Myperspectives Grade 10, 2017

A Correlation of
myPerspectives
Grade 10, ©2017
To the
Indiana Academic Standards for

English/Language Arts
Grade 10
A Correlation of myPerspectives, Grade 10, ©2017 to the
Indiana Academic Standards for English/Language Arts Grade 10

Introduction
This document demonstrates how myPerspectives™ English Language Arts meets the
objectives of the Indiana Academic Standards for English/Language Arts. Correlation page
references are to the Student Edition and Teacher’s Edition and are cited by selection title or
feature title.
myPerspectives™ English Language Arts is a learning environment that focuses on a

connected approach to student learning. Students read texts and engage in activities that
inspire thoughtful conversation, discussion, and debate.
Students will encounter authors’ perspectives as they read literature from across time
periods and cultures. Students will listen to the perspectives of their peers through
conversations and collaborative activities. And, as students read the literature and engage
in activities in myPerspectives, they will formulate—and defend—their opinions as they
develop their own perspectives.
In each unit of study, students will read classic and contemporary fiction and nonfiction
texts, and view/listen to media selections, all related to an Essential Question. Students will
use technology to interact with texts and activities, and they can write directly in their
Student Edition to make interaction with texts more meaningful.
2
SE = Student Edition TE = Teacher’s Edition

Table of Contents
READING ................................................................................................................ 4
READING: Nonfiction .............................................................................................. 6
READING: Vocabulary ............................................................................................ 8
WRITING .............................................................................................................. 10
SPEAKING AND LISTENING .................................................................................. 16
MEDIA LITERACY .................................................................................................. 18
3

Indiana Academic Standards for myPerspectives, Grade 10

English/Language Arts, Grade 10 ©2017
Indiana Academic Standards

GRADES 9-10
READING
RL.1: LEARNING OUTCOME FOR READING LITERATURE
Read and comprehend a variety of literature independently and proficiently
9-10.RL.1: Read a variety of literature SE/TE: The Fall of the House of Usher: 12,
within a range of complexity appropriate for House Taken Over: 36, Where Is Here?: 68,
grades 9-10. By the end of grade 9, beware: do not read this poem; The Raven;
students interact with texts proficiently and Windigo: 100, First-Read Guide: 118, 250,
independently at the low end of the range 354, 484, 648, 806, Close-Read Guide:
and with scaffolding as needed for texts at 119, 251, 355, 485, 649, 807, The
the high end of the range. By the end of Metamorphosis: 136, The Doll’s House:
grade 10, students interact with texts 200, Sonnet, With Bird; Elliptical; Fences:
proficiently and independently. 212, Caged Bird; Some Advice to Those
Who Will Serve Time in Prison: 324, 334,
The Censors: 336, 342, The Necklace: 372,
Civil Peace: 388, Material World: 402,
Avarice; The Good Life; Money: 430, The
Golden Touch: 442, King Midas: 460, The
Tempest: 510, 534, 554, 572, 586, En El
Jardín de los Espejos Quebrados, Caliban
Catches a Glimpse of His Reflection;
Caliban: 604, They are hostile nations;
Under a Certain Little Star: 624, Oedipus
the King: 672, 702, Blind; The Blind Seer of
Ambon; On His Blindness: 746, The
Country of the Blind: 758
RL.2: KEY IDEAS AND TEXTUAL SUPPORT

Build comprehension and appreciation of literature by analyzing, inferring, and
drawing conclusions about literary elements, themes, and central ideas
9-10.RL.2.1: Cite strong and thorough SE/TE: The Fall of the House of Usher: 32,
textual evidence to support analysis of what Where Is Here?: 78, Diane Sawyer
a text says explicitly as well as inferences Interviews Malala Yousafzai: 321, Caged
and interpretations drawn from the text. Bird; Some Advice to Those Who Will Serve
Time in Prison: 324, Civil Peace: 396, En El
Jardín de los Espejos Quebrados, Caliban
Catches a Glimpse of His Reflection;
Caliban: 611
9-10.RL.2.2: Analyze in detail the SE/TE: beware: do not read this poem;
development of two or more themes or The Raven; Windigo: 111, The Doll’s
central ideas over the course of a work of House: 209, Civil Peace: 396, 398, The
literature, including how they emerge and Tempest: 570, They are hostile nations;
are shaped and refined by specific details. Under a Certain Little Star: 631, Blind; The
Blind Seer of Ambon; On His Blindness:
755–756
4

