pearson common core literature 2015 : upper level … · upper level program organization for...

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Upper Level Program Organization for College and Career Success (Grades 11–12)

Introduction

Program Overview

Unit Layout

This explores the organization of Pearson Common Core Literature for The American Experience and The British Tradition.

Begin by exploring the structure and organization of the units within Pearson Common Core Literature.

Both The American Experience and The British Tradition consist of six chronologically organized units. Each unit explores literature from consecutive periods in history.

For example, The American Experience begins with Literature of Early America: (Beginnings through 1800), and ends with Literature of the Contemporary Period (1970–present).

To get a sense of the unit layout, begin at the Table of Contents in your Teacher’s Edition. Notice that every unit is divided into parts. Each unit part forms a Text Set connected by time period, theme, or genre. These Text Sets each include an Anchor Text that exemplifies the part’s theme or genre, along with several related readings.

Unit 1 • Table of ContentsCOMMON CORE

informational text highlighted*

A Gathering of VoicesLiterature of Early America (Beginnings to 1800)

Multiple Perspectives on the Era

Snapshot of the Period instructional essay and graphics 2

Historical Background instructional essay 4

Essential Questions Across Time: Early America instructional essay 6

Recent ScholaRShip

William L. Andrews America Begins with a Promise and a Paradox essay 14

Integrate and Evaluate Information 16

Part One: Meeting of CulturesComparing Literary Works: Mythic Archetypes

Onondaga The Earth on Turtle’s Back myth 20

Modoc When Grizzlies Walked Upright myth 24

Navajo from The Navajo Origin Legend myth 27

theMeS acRoSS centURieS: author’s insights

Susan Power Introduces Museum Indians essay 32

Susan Power Museum Indians essay 34

Dekanawidah from The Iroquois Constitution ANCHOR TEXT political document 42

Comparing Literary Works: Problems and Solutions

Alvar Núñez Cabeza de Vaca from A Journey Through Texas exploration narrative 48

García López Boulders Taller Than de Cárdenas the Great Tower of Seville exploration narrative 52

William Bradford from Of Plymouth Plantation narrative account 58The Mayflower history connection 60

Contemporary Connection: Exploration Past and Present

Steve Squyres from Mars Rover Mission Update blog 69

Part twO: the Puritan influenCeAnne Bradstreet To My Dear and Loving Husband poem 76

The Tenth Muse world literature connection 78

Edward Taylor Huswifery poem 82

Jonathan Edwards from Sinners in the Hands of an Angry God ANCHOR TEXT sermon 86Biblical Imagery literature connection 88

x Contents

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from the Constitution

42 Beginnings–1800

I am Dekanawidah and with the Five Nations1 confederate2 lords I plant the Tree of the Great Peace. I name the tree the Tree of the Great Long Leaves. Under the shade of this Tree of the Great Peace we spread the soft white feath-ery down of the globe thistle as seats for you, Adodarhoh, and your cousin lords.

We place you upon those seats, spread soft with the feathery down of the globe thistle, there beneath the shade of the spreading branches

of the Tree of Peace. There shall you sit and watch the council fire of the confederacy of

the Five Nations, and all the affairs of the Five Nations shall be transacted at this

place before you.Roots have spread out from the

Tree of the Great Peace, one to the north, one to the east, one to the south and one to the west. The name of these roots is the Great White Roots and their nature is peace and strength.

1. Five Nations the Mohawk, Oneida, Onondaga, Cayuga, and Seneca tribes. Together, these tribes formed the Iroquois Confederacy.

2. confederate (kßn fed« ßr it) adj. united for a common purpose.

Translated by Arthur C. Parker

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Introductory Unit

Unit Instruction

The Introductory Unit provides Common Core Workshops that you can assign to your students at the beginning of the year to teach the foundational concepts and skills that they will use in the remaining units. You can also use these workshops throughout the year to reinforce Common Core skills.

The Introductory Units includes five workshops.

Building Academic Vocabulary introduces domain-specific words across the content areas and provides definitions and root meanings to help students acquire academic vocabulary.

Writing an Objective Summary provides instruction on how to write a summary.

Comprehending Complex Texts presents strategies, such as multidraft reading, close reading, and critical questioning along with models to help your students read and understand complex texts.

Analyzing Arguments defines an argument and provides models, devices, techniques, and reasoning for creating an argument.

Conducting Research provides an overview of different types of research—such as short-term and long-term. It includes step-by-step instructions on planning research, finding sources, taking notes, citing sources, and practicing research.

