10le 01 Ete Frontmatter FM

TEACHER’S EDITION
GRADE 10
Program Consultants:
Kylene Beers
Martha Hougen
Elena Izquierdo
Carol Jago
Weston Kieschnick
Erik Palmer
Robert E. Probst
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Teacher’s Edition Table of Contents
Program Consultants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T4
Annotated Student Edition Table of Contents . . . . . . . . . . . . . . . . . . . . . . . T6
Focused on Student Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T20
Instructional Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T22
Connect with Powerful Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T24
Foster Independence and Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T26
Customize Your Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T28
Foster a Learning Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T30
Develop Critical Readers with Notice & Note . . . . . . . . . . . . . . . . . . . . . . . T32
Stay Laser-Focused on the TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T34
Strengthen Students’ Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T36
Accelerate Student Growth and Proficiency. . . . . . . . . . . . . . . . . . . . . . . . T38
Differentiate with Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T40
Build Your Expertise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T44
Texas Essential Knowledge and Skills Overview . . . . . . . . . . . . . . . . . . . . T46
Texas English Language Proficiency Standards Overview. . . . . . . . . . . T56
Texas College and Career Readiness Standards. . . . . . . . . . . . . . . . . . . . . T62
Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Image Credit: (r): ©kanetmark/Shutterstock
Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Unit 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Unit 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Student Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R1
T3
PROGRAM CONSULTANTS
Kylene Beers
Nationally known lecturer and author on reading and literacy; coauthor with
Robert Probst of Disrupting Thinking, Notice & Note: Strategies for Close Reading,
and Reading Nonfiction; former president of the National Council of Teachers
of English. Dr. Beers is the author of When Kids Can’t Read: What Teachers Can
Do and coeditor of Adolescent Literacy: Turning Promise into Practice, as well as
articles in the Journal of Adolescent and Adult Literacy. Former editor of Voices
from the Middle, she is the 2001 recipient of NCTE’s Richard W. Halle Award,
given for outstanding contributions to middle school literacy. She recently
served as Senior Reading Researcher at the Comer School Development
Program at Yale University as well as Senior Reading Advisor to Secondary
Schools for the Reading and Writing Project at Teachers College.
Martha Hougen
National consultant, presenter, researcher, and author. Areas of expertise
include differentiating instruction for students with learning difficulties,
including those with learning disabilities and dyslexia; and teacher and leader
preparation improvement. Dr. Hougen has taught at the middle school through
graduate levels. In addition to peer-reviewed articles, curricular documents,
and presentations, Dr. Hougen has published two college textbooks: The
Fundamentals of Literacy Instruction and Assessment Pre-K–6 (2012) and The
Fundamentals of Literacy Instruction and Assessment 6–12 (2014). Dr. Hougen
has supported Educator Preparation Program reforms while working at the
Meadows Center for Preventing Educational Risk at The University of Texas at
Austin and at the CEEDAR Center, University of Florida.
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Elena Izquierdo
Nationally recognized teacher educator and advocate for English language
learners. Dr. Izquierdo is a linguist by training, with a Ph.D. in Applied Linguistics
and Bilingual Education from Georgetown University. She has served on
various state and national boards working to close the achievement gaps for
bilingual students and English language learners. Dr. Izquierdo is a member
of the Hispanic Leadership Council, which supports Hispanic students and
educators at both the state and federal levels. She served as Vice President on
the Executive Board of the National Association of Bilingual Education and as
Publications and Professional Development Chair.
T4
Carol Jago
Teacher of English with 32 years of experience at Santa Monica
High School in California; author and nationally known lecturer;
former president of the National Council of Teachers of English. Ms.
Jago currently serves as Associate Director of the California Reading
and Literature Project at UCLA. With expertise in standards assessment
and secondary education, Ms. Jago is the author of numerous books on
education, including With Rigor for All and Papers, Papers, Papers, and is active
with the California Association of Teachers of English, editing its scholarly journal
California English since 1996. Ms. Jago also served on the planning committee
for the 2009 NAEP Reading Framework and the 2011 NAEP Writing Framework.
Weston Kieschnick
Author, award-winning teacher, principal, instructional development
coordinator, and dean of education. Mr. Kieschnick has driven change and
improved student learning in multiple capacities over his educational career.
Now, as an experienced instructional coach and Senior Fellow with the
International Center for Leadership in Education (ICLE), Mr. Kieschnick shares
his expertise with teachers to transform learning through online and blended
models. His travels have given him the opportunity to work with students,
teachers, and administrators from every state in the United States and more
than 30 countries around the world. He is the author of Bold School: Old School
Wisdom + New School Innovation = Blended Learning that Works and co-author of
The Learning Transformation: A Guide to Blended Learning for Administrators.
Erik Palmer
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Andrew Collings Photography; © Erik Palmer;
Veteran teacher and education consultant based in Denver, Colorado. Author of

Well Spoken: Teaching Speaking to All Students and Digitally Speaking: How
to Improve Student Presentations with Technology. His areas of focus include
improving oral communication, promoting technology in classroom
presentations, and updating instruction through the use of digital tools. He
holds a bachelor’s degree from Oberlin College and a master’s degree in
curriculum and instruction from the University of Colorado.
Robert E. Probst
Nationally respected authority on the teaching of literature; Professor Emeritus
of English Education at Georgia State University. Dr. Probst’s publications
include numerous articles in English Journal and Voices from the Middle, as well
as professional texts including (as coeditor) Adolescent Literacy: Turning Promise
into Practice and (as coauthor with Kylene Beers) Disrupting Thinking, Notice &
Note: Strategies for Close Reading, and Reading Nonfiction. He has served NCTE in
various leadership roles, including the Conference on English Leadership Board
© Heinemann
of Directors, the Commission on Reading, and column editor of the NCTE journal
Voices from the Middle.
Program Consultants T5
DO NOT EDIT--Changes must be made through “File info”
Annotated Student Edition Table of Contents CorrectionKey=TX-A
UNIT 1 UNIT1
Instructional Overview
and Resources . . . . . . . . . . . . 1A
OURSELVES AND OTHERS
PAGE 1
Topical Focus ? ESSENTIAL

QUESTION:
Each unit reflects a topic linking
selections, an Essential Question, a
How do we engage with
quotation, and unit tasks for analysis, others while staying true
discussion, synthesis, and response. to ourselves?
Essential Question
ANALYZE & APPLY
Posing thought-provoking ideas
for discussion and reflection SHORT STORY
NOTICE & NOTE
as students read, the Essential What, of This Goldfish,
READING MODEL
Question stimulates analysis Would You Wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
by Etgar Keret
and synthesis, leading to a richer
understanding of the unit’s texts. MEMOIR MENTOR TEXT
By Any Other Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
©Mike Kemp/Rubberball/Alamy Images • ©The Print Collector/Alamy • ©jkraft5/Adobe Stock • ©Jupiterimages/Getty

by Santha Rama Rau
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POEM
Without Title . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
by Diane Glancy
COLLABORATE & COMPARE

COURT OPINION
from Texas v. Johnson
Majority Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
COMPARE by William J. Brennan
ARGUMENTS
EDITORIAL
American Flag Stands
for Tolerance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Images • ©Corbisz
by Ronald J. Allen
FM6 Grade 10
T6 10_LTXESE474483_FMTOC.indd 6 2/20/2019 5:24:13 AM

CorrectionKey=TX-A
UNIT 1
INDEPENDENT READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
These selections can be accessed through the digital edition.
MEMOIR
from The Pleasure of Reading
by Kamila Shamsie
POEM
Magic Island
by Cathy Song
SHORT STORY
The Wife’s Story
by Ursula K. Le Guin
ARGUMENT
America: The Multinational Society
by Ishmael Reed
SUGGESTED NOVEL CONNECTION

NOVEL
Frankenstein
by Mary Shelley Additional Novel Connections
• The Lord of the Flies
Unit 1 Task by William Golding
• Write a Personal Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
• In the Time of Butterflies
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Dabrowska/Alamy Images; grass ©Jack Flash/Digital Vision/Getty • CP Cheah/Flickr/Getty Images • ©White Rock/Getty
by Julia Alvarez
Reflect on the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Key Learning Objectives

Images • ©Nomad_Soul/Fotolia, ©Jammy Photography/Shutterstock
In abbreviated form, each unit’s

main instructional goals are listed
for planning and quick reference.
Key Learning Objectives Visit the Interactive

• Analyze literary devices • Evaluate evidence Student Edition for:
• Analyze author’s purpose • Evaluate an argument • Unit and Selection Videos
• Make inferences • Analyze rhetoric • Media Selections
• Selection Audio Recordings
• Enhanced Digital Instruction
Contents FM7
10_LTXESE474483_FMTOC.indd 7 Annotated Student Edition Table of Contents

2/20/2019 5:24:14 AM T7
UNIT 2 2
UNIT
and Resources . . . . . . . . . . 72A
HOW WE SEE THINGS
PAGE 72
? ESSENTIAL
QUESTION:
How does our point of

view shape what we
think we know?
Analyze & Apply

This section of the Table of Contents ANALYZE & APPLY
groups a variety of selections for LITERARY NONFICTION
analysis, annotation, and application NOTICE & NOTE
from Total Eclipse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
READING MODEL
of the Notice & Note protocol, as by Annie Dillard
well as standards instruction. SHORT STORY MENTOR TEXT
The Night Face Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
by Julio Cortázar
POEM
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©StudioThreeDots/iStock/Getty Images Plus/Getty Images • ©Megapress/Alamy • ©Rawpixel.com/Shutterstock

Plus/Getty Images • ©Ryan Herron/iStockPhoto.com • ©chris-mueller/iStock/Getty Images Plus/Getty Images •
Mirror . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Collaborate & Compare by Sylvia Plath
This section of the Table of Contents
provides a comparative analysis COLLABORATE & COMPARE
of two selections linked by topic INFOGRAPHIC
but different in genre, craft, or The World as 100 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
focus. Standards instruction and by Jack Hagley
annotation are also applied. COMPARE DETAILS POEM
A Contribution to Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
by Wisława Szymborska
FM8 Grade 10

CorrectionKey=TX-A
UNIT 2
These selections can be accessed through the digital edition .
POEM
Before I got my eye put out Independent Reading
by Emily Dickinson
Interactive digital texts linked to
ESSAY the unit topic and in a wide range
What Our Telescopes Couldn’t See of genres and Lexile levels provide
by Pippa Goldschmidt
additional resources for students’
INFORMATIONAL TEXT independent reading, expanding
from Big Bang: The Origin of the Universe student choice and experience.
by Simon Singh
SHORT STORY
By the Waters of Babylon
by Stephen Vincent Benét

NOVEL
Brave New World
by Aldous Huxley Additional Connections
• Our Town
Unit 2 Tasks by Thorton Wilder (drama)
• Write a Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
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• The Turn of the Screw

• ©Paulo Afonso/Shutterstock • ©Milkovasa/Shutterstock • ©victor zastol’skiy/Adobe Stock • ©Nick Koudis/Photodisc/
• Produce a Podcast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

by Henry James (novel)

• Analyze literary nonfiction • Analyze figurative language Student Edition for:
Getty Images
• Analyze style • Interpret graphics • Unit and Selection Videos

• Analyze plot structure • Analyze poetic structure • Media Selections
• Analyze speaker • Compare details • Selection Audio Recordings
Contents FM9

2/20/2019 5:24:15 AM T9
UNIT 3 UNIT3
and Resources . . . . . . . . . 142A
THE NATURAL WORLD
PAGE 142
? ESSENTIAL
QUESTION:
What effect do we have

on nature, and how
does nature affect us?
Notice & Note Reading Model
Using a gradual release model to teach
the signposts referred to as Notice & Note,
the Reading Model describes two to three
signposts and illustrates them in a selection.
ANALYZE & APPLY
SHORT STORY
NOTICE & NOTE
My Life as a Bat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
READING MODEL
by Margaret Atwood
ESSAY MENTOR TEXT

Joyas Voladoras . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
by Brian Doyle
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PUBLIC SERVICE ADVERTISEMENT
Find Your Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
by National Park Service
Park Service, D.C. and Getty Images • © Corbis • ©Miguel Lasa/Steve Bloom Images/Alamy
SHORT STORY
The Seventh Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
by Haruki Murakami
COMPARE THEMES
POEM
Carry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
by Linda Hogan
Mentor Text
This selection exemplifies genre
FM10 Grade 10 characteristics and craft choices that
will be used in end-of-unit writing
tasks as models for students.
CorrectionKey=TX-A
UNIT 3
ARGUMENT
from Hope for Animals and Their World
by Jane Goodall
ESSAY
Sea Stars
by Barbara Hurd
POEM
Starfish
by Lorna Dee Cervantes
SHORT STORY
Wolves
by José Luis Zárate

NOVEL
Life of Pi
by Yann Martel Additional Connections
• Into the Wild
Unit 3 Tasks by Jon Krakauer (biography)
• Write an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
• The Old Man and the Sea
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Service • ©Fromthepolder/iStock/Getty Images Plus/Getty Images • ©Vilainecrevette/Shutterstock • ©gnagel/iStock/
• Deliver a Multimedia Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

by Ernest Hemingway (novel)
Getty Images Plus/Getty Images • ©Corbis

• Analyze structure in fiction • Analyze purpose Student Edition for:
and nonfiction • Analyze symbol and theme • Unit and Selection Videos
• Analyze language and style • Analyze plot • Media Selections
• Analyze media techniques • Analyze free verse • Selection Audio Recordings
Contents FM11