9-10.RL.2.3: Analyze how dynamic SE/TE: Where Is Here?: 80, The Doll’s
characters (e.g., those with multiple or House: 210, Civil Peace: 396, 398, King
conflicting motivations) develop over the Midas: 469, The Tempest: 553, En El Jardín
course of a text, interact with other de los Espejos Quebrados, Caliban Catches
characters, and advance the plot or develop a Glimpse of His Reflection; Caliban: 612
the theme.
9-10.RL.2.4: Students are expected to build Students build upon and continue applying
upon and continue applying concepts concepts learned previously.
learned previously.
RL.3: STRUCTURAL ELEMENTS AND ORGANIZATION
Build comprehension and appreciation of literature, using knowledge of literary
structure and point of view
9-10.RL.3.1: Analyze and evaluate how an SE/TE: House Taken Over: 45, Where Is
author’s choices concerning how to Here?: 78, beware: do not read this poem;
structure a work of literature, order events The Raven; Windigo: 112, The
within it (e.g., parallel episodes), and Metamorphosis: 180, Sonnet, With Bird;
manipulate time (e.g., pacing, flashbacks) Elliptical; Fences: 220, 222, The Necklace:
create such effects as mystery, tension, or 382, Avarice; The Good Life; Money: 440,
surprise. The Golden Touch: 458, King Midas: 466–
467, The Tempest: 532, 570, 584, 598–
599, Oedipus the King: 700–701, 722, The
Country of the Blind: 783–784
9-10.RL.3.2: Analyze how the author SE/TE: Outsiders and Outcasts: 224A,
creates such effects as suspense or humor Extending Freedom’s Reach, 336C, All That
through differences in the points of view of Glitters, 380
the characters and the reader (e.g., created
through the use of dramatic irony).
RL.4: SYNTHESIS AND CONNECTION OF IDEAS

Build comprehension and appreciation of literature by connecting various
literary works and analyzing how medium and interpretation impact meaning
9-10.RL.4.1: Analyze multiple SE/TE: House Taken Over: 48, The Golden
interpretations of a story, play, or poem, Touch: 458, King Midas: 468, Oedipus the
evaluating how each version interprets the King: 727, Avarice; The Good Life; Money:
source text. 439
9-10.RL.4.2: Analyze and evaluate how SE/TE: Sonnet, With Bird; Elliptical;
works of literary or cultural significance Fences: 222, King Midas: 468, En El Jardín
(American, English, or world) draw on de los Espejos Quebrados, Caliban Catches
themes, patterns of events, or character a Glimpse of His Reflection; Caliban: 612,
types from myths, traditional stories, or They are hostile nations; Under a Certain
religious works, including describing how Little Star: 632
the material is rendered new.
5

READING: Nonfiction
RN.1: LEARNING OUTCOME FOR READING NONFICTION
Read and comprehend a variety of nonfiction independently and proficiently
9-10.RN.1: Read a variety of nonfiction SE/TE: How to Tell You’re Reading a
within a range of complexity appropriate for Graphic Novel—In Pictures: 50, The Dream
grades 9-10. By the end of grade 9, Collector: 82, Why Do Some Brains Enjoy
students interact with texts proficiently and Fear?: 90, First-Read Guide: 118, 250, 354,
independently at the low end of the range 484, 648, 806, Close-Read Guide: 119,
and with scaffolding as needed for texts at 251, 355, 485, 649, 807, Franz Kafka and
the high end of the range. By the end of Metamorphosis: 186, Revenge of the
grade 10, students interact with texts Geeks: 224, Encountering the Other: 232,
proficiently and independently. The “Four Freedoms Speech”: 268,
Inaugural Address: 282, 288, Speech at the
United Nations: 308, In La Rinconada, Peru,
Searching for Beauty in Ugliness: 418, The
Thrill of the Chase: 470, Let South Africa
Show the World How to Forgive: 634, View
From the Empire State Building: 738, The
Neglected Senses: 786
RN.2: KEY IDEAS AND TEXTUAL SUPPORT

