Research .....................14

Differentiated Instruction .................16

Assessment Overview ....................18

Digital Resources ............................20

Components ..................................22

Welcome to Pearson Common Core Literature!We are excited to present Hawaii with a special preview of Pearson Common Core Literature, a new program currently in development. This program is designed to meet the Common Core State Standards, the Publisher’s Criteria, and includes Text Sets. We have provided samples of Student Editions and one unit of the Teacher’s Editions for each grade level 6-12 for your review. Please note that the actual fi nished books will be hardcover. Prototype pages can be made available upon request.

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

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

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

We are excited about what Pearson Common Core Literature can do to help your teachers and students with successful implementation of the Common Core. The program is currently in development and complete samples will be ready soon.

As the leading educational company in the country, we hope to partner with you and be a part of this educational transformation. Our promise is to help Hawaii achieve its goal of preparing students for college and the workplace.

Sincerely,

Melissa Palmer, District Manager

Sean Maskell, Account Executive

www.pearsonschool.com/hawaiireview

Instructional Model

4

Literature for the Common CorePearson Common Core Literature is designed to address

the instructional shifts in literacy required by the Common

Core State Standards. With this program, students will:

• build content knowledge by reading a range of

complex texts—literary and informational—through

text sets,

• provide written and oral responses to prompts that

require students to cite evidence from the text,

• encounter complex texts and analyze and internalize

the texts’ academic language and vocabulary.

Pearson Common Core Literature delivers an Instructional

Model that will help teachers prepare students for the rigors

of college and the workplace. This Instructional Model:

• allows for instructional fl exibility depending on the

learner levels in the classroom and academic

growth needed,

• puts emphasis on the close reading of complex texts,

and requires students to participate in academic

discussions, perform research, and write to sources,

• provides rigorous instruction and guidance in analysis of

multiple texts within a genre,

• supports deepening knowledge of a topic through

analysis of multiple-genre texts and media in a Text Set,

• provides practice in reading extended texts

independently.

Unit Level Instructional Model

PART 3TEXT SET DEVELOPING INSIGHT• Anchor Text• Multiple-Genre Related

Readings

PART 2TEXT ANALYSIS GUIDED EXPLORATION• Genre Focus• Skills Workshops

PART 4 DEMONSTRATINGINDEPENDENCE• Independent Reading• Online Text Sets

Opti

onal

S

caffo

lded Instruction

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

Core Instruction

5

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

ParT 1: Setting expectationSPart 1 will Set clear expectations for students as they analyze texts, participate in academic

discussions, perform research, and present written responses to text. Also introduced are

the unit’s Big Question and academic vocabulary that students will utilize and revisit in the

course of the unit.

ParT 2: text analySiSIn Part 2, students will study multiple texts within a genre and master concepts and

standards associated with that genre. Learning to closely read and analyze one specific

genre will provide students with strategies that guide them toward performing this same

analysis across multiple genres.

Direct instruction and scaffolds are provided to ensure that students of all levels are able to

comprehend and analyze the complex texts presented in this part. In addition, students are

given the opportunity to compare two or more texts and practice writing on demand. Process

workshops are also provided for Language Study, Speaking and Listening, and Writing.

ParT 3: text SetIn Part 3, the instructional focus is on the acquisition of content knowledge through

multi-genre Text Sets. Each Text Set is anchored by a text that matches the genre studied in

Part 2. The scaffolds fall away, and students are given the opportunity to encounter texts

in an authentic reading environment that will mirror what they will experience in college

textbooks and in workplace documents.

Throughout the Text Set, students read critically, participate in academic discussions, conduct

research, and develop insights on a topic. These are the types of activities students will be

required to perform on the national assessments as well as in college and the workplace.

ParT 4: DeMonStRating inDepenDenceIn Part 4, students are encouraged to read extended texts independently, building stamina

and confidence. Online text sets are available, enabling students to practice independent

reading of texts within a digital environment.

Flexible Pathways

6

Flexible PathwaysThe Instructional Model in Pearson Common Core Literature has been carefully constructed

so that it provides you with the ultimate fl exibility in meeting the needs of your students.

Your pathway through each unit can vary depending on student performance on the

Beginning-of-Year Test and on observation of student performance on Close Reading

activities. The scenarios below are suggestions for how to use the Instructional Model, and

the chart that follows provides a visual for these pathways.

above Level StudentsResults from the Beginning-of-Year Test indicate that your students are familiar with grade-

level concepts delineated in the standards for the upcoming unit. Therefore, you begin the

unit instruction by reviewing the Part 1 models for reading, discussion, research, and writing

and assign the Independent Practice Selection Close Reading Activities to confi rm that

students have the requisite tools for success.

If students struggle with any aspects of the Close Reading Activities such as participating

in academic discussion, research, or writing, you may opt to assign targeted features in Part

2 in order to provide instruction and practice in those areas.

If students are successful with the Close Reading Activities following the Independent

Practice Selection, you might want to move directly to Part 3 and work with students to

build knowledge through independent readings of a range of texts and media. Then, in-

struct students to self-select an extended reading from Part 4 and prepare an oral or written

presentation of their learning.

On-Level StudentsResults from the Beginning-of-Year Test indicate that your students may not need further

instruction in grade-level concepts for the upcoming unit. Therefore, you plan to teach Part

1 in order to model the strategies and expected outcomes for close reading, discussion,

research, and writing. You might want to spend a little time in Part 2 by assigning targeted

selections and features which provides explicit skills instruction and scaffolds to ensure

students develop the knowledge and skills needed for success in Part 3.

When students demonstrate mastery of targeted Part 2 skills, you may then assign all

or parts of the text set in Part 3, utilizing scaffolds in the teacher’s edition when necessary.

Assign a Part 4 text for students to read independently.

BELOWLEVEL

ABOVELEVEL

7

PART 2TEXT ANALYSIS GUIDED EXPLORATION

PART 1SETTING EXPECTATIONS

PART 4 DEMONSTRATINGINDEPENDENCE

PART 3TEXT SET DEVELOPING INSIGHT

ELL

ONLEVEL

BELOWLEVEL

ABOVELEVEL

PART 3PART 1

PART 3

PART 3

PART 3PART 1

PART 1

PART 2

PART 2

PART 4

PART 4

PART 4

PART 4

Struggling Students and English LearnersResults from the Beginning of Year Test indicate that your students need intensive instruction

in most or all of the upcoming unit skills and concepts. Therefore, you devote class time to

modeling expectations in Part 1. You might want to spend more time in Part 2 and assign

most or all of the selections and features, to ensure that students develop the requisite

reading, writing, and speaking and listening skills needed for success.

Then, assign a portion of the Part 3 Text Set to enable students to develop content knowl-

edge related to the Big Question. Part 4 independent readings may be considered optional.

Unit Level PathwaysThe chart below shows recommended instructional pathways for the different learner levels

in your classroom. These are only recommendations, you know best the unique needs

of your students and can follow these recommended pathways, follow the units in their

entirety, or create your own path through the units. No matter which path you choose,

Pearson Common Core Literature will help you prepare your students for success in college

and the workplace.

Text Sets

8

The Text Sets in Part 3 of each unit are organized around a compelling topic related to the

unit’s Big Question. Text Sets are comprised of an Anchor Text and Related Readings in a

variety of multiple genres and media. Students will be exposed to content area nonfi ction

and will build knowledge and develop a position on the Text Set topic.