2/20/2019 5:24:16 AM T11
UNIT 4 4
UNIT
and Resources . . . . . . . . . 218A
HARD-WON LIBERTY
PAGE 218
? ESSENTIAL
QUESTION:
What do we need in
order to feel free?
ANALYZE & APPLY
ARGUMENT
NOTICE & NOTE
Letter from Birmingham Jail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
READING MODEL
by Martin Luther King Jr.
POEM
Elsewhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Variety of Genres by Derek Walcott
Each unit is comprised of different kinds of
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MEMOIR
texts or genres. Essential characteristics of The Hawk Can Soar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
each genre are identified and illustrated. by Randi Davenport
Students then apply those characteristics SHORT STORY
to their own writing. The Briefcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
©General Photographic Agency/Hulton Archive/Getty Images • ©BBC Motion Gallery

by Rebecca Makkai

ARGUMENT MENTOR TEXT
from Letter to Viceroy, Lord Irwin . . . . . . . . . . . . . . . . . . . . . . . . . . 284
by Mohandas K. Gandhi
COMPARE ACCOUNTS DOCUMENTARY FILM
from Gandhi: The Rise to Fame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
by BBC
FM12 Grade 10

CorrectionKey=TX-A
UNIT 4
SPEECH
from Speech at the March on Washington
by Josephine Baker
SHORT STORY
The Book of the Dead
by Edwidge Danticat
POEM
Cloudy Day
by Jimmy Santiago Baca
HISTORY WRITING
from Crispus Attucks
by Kareem Abdul-Jabbar
Tasks
Each unit concludes with one or two
SUGGESTED NONFICTION CONNECTIONculminating tasks that demonstrate
NONFICTION essential understandings, synthesizing
Why We Can’t Wait
ideas and text references in oral and
by Martin Luther King Jr . Additional Connections
written responses.
• A Wreath for Emmett Till
Unit 4 Tasks by Marilyn Nelson
• Write an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 (narrative poem)
• Deliver an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Phototravel/Corbis Documentary/Getty Images • ©Josef Kubes/Alamy • ©Photo Researchers/Science History Images/
© Houghton Mifflin Harcourt Publishing Company • Image Credits (t to b): ©DALMAS/SIPA/AP Images • ©Atlantide
• The Autobiography of
Reflect on the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Malcolm X
by Malcolm X
Alamy • ©Marion S. Trikosko/Library of Congress Prints & Photographs Division

• Analyze argument • Analyze diction and syntax Student Edition for:
• Analyze rhetorical devices • Analyze character and theme • Unit and Selection Videos
• Analyze poetic structure • Analyze media techniques • Media Selections
Contents FM13

2/20/2019 5:24:17 AM T13
UNIT 5 UNIT5
and Resources . . . . . . . . . 316A
RESPONSES TO CHANGE
PAGE 316
? ESSENTIAL
QUESTION:
How do changes
around us reveal who
we are?
ANALYZE & APPLY
FEATURE ARTICLE
NOTICE & NOTE
A Community Forever Altered by a Forgotten Massacre . . . . . . 320
READING MODEL
by Allison Keyes
SCIENCE WRITING MENTOR TEXT

from The Fever: How Malaria
Has Ruled Humankind
Cultural Diversity
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for 500,000 Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
• ©catman73/iStock/Getty Images Plus/Getty Images • ©Omikron/Science Source • ©Sergey Nivens/Adobe Stock •

Each unit includes a rich by Sonia Shah
array of selections that
SHORT STORY
represent multicultural A Sound of Thunder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
©Zacarias da Mata/Adobe Stock • ©Skyline Productions Limited • ©Randy Lewis/Shutterstock

authors and experiences. by Ray Bradbury
POEM
5 P.M., Tuesday, August 23, 2005 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
by Patricia Smith

DOCUMENTARY FILM
from Rivers and Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
by Thomas Riedelsheimer
COMPARE THEMES
ACROSS GENRES POEM
Sonnets to Orpheus, Part Two, XII . . . . . . . . . . . . . . . . . . . . . . . . . . 376
by Rainer Maria Rilke
FM14 Grade 10

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UNIT 5
SHORT STORY
The Norwegian Rat
by Naguib Mahfouz
MEMOIR
After the Storm
by Orhan Pamuk
SCIENCE WRITING
from Simplexity
by Jeffrey Kluger Suggested Novel Connection
NOVELLA
One extended text is recommended for
from The Metamorphosis its topical and thematic connection to
by Franz Kafka other texts in the unit.

NOVEL
A Separate Peace
by John Knowles Additional Connections
• A Raisin in the Sun
Unit 5 Task by Lorraine Hansberry (drama)
• Write a Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Moment/Getty Images • ©Daniel Shanken/AP Images • Louis C. Kramer/Library of Congress Prints & Photographs Division
• The Grapes of Wrath

© Houghton Mifflin Harcourt Publishing Company • Image Credits (t to b): ©Matthijs Kuijpers/Alamy • ©Enrique Diaz/
by John Steinbeck (novel)

• ©145/Donovan Reese/Ocean/Corbis

• Analyze development of ideas • Analyze plot and setting Student Edition for:
• Analyze word choice and tone • Analyze word choice • Unit and Selection Videos
• Analyze text structure • Analyze media techniques • Media Selections
• Analyze purpose and • Analyze purpose and theme • Selection Audio Recordings
audience • Enhanced Digital Instruction
Contents FM15

2/20/2019 5:24:25 AM T15
UNIT 6 UNIT6
and Resources . . . . . . . . . 392A
ABSOLUTE POWER
PAGE 392
? ESSENTIAL
QUESTION:
What are the sources of

true power?
ANALYZE & APPLY
Shakespearean Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
DRAMA
NOTICE & NOTE
The Tragedy of Macbeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
READING MODEL
by William Shakespeare
FILM CLIP
© Houghton Mifflin Harcourt Publishing Company • Image Credits (t to b): ©anthonyjhall/Getty Images • ©Robbie Jack/
from Macbeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
Corbis Entertainment/Getty Images • CREDIT FOR VIDEO STILL GOES HERE • ©CSA Images/Archive/Getty Images •
by Rupert Goold
SHORT STORY
The Macbeth Murder Mystery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488
by James Thurber

GRAPHIC NOVEL
from Manga Shakespeare: Macbeth . . . . . . . . . . . . . . . . . . . . . . . . 500
by Robert Deas and Richard Appignanesi
COMPARE ACROSS
GENRES BOOK REVIEW MENTOR TEXT
Shakespeare and Samurai
(and Robot Ninjas?) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
by Caitlin Perry
FM16 Grade 10

CorrectionKey=TX-A
UNIT 6
HISTORY WRITING
from Holinshed’s Chronicles
by Raphael Holinshed
ARGUMENT
Why Read Shakespeare?
by Michael Mack
POEM
Ozymandias
by Percy Bysshe Shelley
DRAMA
Julius Caesar, Act III, Scene 2
by William Shakespeare

NOVEL
Animal Farm
by George Orwell Additional Connections
• Julius Caesar
Unit 6 Task by William Shakespeare (drama)
• Write a Literary Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
© Houghton Mifflin Harcourt Publishing Company • Image Credits (t to b): ©Lebrecht Music and Arts Photo Library/Alamy
• ©Lana Isabella/Flickr Open/Getty Images • ©Tom Hanley/Alamy • ©Geraint Lewis/Alamy • ©Digital Vision/Getty Images
• The Prince
by Niccolo Machiavelli (treatise)
Reflection
Students may pause and reflect on
their process and understanding of the
selections and the themes in each unit.

• Analyze drama • Analyze satire Student Edition for:
• Analyze character and theme • Analyze visual elements • Unit and Selection Videos
• Analyze media representations • Analyze evidence • Media Selections
Contents FM17

2/20/2019 5:24:27 AM T17
CorrectionKey=NL-A
SELECTIONS BY GENRE
FICTION NONFICTION
GRAPHIC NOVEL ARGUMENT

from Manga Shakespeare: Macbeth American Flag Stands for Tolerance
Robert Deas and Richard Appignanesi . . . . 500 . . . . . . . . . . . . . . . . . . . . . .
Ronald J . Allen 50
America: The Multinational Society
NOVELLA
Ishmael Reed . . . . . . . . . . . . . . . . . . . . . . . . Online
from The Metamorphosis
Franz Kafka . . . . . . . . . . . . . . . . . . . . . . . . Online from Hope for Animals and Their
World Jane Goodall . . . . . . . . . . . . . . . . Online
SHORT STORY Letter from Birmingham Jail
The Book of the Dead Martin Luther King Jr . . . . . . . . . . . . . . . . . . . . . . 222
Edwidge Danticat . . . . . . . . . . . . . . . . . . . Online
from Letter to Viceroy, Lord Irwin
The Briefcase Rebecca Makkai . . . . . . . 268 Mohandas K . Gandhi . . . . . . . . . . . . . . . . . . 284
By the Waters of Babylon from Speech at the March on Washington
Stephen Vincent Benét . . . . . . . . . . . . . . . Online Josephine Baker SPEECH . . . . . . . . . . . . . . . Online
The Macbeth Murder Mystery from Texas v. Johnson Majority
James Thurber . . . . . . . . . . . . . . . . . . . . . . 488 Opinion William J . Brennan . . . . . . . . . . . 40
My Life as a Bat Why Read Shakespeare?
Margaret Atwood . . . . . . . . . . . . . . . . . . . . . 146 Michael Mack SPEECH . . . . . . . . . . . . . . . . Online
The Night Face Up
AUTOBIOGRAPHY/MEMOIR
Julio Cortázar . . . . . . . . . . . . . . . . . . . . . . . . 90
After the Storm
The Norwegian Rat Orhan Pamuk . . . . . . . . . . . . . . . . . . . . . . Online
Naguib Mahfouz . . . . . . . . . . . . . . . . . . . . Online
By Any Other Name
The Seventh Man Santha Rama Rau . . . . . . . . . . . . . . . . . . . . . 18
Haruki Murakami . . . . . . . . . . . . . . . . . . . . . 174
The Hawk Can Soar
A Sound of Thunder Randi Davenport . . . . . . . . . . . . . . . . . . . . . 256
Ray Bradbury . . . . . . . . . . . . . . . . . . . . . . 344
from The Pleasure of Reading
The Wife’s Story
© Houghton Mifflin Publishing Company

Kamila Shamsie . . . . . . . . . . . . . . . . . . . . Online
Ursula K . Le Guin . . . . . . . . . . . . . . . . . . . . Online
What, of This Goldfish, Would You

Wish? Etgar Keret . . . . . . . . . . . . . . . . . . . 4
Wolves
José Luis Zárate . . . . . . . . . . . . . . . . . . . . Online
FM18 Grade 10
T18 10_LTXESE474483_FMGTOC.indd 18 2/23/2019 4:17:52 AM

CorrectionKey=NL-A
INFORMATIONAL TEXT Sonnets to Orpheus, Part Two, XII

from Big Bang Simon Singh. . . . . . . . . . . . Online Rainer Maria Rilke . . . . . . . . . . . . . . . . . . . . . 376
A Community Forever Altered by a Starfish Lorna Dee Cervantes . . . . . . . . Online

Forgotten Massacre Allison Keyes Without Title Diane Glancy . . . . . . . . . . 32
FEATURE ARTICLE . . . . . . . . . . . . . . . . . . . . . . 320
from The Fever Sonia Shah

SCIENCE WRITING . . . . . . . . . . . . . . . . . . . . . . 332 DRAMA
from Simplexity Jeffrey Kluger . . . . . . Online
from Crispus Attucks Kareem Julius Caesar, Act III, Scene 2

Abdul-Jabbar HISTORY WRITING ......... Online
William Shakespeare ................. Online
from Holinshed’s Chronicles The Tragedy of Macbeth

William Shakespeare . . . . . . . . . . . . . . . . . . 398
Raphael Holinshed HISTORY WRITING ..... Online
LITERARY ANALYSIS
Shakespeare and Samurai MEDIA STUDY
(and Robot Ninjas?) Caitlin Perry
BOOK REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . 518 Find Your Park National Park Service
PUBLIC SERVICE ADVERTISEMENT . . . . . . . . . . 170
LITERARY NONFICTION
from Gandhi: The Rise To Fame BBC
Joyas Voladoras Brian Doyle . . . . . . . . 158 DOCUMENTARY FILM . . . . . . . . . . . . . . . . . . . 296
Sea Stars Barbara Hurd . . . . . . . . . . . . . Online from Macbeth Rupert Goold
from Total Eclipse Annie Dillard . . . . . . 76 FILM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
What Our Telescopes Couldn’t See from Rivers and Tides Thomas
Pippa Goldschmidt .................. Online Riedelsheimer
DOCUMENTARY FILM . . . . . . . . . . . . . . . . . . . 372
The World as 100 People Jack Hagley
POETRY INFOGRAPHIC . . . . . . . . . . . . . . . . . . . . . . . . . 114
Before I got my eye put out

Emily Dickinson .................... Online
Carry Linda Hogan . . . . . . . . . . . . . . . . . . 196

Cloudy Day Jimmy Santiago Baca . . . . . Online
A Contribution to Statistics
Wisława Szymborska . . . . . . . . . . . . . . . . . . 120
Elsewhere Derek Walcott . . . . . . . . . . . . 248
© Houghton Mifflin Publishing Company
5 p.m., Tuesday, August 23, 2005

Patricia Smith . . . . . . . . . . . . . . . . . . . . . . . . 364
Magic Island Cathy Song . . . . . . . . . . . Online
Mirror Sylvia Plath . . . . . . . . . . . . . . . . . . 106

Ozymandias Percy Bysshe Shelley . . . . Online
Selections by Genre FM19
10_LTXESE474483_FMGTOC.indd 19 2/23/2019 4:17:53 AM Student Edition Selections by Genre T19

Focused on Student Growth
Into Literature Texas helps teachers hone their
teaching practices and create growth trajectories
for all students.
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T20
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complement teacher expertise and adjust to the instincts
and choices of each practitioner.
Deliberate Design. Carefully crafted content is purposely

designed to hook students and unlock a myriad of
instructional pathways for teachers.