Units 1–6 begin by introducing students to the historical context and the literature of the period through Multiple Perspectives on the Era. This introduction includes the Snapshot of the Period, Historical Background, Essential Questions Across Time, and Recent Scholarship features. These features give your students multiple perspectives by examining graphical data, historical commentary, and scholarly articles.

For example, Snapshot of the Period for the unit on Literature of Early America includes a brief essay about the time period, along with images of influential figures and a map that illustrates the people that lived in North America at the time.

This is also where you will introduce the unit’s Essential Questions. These questions provide students with a framework for the close-reading experiences and overarching ideas found throughout each unit.

After students complete these introductory readings and tasks, the Integrate and Evaluate Information feature gives them an opportunity to synthesize and apply what they have learned.


Text Sets

Independent Reading

Following the introduction, your students begin exploring the multi-genre selections included in the unit Text Sets.

As you begin planning for each selection, look to the Time and Resource Manager. This resource includes a Lesson Pacing Guide, a list of the Common Core State Standards that the units cover, and the Guide to Resources. The Guide to Resources lists all of the resources available for the lesson, where you can find the resources, appropriate learner levels, and the recommended class settings.

You will also find Text Complexity Rubrics at the beginning of each selection or grouping. The Text Complexity Rubric provides a point-of-use snapshot of each text’s relative complexity to help you plan instruction.

The Reader and Task Suggestions—found on the following page—offer ways to differentiate students’ approach to texts and to ensure their deeper comprehension.

For example, after reviewing a Text Complexity Rubric, you may decide to assist struggling readers by doing a multidraft reading to deepen their comprehension. You may also guide them by using closer reading questions and point-of-use notes provided in the margins of the Teacher’s Edition.

Instruction for each selection or grouping follows a consistent pattern. Students begin each Text Set with Building Knowledge and Insight pages, which present the Close Reading Focus and Vocabulary that will support students’ independent reading.

Following each selection in the Text Set, you will find rigorous Close Reading Activities. Students engage in reading, discussion, research, and writing to enhance their encounter with the texts throughout the set.

Independent reading suggestions, found at the end of the unit, offer opportunities for students to read complex text independently.

These lists of literature and informational texts include Common Core exemplar texts.

You will find text complexity information about each selection to help you match students to appropriate texts.

Students can look to Preparing to Read Complex Texts for tips on how to get the most out of the text that they are reading.


Unit Features

Comparing Literary Works

Contemporary Connection

Extended Study

Reading for Information

Pearson Common Core Literature offers several features that make it unique in its ability to challenge students to apply the skills and strategies that they learn throughout each unit. These include the following features: Comparing Literary Works, Contemporary Connection, Extended Study, Reading for information, and Research Projects.

Within each unit, the Comparing Literary Works feature supports the study of literary and stylistic elements across a group of selections. Once your students have read a collection of literary works, they complete a variety of activities to help them become adept at synthesizing texts and evaluating them critically.

The Contemporary Connection feature links historical themes and genres with modern ideas and forms of expression.

In this example, students explore a scientist’s blog about space exploration after reading about the Pilgrims’ exploration of their new home on Plymouth Plantation.

Every unit also includes opportunities for Extended Study.

This feature provides in-depth exploration of important authors, genres, and themes throughout history and expands your students’ knowledge of literature and culture.

For example, in Unit 1 of The American Experience, students extend their content knowledge with an in-depth look at Benjamin Franklin, including excerpts from Franklin’s own writing and a critical essay about his life.

The Reading for Information feature gives your students a chance to practice applying reading skills to the kinds of texts that they will encounter in everyday life.

In this example, which focuses on analyzing functional and expository texts, students examine a manual and a public service announcement and then complete Critical Reading and Timed Writing activities.

Basic Elements

Headings and subheads

Boldfaced or italicized text

Numbered or bulleted lists

Photos or illustrations

Yes No

Yes No

Yes No

Yes No

Purpose

Manual • Public Service Advertisement

About the TextsA manual is an informational document that organizations publish to instruct readers in how to use a product or perform a task. Most manuals contain a statement of purpose; step-by-step instructions; and a list of requirements, tools, regulations, or suggestions.

A public service advertisement (PSA) presents information to the general public about issues that affect the common good. Unlike commercial advertisements, PSAs are broadcast or distributed for free. They may appear on posters, in newspapers, or on signs; be broadcast on TV, radio, or podcast; or appear on Web sites.

Preparing to Read Complex Texts

To be effective, functional and expository texts present information clearly so readers can understand and apply the information. To ensure a logical flow of ideas, writers may use specific patterns of organization, including the following structures:

• Cause and effect describes the results of an action.