Extract and construct meaning from nonfiction texts using a range of
comprehension skills
9-10.RN.2.1: Cite strong and thorough SE/TE: How to Tell You’re Reading a
textual evidence to support analysis of what Graphic Novel—In Pictures: 57,
a text says explicitly as well as inferences Encountering the Other: 243, Inaugural
and interpretations drawn from the text. Address: 291, Speech at the United
Nations: 315, The Thrill of the Chase: 476
9-10.RN.2.2: Analyze in detail the SE/TE: Encountering the Other: 242, The
development of two or more central ideas “Four Freedoms Speech”: 278, Inaugural
over the course of a text, including how Address: 288, Speech at the United
they interact and build on one another to Nations: 315, Let South Africa Show the
provide a complex analysis. World How to Forgive: 641, The Thrill of the
Chase: 476
9-10.RN.2.3: Analyze how the author SE/TE: Why Do Some Brains Enjoy Fear?:
unfolds an analysis or series of ideas or 96–97, Revenge of the Geeks: 230,
events, including the order in which the Encountering the Other: 242, The “Four
points are made, how they are introduced Freedoms Speech”: 278, Speech at the
and developed, and the connections that United Nations: 315, Material World: 406,
are drawn between them. The Thrill of the Chase: 477
6

RN.3: STRUCTURAL ELEMENTS AND ORGANIZATION

Build understanding of nonfiction text, using knowledge of structural
organization and author’s purpose and message
9-10.RN.3.1: Students are expected to Students build upon and continue applying
build upon and continue applying concepts concepts learned previously.
learned previously.
9-10.RN.3.2: Analyze in detail how an SE/TE: Revenge of the Geeks: 229–230,
author’s ideas or claims are developed and The “Four Freedoms Speech”: 279,
refined by particular sentences, paragraphs, Inaugural Address: 288, In La Rinconada,
or larger portions of a text. Peru, Searching for Beauty in Ugliness:
428, The Thrill of the Chase: 478, The
Neglected Senses: 799
9-10.RN.3.3: Determine an author’s SE/TE: The “Four Freedoms Speech”: 278,

perspective or purpose in a text, and Inaugural Address: 288, 290, Speech at the
analyze how an author uses rhetoric to United Nations: 316, In La Rinconada, Peru,
advance that perspective or purpose. Searching for Beauty in Ugliness: 427, Let
South Africa Show the World How to
Forgive: 641
RN.4: SYNTHESIS AND CONNECTION OF IDEAS

Build understanding of nonfiction texts by evaluating specific claims and
synthesizing and connecting ideas
9-10.RN.4.1: Delineate and evaluate the SE/TE: Why Do Some Brains Enjoy Fear:
argument and specific claims in a text, 97, Revenge of the Geeks: 229,
assessing whether the reasoning is valid Encountering the Other: 242, The “Four
and the evidence is relevant and sufficient; Freedoms Speech”: 279, Speech at the
identify false statements and fallacious United Nations: 316
reasoning.
9-10.RN.4.2: Analyze various accounts of a SE/TE: Inaugural Address: 288, 296, Diane
subject told in different mediums (e.g., a Sawyer Interviews Malala Yousafzai: 318,
person’s life story in both print and 323
multimedia), determining which details are
emphasized in each account.
9-10.RN.4.3: Analyze seminal U.S. and SE/TE: The “Four Freedoms Speech”: 279,
world documents of historical and literary Inaugural Address: 289
significance, including how they address
related themes and concepts.
7