Informed Insights. Actionable insights available through
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Teacher Support
Ongoing and Relevant
GROWTH
Assessment, Content
Data, Reports Architecture
Integrated and Focused and
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Actionable purposeful
T21
Each unit in Grade 10 Into Literature Texas is grounded in a relevant high-interest
topic that students explore through close reading, writing, and discussion.
THE NATURAL WORLD

UNITS ESSENTIAL QUESTION:
What effect do we have on nature, and how does nature affect us?
1
2 ANALYZE & APPLY
3
4 My Life as a
Bat
Joyas
Voladoras
Find Your
Park
5
6 The Seventh Man Carry
T22
Experience Into Literature on Ed—our dynamic teaching and learning
system. Ed adds interactivity, engagement, data insights, and time-saving
tools to your planning and instruction.
Selection and
Unit Assessments
INDEPENDENT READING Writing Task:

Write an Explanatory
Essay
from Hope for Sea Stars Starfish Wolves

Animals and
Their World Speaking and
Listening Task:
SUGGESTED NOVEL CONNECTIONS
Deliver a Multimedia
LIfe of Pi Into the Wild The Old Man and the Presentation
Sea
Explore a library of Independent Reading texts on Ed.

Students have options across genres and reading levels. Media Projects Task:
Create a PSA
T23
Connect with Powerful Literature
At the heart of Into Literature Texas are rich, high-quality literary and informational texts
both classic and contemporary, all worthy of close reading and text-based analysis—and
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Balance of Contemporary and Classic Titles

• Adolescents need to see themselves, their neighborhoods, their families,
and their friends reflected in the books they read. Relevant, engaging
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T24
Digital Library of Current
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T25
Foster Independence and Choice
Into Literature Texas gives students voice and choice in their reading, allowing
them to take ownership of their learning and become more observant,
reflective, and thoughtful readers.
Independent Reading texts extend and enrich the unit topic

with selections at a wide range of Lexile levels.
A Digital Library allows students to continue their path

to becoming independent readers with a full library of
downloadable digital novels that can be self-selected or
assigned. Online tools, like highlighting, underlining, and
annotating, keep students interacting with the text.
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100+ digital novels
are available to students
in the Reading Studio
T26
Highlighting, underlining,
and annotations can be
saved for future use.
Novel Study Guides provide comprehensive lesson plans with

social-emotional learning considerations, choices for creative DO NOT EDIT-
-C
CorrectionKe hanges must be made th
projects, student activities, and digital assessments. y=NL-A rough “File inf
o”
Extensive Print Novel List provides rich options study guide
for independent reading or book clubs. The Book Th

ief by Markus
Zusak
TURN AND TA
LK: RESPOND
be made through “File info” ? TO THE ESSE
DO NOT EDIT--Changes must
With a partner, NTIAL QUESTIO
discuss your opi N
What can we lea nions and exp
CorrectionKey=NL-A rn from Anne Fra eriences related
to this questio
nk and other dep n:
ictions of World
War II?
ST UD EN T AN
TI CI PATI ON
Before Read GU ID E
ing Before rea
the “Before” col ding the book
DO NOT EDIT--Changes must umn: , mark your response to eac
be made through “File info” h item below in
CorrectionKey=NL-A • Mark a plus
sign (+) if you
• Mark a minu agree.
s sign (–) if you
• Mark a quest disagree.
ion mark (?) if
Then freewrite you are unsur
e of your opinio
about one of the n.
STU DY GU IDE assessments items.
The Book Thief by Markus Zusak
The Book Thief

1. Words are ver
y powerful. before
2. Sometimes
good people allo
CHOICES 3. During Wo
w bad things to
happen.
rld War II, all Ge
rmans supporte
4. Wars have cle d Hitler.
by Markus Zusak ANALYZE 5. We can never
ar winners and
losers.
be sure what eff
Choose one of the following three ects our action
topics. Then write a well-organiz s will have.
supported by evidence from The ed and well-dAft er Reading Wh
evelop ed en you have fin
Book Thief. responsesessay to the items ab ished reading
ove and discussin
1. How did World War II bring may choose to in the “After” column. g the book, ma
out the best and worst in peopl write about Then freewrite rk your
e? about one item.
2. Why does Liesel steal books You
TEA CHE R NOT ES ? What does stealing books symb
does it connect to in The Book olize, and what
• the same ite
m you
message or theme chose for your Be
Thief?
• Background 3. Analyze the use of Death as
• an item abou
t wh ich your opinion ch
fore Reading fre
ew riti ng
• Pacing Guide a narrator in The Book Thief. What
does the choice of narrator help
• an m abou
are his character traits,iteand t which your op
anged
tions how inion grew mu
• Social and Emotional Considera support an important theme or
message in the novel? ch stronger
QUICK START
STU DY GUI DE CREATE What do you alr
• Student Anticipation Guide
eady know ab
Choose one of the following three as you can in tw out Germany
activities. o minutes. Th during World
War II? Jot down
• Vocabulary Tracker same types of
fac
en compare you
ts? How are you r list with that as many facts
ussion Questions 1. Story Inspired by War of a partner. Did
T27
• Read and Respond with Disc
Write a story that Liesel or Max r lists different? you list the
World War II, inspired by the chara might have written after the end
cter’s experiences during or after of
be an allegory with imaginative the war. Your story might
symbols and a clear message,
ASS ESS MEN TS character’s experiences and feelin or it might simply describe the
gs about what happened. Illustr
• Writing Prompts print or digital form so that it can
be shared with classmates.
ate the story and publish it in
Customize Your Curriculum
While Into Literature Texas provides a default pathway and suggested pacing
through each unit, you as educator have the flexibility to re-arrange, assemble,
and add instructional resources, according to your preferences and your students’
needs. Whether you are someone who wants to follow a prescribed path or chart
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T28
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Literature anytime, anywhere
Custom Lesson Plans
T29
Foster a Learning Culture
Prepare students for the competitive yet collaborative environment of today’s
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WorksTM, Into Literature Texas seamlessly integrates interactive and metacognitive
activities designed to increase students’ self and social awareness.
PROBLEM
SETTING SOLVING
GOALS
Learning Mindset tips spark GRIT
meaningful classroom conversation. SEEKING

CHALLENGES
RESILIENCE
CURIOSITY
WONDER
SOCIAL-EMOTIONAL LEARNING
LEARNING MINDSET
Growth Mindset Remind students that people who believe they can improve their skills
will be more successful than people who believe they’re “just not good at” certain subjects
or skills. Emphasize the importance of yet. They may not understand something yet, but with
continued effort over time, they will eventually grasp the concept. Learning takes effort and
it can be challenging, but in order to “grow” their brains they must continue to work hard.
Assure students that although they may make mistakes as they work, mistakes are a sign of
progress; they help people learn. Model how to reflect on a mistake and learn from it.
info”
de through “File
anges must be ma
DO NOT EDIT--Ch -A
TX
CorrectionKey=
RESPOND
ompare
Collaborate & Compare Designed
Collaborate & C 8A, 8B, 8D, 8F to support individual accountability
TEKS 4H, 5B, 7A,
OR’S PURPOSE
COMPARE AUTH clair
Sin cla ir and Sch losser are both inv

estigative journa
ry while Sch los
lists; however, Sin
ser wro te nonfiction. The as well as team aptitude, this section
ut the food indust r each author’s spe
cific
wrote fiction abo
content and sty
le of each work
analyze each sele
allows you to infe
ction, ask you rse lf the se questions: requires students to read and
purpose. As you
from
THE JUNGLE
• What are the
top ics the aut hor writes about?
communicate abo
ut the topics? annotate texts and compare their
Novel by Upton
Sinclair does the author
• What messages
• What tone or
attitude does the
author expres s?
rhetoric?
responses in small groups.
T DESIGN abo ut eac h author’s style and
FOOD PRODUC tive
from FAST FOO
D NATION • What is distinc tak e?
nt rea der s to
Investigative Jou
rnalism
s the author wa
Eric Schlosser • What action doe differences betwe
en
similarities and
gro up, com ple te the table with ect the ir pur poses. Then,
In a small se characteristic
s refl
noting how the poses.
the two authors, paring their pur
tog eth er to wri te a paragraph com
work OD
SCHLOSSER: “FO
T30 SINCLAIR: THE
JUNGLE PRODUCT DES
IGN”
Topics
DO NOT EDIT--Chan
ges
CorrectionKey=TX-A must be made through “File info”
SPEAKING AND
LISTENING TASK
2 Practice with a Partn
er or Group
When your script is read
y and you’ve decided
and/or sound effects, on whether to have
practice before you music
record.
Practice Effective Ve
rbal Techniques
Collaboration guidelines and scaffolds As you work to improve ❏ Enunciation Rep
your lace words that you
podcast and those of sentences so that you stumble over, and rear
your r delivery is smooth. range
classmates, follow thes
e rules of ❏ Voice Modulation
provide structure for growth in social awareness constructive criticism:
❑ Accept the other pers
on’s
and Register Change
voice (louder, softer,
higher, lower) to sho
the tone and pitch of
w enthusiasm and emp
your
hasis.
purpose and try to ❏ Speaking Rate Spe
ak slowly enough that
and relationship skills. them achieve it.
❑ Begin your commen
help
Pause briefly now and
❏ Microphone Skil
then to let them con
listeners understand
sider important poin
you.
ts.
ts with ls Practice to see how
Go to Participating in the strong points of
the the microphone to reco far your mouth should
rd clearly without mak be from
wor
Collaborative Discussions ❑in k. ing distracting noises.
Remember that the
the Speaking and Listening criticism is both best Create Your Podcast
kind and
Studio to learn more. truthful. ❏ Recording Locatio
WHEN STUDENTS STRUGGLE . . . n If your school doe
or a studio, find a room sn’t have a music prac
with as little outside
sound as possible.
tice room
❏ Editing If your scho
ol has audio editing
Take Notes Suggest that students review the outlines they created in the planning stage of download an open sou soft
rce app, use that to clea
war e, or if you can
of your podcast afte n up the start and finis
their writing. Each paragraph in their essay will include a main idea and supporting evidence. r you have recorded
it.
h
❏ Music Find appropr
iate music free for you
As they review their essays, have students note the main idea (key point) and supporting or the Library of Con
gress music collectio
r podcast from archive.o
rg
from your own colle n. You can also use mus
evidence from each paragraph in a row of the chart. assignment.
ction as long as you
use it only for this school
ic
ugh “File info” ❏ Sound Effects You

ges must be made thro can download free sou
DO NOT EDIT--Chan different sites online. nd effects from man
y
CorrectionKey=TX-A
Provide and Conside
r Advice for Improvement
As an audience, liste
n closelyREF T cast. Eval
LECpod
to the
point of view, and any uate its impact, purp
rhetorical devices used ose,
podcasters can improve . Take notes about way
their presentations and s that
Reflect on the Unit

ideas. Paraphrase and more effectively pres
summarize each pres ent their
to confirm your und enter’s key ideas and
erstanding and ask que main points
idea s. UNI T 2 SEL ECT IONS stions to clarify any
ghts confusing
you reviewed your thou
your research report, to reflect on • “I Have a Dream”
As you were planning is a good time
read ing you have done in this unit. Now As a podcaster, pay
atte ntio n to
rvie w with John Lewis”
feedback and conside
about the podcast to make it mor
• “Inte
r ways to improve you
.
what you have learned e effective.en
your music and sound • from Hidd
Rem
Figu res er to
emb ask for suggestions abo
r
effects, if you chose ut
• “The Censors” to use them.
tial Question
Reflect on the Essen ion? How has your • “Booker T. and W.E.
B.”
ple find free dom in the midst of oppress n you a in Tehran

• How do peo 3 Po
it whe • from Reading Lolit
stion changed since
you first con side red
st Your Po dcast
answer to this que
Reflection guides enable students
The Stor y
• from Persepolis 2:
started this unit? Use the advice you rece of a Return
ived during practice
podcast. Then, make to make final changes
to your
to learn metacognition and help to • What are som e exam ples
166 Unit 2from the text s you’ve read that show how people
it available to your clas
smates.
increase motivation and goal setting. find freedom?
flect on Your Read ing