The unique aspect of the Text Sets in Pearson Common Core Literature is the use of an

Anchor Text and Related Readings. The Anchor Text is of the same genre studied in Part 2,

and it acts as the cornerstone of the Text Set. The Anchor Text does this by providing

opportunities for students to:

• devote the time and care required for a close reading of a text and,

• demonstrate in-depth comprehension of a single text type and multiple text types.

The Text Set selections do

not provide scaffolds and sup-

port, so students are exposed

to the type of real-life reading

they will encounter in college

and the workplace.

◀ The Related Readings

following the Anchor Text

are of multiple genres including

fi ction, nonfi ction, poetry,

drama, short story, web

site articles, media, cartoons,

illustrations, and more.

▶

9

Following each selection,

Close Reading Activities

allow students to experience

performance tasks while they

discuss, research, and write.

Through these Activities,

students will begin to form a

coherent position on the Text

Set topic, and each writing

opportunity can be used

to develop the culminating

writing assignment.

▶

The concluding

Assessment includes

performance tasks in

speaking and listening,

writing, and formal oral

and written responses.

▶

Text Sets

10

GRADE 6

The Gold RushSHORT STORYThe King of Mazy May Jack London

SONGTo Klondyke We’ve Paid Our Fare H.J. Dunham

ANNOTATED MAPGold Rush: The Journey by Landfrom The Sacramento Bee

LETTERA Woman’s View of the Gold Rush Mary B. Ballou

WEB ARTICLEChinese and African Americans in the Gold RushThe Johns Hopkins University

NEWS ARTICLEBirds Struggle to Recover From Egg Thefts of 1800s Edie Lau

BaseballEXPOSITORY ESSAYJackie Robinson: Justice at LastGeoffrey C. Ward and Ken Burns

NEWS ARTICLEMemories of an All-American Girl Carmen Pauls

ARGUMENTPreserving a Great American Symbol Richard Durbin

SHORT STORYThe Southpaw Judith Viorst

NEWS ARTICLEFenway Park Celebrates 100 Years as America’s Oldest Working Major League Ballpark Molly Line

WEB ARTICLEWhy We Love BaseballMark Newman

BASEBALL CARDTed Williams Baseball Card

DeterminationPOEMSimile: Willow and GinkgoEva Merriam

WEB ARTICLEAngela Duckworth and the Research on “Grit” Emily Hanford

EXPOSITORY ESSAYRace to the End of the EarthWilliam G. Scheller

SHORT STORYThe Sound of Summer RunningRay Bradbury

LETTERfrom Letter on Thomas JeffersonJohn Adams

AUTOBIOGRAPHYWater Helen Keller

POSTER Determination

Mark TwainPLAYThe Prince and the Pauper

NOVEL EXCERPTfrom The Prince and the PauperMark Twain

SPEECHStage Fright Mark Twain

BIOGRAPHYMy Papa, Mark TwainSusy Clemens

INTERVIEWMark Twain’s First “Vacation”The New York World

QUOTATIONSAccording to Mark TwainMark Twain

SHORT STORYAn Encounter With an Interviewer Mark Twain

People and AnimalsMYTHPrologue from The Whale RiderWiti Ihimaera

MAGAZINE ARTICLEThe Case of the Monkeys That Fell from the Trees Susan E. Quinlan

WEB ARTICLERescuers to Carry Oxygen Masks for Pets Associated Press

INFOGRAPHIC2012 Pet Ownership StatisticsAmerican Pet Products Association

SHORT STORYThe Old Woman Who Lived With the WolvesChief Luther Standing Bear

NEWS RELEASESatellites and Sea Lions NASA

NARRATIVE ESSAYTurkeys Bailey White

GRADE 7

CompetitionSHORT STORYAmigo Brothers Piri Thomas

WEB ARTICLEGet More From CompetitionChristopher Funk

WEB ARTICLEForget Fun, Embrace EnjoymentAdam Naylor

NEWSPAPER ARTICLEVideo Game Competitiveness, Not Violence, Spurs Aggression, Study Suggests Jennifer LaRue Huget

MAGAZINE ARTICLEWin Some, Lose SomeCharles Osgood

MEDIAOrlando Magic LeRoy Neiman

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

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

11

MotivationAUTOBIOGRAPHYNo Gumption Russell Baker

WEB ARTICLEIntrinsic Motivation Doesn’t Exist, Researcher Says Jeff Grabmeier

POEMThe Cremation of Sam McGeeRobert Service

MAGAZINE ARTICLEA Special Gift—The Legacy of “Snowflake” BentleyBarbara Eaglesham

FOLK TALEAll Stories Are Anansi’sHarold Courlander

INFOGRAPHICImage: Maslow’s Theory of Motivation and Human NeedsAbraham Maslow

Heroes and OutlawsNARRATIVE POEMThe Highwayman Alfred Noyes

WEB SITECarnegie Hero Fund Commission

MAGAZINE ARTICLEThe Myth of the OutlawRuth M. Hamel

EXPOSITORY ESSAYThe Real Story of a Cowboy’s Life Geoffrey C. Ward

SHORT STORYAfter Twenty Years O. Henry

WEB ARTICLEHarriet Tubman

POSTERHarriet Tubman Wanted Poster

Leaders and FollowersTELEPLAYThe Monsters Are Due on Maple Street Rod Serling

SHORT STORYAll Summer in a Day Ray Bradbury

TEXTBOOK ARTICLEJoseph R. McCarthyPrentice Hall: United States History

WEB ARTICLEThe Salem Witch Trials of 1962The Salem Witch Museum

BLOG POSTHerd Mentality? The Freakonomics of Boarding a BusStephen J. Dubner

WEB ARTICLEFollow the Leader: Democracy in Herd Mentality Michael Shirber

PHOTOGRAPHMartin Luther King, Jr., Memorial

Becoming AmericanNARRATIVE ESSAYMy First Free Summer Julia Alvarez

NARRATIVE POEMHow I Learned EnglishGregory Djanikian

AUTOBIOGRAPHYmk Jean Fritz

PUBLIC DOCUMENTDiscovering a Paper Son Byron Yee

PLAYfrom Grandpa and the StatueArthur Miller

NEWS ARTICLEMelting Pot Anna Quindlen

INFOGRAPHICCensus Data on ImmigrationU.S. Department of Homeland Security, Office of Immigration Statistics.