READING: Vocabulary
RV.1: LEARNING OUTCOME FOR READING VOCABULARY
Acquire, refine, and apply vocabulary using various strategies and sources
9-10.RV.1: Acquire and use accurately SE/TE: The Dream Collector: 82, 89, Why
general academic and content-specific Do Some Brains Enjoy Fear?: 96, Unit
words and phrases at the college and Goals: 128, 260, 364, 494, 658, The
career readiness level; demonstrate Metamorphosis: 180, Franz Kafka and
independence in gathering vocabulary Metamorphosis: 186, Inaugural Address:
knowledge when considering a word or 294, 296, Speech at the United Nations:
phrase important to comprehension or 315, Diane Sawyer Interviews Malala
expression. Yousafzai: 318, 321, The Censors: 340,
Freedom of the Press 2015: 344, 348,
Material World: 406, They are hostile
nations; Under a Certain Little Star: 630,
Oedipus the King: 722–723
RV.2: VOCABULARY BUILDING

Build and refine vocabulary by using strategies to determine and clarify words
and understand their relationships
9-10.RV.2.1: Use context to determine or SE/TE: The Doll’s House: 200, Sonnet,
clarify the meaning of words and phrases. With Bird; Elliptical; Fences: 212, Caged
Bird; Some Advice to Those Who Will Serve
Time in Prison: 324, Avarice; The Good
Life; Money: 430, King Midas: 460, The
Thrill of the Chase: 470, They are hostile
nations; Under a Certain Little Star: 624,
Blind; The Blind Seer of Ambon; On His
Blindness: 746, The Neglected Senses: 786
9-10.RV.2.2: Students are expected to Students build upon and continue applying
build upon and continue applying concepts concepts learned previously.
learned previously.
9-10.RV.2.3: Analyze nuances in the SE/TE: The Fall of the House of Usher: 34,
meaning of words with similar denotations. Where is Here?: 68, The Metamorphosis:
182, Revenge of the Geeks: 228, Avarice;
The Good Life; Money: 430, The Golden
Touch: 457
8

9-10.RV.2.4: Identify and correctly use SE/TE: House Taken Over: 46, Why Do
patterns of word changes that indicate Some Brains Enjoy Fear?: 96, beware: do
different meanings or parts of speech (e.g., not read this poem; The Raven; Windigo:
analyze, analysis, analytical; advocate, 100, 110, The Doll’s House: 208, Sonnet,
advocacy). With Bird; Elliptical; Fences: 220, The “Four
Freedoms Speech”: 268, 279, Speech at
the United Nations: 308, Diane Sawyer
Interviews Malala Yousafzai: 318, The
Censors: 340, The Necklace: 384, Civil
Peace: 398, In La Rinconada, Peru,
Searching for Beauty in Ugliness: 418, 426,
King Midas: 465, Let South Africa Show the
World How to Forgive: 640, 642, Oedipus
the King: 699, View From the Empire State
Building: 742, The Country of the Blind:
782, The Neglected Senses: 798
9-10.RV.2.5: Select appropriate general SE/TE: The “Four Freedoms Speech”: 280,
and specialized reference materials, both Caged Bird; Some Advice to Those Who Will
print and digital, to find the pronunciation Serve Time in Prison: 332, The Necklace:
of a word or determine or clarify its precise 384, They are hostile nations; Under a
meaning, part of speech, or etymology. Certain Little Star: 30, Whole Class
Performance Task: 732
RV.3: VOCABULARY IN LITERATURE AND NONFICTION TEXTS

Build comprehension and appreciation of literature and nonfiction texts by
determining or clarifying figurative, connotative, and technical meanings
9-10.RV.3.1: Analyze the meaning of words SE/TE: House Taken Over: 44, The
and phrases as they are used in works of Metamorphosis: 182, The Doll’s House:
literature, including figurative and 210, Caged Bird; Some Advice to Those
connotative meanings; analyze the impact Who Will Serve Time in Prison: 324, 334,
of specific word choices on meaning and Avarice; The Good Life; Money: 438, The
tone, including words with multiple Golden Touch: 457, The Tempest: 553,
meanings. 585, View From the Empire State Building:
743, Blind; The Blind Seer of Ambon; On
His Blindness: 755–756
9-10.RV.3.2: Determine the meaning of SE/TE: How to Tell You’re Reading a

words and phrases as they are used in a Graphic Novel—In Pictures: 50, Revenge of
nonfiction text, including figurative, the Geeks: 230, The “Four Freedoms
connotative, and technical meanings; Speech”: 280, Inaugural Address: 291, In
evaluate the effectiveness of specific word La Rinconada, Peru, Searching for Beauty in
choices on meaning and tone (e.g., how the Ugliness: 428
language of a court opinion differs from
that of a newspaper).
9