Re
DO rising to you?
NOT EDIT--Ch e thean t interesting or surp
mosge
s must be made thr
• Which selections wer
CorrectionKey=NL-A ough “File info”
ut finding freedom in the
n did you learn the most abo
• From which selectio
midst of oppression?
teacher notes
g Tas k • The Cro
Reflect on the Writin ssover (con
le working on your rese
archtinu ed)
repo rt?
you encounter whi
• What difficulties did
SO them next time?
idCIA
How might you avo LAN D EM OT ION AL
CO NS IDE RATIO NS
While most students will
hard
hav
est e pos
to itiv
write? Why
e rea? ctio
ns to this book, it is imp
may rtma kethe
was con easiest and ortant to be sensitive to
• What part of the repo nections between sto the few who
ry events and personal
may trouble students, trauma. The chart below
together with how the lists topics or events tha
content with inde ivid you wer e revi situ
sing? ation was resolved and t
ts did you mak to you ualr repo rt as
students. Because the ways that you might add
• What improvemen
information with studen chart contains plot spo ress this
ts before they read. ilers, you may want to
avoid sharing this
You may wish to sha a
re
e to this
you r repo rt to make it work as
you nee d to mak cha rt wit h a school counselor for
• What changes did additional support.
Social-Emotional Learning notes in the ? siti
podcastSen ve Con tent Context
Evaluating the Outco
Teacher’s Edition and Novel Study Guides Death of the main
characters’ father
Mr. Bell’s illness and dea
th are central The tragic loss of their
me
to the story’s plot. The father results in the twin

assist with instructional decisions and numerous ominous sym
father suffers
ptoms of
out to each other and
and actions of others
ending their conflict.
s’ reaching
The kind words
heart disease and refu comfort
ect on the Unit 167 Josh and show how loved his
help create an inclusive and accepting actions to improve his
ses to take
health.
fatherRefl
was. Ask: What positive
his father’s death? Wh
lessons might Josh gain
from
at struggles will he face
classroom community. Sexist views of girls
Josh begins by focusing
on the Josh eventually develop
because of it?
appearances of Alexis, s a fuller view of the girl
who begins personalities. Ask: Wh s’
dating JB, and his friend y do you think the aut
girlfriend, who is not nam
Vondie’s
ed.
describe the girls this
way? Does the outcom T31
hor chose to
e make up for
the initial description
Father stopped for a s?
On the way to an imp
questionable traffic ortant game,
D Unlike many recen
Develop Critical Readers with
Notice & Note
Grounded in the research of Dr. Kylene Beers and Dr. Robert E. Probst, the
Notice & Note close reading protocol introduces students to signposts that
signal important aspects of a text. Notice & Note develops reading habits
through explicit instruction that encourages students to dig deeper into texts,
infer meaning, and translate that meaning to the world around them.
Reading Fiction Signposts*

Contrast & Tough Words of the Again & Memory
Aha Moment
Contradictions Questions Wiser Again Moment
What to When a character When a character When a character When a character When the author When the author
Look For does something realizes, asks himself or (probably older mentions a interupts the
that contrasts with understands, or herself a very and wiser) takes word, phrase, action to tell us a
what we’d expect finally figures out difficult question. the main character or situation over memory.
or contradicts something. aside and offers and over.
earlier acts or serious advice.
statements.
Questions Why do I think the How is this What does this What’s the life Why does this Why might this
to Answer character acted or realization likely question make lesson and how keep happening memory be
felt this way? to be important me wonder might it affect the again and again? important to the
to the story? about? How is character? What does the character or to
this question signpost lead the story?
important to the me to think will
story? happen in the
story?
*Learn more about both fiction and nonfiction signposts in the Notice & Note Reading Model lessons in each unit.
T32
ANNOTATION MODEL NOTICE & NOTE
As you read, note your own questions and observations, and signposts, including
Memory Moment, Again and Again, and Contrasts and Contradictions. Here
is one reader’s response to the first paragraph of “The Leap.”
My mother is the surviving half of a blindfold “Surviving” means

trapeze act, not a fact I think about much even the mother’s partner
now that she is sightless, the result of encroaching is dead. Trapeze
and stubborn cataracts. She walks slowly through accident?
her house here in New Hampshire. . . . She has never upset an
The mother is
object or as much as brushed a magazine onto the
blind, but has never
floor. She has never lost her balance or bumped
bumped into anything
into a closet door left carelessly open.
Contradiction?
Guiding Students to Dig

Deeper Into Texts
By spotlighting important aspects
of each text, prompting students
to pause and reflect, and guiding
students in asking the right
questions, Notice & Note supports
students in taking ownership of
their reading comprehension
and analysis.
Bridging the Gap between

Reading and Writing
As they become practiced in
recognizing why and how writers
Image Credits: ©MSSA/Shutterstock
craft their words, students are able

to incorporate advanced techniques
into their own writing.
T33
Stay Laser-Focused on the TEKS
Into Literature Texas is crafted to give your students a fresh and inviting perspective
on the questions and insights that only literature can provide. Every lesson is built
around the new TEKS, with clear and engaging direct instruction, embedded formative
assessment, and STAAR-aligned practice.
Diagnostic Assessments help you determine

where students are on their learning path.
Bu
Clear and engaging instruction that ilt fo
r the T E
supports and challenges students.
CorrectionKey=TX-A
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KS
The Seventh Man

QUICK START
In the 1930s, President Franklin Roosevelt told the American people, “The only
THE SEVENTH thing we have to fear is fear itself.” What do you think Roosevelt meant by
that? Do you agree? Why or why not? Share your thoughts with a partner.
MAN
Short Story by Haruki Murakami ANALYZE SYMBOL AND THEME TEKS 6A
pages 177–191 A symbol is a person, place, object, or activity that stands for something FOCUS ON GENRE
beyond itself. Our culture has established common symbols, such as doves
SHORT STORY
(peace), red roses (love), and flags (countries). Writers can use these symbols
• centers around
to make connections among ideas without stating them explicitly. characters, conflict, and plot
In a text, recurring symbols make up a pattern called a motif. Symbols and development
motifs help develop a text’s theme. The theme of a work is the underlying • usually focuses on one or
message about life or human nature that the writer wants to communicate. very few settings, moments
in time, and characters
COMPARE THEMES ? ESSENTIAL

QUESTION:
As you read “The Seventh Man,” look for symbols and motifs like the ones
shown in the chart. Write what each might represent.
• can usually be read in one
sitting
As you read, notice how authors working in
two different genres address similar themes. SYMBOL OR MOTIF WHAT IT MIGHT REPRESENT
What are the texts’ messages about the world What effect do we
wave/sea
in general? How do the authors express those
messages? After you read both selections, you
have on nature, and typhoon
will work on a final project about the texts’ how does nature
themes. K.’s paintings
affect us?
ANALYZE PLOT TEKS 6C
Stories are often told in chronological, or linear, order, meaning that the
narrator tells plot events in the order in which the characters experience
them. Within a linear plot, an author can depart from the main time line for
effect. For example, a flashback interrupts the chronological flow of a story
with an account of a prior event relevant to the present action of the story.
“The Seventh Man” is structured as a frame story, in which a present-day
narrator relates the main story, which happens in the past, and then returns to
CARRY the present day. Mapping plot events sequentially in a graphic organizer will
help you keep track of the actual order of events in a story.
Poem by Linda Hogan
pages 199–201 Event 1 Event 2 Event 3 Event 4
As you read, think about how each plot event affects the plot as a whole.
174 Unit 3 The Seventh Man 175
T34
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26 And in ars to us in the ody
bats, who appe of caves, the wo
the Creator of e liquid stone
us all thin gs : wa ter an d th
inse cts , an d the beauty of
gave it and juicy
, petals and fru shining eyes. ANALYZE ST
RUCTURE
refuge of attics wh ite canines and health details
slippery wings
an d sh ar p
for fo od as all do, and for Annotate: Ma
rk two
fo r? W e pr ay m ev il, which “Beauty” that
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and for th ich is hair-head d
ained by us, wh
s.
s of half-digeste envis ion
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on
gle wh ite un Analyze: How
night with a sin serve as a res
olution for the
two legs. ildren.
meat, and has es: bless your ch
ves and grotto story?
28 Goddess of ca
Embedded formative
assessment and
STAAR-aligned prompts
provide built-in practice. CHECK YOUR
UNDERSTAN
DING
to the Analyze
the Text secti
on on
moving on
qu estions before
Answer these
e fo llo wi ng page.
th ry?
ucture this sto
the author str oughts
1 How does e narrator’s th
flection on th
-o f-c on sciousness re
A As a str ea m asingly se us
rio
that are incre
on of ve ry shor t stories
B As a collecti events in the
a sequence of
ro no log ica l order showing
C In ch
narrator’s life facts to illustr
ate ideas
at inc lud e br ief scenes or
th
D In sections to —
events serve
and historical
to po pular culture e bats
2 Refer en ce s who n’t lik
do
est of readers
rie s to keep the inter ined
F use funn y sto been er tw
int
s have always
e liv es of ba ts and human
th
G show how s to be evil
nsiders human
Selection and Unit Tests H illu str at e wh y the narrator co
out how muc
h humans value
bats
tor is wrong ab
pany
rra
have been created specifically J reveal th at th e na
Com
ward the
r’s attitude to
Harcourt Publishing
t be st re fle cts the narrato

men
for Texas and the new TEKS. 3 Which state
relationship be
tween bats an
d people?
real monsters.
mans are the
r bats, yet hu
© Houghton Mifflin
A People fea other more.

preciate each
bats should ap
B People and they do.
ck people like
Selection ve go od reason to atta
C Ba ts ha the night.
Date Test le miss out on
Name
ou t on th e day, yet peop
D Bats miss t 153
My Life as a Ba
er to each question.
choose the best answ
your Student eBook and
Read the selection in
New Orleans
by Joy Harjo
r is suggesting that —
1 In lines 14–20, the autho occurrences
of powerful and painful
ings and the land can retain remembrance uerors
A build
used by her ancestors and their conq
materials and items once

B the shop is filled with from bless ed land
were made
ructed of red bricks that
C the building is const
of the buildings built first
modern city have no sense
D people living in the
poem emphasize —
of lines 29 and 30 in the
2 The speaker’s repetition d her history
starting point to understan
the river and New Orleans are a mystical
F the idea that long after she and others are gone
nue to flow
Mississippi River will conti
G the notion that the and river still
have claim to the city
that the Creek people
H the understanding DeSoto
s onto abou t her own history and that of
er hang
J the illusion the speak
3 In lines 37–42 of the poem

, the poet uses —
in New Orleans
T35
DeSoto’s life and death
to illustrate the story of
A anecdotal information d like the riches he once
sought
s have beco me burie
DeSoto’s bone
B irony to describe how of the Creek people he met
end was simila r to that
to show how DeSoto’s
Strengthen Students’ Writing
Develop the next generation of effective writers, with guided
instruction that mirrors the new standards and digital tools that
promote purposeful note-taking and peer collaboration.
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT
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Writing Instruction and Scaffolds WRITING TASK
Built for Texas Write a Literary Analysis DO NOT

Correctio
UNIT
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anges must
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DO NOT
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anges must
nKey=VA be made
-A;TX-A through “File info”
Go to the Writing Studio This unit explores the many facets of love—joy, pain, passion, SWEET
• Authentic mentor texts give students models for help writing your SORRO
and conflict— to name just a few. For this writing task, you W
literary analysis.
will write a literary analysis on a topic based on this idea.
? ESSENTIAL
Look back at the texts in the unit and consider the aspects
QUESTION:
to analyze and emulate.

How can
love
bring both
joy
or characteristics of love that are represented in each text.

and pain?
ock
ck; (b) ©PinkCat/Shutterst
Synthesize your ideas by writing a literary analysis. For an
(t) ©Garsya/Shuttersto
example of a well-written analytical text you can use as a
• Image Credits:
“
Publishing Company
Love is
the great
”
intangible.
mentor text, review the essay “Love’s Vocabulary.” You can
Mifflin Harcourt
Diane Ackerm
an
© Houghton
• STAAR-aligned prompts, timed writing
246 Unit
4
also use the notes you made in your Response Log after 9_LVAESE474582
_U4UO.indd
246
reading the texts in this unit.

3/7/2018
3:32:34 AM
practice, and instruction sharpen students’ Writing Prompt

Read the information in the box below.
test-taking skills. This is the topic or

context for your
Love is an emotion that is easy to feel but sometimes difficult to
endure.
literary analysis.
• Revision guide and rubrics provide specific Circle the two most
Think carefully about the following question.
guidance for self, peer, and teacher important words,

phrases, or ideas in the
How can love bring both joy and pain?
prompt.
evaluation. Think about the ideas Write a literary analysis comparing two selections in this unit. Explain how
about love you have the portrayal of love is similar and different in each text.
encountered in this
unit and how they
Be sure to—
DO NOT EDIT--Changes
aremust betomade
similar and through “File info” DO NOT ED
CorrectionKey=TX-A different from one ❑ provide an introduction that catches the reader’s attention, clearly states CorrectionK
another. the topic, and includes a clear controlling idea or thesis statement
❑ develop a comparison using examples from the texts
Review these points as

you write and again ❑ organize central ideas in a logically structured body
when you finish. Make ❑ use appropriate register, vocabulary, tone, and voice
ANALYZE & any needed changes.