GRADE 8

Human vs. MachineSHORT STORYWho Can Replace a Man?Brian Aldiss

BALLADJohn Henry Traditional Ballad

MAGAZINE ARTICLEJulie and the Turing TestLinda Formichelli

CARTOON“The good news, Dave, . . . “Chris Madden

PRESS RELEASERobots Get a Feel for the World at USC ViterbiUniversity of Southern California Viterbi

TV SCRIPTfrom The Measure of a Man from Star Trek: The Next Generation Melinda M. Snodgrass

Belonging to a PlaceAUTOBIOGRAPHYfrom Travels with CharleyJohn Steinbeck

SHORT STORYGentleman of Río en MedioJuan A. A. Sedillo

SPEECHChoice: A Tribute to Martin Luther King, Jr. Alice Walker

SHORT STORYTears of Autumn Yoshiko Uchida

AUTOBIOGRAPHYfrom I Know Why the Caged Bird Sings Maya Angelou

ONLINE ARTICLEStudy Finds Americans Increasingly Rooted Cindy Weiss

CHARTRelationships to Place from What Is Sense of Place?Jennifer E. Cross


(gRaDe 8 continued)

Text Sets

12

GRADE 8 (continued) GenerationsPOEMOld Man Ricardo Sánchez

POEMFor My Sister Molly Who in the Fifties Alice Walker

SHORT STORYThe Medicine BagVirginia Driving Hawk Sneve

AUTOBIOGRAPHYCub Pilot on the Mississippi Mark Twain

SHORT STORYThank You, M’am Langston Hughes

NEWS ARTICLETutoring Benefi ts Seniors’ Health, Students’ Skills David Crary

RESEARCH ARTICLE WITH GRAPHSThe Return of the Multi-Generational Family Household Pew Research Center

The HolocaustDRAMAfrom Kindertransport Diane Samuels

DIARY ENTRIESfrom Anne Frank: The Diary of a Young Girl Anne Frank

MEMOIRfrom Anne Frank RememberedMiep Gies (with Allison Leslie Gold)

AUTOBIOGRAPHICAL NARRATIVE (WITH MAP)from Night Elie Wiesel

SPEECHfrom Remarks on a Visit to Buchenwald Elie Wiesel

EXPOSITORY TEXTLocal Holocaust Survivors and Liberators Attend Opening Event for ExhibitionFlorida Holocaust Museum

Freedom FightersPERSUASIVE SPEECHfrom The American DreamMartin Luther King, Jr.

NARRATIVE POEMRunagate RunagateRobert Hayden

HISTORICAL ESSAYEmancipation from Lincoln: A PhotobiographyRussell Freedman

LYRIC POEMHarriet Beecher StowePaul Laurence Dunbar

HISTORICAL ESSAYBrown vs. Board of EducationWalter Dean Myers

PERSUASIVE SPEECHOn Woman’s Right to SuffrageSusan B. Anthony

PERSUASIVE SPEECHfrom Address to the Commonwealth Club of San Francisco Cesar Chavez

CHARTNonviolence Tree

GRADE 9

ConformitySHORT STORYThe Scarlet Ibis James Hurst

POEMMuch Madness is divinest Sense— Emily Dickinson

SHORT STORYMy English Julia Alvarez

MAGAZINE ARTICLEThe Case for Fitting In David Berreby

EXPOSITORY ESSAYfrom The Geeks Shall Inherit the Earth Alexandra Robbins

MEMOIRfrom Blue Nines and Red WordsDaniel Tammet

CARTOONfrom The New Yorker

The Great DepressionSPEECH EXEMPLAR TEXTFirst Inaugural AddressFranklin Delano Roosevelt

EXPOSITORY ESSAYfrom Nothing to Fear Alan Axelrod

HISTORYfrom Americans in the Great DepressionEric Rauchway

JOURNALISMfrom Women on the BreadlinesMeridel LeSueur

PHOTOGRAPHBread Line, New York City, 1932H. W. Fechner

The Kennedy AssassinationPOEMThe Assassination of John F. Kennedy Gwendolyn Brooks

POEMInstead of an Elegy G. S. Fraser

MEMOIRfrom A White House Diary Lady Bird Johnson

SHORT STORYAmerican History Judith Ortiz Cofer

SPEECHAddress Before a Joint Session of the Congress Lyndon Baines Johnson

VISUAL TIMELINEImages of a Tragedy

AspirationDRAMAfrom The Importance of Being Earnest Oscar Wilde

SHORT STORYThe Necklace Guy de Maupassant

AUTOBIOGRAPHYNew Directions Maya Angelou

ANALYTICAL ESSAYfrom Fragile Self-Worth Tim Kasser

MAGAZINE ARTICLEMy Possessions Myself Russell Belk

CARTOONfrom The New Yorker The New Yorker

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


13

Defining HeroismEPICfrom the Ramayanaretold by R. K. Narayan

MYTHPerseus Edith Hamilton

NARRATIVE ESSAYThe Washwoman Isaac Bashevis Singer

INTERVIEWfrom The Hero’s AdventureJoseph Campbell and Bill Moyers

PERSONAL ESSAYfrom My Hero’s Hero Elie Wiesel

SCIENTIFIC ARTICLEOn Altruism, Heroism, and Nature’s Gifts in the Face of Terror Natalie Angier

INFOGRAPHICAmerican Blood DonationExecutive Healthcare Management Magazine

GRADE 10

PerseveranceSHORT STORYContents of the Dead Man’s Pocket Jack Finney

MEMOIRfrom Swimming to AntarcticaLynne Cox

AUTOBIOGRAPHYOccupation: Conductorette from I Know Why the Caged Bird Sings Maya Angelou

RADIO TRANSCRIPTfrom The Upside of QuittingStephen J. Dubner

MAGAZINE ARTICLEfrom The Winning EdgePeter Doskoch

SPEECHScience Fiction and the Future from Dancing at the Edge of the World Ursula K. Le Guin

PHOTOGRAPHfrom the series Empire State(Laying Beams), 1930–31 Lewis Hine

VisionEXPOSITORY ESSAYHow to React to Familiar FacesUmberto Eco

NOVEL EXCERPTfrom Magdalena LookingSusan Vreeland

EXPOSITORY NONFICTIONfrom The Statue That Didn’t Look Right, from Blink: The Power of Thinking Without Thinking Malcolm Gladwell

EXPOSITORY NONFICTIONfrom The Shape of the World from Life by the NumbersKeith Devlin

SCIENCE WRITINGSeeing Things from How the Brain Works John McCrone

SCIENCE WRITING How to Look at Nothing from How to Use Your Eyes James Elkins

PAINTINGCar Reflections, 1970 Richard Estes

Lost CivilizationsPOEMA Tree Telling of Orpheus Denise Levertov

SHORT STORYBy the Waters of Babylon Stephen Vincent Benét

SHORT STORYThere Will Come Soft Rains Ray Bradbury

MEMOIRfrom The Way to Rainy Mountain N. Scott Momaday

JOURNALISMUnderstanding Stonehenge Rossella Lorenzi

EXPOSITORY NONFICTIONfrom Collapse: How Societies Choose to Fail or Succeed Jared Diamond

DRAWINGAquae Sulis, Roman Baths

Conscientious ObjectionsDRAMAAntigone, Part 1 and Part 2Sophocles (translated by Dudley Fitts and Robert Fitzgerald)

POEMConscientious ObjectorEdna St. Vincent Millay

SPEECHfrom Nobel LectureAlexander Solzhenitsyn

SHORT STORYThe Censors Luisa Valenzuela

MAGAZINE ARTICLECulture of Shock Stephen Reicher; S. Alexander Haslam

GOVERNMENT POLICYfrom Army Regulation 600-43: Conscientious ObjectionDepartment of the Army

PHOTOGRAPHTiananmen Square “Tank Man”Jeff Widener

The Arthurain LegendNOVEL EXCERPTArthur Becomes King of Britain from The Once and Future KingT. H. White

POEMMorte d’Arthur Alfred, Lord Tennyson

PARODYfrom A Connecticut Yankee in King Arthur’s Court Mark Twain

HISTORYYouth and Chivalry from A Distant Mirror: The Calamitous 14th Century Barbara W. Tuchman

HISTORYfrom The Birth of BritainWinston S. Churchill

MAGAZINE ARTICLEA Pilgrim’s Search for Relics of the Once and Future KingCaroline Alexander

CARTOONThe New Yorker


Writing and research

14

Writing and researchWRITING is an integral part of Pearson Common Core Literature. The

program adheres to the percentages of writing outcomes as indicated in the

Common Core State Standards, and most writing outcomes involve writing to

sources and writing grounded in evidence.