• Chronological order identifies the sequence in which steps in a task should be performed.

• Problem and solution outlines a problem the text will help readers solve.

Text features—such as headings and subheads, boldface and italic type, bulleted lists, and images—help readers navigate the text. As you read these documents, evaluate text features, noting how they emphasize specific sections and help readers grasp the organizational structures. Use a chart like the one shown to identify text features and evaluate their purposes.

Reading for Information

Analyzing Functional and Expository Texts

Content-Area VocabularyThese words appear in the se-lections that follow. They may also appear in other content-area texts.

candidate (kan» dß dàt) n. person who seeks election to a political position

legislature (leg» is là´ chßr) n. group of lawmakers who represent a state or nation

candid (kan» did) adj. outspoken; open and sincere

officials (ß fish» ßlz) n. people who hold government offices or positions

Reading Informational TextELACC11-12RI5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument….

Reading Informational TextLACC.1112.RI.2.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Reading Informational Text5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Common Core State Standards


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Research Projects

Unit Workshops

Writing Workshops

Within each unit, students also have opportunities to apply their learning to research projects. These projects help prepare students for college-level work.

Here, students will analyze primary source documents and find supports, such as note-taking tips and step-by-step directions for completing a final extended research assignment.

Skills and Assessment Workshops provide instruction and evaluation focused on reading, writing, language, and speaking and listening skills.

The Writing Workshop takes students through the writing process from prewriting to publishing. During these workshops, students can review student writing models, as well as look to mentor texts to learn about professional authors’ writing strategies.

Included in the Writing Workshop is the Writer’s Toolbox. This feature teaches students six-traits writing skills. These skills form a basis for mastery in writing.

The Speaking and Listening Workshop provides students practice with key language arts skills.

Students might analyze a political advertisement or learn how to evaluate a persuasive speech.

The focus of Language Study Workshops ranges from studying word origins and development to learning how to use a dictionary and thesaurus.

Primary SourcesLetter Letter Floor PlanLetter from the President’s House

Letter from the New White House

President’s House

About the Text FormsToday, you might send an IM or an e-mail to a distant friend, or simply make a phone call. In the past, though, people relied on letters to keep in touch. Private letters tend to be informal, spontaneous, and intended only for the reader to whom they are addressed. Most letters are not meant for publication. However, some letters, such as these by John and Abigail Adams, contain firsthand accounts of historical events and so are regarded as important primary source documents.

A floor plan is a diagram of one level of a building shown from an aer-ial point of view. It is usually drawn to scale and shows the relationships between rooms and other features. While this floor plan is an interesting primary source document in its own right, you may also use it to verify and clarify information the Adamses include in their letters.

Preparing to Read Complex TextsA writer’s circumstances and point of view are often referred to as his or her “perspective.” Analyzing a writer’s perspective in a primary source document can help you step more fully into the time period in which he or she lived. For example, these letters describe the White House as it is being built. As you read, picture the structure exactly as the writers describe it. Analyze the perspectives using questions such as these:

•Does the writer have positive or negative feelings about the subject?

•Are broader philosophical, religious, ethical, social, or historical events influencing his or her perspective?

•Does the perspective seem appropriate, given the circumstances?

What is the relationship between

literature and place?Today, the White House is recognized as a symbol of power and democ-racy, but in 1800 it was just an unfinished structure. As you inspect these texts, notice details that express how the President and First Lady felt in such an environment as well as their hopes for the future.

Reading Informational TextELACC11-12RI9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance…for their themes, purposes, and rhetorical features.

Reading Informational TextLACC.1112.RI.3.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.

COMMON CORE • RESEARCH PROJECT

Reading Informational Text9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.

Common Core State Standards


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Speaking and Listening Workshops

Language Study Workshops


Text Set Workshops

Text Set Workshops offer opportunities to explore each part of the unit on a deeper level by challenging your students to work independently as they engage with multiple texts and complete performance tasks that bring all of the learning together.

The unit ends with two Common Core Assessment Workshops—Test-Taking Practice and Performance Task Workshops.

Test-Taking Practice prepares students for the types of questions and formats that they will encounter on the SAT and ACT tests.

These tests include multiple-choice questions and timed writing tasks.

In the Performance Tasks Workshop, you will find the kinds of performance-based assessments that are called for in the Common Core State Standards.

This guide examined the organization of Pearson Common Core Literature for The American Experience and The British Tradition.

Assessment Workshops

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