APPLY ❑ use transitions to create connections between sections of your analysis
❑ end by summarizing ideas or drawing an overall conclusion that
synthesizes the comparisons you made
MENTOR TEXT
LOVE’S
VOCABULARY
408 Unit 4
9_LVAESE474582_U4EOU.indd 408 3/21/2018 5:33:28 AM
Essay by Diane Ackerman
Image Credits: ©ASDF_Media/Shutterstock
? ESSENTIAL
QUESTION:
How can love

T36 bring both joy
and pain?
Use Into Literature’s digital writing tool
to support your students. Discover:
• Point-of-use Writing Studio lessons
• Google Docs integration
• Interactive Response Log and

Annotation tools
• Peer review
• STAAR-aligned interactive
rubrics
• Turn It In integration for

plagiarism detection
T37
Accelerate Student Growth
and Proficiency
The first step to growing your students is knowing everything you can about their
learning, from their reading level to their standards and skill proficiency. Build deep
insights into your students’ learning with Into Literature’s robust assessment suite.
Administered three times a year, a Student Growth Measure

charts student growth in Lexile and skill proficiency , generating
individual student, class, and district reports.
T38
Unit and Selection Tests, Skills
Diagnostics, and Embedded
Formative Practice all inform
easy-to-digest proficiency
reports and resource
recommendations.
Use the auto-grouping

functionality to drive your
instructional and reteaching
decisions.
T39
Differentiate with Data
Access Data & Reports to find instructional recommendations
for individuals, groups, and classes.
On-Level Practice, Application, and Extension

Reinforce or extend concepts and skills using:
• Studios for Writing, Vocabulary, Reading, Grammar,
and Speaking & Listening—all with targeted instruction
and interactive practice
• Grammar Printables—extra practice in print
• Close Read Screencasts—

modeled conversations
about key texts, designed to
demystify what good readers
do naturally
• Media Projects—digital extension

activities in which students
demonstrate their understanding of
the unit by creating media projects
T40
Support for English Learners
Find varied English language support woven throughout
the program, including:
• Text X-Ray and Language X-Ray pages—activities and instructional

supports to help students at different proficiency levels master the ELPS
• Text Sketch Printables—visual summaries for each text
• Read-Along Highlighting—audio to help students follow along as they

listen to each text
• Spanish Summaries—outlines of key ideas AUTOMATION:

THE When something can
from each text AUTOMATION operate by itself without
much help from humans.
PARADOX
PARADOX:
• Multilingual Glossaries—vocabulary, literary, Argument by
Something that appears
James Besson
to contradict itself but
and reading terms defined in 10 languages is still true.
online
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=TX-A CorrectionKey=TX-A
CLAIM REASONS EVIDENCE

PLAN When computers do work • Automation reduces • Special computer
that people used to do, the costs and lowers prices. soft ware is being
number of jobs goes up. Low prices attracts used by lawyers to make
more customers. certain tasks faster.
Text X-Ray: ELPS Support SPEAKING
Reduces There are now more jobs
It’s a paradox because
for “Archaeology’s Tech Revolution Since Indiana Jones” you would expect
DiscussCosts
Reading at law
Use the following supports firms.at varying proficiency levels.
with students
Lowers
Predictions • Point out the word tech in the selection title. Then display and read aloud the
that if computers do More
The Text X-Ray provides support for the four domains of English language development addressed Prices • article.
tells me about the JobsI that require
predict the article isthe
aboutuse
technology. Have partners
Have partners or small Customers
jobs people used to do, groups discuss their
of computers (such as
sentences. BEGINNING
in the English Language Proficiency Standards. Use the following Text X-Ray activities and the
there would be fewer reading predictions based • In the selection title, have students mark the words archaeology’s and tech. T
support in the Teacher’s Edition to help students at different proficiency levels master the ELPS.
jobs for people.
bank
this frame to express their tellers orabout
predictions cashiers)
the article: I predict the article is a
• More customers means
on text features. Point
out elements that will INTERMEDIATE have increased.
more
help students jobs.
to analyze • Have partners discuss how specific words in the selection title and subheadin
technical texts, including predictions about the text that follows. ADVANCED
INTRODUCE THE SELECTION ELPS 1A, 1E subheadings, scientific • Have students discuss their predictions based upon the information provided
terms, and quotations photos, and captions. ADVANCED HIGH
DISCUSS ARCHAEOLOGY CULTURAL REFERENCES More More
from experts.
In this text, Jeremy Hsu explains some of the technological innovations that The following words or phrases may be unfamiliar to Customers Jobs
have advanced the study of archaeology. Read the title of the selection to students:
students. Write and display the word archaeology. Use images as needed to • Indiana Jones (paragraph 1): the lead character, a 1980 2013
provide the following explanations: professor of archaeology, in Raiders of the Lost Ark and READING
• Archaeology is the study of past human life and culture.
C UNTER ARGUMENTS
other movies.
• Archaeologists are people who study archaeology. • bullwhip (paragraph 1): a long braided whip Understand Central Work with students to reread paragraphs 1–4, followed by the article’s conclusion
• Archaeologists find the places where humans lived in the past. They • pinpoint (paragraph 4): to locate or identify exactly
Ideas to the future,” paragraphs 16–19. Use the following supports with students at vary
study objects made and used by humans. • Egyptologist (paragraph 5): a person who studies • People will need
Helpto learn
students new skills •orPoint
identify face jobthe
out that loss.
quotations in paragraph 3 represent the central idea of the
echo read paragraph 3. Ask: Do archaeologists depend on technology? Can t
and understand central
• Computer automation hastext.
ended some jobs.
Encourage students to share what they know about archaeology. Use these ancient Egyptian culture
BEGINNING
sentence frames: • surveys (paragraph 11): close examinations of ideas in a technical
• Guide students to identify a central idea shared between the two passages. S
• I saw an archaeologist in a movie about _____. something
express the idea. For example: Each passage states that archaeologists need te
• I read about an archaeologist who studied _____. INTERMEDIATE
• Have students identify a shared central idea in the passages using this frame
these passages is _____. Then have students identify a supporting detail. ADV
• Ask students to summarize a central idea that the two passages share, includ
details. ADVANCED HIGH
LISTENING ELPS 2B, 2E, 2H
Analyze Details Have students listen as you read aloud paragraph 7, followed by the section titled “Dusting off old
bones,” paragraphs 12–15. Use the following supports with students at varying proficiency levels.
Point out to students that
analyzing details in a technical
• Reread paragraph 7 aloud. Ask: Can archaeologists see mud brick on Google Earth? (yes)
BEGINNING
WRITING T41
text will help them identify and
• As you read aloud paragraphs 12–15, pause after each paragraph and ask a comprehension Write a Summary Use the following supports with students at varying proficiency levels.
understand central ideas. Have
question. For example, after paragraph 13, ask: What can we learn from the bones of ancient • Provide students with sample notes from one of the slideshow presentations
students write down details as Work with students to
people? (the foods they ate) INTERMEDIATE words they recognize, then look them up in a dictionary to be sure the spellin
you read aloud passages from help them summarize
Differentiate with Data (continued)
Resources for Intervention

Let Ed do the heavy lifting for you! Find personalized
recommendations for students who need more support.
Discover printable Leveled Texts

at a range of Lexile levels, many of
LEXILE: 1190
which connect to unit topics.
LEXILE: 1030
LEXILE: 960
T42
Interactive Skills Practice offers guided
practice and immediate feedback on skills
H o w to Ma
students are struggling with. Each Skills ke
Inference
Practice is paired with a text at students’
appropriate level, making this feature
Authors may s
not tell you ev
directly. Some erything
times you ha
make inferen ve to
ces to fill in
the holes.
perfect for targeted test practice.
CLUE
Peer Coach Videos, Level Up Tutorials,
and Anchor Charts provide just-in-time
That means co
mbining clues
help with tricky skills, like analyzing the text. . . from
. . .with your
theme, evaluating logic, citing text prior knowled
own experienc
ge.
es and
Once you put
those pieces
you’ll be able together,
evidence, and making inferences. to make infer
ences!
Now I get it–

the characte
r wa
afraid of th s
e
rollercoaster
!
Image Credits: ©Goran Bogicevic/Shutterstock
T43
Build Your Expertise
Because your time is so valuable, we provide embedded teacher support and high-
impact strategies along with flexible and personalized professional learning to
create long-term sustainable growth for you and your students.
Purposeful embedded teacher support

and high-impact strategies
• Notice & Note Strategies for Close Reading
• Professional Learning Guide
• On-Demand Professional Learning Modules
• Classroom Video
T44
Personalized, Blended Professional Learning
• Getting Started Course and Professional Learning Guide: Learn the
program components, pedagogy, and digital resources to successfully
teach with Into Literature.
• Follow-Up: Choose from relevant

instructional topics to create a
personalized in-person or online Follow-Up
experience to deepen program mastery
and enhance teaching practices.
• Coaching and Modeling: Experience

job-embedded support to set goals, apply
new instructional strategies, and reflect
and refine your practices. You’ll stay
connected with your coach through the
Coaching Studio.
• askHMH: Get on-demand access to program experts

who will answer questions and provide personalized
conferencing and digital demonstrations to
support implementation.
• Technical Services: Plan, prepare,

implement, and operate technology
with ease.
T45
TEKS Overview
Correlation of Into Literature, Grade 10, to the Texas Essential Knowledge and Skills
for English Language Arts and Reading
TEKS Knowledge and Skills Where Taught

(1) Developing and sustaining foundational language skills: listening,
speaking, discussion, and thinking--oral language. The student develops
oral language through listening, speaking, and discussion. The student is
expected to:
(A) engage in meaningful and respectful discourse by listening actively, Student Edition/Teacher’s Edition:
responding appropriately, and adjusting communication to audiences 28, 29, 57, 103, 113, 167, 193, 293, 303, 418, 497
and purposes;
Speaking and Listening Studio: Interactive Lessons
Participating in Collaborative Discussions
• Speaking Constructively
• Listening and Responding
(B) follow and give complex oral instructions to perform specific tasks, Student Edition/Teacher’s Edition:
answer questions, or solve problems and complex processes; 61, 127, 341
(C) give a formal presentation that incorporates a clear thesis and a logical Student Edition/Teacher’s Edition:
progression of valid evidence from reliable sources and that employs eye 15, 39, 47, 129, 155, 215, 245, 301, 313, 329, 361, 371, 466, 525
contact, speaking rate such as pauses for effect, volume, enunciation,
purposeful gestures, and conventions of language to communicate
ideas effectively; and Giving a Presentation
• The Content of Your Presentation
• Style in Presentation
• Delivering your Presentation
Evaluating Sources
• Evaluating Sources for Reliability
Giving a Presentation
• Delivering Your Presentation
• Style in Presentation
(D) participate collaboratively, building on the ideas of others, contributing Student Edition/Teacher’s Edition:
relevant information, developing a plan for consensus building, and 167, 203, 432, 466, 481
setting ground rules for decision making.
Participating in Collaborative Discussions
• Establishing and Following Procedure
• Speaking Constructively
(2) Developing and sustaining foundational language skills: listening, Student Edition/Teacher’s Edition:
speaking, reading, writing, and thinking--vocabulary. The student 16, 30, 48, 58, 88, 104, 168, 194, 266, 282, 294, 342, 362 498,
uses newly acquired vocabulary expressively. The student is expected to: 522
(A) use print or digital resources such as glossaries or technical dictionaries Student Edition/Teacher’s Edition:
to clarify and validate understanding of the precise and appropriate 156, 266, 282, 342, 362, 482
meaning of technical or discipline- based vocabulary;
T46
TEXAS
(B) analyze context to distinguish among denotative, connotative, and Student Edition/Teacher’s Edition:
figurative meanings of words; and 16, 38, 58, 88, 104, 108, 112, 168, 194, 246, 294
(C) determine the meaning of foreign words or phrases used frequently in Student Edition/Teacher’s Edition:
English such as pas de deux, status quo, déjà vu, avant-garde, and coup 30, 156
d’état.
(3) Developing and sustaining foundational language skills: listening, Student Edition/Teacher’s Edition:
speaking, reading, writing, and thinking--self-sustained reading. 62, 206, 304, 382, 526
The student reads grade-appropriate texts independently. The student
is expected to self-select text and read independently for a sustained
period of time.
(4) Comprehension skills: listening, speaking, reading, writing, and
thinking using multiple texts. The student uses metacognitive skills to
both develop and deepen comprehension of increasingly complex texts.
The student is expected to:
(A) establish purpose for reading assigned and self-selected texts; Student Edition/Teacher’s Edition:
62, 206, 304, 382, 526
(B) generate questions about text before, during, and after reading to Student Edition/Teacher’s Edition:
deepen understanding and gain information; 2, 3, 7, 41, 74, 75, 117. 220, 230, 259, 271, 318, 319, 368,
394, 395
(C) make and correct or confirm predictions using text features, Student Edition/Teacher’s Edition:
characteristics of genre, and structures; 147, 154, 281
(D) create mental images to deepen understanding; Student Edition/Teacher’s Edition:
204, 366, 370
(E) make connections to personal experiences, ideas in other texts, and Student Edition/Teacher’s Edition:
society; 39, 41, 46, 56, 126, 128, 204, 206, 245, 304, 380, 382, 489,
496, 526
(F) make inferences and use evidence to support understanding; Student Edition/Teacher’s Edition:
14, 28, 34, 38, 41, 46, 102, 107, 112, 192, 244, 280, 292, 340,
345, 360, 466
(G) evaluate details read to determine key ideas Student Edition/Teacher’s Edition:
28, 46, 56, 154, 166, 328, 370
(H) synthesize information from multiple texts to create new understanding; Student Edition/Teacher’s Edition:
and 128, 167, 192, 204, 244, 300, 302, 466, 521
(I) monitor comprehension and make adjustments such as re-reading, Student Edition/Teacher’s Edition:
using background knowledge, asking questions, and annotating when 41, 43, 400, 483
understanding breaks down.
(5) Response skills: listening, speaking, reading, writing, and thinking
using multiple texts. The student responds to an increasingly
challenging variety of sources that are read, heard, or viewed. The
student is expected to:
(A) describe personal connections to a variety of sources, including self- Student Edition/Teacher’s Edition:
selected texts; 62, 206, 304, 382, 526
(B) write responses that demonstrate understanding of texts, including Student Edition/Teacher’s Edition:
comparing texts within and across genres; 39, 47, 60, 167, 302, 370, 418, 487, 521
Texas Essential Knowledge and Skills Overview T47