Each unit features a writing mode - argumentative, informative/explanatory,

narrative – and all writing activities focus on that particular mode of writing.

• The featured mode is introduced in the Close Reading Workshop with

an annotated model.

• Close Reading Activities that follow each selection provide students with

the opportunity to write with the type of activities they must be able to

perform in the upcoming assessments.

• Common Core Workshops on Analyzing Argument and Conducting

Research can be found in the Introductory Unit.

• The Writing Process Workshop provides instruction in the featured mode.

• Timed Writing activities appear after Comparing Texts and in

Assessment: Skills

• In Assessment: Synthesis, students are required to develop a formal,

written response or argument.

Writing Process

Write an Explanatory Text

Exposition: Cause-and-Effect Essay

Defining the Form Whether the subject is human nature, historical trends, or weather patterns, cause-and-effect reasoning explains why things happen. A cause-and-effect essay examines the relationship between or among two or more events, explaining how one causes another. You may use elements of this type of writing in science reports, history papers, and health articles, for example.

Assignment Write a cause-and-effect essay to explain an event or a condition in a subject area that interests you, such as business, the arts, technology, history, sports, or music. Include these elements:

✓ a clear identification of a cause-and-effect relationship

✓ an analysis of specific aspects of the cause or causes that produce the effects

✓ facts, details, examples, and reasons that support your assertions and anticipate readers’ questions

✓ a logical organization clarified by smooth transitions

✓ error-free grammar, including correct subject-verb agreement

To preview the criteria on which your cause-and-effect essay may be judged, see the rubric on page 409.

Prewriting/Planning Strategies

Examine current events. Scan newspapers or magazines for headlines that interest you. Use a three-column chart to speculate about possible causes and effects: In the middle column, write the event; in the left column, write the possible causes; in the right column, note possible effects. Notice how the event listed in the chart below—team wins championship—is an effect of the causes listed in the left column—practice, focus, and individual performance—as well as a cause of the effects listed in the right column—increased fan interest, harder to buy tickets, and revenue for city.

List and freewrite. Jot down any interesting events that come to mind from the worlds of business, science, technology, the arts, nature, politics, and sports. Then, circle the item that most intrigues you. Freewrite for three minutes about that topic. As you write, note any causes and effects that come to mind. You can develop your topic from ideas you uncover in your freewriting.

Categorize to narrow your topic. You may find that your topic is too broad to manage in the scope of a single essay. Break your subject into smaller categories. For example, if your topic is about a record-breaking sports event, you might create categories such as “key player,” “great coach,” and “new equipment.” Choose a more focused topic that interests you from your list of categories.

Chart causes and effects. Using an index card or a self-sticking note, write the central event or circumstance that is your subject. Explore the causes that produced the event and the effects the event produced. Write those factors on separate cards or notes. Write key details related to each cause and effect on the cards or notes. Then, arrange the cards or notes in a logical sequence.

• practice, focus • individual

performance

Causes

• increased fan interest • harder to buy tickets • revenue for city

Effects

Team wins championship

Event

Focus on ReseaRch

When you write explanatory texts, you might perform research to

•locatedataintheformoffactsandstatisticstosupportyourideas.

•verifyclaimsyoumakeaboutcausesandprobableeffects.

•findexamplestoillustrateyourpoints.

Be sure to note all resources you use in your research, and credit those sources in your final drafts. Refer to the Research Workshop in the Introductory Unit for assistance in citing materials.

REading-WRiting ConnECtionTo get a feel for cause-and-effect essays, read the excerpt from Silent Spring by Rachel Carson on page 167.

Common Core State Standards

Writing2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6 UNIT 1 • Is conflict necessary? PART 2 • Writing Process 7

WRITING I UNIT 2CoNVENtIoNS | SENtENCE FLuENCy | VoICE | orgaNIzatIoN | WorD ChoICE | IDEaS

WrITer’s Toolbox WRITING I UNIT 2WritEr’s toolbox

Our class scored in the top five percent on standardized tests. , but, more often, We took some practice tests. Mostly we focused on learning to Because we could read well, weread and to understand what we read. We were able to do well on the test.

ConvEntions sEntEnCE FluEnCy voiCE organization Word ChoiCE idEas

Revising to Correct Faulty Subject-Verb Agreement

For a subject and verb to agree, they must agree in number.

Identifying Errors in Subject-Verb agreement Agreement errors may occur with compound subjects, subjects joined by or or nor, and indefinite pronouns as subjects. Below, subjects are underlined and verbs italicized.

Compound Subject:The coach and the captain is going are going to attend.

Subject Joined by Or or Nor:Either Jason or his brother are bringing is bringing the snacks.

Indefinite Pronoun as Subject:Everybody who supports our ideas are helping is helping.

If a plural subject is joined to a singular subject by or or nor, the verb should agree with the subject that is closer to it.

Correct: Either the coach or the co-captains are going to speak.

Correct: Either the co-captains or the coach is going to speak.

Fixing Errors To correct subject and verb agreement, follow these steps:

1. Identify whether the subject in a sentence is singular or plural.

2. Select the matching form of the verb:

• For compound subjects joined by and, use plural verb forms.

• For singular subjects joined by or or nor, use singular verb forms.

• When the subject is an indefinite pronoun, use the appropriate verb form. Use this chart for guidance.

Indefinite Pronouns

Always Singular anybody, anyone, anything, each, either, every, everybody, everyone, everything, neither, nobody, no one, nothing, somebody, someone, something

Always Plural both, few, many, others, several

Singular or Plural all, any, more, most, none, some

grammar in your WritingScan several paragraphs in your draft and underline all compound subjects and indefinite pronouns. In each case, make sure that the verb form you have used agrees with the subject.

Revising StrategiesClarify cause-and-effect relationships. Review your entire draft, focusing on the causes and effects you have presented. With two highlighters, use one color to mark phrases that show causes and the other to mark effects. Add details to strengthen connections, insert transitional words to make links clear, and eliminate causes or effects that do not support your main point. Provide a clear concluding statement that follows logically from the information that preceded it and that supports your main idea.

Model: revising to Clarify Cause and EffectCombine short sentences. If you find too many short sentences, look for places to combine them using the following strategies:

• Combine two sentences using subordinating clauses that start with conjunctions such as after, although, despite, if, and whenever. Use subordinating conjunctions to show a relationship between ideas.

• Use coordinating conjunctions such as and, but, or, nor, for, so, and yet to combine ideas of equal importance.

Example: Short Sentences: The team members lost hope. They found an unlikely inspiration to continue.

Combined: The team members lost hope, but they found an unlikely inspiration to continue.