9-10.RV.3.3: Interpret figures of speech SE/TE: Caged Bird; Some Advice to Those
(e.g., euphemism, oxymoron) in context Who Will Serve Time in Prison: 333, The
and analyze their role in the text. Censors: 342, Avarice; The Good Life;
Money: 439, The Tempest: 533
WRITING
W.1: LEARNING OUTCOME FOR WRITING
Write effectively for a variety of tasks, purposes, and audiences
9-10.W.1: Write routinely over a variety of SE/TE: House Taken Over: 49, The
time frames for a range of tasks, purposes, Metamorphosis: 184, 189, Whole Class
and audiences; apply reading standards to Performance Task: 190–195, 299-302,
support analysis, reflection, and research 412-413, Diane Sawyer’s Interview with
by drawing evidence from literature and Malala Yousafzai: 323, The Censors: 342,
nonfiction texts. Performance-Based Assessment: 358, Civil
Peace: 400
W.2: HANDWRITING
Demonstrate the ability to write legibly
9-10.W.2: Students are expected to build Students build upon and continue applying
learned previously.
W.3: WRITING GENRES:

Develop and refine writing skills by writing for different purposes and to specific
audiences or people
ARGUMENTATIVE
9-10.W.3.1 Write arguments in a variety of SE/TE: The Metamorphosis: 182, Franz
forms that – Kafka and Metamorphosis: 186, The Doll’s
House: 211, Speech at the United Nations:
316
● Introduce precise claim(s), distinguish the SE/TE: Why Do Some Brains Enjoy Fear?:
claim(s) from alternate or opposing claims, 97, The Doll’s House: 211, Whole Class
and create an organization that establishes Performance Task: 190–191, 614–615,
clear relationships among claim(s), Performance-Based Assessment: 253, 254,
counterclaims, reasons, and evidence. 652
● Develop claim(s) and counterclaims fairly, SE/TE: Whole Class Performance Task:
supplying evidence for each while pointing 190-191, 614, 616, The Doll’s House: 211,
out the strengths and limitations of both in Performance-Based Assessment: 254, 652
a manner that anticipates the audience’s
knowledge level and concerns.
● Use effective transitions to link the major SE/TE: Whole Class Performance Task:
sections of the text, create cohesion, and 190, 193, 614, 617, The Doll’s House: 211,
clarify the relationships between claim(s) Performance-Based Assessment: 254, 652
and reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
10

● Establish and maintain a consistent style SE/TE: Whole Class Performance Task:
and tone appropriate to purpose and 190, 194, 614, 618, The Doll’s House: 211,
audience. Performance-Based Assessment: 254, 652
● Provide a concluding statement or section SE/TE: Inside the Nightmare: 62,

that follows from and supports the Outsiders and Outcasts: 190
argument presented.
INFORMATIVE
9-10.W.3.2: Write informative compositions SE/TE: House Taken Over: 49,
on a variety of topics that – Performance-Based Assessment: 121–122,
488, 651, Whole Class Performance Task:
298, 408, The Necklace: 386, Civil Peace:
400, The Tempest: 533, En El Jardín de los
Espejos Quebrados, Caliban Catches a
Glimpse of His Reflection; Caliban: 613
● Introduce a topic; organize complex SE/TE: Whole Class Performance Task:

ideas, concepts, and information to make 58–59, 299–300, 408-409, The
important connections and distinctions; Metamorphosis: 184, Performance-Based
include formatting (e.g., headings), Assessment: 357–358, 487
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
● Develop the topic with well-chosen, SE/TE: Whole Class Performance Task:
relevant, and sufficient facts, extended 58–59, 62, 299–300, 408-409, The
definitions, concrete details, quotations, or Metamorphosis: 184, Inaugural Address:
other information and examples appropriate 293, Civil Peace: 400, Performance-Based
to the audience’s knowledge of the topic. Assessment: 358
● Use appropriate and varied transitions to SE/TE: Whole Class Performance Task: 59,
link the major sections of the text, create 60, 301, 412, The Metamorphosis: 184,
cohesion, and clarify the relationships Inaugural Address: 293, Performance-
among complex ideas and concepts. Based Assessment: 358, Civil Peace: 400
● Choose language and content-specific SE/TE: Why Do Some Brains Enjoy Fear?:
vocabulary that express ideas precisely and 98, Whole Class Performance Task: 59–60,
concisely to manage the complexity of the 302–303, 408-409, Inaugural Address:
topic, recognizing and eliminating 293, Civil Peace: 400
wordiness and redundancy.
● Establish and maintain a style appropriate SE/TE: Whole Class Performance Task:
to the purpose and audience. 59–60, 302–303, 412, Inaugural Address:
293, Performance-Based Assessment: 358,
Civil Peace: 400
11

● Provide a concluding statement or section SE/TE: Inaugural Address: 293, Whole

that follows from and supports the Class Performance Task: 59, 62, 300, 410,
information or explanation presented (e.g., Performance-Based Assessment: 358, Civil
articulating implications or the significance Peace: 400
of the topic).
NARRATIVE
9-10.W.3.3: Write narrative compositions in SE/TE: Whole Class Performance Task: 59,
a variety of forms that – 60, Where Is Here?: 81, Caged Bird; Some
Advice to Those Who Will Serve Time in
Prison: 335, Avarice; The Good Life;
Money: 441, The Tempest: 602, Oedipus
the King: 726, Performance-Based
Assessment: 809
● Engage and orient the reader by setting SE/TE: Caged Bird; Some Advice to Those
out a problem, situation, or observation, Who Will Serve Time in Prison: 335,
establishing one or multiple point(s) of Avarice; The Good Life; Money: 441, Whole
view, and introducing a narrator and/or Class Performance Task: 728, 730,
characters. Performance-Based Assessment: 809
● Create a smooth progression of SE/TE: Personalize for Learning: 44, Inside

experiences or events. the Nightmare: 60
● Use narrative techniques, (e.g., dialogue, SE/TE: Where Is Here?: 81, Caged Bird;
pacing, description, reflection, and multiple Some Advice to Those Who Will Serve Time
plot lines), to develop experiences, events, in Prison: 335, Avarice; The Good Life;
and/or characters. Money: 441, Whole Class Performance
Task: 728–729
● Use a variety of techniques to sequence SE/TE: Caged Bird; Advice to Those Who
events so that they build on one another to Will Spend Time in Prison: 335, Avarice;
create a coherent whole. The Good Life; Money: 441, Whole Class
Performance Task: 728, 731
● Use precise words and phrases, telling SE/TE: Whole Class Performance Task: 61,
details, and sensory language to convey a Caged Bird; Some Advice to Those Who Will
vivid picture of the experiences, events, Serve Time in Prison: 335, Avarice; The
setting, and/or characters. Good Life; Money: 441, Whole Class
Performance Task: 728, 730
● Provide an ending that follows from and SE/TE: Caged Bird; Some Advice to Those
reflects on what is experienced, observed, Who Will Serve Time in Prison: 335,
or resolved over the course of the Avarice; The Good Life; Money: 441, Whole
narrative. Class Performance Task: 728
12

W.4: THE WRITING PROCESS

Produce coherent and legible documents by planning, drafting, revising, editing,
and collaborating with others
9-10.W.4: Apply the writing process to –
● Plan and develop; draft; revise using SE/TE: Whole Class Performance Task:
appropriate reference materials; rewrite; 62–63, 195, They are hostile nations;
try a new approach, focusing on addressing Under a Certain Little Star: 633,
what is most significant for a specific Performance-Based Assessment: 654
purpose and audience; and edit to produce
and strengthen writing that is clear and
coherent.
● Use technology to generate, produce, SE/TE: Why Do Some Brains Enjoy Fear?:
publish, and update individual or shared 99, Encountering the Other: 245, Freedom
writing products, taking advantage of of the Press 2015: 349, Let South Africa
technology’s capacity to link to other Show the World How to Forgive: 643, View
information and to display information From the Empire State Building: 745
flexibly and dynamically (e.g., use of
publishing programs, integration of
multimedia).
W.5: THE RESEARCH PROCESS