(C) use text evidence and original commentary to support an interpretive Student Edition/Teacher’s Edition:
response; 38, 46, 56, 102, 112, 192, 244, 280, 292, 370, 371, 418, 448, 466
Writing Studio: Interactive Lessons
Using Textual Evidence
• Synthesizing Information
• Writing an Outline
• Summarizing, Paraphrasing, and Quoting
• Attribution
Writing Arguments
• What is a claim?
• Support: Reasons and Evidence
• Building Effective Support
• Creating a Coherent Argument
• Persuasive Techniques
• Formal Style
• Concluding Your Argument
(D) paraphrase and summarize texts in ways that maintain meaning and Student Edition/Teacher’s Edition:
logical order; 38, 46, 47, 280, 281, 370
(E) interact with sources in meaningful ways such as notetaking, annotating, Student Edition/Teacher’s Edition:
freewriting, or illustrating; 41, 481
Conducting Research
• Types of Sources
• Taking Notes
(F) respond using acquired content and academic vocabulary as Student Edition/Teacher’s Edition:
appropriate; 1, 73, 87, 143, 219, 254, 317, 378, 393, 418, 432, 480, 487
(G) discuss and write about the explicit or implicit meanings of text; Student Edition/Teacher’s Edition:
38, 154, 166, 205, 280, 370, 371, 418
(H) respond orally or in writing with appropriate register, vocabulary, tone, Student Edition/Teacher’s Edition:
and voice; 39, 87, 384, 487
Writing Arguments
• Formal Style
Writing Informative Texts
• Precise Language and Vocabulary
• Formal Style
(I) reflect on and adjust responses when valid evidence warrants; and Student Edition/Teacher’s Edition:
57, 61, 141, 255, 520
Writing as a Process
T48 • Trying a New Approach
TEXAS
(J) defend or challenge the authors’ claims using relevant text evidence. Student Edition/Teacher’s Edition:
53, 57, 61, 141, 255, 524, 525
Writing Arguments
• Support Reasons and Evidence
• Attribution
(6) Multiple genres: listening, speaking, reading, writing, and
thinking using multiple texts--literary elements. The student
recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to:
(A) analyze how themes are developed through characterization and Student Edition/Teacher’s Edition:
plot, including comparing similar themes in a variety of literary texts 14, 34, 38, 175, 192, 197, 202, 204, 269, 280, 399, 418, 432,
representing different cultures; 448, 466, 480, 520
(B) analyze how authors develop complex yet believable characters, Student Edition/Teacher’s Edition:
including archetypes, through historical and cultural settings and events; 5, 14, 91, 102, 192, 269, 280, 360, 399, 418, 432, 448, 466, 480
(C) analyze isolated scenes and their contribution to the success of the plot Student Edition/Teacher’s Edition:
as a whole; and 91, 102, 154, 166, 175, 192, 254, 345, 360, 418, 432, 448, 480
(D) analyze how historical and cultural settings influence characterization, Student Edition/Teacher’s Edition:
plot, and theme across texts. 14, 33, 38, 204, 345, 360, 521
(7) Multiple genres: listening, speaking, reading, writing, and thinking
using multiple texts--genres. The student recognizes and analyzes
genre-specific characteristics, structures, and purposes within and across
increasingly complex traditional, contemporary, classical, and diverse texts.
The student is expected to:
(A) read and analyze world literature across literary periods; Student Edition/Teacher’s Edition:
19, 28, 382, 418, 526
(B) analyze the effects of metrics; rhyme schemes; types of rhymes such as Student Edition/Teacher’s Edition:
end, internal, slant, and eye; and other conventions in poems across a 107, 112, 122, 197, 202
variety of poetic forms;
(C) analyze the function of dramatic conventions such as asides, soliloquies, Student Edition/Teacher’s Edition:
dramatic irony, and satire; 399, 418, 432, 448, 466, 480, 489, 496
(D) analyze characteristics and structural elements of informational texts such as:
(i) clear thesis, relevant supporting evidence, pertinent examples, Student Edition/Teacher’s Edition:
and conclusion; and 321, 328, 333, 340, 501, 520
(ii) the relationship between organizational design and thesis; Student Edition/Teacher’s Edition:
321, 328, 333, 340
(E) analyze characteristics and structural elements of argumentative texts such as:
(i) clear arguable claim, appeals, and convincing conclusion; Student Edition/Teacher’s Edition:
51, 56, 244, 285, 292
(ii) various types of evidence and treatment of counterarguments, Student Edition/Teacher’s Edition:
including concessions and rebuttals; and 41, 46, 51, 56, 244, 285, 292
(iii) identifiable audience or reader Student Edition/Teacher’s Edition:
51, 56, 244, 285, 292
(F) analyze characteristics of multimodal and digital texts. Student Edition/Teacher’s Edition:
115, 126, 298, 300, 373, 374, 378, 486, 501, 520
(8) Author’s purpose and craft: listening, speaking, reading, writing,
and thinking using multiple texts. The student uses critical inquiry to
analyze the authors’ choices and how they influence and communicate
meaning within a variety of texts. The student analyzes and applies
author’s craft purposefully in order to develop his or her own products
and performances. The student is expected to:
(A) analyze the author’s purpose, audience, and message within a text; Student Edition/Teacher’s Edition:
19, 28, 60, 77, 116, 126, 128, 254, 297, 300, 333, 340, 432, 466
(B) analyze use of text structure to achieve the author’s purpose; Student Edition/Teacher’s Edition:
122, 126, 147, 154, 159, 166, 244, 254, 264, 292, 328, 333,
340, 466
(C) evaluate the author’s use of print and graphic features to achieve specific Student Edition/Teacher’s Edition:
purposes; 115, 126, 501, 520
(D) analyze how the author’s use of language informs and shapes the Student Edition/Teacher’s Edition:
perception of readers; 46, 56, 77, 112, 147, 154, 159, 192, 244, 264, 365, 370, 432,
448, 480, 520
(E) analyze the use of literary devices such as irony, sarcasm, and motif to Student Edition/Teacher’s Edition:
achieve specific purposes; 5, 14, 121, 321, 328, 448, 489, 496
(F) analyze how the author’s diction and syntax contribute to the mood, Student Edition/Teacher’s Edition:
voice, and tone of a text; and 77, 147, 154, 159, 166, 202, 264, 365, 370, 432
(G) analyze the purpose of rhetorical devices such as appeals, antithesis, Student Edition/Teacher’s Edition:
parallelism, and shifts and the effects of logical fallacies. 46, 51, 56, 121, 126, 244, 247, 285, 292
(9) Composition: listening, speaking, reading, writing, and thinking
using multiple texts--writing process. The student uses the writing
process recursively to compose multiple texts that are legible and use
appropriate conventions. The student is expected to:
(A) plan a piece of writing appropriate for various purposes and audiences Student Edition/Teacher’s Edition:
by generating ideas through a range of strategies such as brainstorming, 64, 132, 306, 340, 378, 528
journaling, reading, or discussing;
• Task, Purpose, and Audience
• Planning and Drafting
(B) develop drafts into a focused, structured, and coherent piece of writing Student Edition/Teacher’s Edition:
in timed and open-ended situations by: 66, 210, 254, 308, 528, 530
Writing Informational Texts
• Developing a Topic
• Organizing Ideas
• Planning and Drafting
• Revising and Editing
• Trying a New Approach
T50
TEXAS
(i) using an organizing structure appropriate to purpose, audience, Student Edition/Teacher’s Edition:
topic, and context; and 66, 210, 208, 293
(ii) developing an engaging idea reflecting depth of thought with Student Edition/Teacher’s Edition:
specific details, examples, and commentary; 64, 208, 210, 306, 530
(C) revise drafts to improve clarity, development, organization, style, diction, Student Edition/Teacher’s Edition:
and sentence effectiveness, including use of parallel constructions and 6, 17, 64, 78, 89, 92, 105, 132, 160, 169, 176, 194, 208, 247,
placement of phrases and dependent clauses; 267, 306, 331, 334, 343, 346, 363, 528
Writing Narratives
• The Language of a Narrative
Writing Informative texts
(D) edit drafts using standard English conventions, including: Student Edition/Teacher’s Edition:
64, 528
(i) a variety of complete, controlled sentences and avoidance of Student Edition/Teacher’s Edition:
unintentional splices, run-ons, and fragments; 78, 89, 92, 105, 132, 267, 286
Grammar Studio: Interactive Lessons
• Sentences and Sentence Fragments
• Run-on Sentences
(ii) consistent, appropriate use of verb tense and active and passive Student Edition/Teacher’s Edition:
voice; 20, 31, 64, 295
• Subject-Verb Agreement
• Intervening Phrases
• Agreement with Indefinite Pronouns
• Compound Subjects
• Collective Nouns
• Other Problems in Agreement
• Verb Tense
• Consistency of Tense
• Active Voice and Passive Voice
• Lie and Lay
• Sit and Set and Rise and Raise

(iii) pronoun-antecedent agreement; Student Edition/Teacher’s Edition:
490, 499
• Pronoun Agreement
(iv) correct capitalization; Student Edition/Teacher’s Edition:
306, 311
• People and Places
• School Subjects, First Words, Proper Adjectives
• Groups, Organizations, and Religions
• Objects, Events, and Awards
• Titles
(v) punctuation, including commas, semicolons, colons, dashes, and Student Edition/Teacher’s Edition:
parentheses to set off phrases and clauses as appropriate; and 42, 49, 52, 59, 148, 157, 270, 282, 306, 502, 523
• End Marks
• Abbreviations
• Commas in a Series
• Punctuating Independent Clauses
• Commas with Nonessential Elements
• Commas with Introductory Elements
• Commas with Other Sentence Interrupters
• Other Uses of Commas
• Semicolons
• Colons
• Italics
• Quotation Marks
• Apostrophes
• Dashes and Parentheses
(vi) correct spelling; and Student Edition/Teacher’s Edition:
306, 311, 533
• Accept, Except/At
• Being as, Being that/Invent, Discover
• The Dictionary
• Spelling Rules
• Prefixes and Suffixes
• Plurals of Nouns
• Spelling Numbers
T52
TEXAS
(E) publish written work for appropriate audiences. Student Edition/Teacher’s Edition:
64, 132, 208, 306, 341, 528
Writing Informational Texts
Producing and Publishing with Technology
• Writing for the Internet
(10) Composition: listening, speaking, reading, writing, and thinking
using multiple texts--genres. The student uses genre characteristics
and craft to compose multiple texts that are meaningful. The student is
expected to:
(A) compose literary texts such as fiction and poetry using genre Student Edition/Teacher’s Edition:
characteristics and craft; 15, 29, 39, 113, 132, 193, 203, 361, 497
Writing Narratives
• Narrative Context
• Point of View and Characters
• Narrative Structure
• Narrative Techniques
• The Language of Narrative
(B) compose informational texts such as explanatory essays, reports, and Student Edition/Teacher’s Edition:
personal essays using genre characteristics and craft; 64, 103, 155, 208, 329, 371, 528
• Organizing Ideas
• Introductions and Conclusions
• Elaboration
• Using Graphics and Multimedia
• Formal Style

(C) compose argumentative texts using genre characteristics and craft; and Student Edition/Teacher’s Edition:
57, 173, 306, 531
Writing Arguments
• What is a claim?
• Support: Reasons and Evidence
• Building Effective Support
• Creating a Coherent Argument
• Persuasive Techniques
• Formal Style
• Concluding Your Argument
• Formal Style
(D) compose correspondence in a professional or friendly structure. Student Edition/Teacher’s Edition:
57, 127, 245, 281
(11) Inquiry and research: listening, speaking, reading, writing, and
thinking using multiple texts. The student engages in both short-term
and sustained recursive inquiry processes for a variety of purposes. The
student is expected to:
(A) develop questions for formal and informal inquiry Student Edition/Teacher’s Edition:
28, 38, 166, 192, 244, 328, 340, 384, 480
Conducting Research
• Starting Your Research
(B) critique the research process at each step to implement changes as Student Edition/Teacher’s Edition:
needs occur and are identified; 166, 384
Conducting Research
• Refocusing Your Inquiry
(C) develop and revise a plan; Student Edition/Teacher’s Edition:
264, 384
Conducting Research
• Starting Your Research
(D) modify the major research question as necessary to refocus the research Student Edition/Teacher’s Edition:
plan; 129, 280, 384
Conducting Research
(E) locate relevant sources; Student Edition/Teacher’s Edition:
38, 46, 129, 292, 340, 384, 486, 496
Conducting Research
• Using the Library for Research
• Conducting Field Research
T54 • Using the Internet for Research
TEXAS
(F) synthesize information from a variety of sources; Student Edition/Teacher’s Edition:

14, 129, 166, 384
Conducting Research
(G) examine sources for: Student Edition/Teacher’s Edition:
202
Evaluating Sources
(i) credibility and bias, including omission; and Student Edition/Teacher’s Edition:
38, 56, 154, 244, 360, 384
Evaluating Sources
(ii) faulty reasoning such as incorrect premise, hasty generalizations, Student Edition/Teacher’s Edition:
and either-or; 154, 244, 384
Evaluating Sources
(H) display academic citations, including for paraphrased and quoted text, Student Edition/Teacher’s Edition:
and use source materials ethically to avoid plagiarism; and 87, 102, 112, 129, 384
• Attribution
(I) Use an appropriate mode of delivery, whether written, oral, or Student Edition/Teacher’s Edition:
multimodal to present results. 47, 61, 112, 126, 155, 167, 192, 215, 301, 384
Giving a Presentation
• Delivering a Presentation
Using Media in a Presentation
• Types of Media: Audio, Video, and Images
• Using Presentation Software
• Practicing Your Presentation
Producing and Publishing with Technology
• Writing for the Internet
• Using Graphics and Multimedia

Texas English Language Proficiency
Level Descriptors
These proficiency-level descriptors for each domain in the English Language Proficiency Standards will help you assess your
students’ levels of ability in listening, speaking, reading, and writing.
Proficiency Beginning Intermediate Advanced Advanced High

Level/ Domain
Listening Beginning ELLs have little Intermediate ELLs have Advanced ELLs have the Advanced high ELLs have
or no ability to understand the ability to understand ability to understand, the ability to understand,
spoken English used simple, high-frequency with second language with minimal second
in academic and social spoken English used in acquisition support, grade- language acquisition
settings. routine academic and appropriate spoken English support, grade-appropriate
social settings. used in academic and spoken English used
social settings. in academic and social
settings.
Speaking Beginning ELLs have little Intermediate ELLs have the Advanced ELLs have the Advanced high ELLs have
or no ability to speak ability to speak in a simple ability to speak using the ability to speak using
English in academic and manner using English grade-appropriate English, grade-appropriate English,
social settings. commonly heard in routine with second language with minimal second
academic and social acquisition support, in language acquisition
settings. academic and social support, in academic and
settings. social settings.
Reading Beginning ELLs have little Intermediate ELLs have Advanced ELLs have Advanced high ELLs have
or no ability to read and the ability to read and the ability to read and the ability to read and
understand English used understand simple, high- understand, with second understand, with minimal
in academic and social frequency English used language acquisition second language support,
contexts. in routine academic and support, grade-appropriate grade-appropriate English
social contexts. English used in academic used in academic and
and social contexts. social contexts.
Writing Beginning ELLs lack the Intermediate ELLs Advanced ELLs have Advanced high ELLs have
English vocabulary and have enough English enough command acquired the English
grasp of English language vocabulary and enough of English language vocabulary and command
structures to address grasp of English language structures to address of English language
grade-appropriate writing structures to address grade-appropriate writing structures necessary to
tasks meaningfully. grade-appropriate writing tasks, although second address grade-appropriate
tasks in a limited way. language acquisition writing tasks with
support is needed. minimal second language
acquisition support.
T56
TEXAS
ELPS Overview
Correlation of Into Literature, Grade 10, to the Texas English Language Proficiency Standards
Cross-Curricular Second Language Acquisition Teacher’s Edition

Learning Strategies
(1) The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content
areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student’s level of English language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English; 8, 50, 64B, 74C, 90C, 120C, 144C, 158C,
160, 172C, 196C, 220C, 234, 256, 284C,
286C, 318C, 332C, 342, 344C, 364C,
372C, 484C, 488C, 500C, 522
(B) monitor oral and written language production and employ self-corrective techniques or 11, 22, 36, 44, 80, 84, 94, 124, 162, 230,
other resources; 237, 241, 252, 274, 287, 324, 336, 337,
420, 439
(C) use strategic learning techniques such as concept mapping, drawing, memorizing, 18C, 58, 66, 106C, 133, 235, 239, 240,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; 271, 322, 362, 405, 472, 475, 478, 507,
510
(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, 133, 266, 281, 313, 330, 468, 508, 512
and using synonyms and circumlocution (conveying ideas by defining or describing when
exact English words are not known);
(E) internalize new basic and academic language by using and reusing it in meaningful ways in 18, 47, 50C, 73, 74C, 108, 109, 113,
speaking and writing activities that build concept and language attainment; 120C, 144C, 158C, 170, 172C, 178, 184,
220C, 227, 235, 248C, 256C, 260, 266,
318C, 332, 332C, 341, 344C, 353, 361,
363, 364C, 385, 394C, 428, 475, 484C,
498, 499, 500C, 509
(F) use accessible language and learn new and essential language in the process; 110, 210, 227, 231, 240, 241, 351, 355,
361, 472, 478
(G) demonstrate an increasing ability to distinguish between formal and informal English and 8, 9, 10, 11, 16, 44, 57, 106C, 231, 242,
an increasing knowledge of when to use each one commensurate with grade-level learning 267, 349, 356
expectations; and
(H) develop and expand repertoire of learning strategies such as reasoning inductively or 25, 57, 109, 181, 225, 245, 248, 286C,
deductively, looking for patterns in language, and analyzing sayings and expressions 293, 428, 435, 468, 506
commensurate with grade-level learning expectations.
Texas English Language Proficiency Standards Overview T57

Listening
(2) The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of
comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in listening. In order for the ELL to meet grade- level learning expectations
across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student
is expected to:
(A) distinguish sounds and intonation patterns of English with increasing ease; 7, 32C, 196C, 237, 275, 406
(B) recognize elements of the English sound system in newly acquired vocabulary such as long 108, 275, 352, 355, 405, 482
and short vowels, silent letters, and consonant clusters;
(C) learn new language structures, expressions, and basic and academic vocabulary heard during nf, 8, 9, 11, 12, 16, 22, 24, 72, 113, 114C,
classroom instruction and interactions; 132B, 133, 142, 179, 180, 181, 196C,
209, 218, 227, 234, 241, 260, 286C, 288,
289, 290, 307, 309, 316, 326, 332C,
349, 350, 351, 352, 356, 357, 361, 363,
364C, 388, 392, 528B, 529, 531
(D) monitor understanding of spoken language during classroom instruction and interactions 25, 33, 40C, 99, 106C, 199, 234, 248C,
and seek clarification as needed; 256C, 442, 497
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of 12, 36, 40C, 106C, 115, 170, 172C,
increasingly complex and elaborated spoken language; 220C, 234, 286C, 318C, 402, 406, 433,
468, 509, 524C
(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD 139, 170C, 296C, 297, 484C
ROM to build and reinforce concept and language attainment;
(G) understand the general meaning, main points, and important details of spoken language 2C, 18C, 22, 25, 32, 32C, 33, 74C, 90C,
ranging from situations in which topics, language, and contexts are familiar to unfamiliar; 103, 114C, 116, 120C, 158C, 234, 236,
241, 284C, 296C, 297, 344C, 353, 394C,
372C, 468, 488C, 500C
(H) understand implicit ideas and information in increasingly complex spoken language 2H, 90C, 106C, 123, 172, 220C, 255,
commensurate with grade-level learning expectations; and 301, 306B, 344C, 364C, 376, 488C
(I) demonstrate listening comprehension of increasingly complex spoken English by following 2C, 2I, 13, 32C, 37, 45, 55, 74C, 85, 90C,
directions, retelling or summarizing spoken messages, responding to questions and requests, 95, 101, 111, 119, 125, 144C, 153, 158C,
collaborating with peers, and taking notes commensurate with content and grade- level 165, 172, 191, 201, 243, 248C, 253,
needs. 256C, 263, 279, 284C, 286C, 291, 296C,
318C, 326, 332C, 339, 341, 344C, 356,
369, 372C, 377, 394C, 417, 430, 431,
447, 455, 465, 479, 488C, 495, 500C,
519
T58
TEXAS
Speaking
(3) The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/
informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at
the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL
to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English
must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of
English language proficiency. The student is expected to:
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, 2D, 30, 39, 156, 182, 256D, 288, 352,
silent letters, and consonant clusters to pronounce English words in a manner that is 355, 402, 403, 405, 407, 498
increasingly comprehensible;
(B) expand and internalize initial English vocabulary by learning and using high-frequency 2D, 18D, 32D, 106D, 110, 117, 170D,
English words necessary for identifying and describing people, places, and objects, by 196D, 208B, 211, 256D, 326, 344D, 347,
retelling simple stories and basic information represented or supported by pictures, and by 362, 372B, 405, 421, 468, 484D, 488D,
learning and using routine language needed for classroom communication; 504, 508
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and 15, 21, 44E, 50D, 64B, 87, 89, 120D, 123,
connecting words with increasing accuracy and ease as more English is acquired; 132B, 158D, 220D, 234, 237, 239, 284D,
286D, 306B, 318D, 332D, 375, 394D,
405, 456, 457, 500D, 509
(D) speak using grade-level content area vocabulary in context to internalize new English words 44E, 74D, 77, 78, 123, 124, 159, 160, 168,
and build academic language proficiency; 172D, 209, 227, 248D, 281, 282, 286D,
288, 307, 313, 364D, 373, 374, 379, 402,
442, 458, 488D, 501, 528B, 529
(E) share information in cooperative learning interactions; 2C, 29, 32C, 50D, 60, 90D, 106D, 117,
172D, 204, 240, 245, 284D, 296D, 318D,
344D, 416, 430, 497
(F) ask and give information ranging from using a very limited bank of high-frequency, 18D, 120D, 121, 248D, 252, 403, 433,
high- need, concrete vocabulary, including key words and expressions needed for basic 434, 437, 455, 501, 502, 507, 509, 511,
communication in academic and social contexts, to using abstract and content-based 516
vocabulary during extended speaking assignments;
(G) express opinions, ideas, and feelings ranging from communicating single words and short 2C, 26, 29, 32C, 33, 87, 90D, 106D, 113,
phrases to participating in extended discussions on a variety of social and grade-appropriate 117, 120D, 144D, 158D, 167, 196D, 203,
academic topics; 242, 255, 256D, 286D, 298, 301, 332,
355, 394D, 409, 424, 441, 444, 470,
484D, 488C, 488D, 500D
(H) narrate, describe, and explain with increasing specificity and detail as more English is 2D, 15, 32D, 40D, 90D 134, 139, 170D,
acquired; 186, 211, 215, 309, 318D, 332D, 364D,
372B, 387, 421, 423, 504, 505, 513
(I) adapt spoken language appropriately for formal and informal purposes; and 81, 234, 240, 338
(J) respond orally to information presented in a wide variety of print, electronic, audio, and 27, 37, 45, 55, 74D, 85, 101, 111, 119,
visual media to build and reinforce concept and language attainment. 125, 153, 165, 172, 191, 201, 226, 228,
233, 243, 253, 263, 279, 291, 296D, 303,
327, 339, 369, 373, 377, 417, 431, 447,
465, 469, 479, 495, 502, 519