Peer review Ask a partner to read your draft, and then have a discussion about your work. Your reader should discuss the clarity of the cause-and-effect rela-tionships presented throughout your essay. Consider modifying sentences, omitting or adding transitions, or reordering paragraphs to improve the logical flow of your ideas as needed.

This writer adds transitional words and phrases to clarify the cause-and-effect relationships.

Common Core State Standards

Writing2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Writing 1110 UNIT 1 • Is conflict necessary?

15

ONLINE WRITING Pearson Common Core

Literature also offers digital tools to support student

writing. EssayScorer offers instant feedback and scoring

and provides students with instruction, and immediate

feedback to improve their writing skills.

SummaryScorer is an automated summary writing tool

that offers students a motivating, interactive environment

for practicing and improving their skills while giving them

immediate easy-to-understand feedback.

ROUTINE RESEARCH Students will

perform both short and long-term research

throughout the program. In Part 2, a Research

and Technology feature offers short, sustained

research tasks and the Writing Process

Workshop provides instruction on performing

research. In Part 3, the Anchor Text provides

an extended research task and the Related

Readings offer short, sustained tasks.

ONLINE RESEARCH CENTER

Students will fi nd support in the Online Research Center!

Each Writing Process Workshop has

an embedded Research strand.

After the Anchor Text, students will

perform an extended research activity.

After all other selections

in the program, students

will perform short,

sustained research tasks.

◀

◀

◀

Differentiation

16

The Instructional Model in

the program offers

fl exibility with each of the

parts. Use each part as

needed depending on your

classroom needs.

Introducing the Big Question Is conflict necessary? 00

Close Reading Workshop Read • Discuss • Research • Write 00

SHORT STORYOld Man at the Bridge Ernest Hemingway 00

SHORT STORYThe Jade Peony Wayson Choy 00

SETTING EXPECTATIONS DEMONSTRATING MASTERY

Independent Reading xxxx • xxxxx • xxxxxx • xxxxxx 00

Recommended Titles for Extended Reading 00

TEXT ANALYSIS GUIDED EXPLORATION

FACING CONFLICT

Elements of a Short Story 00Analyzing Character, Structure, and Theme 00

SHORT STORY READINGS

The Most Dangerous GameRichard Connell 00

The Gift of the MagiO. Henry 00

Rules of the GameAmy Tan 00

Blues Ain’t No Mockin BirdToni Cade Bambara 00

COMPARING TEXTS LITERARY ANALYSIS 00BIOGRAPHYFrom A Lincoln PrefaceCarl Sandburg 00

BIOGRAPHYArthur Ashe RememberedJohn McPhee 00

Language Study Etymology 00

Speaking and Listening Evaluating a Speech 00

Writing Explanatory Text 00

ASSESSMENT SKILLS 00

Cumulative Review 00Constructed Response 00

ONLINE TEXT SET

POEMAll Watched Over by Machines of Loving GraceRichard Brautigan

SCIENCE ARTICLECareers in RoboticsNASA

SCIENCE ARTICLETeam Builds Sociable RobotElizabeth A. Thompson

PART 1 PART 2 PART 3 PART 4TEXT SET DEVELOPING INSIGHT

CONFORMITY

SHORT STORYThe Scarlet IbisJames Hurst 00

ILLUSTRATIONCartoonThe New Yorker 00

WEB ARTICLEConformitySaul McLeod 00

AUTOBIOGRAPHYfrom Born on a Blue DayDaniel Tennant 00

NEWS ARTICLEResearcher Condemns ConformityThe New York Times

ASSESSMENT SYNTHESIS 00

Speaking and Listening: Group Discussion 00

Writing: Autobiographical Narrative 00

Writing: Formal Argument 00

Is conflict necessary?

EXEMPLAR TEXT

UNIT 1 Is conflict necessary?

Developing insight Developing insight

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

so much as picked up my cap, he’d start crying to go with me and Mama would call from wherever she was, “Take Doodle with you.”

He was a burden in many ways. The doctor had said that he mustn’t get too excited, too hot, too cold, or too tired and that he must always be treated gently. A long list of don’ts went with him, all of which I ignored once we got out of the house. To discourage his coming with me, I’d run with him across the ends of the cotton rows and careen him around corners on two wheels. Sometimes I accidentally turned him over, but he never told Mama. His skin was very sensitive, and he had to wear a big straw hat whenever he went out. When the going got rough and he had to cling to the sides of the go-cart, the hat slipped all the way down over his ears. He was a sight. Finally, I could see I was licked. Doodle was my brother and he was going to cling to me forever, no matter what I did, so I dragged him across the burning cotton field to share with him the only beauty I knew, Old Woman Swamp. I pulled the go-cart through the saw-tooth fern, down into the green dimness where the palmetto fronds whispered by the stream. I lifted him out and set him down in the soft rubber grass beside a tall pine. His eyes were round with wonder as he gazed about him, and his little hands began to stroke the rubber grass. Then he began to cry.

“For heaven’s sake, what’s the matter?” I asked, annoyed.“It’s so pretty,” he said. “So pretty, pretty, pretty.”After that day Doodle and I often went down into Old Woman

Swamp. I would gather wildflowers, wild violets, honeysuckle, yellow jasmine, snakeflowers, and water lilies, and with wire grass we’d weave them into necklaces and crowns. We’d bedeck ourselves with our handiwork and loll about thus beautified, beyond the touch of the everyday world. Then when the slanted rays of the sun burned orange in the tops of the pines, we’d drop our jewels into the stream and watch them float away toward the sea.

There is within me (and with sadness I have watched it in others) a knot of cruelty borne by the stream of love, much as our blood sometimes bears the seed of our destruction, and at times I was mean to Doodle. One day I took him up to the barn loft and showed him his casket, telling him how we all had believed he would die. It was covered with a film of Paris green3 sprinkled to kill the rats, and screech owls had built a nest inside it.

Doodle studied the mahogany box for a long time, then said, “It’s not mine.”

Although Doodle learned to crawl, he showed no signs of walking, but he wasn’t idle.

3. Paris green poisonous green powder used chiefly as an insecticide.

The Scarlet Ibis 00

3 Close Reading 1. Key Ideas and Details

Read aloud the passage to stu-dents. Ask: What happens in this passage? What key idea does the last sentence convey?

Possible response: Doodle struggles to learn to move himself, ultimately managing to crawl. Once he can crawl, Doodle is brought into the family area. The last sentence reveals that Doodle has finally become “one of” the family.

2. Craft and Structure Direct students to reread the passage and take notes on the words and phrases that describe Doodle’s efforts. In particular, have students pay close attention to the vivid verbs in the passage. Ask: What does the author’s word choice help to emphasize about Doodle?

Possible response: The author’s word choice helps to emphasize Doodle’s physical limitations as well as his tremendous persistence in the face of obstacles. Doodle “strains terribly,” “trembles,” “pushes himself,” “turns red,” and “collapses.” Yet ultimately, Doodle is victorious in crawling.

3. Integration of Knowledge and Ideas Ask: In this passage, what might the author leave unstated? Consider Doodle’s motivations as well as the family’s shifting per-ceptions of Doodle.

Possible response: The author may leave unstated that Doodle is trying hard to move himself so that he will not have to live out the rest of his life in the bedroom. Doodle wishes to break free of his isolation in order to be part of the family. The author may also leave unstated that the narrator more fully accepts Doodle as “one of us” merely because Doodle is able to crawl. Without this achieve-ment, his connection to Doodle may have remained limited. Doodle may have been aware on some level that he needed to change in order to gain his fam-ily’s full attention and acceptance.


Ask a student to read aloud the passage. Ask: How do Doodle and the narrator spend their time in this passage?

Possible response: They make necklaces and crowns from flowers and bedeck themselves.

2. Craft and Structure Ask: Which words suggest that Doodle and the narrator are “beyond the touch of the every-day world”? What images do these words evoke?

Possible response: Words such as “necklaces,” “crowns,” “bedecked,” “beautified, “ and “jewels” evoke images of royalty. The passage suggests that this is an idyllic time in the their lives.

3. Integration of Knowledge and Ideas Ask: How do the author’s stylistic choices lend deeper meaning to the events described in the passage?

Possible response: The elevated language of royalty helps to underscore the point that this is a rare, special time in the brothers’ lives.

5 big Question: Toward essential understanding

1. Read aloud the passage, and then draw students’ attention to the first sentence.

2. Ask: Why is the narrator mean to Doodle? Is the conflict between the boys necessary?

Possible response: The narrator states that cruelty is a part of his nature that and is inseparable from his love for Doodle. He likens that cruelty to a disease of the blood. Most students will probably say the conflict is not necessary.

3. Ask: Do you accept the narrator’s explanation? Explain.

Possible response: Some stu-dents will say that the narrator’s cruelty is normal, just a typical expression of sibling rivalry. Others may say that the cruelty the nar-rator exhibits when he shows Doodle his own casket is evidence of a deeply flawed character.

3

Thematic Vocabulary: The Big QuestionAs students are discussing “The Scarlet Ibis,” encourage them to use the thematic vocabulary presented in Introducing the Big Question, pp. 000–000. You might encourage them with sentence starters like these:1. The narrator feels Doodle’s disability is an

issue because . . . .2. As the narrator remembers his brother, he

must articulate why . . .

3. Because of Doodle’s differences, the narrator wants . . .

4. Doodle doesn’t pursue an argument with his brother because . . .

5. The only controversy comes when Doodle’s brother tries to . . . .

Strategy for Less Proficient ReadersLong and compound sentences like the one beginning “Doodle was my brother…” (p. 000) may prove a barrier to some students’ enjoy-ment of the story. Have students break down long sentences like these by first identifying the three independent clauses, and reading these separately. Students should then identify the subject of each sentence (Doodle, he, I) and the rest of the sentence’s phrases and clauses give further details. Once students have the sen-tences, they can look at the details.

Vocabulary for English LearnersWith its references to many different plants, this story’s setting provides students with an opportunity to extend their vocabularies. Have students list such words as magnolia, bleeding tree, phlox, five o’clocks, and so on and look them up in illustrated nature guides or ency-clopedias.

dIffeReNTIATed INSTRuCTIoNVoCAbulARy deVeloPMeNT

4

5

00

Integration of Knowledge

explanation? Explain.

Possible response: Some stu-dents will say that the narrator’s

opportunity to extend their vocabularies. Have

Developing insight Developing insight

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

Although Doodle learned to crawl, he showed no signs of walking, but he wasn’t idle.


Read aloud the passage to stu-dents. Ask: What happens in this passage? What key idea does the last sentence convey?

Possible response: Doodle struggles to learn to move himself, ultimately managing to crawl. Once he can crawl, Doodle is brought into the family area. The last sentence reveals that Doodle has finally become “one of” the family.

2. Craft and Structure Direct students to reread the passage and take notes on the words and phrases that describe Doodle’s efforts. In particular, have students pay close attention to the vivid verbs in the passage. Ask: What does the author’s word choice help to emphasize about Doodle?

Possible response: The author’s word choice helps to emphasize Doodle’s physical limitations as well as his tremendous persistence in the face of obstacles. Doodle “strains terribly,” “trembles,” “pushes himself,” “turns red,” and “collapses.” Yet ultimately, Doodle is victorious in crawling.

3. Integration of Knowledge and Ideas Ask: In this passage, what might the author leave unstated? Consider Doodle’s motivations as well as the family’s shifting per-ceptions of Doodle.

Possible response: The author may leave unstated that Doodle is trying hard to move himself so that he will not have to live out the rest of his life in the bedroom. Doodle wishes to break free of his isolation in order to be part of the family. The author may also leave unstated that the narrator more fully accepts Doodle as “one of us” merely because Doodle is able to crawl. Without this achieve-ment, his connection to Doodle may have remained limited. Doodle may have been aware on some level that he needed to change in order to gain his fam-ily’s full attention and acceptance.


Ask a student to read aloud the passage. Ask: How do Doodle and the narrator spend their time in this passage?

Possible response: They make necklaces and crowns from flowers and bedeck themselves.

2. Craft and Structure Ask: Which words suggest that Doodle and the narrator are “beyond the touch of the every-day world”? What images do these words evoke?

Possible response: Words such as “necklaces,” “crowns,” “bedecked,” “beautified, “ and “jewels” evoke images of royalty. The passage suggests that this is an idyllic time in the their lives.

3. Integration of Knowledge and Ideas Ask: How do the author’s stylistic choices lend deeper meaning to the events described in the passage?

Possible response: The elevated language of royalty helps to underscore the point that this is a rare, special time in the brothers’ lives.

5 big Question: Toward essential understanding

1. Read aloud the passage, and then draw students’ attention to the first sentence.

2. Ask: Why is the narrator mean to Doodle? Is the conflict between the boys necessary?

Possible response: The narrator states that cruelty is a part of his nature that and is inseparable from his love for Doodle. He likens that cruelty to a disease of the blood. Most students will probably say the conflict is not necessary.

3. Ask: Do you accept the narrator’s explanation? Explain.

Possible response: Some stu-dents will say that the narrator’s cruelty is normal, just a typical expression of sibling rivalry. Others may say that the cruelty the nar-rator exhibits when he shows Doodle his own casket is evidence of a deeply flawed character.

3

Thematic Vocabulary: The Big QuestionAs students are discussing “The Scarlet Ibis,” encourage them to use the thematic vocabulary presented in Introducing the Big Question, pp. 000–000. You might encourage them with sentence starters like these:1. The narrator feels Doodle’s disability is an

issue because . . . .2. As the narrator remembers his brother, he

must articulate why . . .

3. Because of Doodle’s differences, the narrator wants . . .

4. Doodle doesn’t pursue an argument with his brother because . . .

5. The only controversy comes when Doodle’s brother tries to . . . .

Strategy for Less Proficient ReadersLong and compound sentences like the one beginning “Doodle was my brother…” (p. 000) may prove a barrier to some students’ enjoy-ment of the story. Have students break down long sentences like these by first identifying the three independent clauses, and reading these separately. Students should then identify the subject of each sentence (Doodle, he, I) and the rest of the sentence’s phrases and clauses give further details. Once students have the sen-tences, they can look at the details.

Vocabulary for English LearnersWith its references to many different plants, this story’s setting provides students with an opportunity to extend their vocabularies. Have students list such words as magnolia, bleeding tree, phlox, five o’clocks, and so on and look them up in illustrated nature guides or ency-clopedias.

dIffeReNTIATed INSTRuCTIoNVoCAbulARy deVeloPMeNT

4

5

Differentiated instruction Notes

in the Teacher’s Edition provide

strategies at point-of-use.