Reading
(4) The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas.
ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In
order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the
student’s level of English language proficiency. The student is expected to:
(A) learn relationships between sounds and letters of the English language and decode (sound 6, 20, 42, 47, 52, 55, 78, 92, 118, 148,
out) words using a combination of skills such as recognizing sound-letter relationships and 160, 176, 182, 184, 224, 240, 258, 270,
identifying cognates, affixes, roots, and base words; 286, 298, 322, 334, 346, 352, 355, 373,
407, 482, 490, 502, 522
(B) recognize directionality of English reading such as left to right and top to bottom; 51, 118, 197, 248D, 249, 285, 296D,
407, 504
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend 106D, 115, 118, 171, 180, 197, 199,
English vocabulary and language structures used routinely in written classroom materials; 220D, 240, 246, 247, 260, 290, 295, 336,
344D, 352, 362, 402, 444, 493, 517
(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic- 5, 163, 164, 178, 180, 223, 233, 286D,
related vocabulary and other prereading activities to enhance comprehension of written text; 332, 365, 412, 441, 444, 449, 458, 475,
492, 501, 506
(E) read linguistically accommodated content area material with a decreasing need for linguistic 18D, 74D, 106D, 158D, 318D, 332D,
accommodations as more English is learned; 372B, 506, 508
(F) use visual and contextual support and support from peers and teachers to read grade- 1, 2D, 4F, 5, 8, 9, 10, 11, 12, 17, 18D, 19,
appropriate content area text, enhance and confirm understanding, and develop vocabulary, 23, 32D, 40D, 50D, 88, 90C, 93, 114D,
grasp of language structures, and background knowledge needed to comprehend 118, 122, 135, 144D, 147, 151, 163,
increasingly challenging language; 164, 169, 172D, 178, 196D, 220D, 226,
228D, 234, 235, 236, 247, 256D, 260,
268D, 271, 272, 274, 276, 278, 284D,
289, 290, 293, 324, 326, 331, 336, 342,
344D, 356, 357, 368, 404, 406, 409, 412,
416, 417, 420, 423, 424, 429, 435, 444,
445, 452, 453, 454, 460, 463, 464, 469,
471, 473, 474, 476, 479, 481, 484D 486,
488D, 492 504, 506, 510, 511, 514, 517,
518
(G) demonstrate comprehension of increasingly complex English by participating in shared 18D, 26, 32D, 46, 62, 74D, 90D, 99,
reading, retelling or summarizing material, responding to questions, and taking notes 120D, 128, 130, 158D, 172D, 178, 186,
commensurate with content area and grade level needs; 196D, 220D, 235, 248D, 274, 275, 278,
281, 289, 294, 313, 318D, 332D, 364D,
368, 372B, 403, 404, 407, 409, 410,
416, 419, 423, 428, 433, 434, 437, 439,
441, 442, 444, 445, 453, 460, 463, 464,
471, 473, 474, 476, 479, 484D,
486, 488D, 500D, 506, 512, 513, 516,
524
(H) read silently with increasing ease and comprehension for longer periods; 2D, 62, 130, 206, 304, 318D, 382
T60
TEXAS
(I) demonstrate English comprehension and expand reading skills by employing basic reading 32D, 90D, 93, 120D, 230, 332D, 337,
skills such as demonstrating understanding of supporting ideas and details in text and 344D, 403, 424, 407, 414, 417, 424,
graphic sources, summarizing text, and distinguishing main ideas from details commensurate 429, 430, 435, 437, 439, 444, 445, 453,
with content area needs; 463, 471, 473, 474, 476, 479, 493, 500D,
514
(J) demonstrate English comprehension and expand reading skills by employing inferential skills 91, 120D, 284D, 394D, 439, 449, 452,
such as predicting, making connections between ideas, drawing inferences and conclusions 457, 488D
from text and graphic sources, and finding supporting text evidence commensurate with
content area needs; and
(K) demonstrate English comprehension and expand reading skills by employing analytical skills 32D, 248D, 273, 277, 420, 457
such as evaluating written information and performing critical analyses commensurate with
content area and grade-level needs.
Writing
(5) The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience
in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language
acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student’s level of English language proficiency. The student is expected to:
(A) learn relationships between sounds and letters of the English language to represent sounds 2D, 311, 482
when writing in English;
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; 16, 18D, 48, 66, 74D, 90D, 106D, 127,
136, 158D, 248D, 286D, 318D, 344D,
379, 386, 511
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns 35, 94, 104, 311, 388, 533
and rules with increasing accuracy as more English is acquired;
(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun 31, 68, 114D, 120D, 121, 157, 220D,
agreement, and appropriate verb tenses commensurate with grade-level expectations as 231, 248D, 295, 311, 332D, 384B, 388,
more English is acquired; 400, 484D, 488D, 499, 521
(E) employ increasingly complex grammatical structures in content area writing commensurate 67, 68, 120D, 127, 137, 170D, 195,
with grade-level expectations; 284D, 295, 335, 344D, 364D, 384B,
394D, 456, 499, 523, 543
(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words 44E, 49, 59, 89, 105, 106D, 137, 144D,
to combine phrases, clauses, and sentences in increasingly accurate ways as more English is 152, 155, 157, 173, 193, 195, 213, 248D,
acquired; and 256D, 266, 267, 283, 286D, 296D, 306B,
310, 330, 331, 332D, 343, 379, 400, 484,
500D, 518, 521, 522
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area 2D, 15, 32D, 50D, 56, 64B, 65, 74D, 127,
writing needs as more English is acquired. 132B, 134, 135, 136, 158D, 170D, 172D,
173, 196D, 208B, 210, 211, 220D, 235,
286D, 306B, 308, 309, 318, 330, 331,
332, 332D, 344D, 364D, 372D, 379,
384B, 386, 387, 488D, 528B, 530, 531,
532

Texas College and Career Readiness Standards
Skills and Content Knowledge Students Need to Succeed in College and in 21st-Century Careers
English/Language Arts Standards 5. Analyze the presentation of information and the strength
and quality of evidence used by the author, and judge
I. Writing the coherence and logic of the presentation and the
credibility of an argument.
A. Compose a variety of texts that demonstrate clear focus,
the logical development of ideas in well-organized 6. Analyze imagery in literary texts.
paragraphs, and the use of appropriate language that 7. Evaluate the use of both literal and figurative language to
advances the author’s purpose. inform and shape the perceptions of readers.
1. Determine effective approaches, forms, and rhetorical 8. Compare and analyze how generic features are used
techniques that demonstrate understanding of the across texts.
writer’s purpose and audience.
9. Identify and analyze the audience, purpose, and message
2. Generate ideas and gather information relevant to the of an informational or persuasive text.
topic and purpose, keeping careful records of outside
sources. 10. Identify and analyze how an author’s use of language
appeals to the senses, creates imagery, and suggests
3. Evaluate relevance, quality, sufficiency, and depth of mood.
preliminary ideas and information, organize material
generated, and formulate thesis. 11. Identify, analyze, and evaluate similarities and differences
in how multiple texts present information, argue a
4. Recognize the importance of revision as the key to position, or relate a theme.
effective writing. Each draft should refine key ideas and
organize them more logically and fluidly, use language B. Understand new vocabulary and concepts and use them
more precisely and effectively, and draw the reader to the accurately in reading, speaking, and writing.
author’s purpose.
1. Identify new words and concepts acquired through study
5. Edit writing for proper voice, tense, and syntax, assuring of their relationships to other words and concepts.
that it conforms to standard English, when appropriate.
2. Apply knowledge of roots and affixes to infer the
II. Reading meanings of new words.
A. Locate explicit textual information and draw complex 3. Use reference guides to confirm the meanings of new
words or concepts.
inferences, analyze, and evaluate the information within
and across texts of varying lengths. C. Describe, analyze, and evaluate information within and
1. Use effective reading strategies to determine a written across literary and other texts from a variety of cultures and
work’s purpose and intended audience. historical periods.
2. Use text features and graphics to form an overview of 1. Read a wide variety of texts from American, European,
informational texts and to determine where to locate and world literature.
information. 2. Analyze themes, structures, and elements of myths,
3. Identify explicit and implicit textual information including traditional narratives, and classical and contemporary
main ideas and author’s purpose. literature.
4. Draw and support complex inferences from text to 3. Analyze works of literature for what they suggest about
summarize, draw conclusions, and distinguish facts from the historical period and cultural contexts in which they
simple assertions and opinions. were written.
4. Analyze and compare the use of language in literary

works from a variety of world cultures.
T62
TEXAS
D. Explain how literary and other texts evoke personal B. Listen effectively in informal and formal situations.
experience and reveal character in particular historical
1. Listen critically and respond appropriately to
circumstances. presentations.
1. Describe insights gained about oneself, others, or the
2. Listen actively and effectively in one-on-one
world from reading specific texts.
communication situations.
2. Analyze the influence of myths, folktales, fables, and
3. Listen actively and effectively in group discussions.
classical literature from a variety of world cultures on later
literature and film. V. Research
III. Speaking A. Formulate topic and questions.
A. Understand the elements of communication both in 1. Formulate research questions.
informal group discussions and formal presentations (e.g.,
2. Explore a research topic.
accuracy, relevance, rhetorical features, and organization of
information). 3. Refine research topic and devise a timeline for completing
work.
1. Understand how style and content of spoken language
varies in different contexts and influences the listener’s B. Select information from a variety of sources.
understanding.
1. Gather relevant sources.
2. Adjust presentation (delivery, vocabulary, length) to
2. Evaluate the validity and reliability of sources.
particular audiences and purposes.
3. Synthesize and organize information effectively.
B. Develop effective speaking styles for both group and one-
on-one situations. 4. Use source material ethically.
1. Participate actively and effectively in one-on-one oral C. Produce and design a document.
communication situations.
1. Design and present an effective product.
2. Participate actively and effectively in group discussions.
2. Use source material ethically.
3. Plan and deliver focused and coherent presentations that
convey clear and distinct perspectives and demonstrate
solid reasoning. Cross-Disciplinary Standards: Foundations
IV. Listening of Learning and Knowing
A. Apply listening skills as an individual and as a member of I. Key Cognitive Skills
a group in a variety of settings (e.g., lectures, discussions, A. Intellectual curiosity
conversations, team projects, presentations, interviews).
1. Engage in scholarly inquiry and dialogue.
1. Analyze and evaluate the effectiveness of a public
presentation. 2. Accept constructive criticism and revise personal views
when valid evidence warrants.
2. Interpret a speaker’s message; identify the position taken
and the evidence in support of that position. B. Reasoning
3. Use a variety of strategies to enhance listening 1. Consider arguments and conclusions of self and others.
comprehension (e.g., focus attention on message,
2. Construct well-reasoned arguments to explain
monitor message for clarity and understanding, provide
phenomena, validate conjectures, or support positions.
verbal and nonverbal feedback, note cues such as change
of pace or particular words that indicate a new point is 3. Gather evidence to support arguments, findings, or lines
about to be made, select and organize key information). of reasoning.
4. Support or modify claims based on the results of an

inquiry.
College and
Texas Essential Career Readiness
Knowledge and SkillsStandards
Overview T63
C. Problem solving 7. Adapt reading strategies according to structure of texts.
1. Analyze a situation to identify a problem to be solved. 8. Connect reading to historical and current events and
personal interest.
2. Develop and apply multiple strategies to solving a
problem. B. Writing across the curriculum
3. Collect evidence and data systematically and directly 1. Write clearly and coherently using standard writing
relate to solving a problem. conventions.
D. Academic behaviors 2. Write in a variety of forms for various audiences and

purposes.
1. Self-monitor learning needs and seek assistance when
needed. 3. Compose and revise drafts.
2. Use study habits necessary to manage academic pursuits C. Research across the curriculum
and requirements.
1. Understand which topics or questions are to be
3. Strive for accuracy and precision. investigated.
4. Persevere to complete and master tasks. 2. Explore a research topic.
E. Work habits 3. Refine research topic based on preliminary research and

devise a timeline for completing work.
1. Work independently.
4. Evaluate the validity and reliability of sources.
2. Work collaboratively.
5. Synthesize and organize information effectively.
F. Academic integrity
6. Design and present an effective product.
1. Attribute ideas and information to source materials and
people. 7. Integrate source material.
2. Evaluate sources for quality of content, validity, credibility, 8. Present final product.
and relevance.
D. Use of data
3. Include the ideas of others and the complexities of the
1. Identify patterns or departures from patterns among data.
debate, issue, or problem.
2. Use statistical and probabilistic skills necessary for
4. Understand and adhere to ethical codes of conduct.
planning an investigation, and collecting, analyzing, and
II. Foundational Skills interpreting data.
A. Reading across the curriculum 3. Present analyzed data and communicate findings in a
variety of formats.
1. Use effective prereading strategies.
E. Technology
2. Use a variety of strategies to understand the meanings of
new words. 1. Use technology to gather information.
3. Identify the intended purpose and audience of the text. 2. Use technology to organize, manage, and analyze
information.
4. Identify the key information and supporting details.
3. Use technology to communicate and display findings in a
5. Analyze textual information critically. clear and coherent manner.
6. Annotate, summarize, paraphrase, and outline texts when 4. Use technology appropriately.
appropriate.
T64

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TEACHER’S EDITION

Printed in the U.S.A.

© Houghton Mifflin Harcourt Publishing Company

Veteran teacher and education consultant based in Denver, Colorado. Author of

Topical Focus ? ESSENTIAL

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COLLABORATE & COMPARE

T6 10_LTXESE474483_FMTOC.indd 6 2/20/2019 5:24:13 AM

SUGGESTED NOVEL CONNECTION

Key Learning Objectives

In abbreviated form, each unit’s

Key Learning Objectives Visit the Interactive

10_LTXESE474483_FMTOC.indd 7 Annotated Student Edition Table of Contents

How does our point of

Analyze & Apply

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T8 10_LTXESE474483_FMTOC.indd 8 2/20/2019 5:24:14 AM

SUGGESTED NOVEL CONNECTION

• The Turn of the Screw

• Produce a Podcast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Key Learning Objectives Visit the Interactive

• Analyze style • Interpret graphics • Unit and Selection Videos

10_LTXESE474483_FMTOC.indd 9 Annotated Student Edition Table of Contents

What effect do we have

ESSAY MENTOR TEXT

Images • ©CreativeNature.nl/Adobe Stock • ©billberryphotography/iStock/Getty Images Plus/Getty Images• ©National

SUGGESTED NOVEL CONNECTION

• Deliver a Multimedia Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Key Learning Objectives Visit the Interactive

10_LTXESE474483_FMTOC.indd 11 Annotated Student Edition Table of Contents

ANALYZE & APPLY

Each unit is comprised of different kinds of

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COLLABORATE & COMPARE

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Key Learning Objectives Visit the Interactive

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ANALYZE & APPLY

SCIENCE WRITING MENTOR TEXT

• ©catman73/iStock/Getty Images Plus/Getty Images • ©Omikron/Science Source • ©Sergey Nivens/Adobe Stock •

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COLLABORATE & COMPARE

T14 10_LTXESE474483_FMTOC.indd 14 2/20/2019 5:24:24 AM

SUGGESTED NOVEL CONNECTION

• The Grapes of Wrath

by John Steinbeck (novel)

Key Learning Objectives Visit the Interactive

10_LTXESE474483_FMTOC.indd 15 Annotated Student Edition Table of Contents

What are the sources of

ANALYZE & APPLY

Shakespearean Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396

COLLABORATE & COMPARE

T16 10_LTXESE474483_FMTOC.indd 16 2/20/2019 5:24:26 AM

SUGGESTED NOVEL CONNECTION

Key Learning Objectives Visit the Interactive

10_LTXESE474483_FMTOC.indd 17 Annotated Student Edition Table of Contents

GRAPHIC NOVEL ARGUMENT

© Houghton Mifflin Publishing Company

What, of This Goldfish, Would You

T18 10_LTXESE474483_FMGTOC.indd 18 2/23/2019 4:17:52 AM

INFORMATIONAL TEXT Sonnets to Orpheus, Part Two, XII

A Community Forever Altered by a Starfish Lorna Dee Cervantes . . . . . . . . Online

from The Fever Sonia Shah

Deliberate Design. Carefully crafted content is purposely