Differentiated InstructionPearson Common Core Literature offers support to differentiate instruction to

ensure all students’ needs are met.

From leveled resources to strategies in the Teacher’s Edition, this program will make literature

accessible for all learners.

▶

◀

17

Reader and Task Suggestions ▶in the Text Complexity Rubrics

offer ways to differentiate

72 Reader’s Notebook: Spanish Version

TOMAR NOTASTake Notes

Co

pyrig

ht ©

Pearson

Edu

cation

, Inc. A

ll righ

ts reserved.

El juego más peligrosoRichard Connell

Sanger Rainsford es un famoso cazador de caza mayor, o sea, de animales grandes. Viaja en barco junto con otro cazador, de apellido Whitney, de Estados Unidos hacia Sudamérica. Van a cazar grandes felinos llamados jaguares en Sudamérica. A Rainsford le sorprende que Whitney muestre simpatía por los jaguares.

♦ ♦ ♦

—No digas disparates, Whitney —dijo Rainsford—. Eres cazador de presas grandes, no filósofo. ¿A quién le importa lo que sienta un jaguar?

—Tal vez al jaguar le importe —observó Whitney. — ¡Bah! Ellos no entienden. —De todas maneras, preferiría pensar que hay algo

que sí entienden: el miedo. El miedo al dolor y el miedo a la muerte.

—Tonterías —carcajeó1 Rainsford—. El calor de este clima te está ablandando, Whitney. Sé realista. El mundo se divide en dos grupos: los cazadores y los cazados. Por suerte tú y yo estamos del lado de los cazadores.

♦ ♦ ♦

Pasan por la Isla Atrapabarcos. Whitney le dice a Rainsford que todos los marineros le temen a la isla. Whitney se va a dormir. Entonces, Rainsford oye disparos que provienen de la isla. Se acerca hasta la baranda del barco para ver mejor. La noche está muy oscura y él se inclina sobre la baranda para observar mejor la isla. Entonces, una cuerda le tumba la pipa de la boca. Al tratar de agarrarla, Rainsford se cae al mar.

♦ ♦ ♦

Por un rato que pareció interminable, luchó contra el mar. Comenzó a contar sus brazadas; tal vez podría dar cien más y entonces...

Activar conocimientos previos Describe alguna vez que alguien haya tenido reglas diferentes para jugar un juego. ¿Qué ocurrió en esa situación?

Verifi ca tu comprensión ¿Qué dos grupos considera Rainsford que componen el mundo? Encierra en un círculo las palabras que lo indican.

Comprensión culturalEl jaguar es el felino de mayor tamaño en el continente americano y el tercero en el mundo, después del tigre y el león. En las Américas Central y del Sur precolombinas el jaguar se consideraba como símbolo de fuerza y poder.

Palabras de uso diariofilósofo s. pensador de cosas profundas

realista s. quien ve el mundo realmente como es

brazadas s. movimiento de los brazos al nadar

1. carcajeó reírse fuertemente

Co

pyrig

ht ©

Pearson

Edu

cation

, Inc. A

ll righ

ts reserved.

© P

ears

on

Ed

uca

tio

n

TAKE NOTESThe Most Dangerous GameRichard Connell

Sanger Rainsford is a famous hunter of big game, or large animals. He and another hunter named Whitney are sailing from the United States to South America. They will hunt large cats called jaguars in South America. Whitney surprises Rainsford by showing sympathy for the jaguars.

♦ ♦ ♦

“Don’t talk rot,1 Whitney,” said Rainsford. “You’re a big-game hunter, not a philosopher. Who cares how a jaguar feels?”

“Perhaps the jaguar does,” observed Whitney.“Bah! They’ve no understanding.”“Even so, I rather think they understand one

thing—fear. The fear of pain and the fear of death.”

“Nonsense,” laughed Rainsford. “This hot weather is making you soft, Whitney. Be a realist. The world is made up of two classes—the hunters and the huntees. Luckily, you and I are the hunters.”

♦ ♦ ♦

They pass Ship-Trap Island. Whitney tells Rainsford that all of the sailors fear the place. Whitney goes to bed. Then, Rainsford hears gunshots from the island. He goes to the ship’s rail to see better. It is dark. He strains to get a good view of the island. Then a rope knocks his pipe from his mouth. He tries to catch it, but he falls into the sea.

♦ ♦ ♦

1. rot nonsense.

Everyday Wordsphilosopher (fi LAH suh fer) n. a deep thinkerrealist (REE uh list) n. someone who sees the world as it really is

The Most Dangerous Game 91

Vocabulary Builder Multiple-Meaning Words The

word game can mean “an activity

or sport that people play for

fun.” It can also mean “wild

animals that are hunted.” What

does game mean in the fi rst

paragraph?

Fluency Builder Read aloud the bracketed

dialogue between Rainsford and

Whitney. Read one character’s

dialogue while a partner reads

the other character’s dialogue.

Then, switch roles with your

partner.

Vocabulary Builder Homophones A homophone

is a word that has the same

pronunciation as another word

but a different spelling and

meaning. Both the verb see and

the noun sea are pronounced

SEE. See means “notice things

with the eyes.” Sea means “a

large area of salty water.” Use the

words see and sea in a sentence

that describes what happens in

the last paragraph on this page.

◀ Reader’s Notebooks

offer support for Below

Level, English Learner,

and Spanish-speaking

students. Support

includes selections in

an adapted format with

instruction tailored to

each learner level.

Support for selection

vocabulary, building

background, and leveled

graphic organizers can

be found online and

assigned as needed.

▶

© P

ears

on

Ed

uca

tio

n

VOCABULARY WARM-UP

Word List AStudy these words from “The Most Dangerous Game.” Then, complete the activity.

acknowledge [ak NAHL ij] v. to admit something is true or realAfter our defeat, we had to acknowledge that we were not a strong team.

bewilderment [bee WIL der ment] n. strong feeling of confusionNot knowing the customs of a place can create bewilderment.

complicated [KAHM pli kay tid] adj. having many parts; complexThe report was complicated and required a great deal of research.

consideration [kuhn sid uh RAY shuhn] n. thoughtful concern for othersPlease show consideration and do not talk during the movie.

grisly [GRIZ lee] adj. horrible in an extreme wayMovies that show a lot of blood are too grisly for me to watch.

particularly [pahr TIK yoo ler lee] adv. to a great degreeAll my relatives are fun, but I particularly like my oldest cousin.

superstition [soo per STI shuhn] n. irrational but deep-seated beliefIt may be a superstition, but I think my four-leaf clover brings me luck.

vivid [VIV id] adj. very bright; very clearThe sky was a vivid blue, with not a cloud in sight.

Exercise AFill in the blanks using each word from Word List A only once.

Julie awoke and felt total [1] . Where was she? Nothing

was familiar, though she had to [2] that the room was

[3] cozy. In fact, it looked like everything in it had been

chosen with her in mind. For instance, she liked [4]

patterns with many [5] colors, and they were all over the

room. Someone had even shown the [6] of covering her

with a warm blanket. What had happened? She recalled riding her

bike, and then a black cat ran in front of her. She did not believe that

[7] , but, right after she saw it, she fell hard on her head.

Then, a doctor was saying that her helmet saved her from a

[8] cut. What else had he said? Something about

forgetting things.

The Most Dangerous Game

The Most Dangerous Game 99The Most Dangerous Game 99

102 Adapted Reader’s Notebook

© Pearso

n Ed

ucatio

n

TAKE NOTES The Most Dangerous GameRichard Connell

Sanger Rainsford is a famous hunter of big game, or large animals. He and another hunter named Whitney are sailing from the United States to South America. They will hunt large cats called jaguars in South America. Whitney surprises Rainsford by showing sympathy for the jaguars.

♦ ♦ ♦

“Don’t talk rot,1 Whitney,” said Rainsford. “You’re a big-game hunter, not a philosopher. Who cares how a jaguar feels?”

“Perhaps the jaguar does,” observed Whitney.“Bah! They’ve no understanding.”“Even so, I rather think they understand one

thing—fear. The fear of pain and the fear of death.”

“Nonsense,” laughed Rainsford. “This hot weather is making you soft, Whitney. Be a realist. The world is made up of two classes—the hunters and the huntees. Luckily, you and I are the hunters.”

♦ ♦ ♦

They pass Ship-Trap Island. Whitney tells Rainsford that all of the sailors fear the place. Whitney goes to bed. Then, Rainsford hears gunshots from the island. He goes to the ship’s rail to see better. It is dark. He strains to get a good view of the island. Then a rope knocks his pipe from his mouth. He tries to catch it, but he falls into the sea.

♦ ♦ ♦

Vocabulary Developmentphilosopher (fi LAH suh fer) n. a deep thinkerrealist (REE uh list) n. someone who sees the world as it really is

1. rot nonsense.

Activate Prior Knowledge Describe a time when someone

else had different rules for

playing a game. What happened

in that situation?

Read Fluently Underline Rainsford’s remarks

about the jaguars he hunts. What

seems to be his attitude toward

them? Circle the letter of the

best answer below.

(a) sympathy

(b) respect

(c) unconcern

(d) rage

Reading Check What “two classes” does

Rainsford believe make up the

world? Circle the words that

tell you.

assessment

18

PART 2

Close Reading Activities P F

Selection Tests S Open-Book Tests S

Assessment: Skills P S F R

PART 1

Independent Practice Close Reading Activities P F

assessment OverviewPearson Common Core Literature delivers rigorous instruction through an Instructional

Model that provides students with strategies, practice, and skills to independently read

and respond thoughtfully and critically to multiple types of complex texts.

Instruction in the program is powered by diagnostic assessment to drive instructional

decisions, and various types of assessments are carefully integrated with the

Instructional Model of the program.

Types of assessmentA Beginning-of-Year Test assesses students’ familiarity with grade level skills and

standards. The results of this assessment enables teachers to choose a pathway through

the program. A Mid-Year and End-of-Year Test revisit these skills to

monitor progress.

Close Reading Activities following the Independent Practice Selection can be used as

a formative assessment to determine students’ readiness for Part 2.

These Close Reading Activities assess students’ abilities to read closely and

analytically, participate in an academic discussion, perform short-term research, and

write to sources within a specifi c mode. The Close Reading Activities in Parts 2 and 3

allow for further formative assessment enabling you to monitor student progress and

provide remediation where necessary.

Unit Level assessment

F Formative S Summative D Diagnostic R Remediation P Performance Tasks

Year Long assessmentBEGINNING-OF-YEAR TEST D

Unit 1 Unit 2 Unit 3

19

PART 3

Close Reading Activities P F

Selection Tests S Open-Book Tests S

Assessment: Synthesis P S F

PART 4

Benchmark Test S R

A Selection Test and Open-Book Test monitor mastery of the skills taught with the

selections. Selection Tests are selected response where as Open-Book Tests are more

challenging and require students to provide textual evidence in their responses.

In Part 2, Assessment: Skills is reading-based and tests students’ abilities to

independently read informational and literary texts and respond to an array of selected

response items and performance tasks.

The writing portion offers a timed writing activity as well as an opportunity for

students to analyze and correct a writing passage.

The items on this assessment are aligned with unit standards and target specifi c skills

to enable teachers to analyze test data and perform remediation as needed.

In Part 3, Assessment: Synthesis is administered at the conclusion of the Text Set.

Students will draw upon their learning over the course of the unit, and their

progress will be evident in their oral and written responses. Students will complete

performance tasks focused on Speaking and Listening, Research, and Writing.

A Benchmark Test assesses all skills taught within the unit including reading,

writing, vocabulary, and grammar. Questions require students to provide textual

evidence in their responses. Remediation recommendations can be found online in the

Interpretation Guide.

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

Unit 5Unit 4

Digital resources

20

CURRICULUM BUILDER

Curriculum Builder allows you to rearrange

selections, upload your own content and resources,

and customize your curriculum!

Project these resources for an interactive learning experience!

Point of use assignable links and support

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

Teacher support including a Professional Development Center and Research Center

Easy-to-follow Table of Contents

Additional selections ofmultiple genres areavailable to customizeyour curriculum orprovide extrainstructional opportunities

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

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

Assign the entire lessonor specifi c parts of the lesson with the click of a button

Program Level Table of Contents

Common Core State Standards support

Selection Level Support

1

5

3

4

2

6

1

53 42

6

1

3

2

1

3

2

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

21

CLOSE READING TOOL

The Close Reading Tool allows students to

practice strategies in a digital environment.

Prompts and tools for marking the text help

students apply what they learned immediately.

ONLINE WRITER’S NOTEBOOK

Use the Online Writer’s Notebook as a resource for

the Close Reading Activities for each selection. Teachers

are able to monitor student progress at all times.

ONLINE STUDENT EDITION

The Online Student Edition provides

selection audio and video at point-of-use.

For an overview of the digital resources, visit


Component array

22

Student Edition

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

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

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

Online Research CenterSupport for students with helpful links and videos.

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

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

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

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

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

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

Student Materials

Teacher Edition

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

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

Online Professional Development CenterAn online PD Center including a Professional Development Guidebook, Classroom Strategies & Routine Cards, and articles and videos from program authors.

Hear It! CD-ROMIncludes selection audio. Summaries in Spanish and Haitian Creole can be found online in the Student Edition eText.

Reading Kit: InterventionRemediation activities and practice for all skills taught in the program.

Examview® CD-ROMCustomizable test banks for all program assessments.

Teacher Answer Key CD-ROMAnswer Keys for these resources:• Student Companion All-in-One Workbook • Selection Support Worksheets• Beginning-of-Year, Mid-Year, End-of-Year Test • Benchmark Test & Interpretation Guides• Reader’s Notebook Teaching Guide

reality Central

Student Edition eTextNonfi ction, high-interest readings for struggling readers.

Student JournalCapture writing activities and notes.

Teaching GuideTeaching support for Reality Central.

Media Studio Bundle

CD-ROM with Media Screening Room and Film Finder Database, Teaching Resources, and Study It! Produce It! Flip Cards.

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Teacher Materials

LiteraturePEARSON

COMMON CORE


ALWAYS LEARNING

iterature common coreassets.pearsonschool.com/asset_mgr/versions/2013...core state standards, the...

Documents