Build knowledge about the research process and the topic under study by
conducting research
FINDING, ASSESSING, SYNTHESIZING, AND REPORTING INFORMATION
9-10.W.5: Conduct short as well as more SE/TE: Why Do Some Brains Enjoy Fear?:
sustained research assignments and tasks 99, Franz Kafka and Metamorphosis: 188,
to build knowledge about the research Encountering the Other: 245, Whole Class
process and the topic under study. Performance Task: 298, Let South Africa
From the Empire State Building: 745
● Formulate an inquiry question, and refine SE/TE: Why Do Some Brains Enjoy Fear?:
and narrow the focus as research evolves. 99, Franz Kafka and Metamorphosis: 188,
Encountering the Other: 245, Whole Class
Performance Task: 298, Let South Africa
● Gather relevant information from multiple SE/TE: Franz Kafka and Metamorphosis:
authoritative sources, using advanced 188, Encountering the Other: 245, Whole
searches effectively, and annotate sources. Class Performance Task: 301–302,
Freedom of the Press 2015: 349,
Performance-Based Assessment: 358, In La
Rinconada, Peru, Searching for Beauty in
Ugliness: 429
13

● Assess the usefulness of each source in SE/TE: Franz Kafka and Metamorphosis:
answering the research question. 188, Encountering the Other: 245, Whole
Class Performance Task: 301–302,
Ugliness: 429
● Synthesize and integrate information into SE/TE: Why Do Some Brains Enjoy Fear?:
the text selectively to maintain the flow of 99, Franz Kafka and Metamorphosis: 188,
ideas. Encountering the Other: 245, Whole Class
Performance Task: 298, Let South Africa
● Avoid plagiarism and overreliance on any SE/TE: Franz Kafka and Metamorphosis:
one source and follow a standard format 188, Encountering the Other: 245, Whole
(e.g., MLA, APA) for citation. Class Performance Task: 301–302,
Ugliness: 429
● Present information, choosing from a SE/TE: Franz Kafka and Metamorphosis:

variety of formats. 188, Encountering the Other: 245, Whole
Class Performance Task: 301–302,
Ugliness: 429
W.6: CONVENTIONS OF STANDARD ENGLISH

Demonstrate command of the conventions of standard English
GRAMMAR AND USAGE
9-10.W.6.1: Demonstrate command of SE/TE: beware: do not read this poem;
English grammar and usage, focusing on: The Raven; Windigo: 110, The Necklace:
387, The Neglected Senses: 800, Whole
Class Performance Task: 302, The
Tempest: 533
9-10.W.6.1a: Pronouns – Students are SE/TE: Students build upon and continue
expected to build upon and continue applying conventions learned previously.
applying conventions learned previously. For example: Outside and Outcasts: 146,
212C
9-10.W.6.1b: Verbs – Forming and using SE/TE: Outsiders and Outcasts: 183,
verbs in the indicative, imperative,
interrogative, conditional, and subjunctive
moods.
14

9-10.W.6.1c: Adjectives and Adverbs – SE/TE: Students build upon and continue
Students are expected to build upon and applying conventions learned previously.
continue applying conventions learned For example: Outsiders and Outcasts: 244,
previously. 140, 158, Blindness and Sight: 800
9-10.W.6.1d: Phrases and Clauses – SE/TE: The Fall of the House of Usher: 35,
Students are expected to build upon and House Taken Over: 47, Whole Class
continue applying conventions learned Performance Task: 61, 731, The
previously. Metamorphosis: 182, Encountering the
Other: 244, The “Four Freedoms Speech”:
280, Speech at the United Nations: 317,
The Golden Touch: 459, View From the
Empire State Building: 744
9-10.W.6.1e: Usage – Identifying and SE/TE: Revenge of the Geeks: 230,

using parallelism in all writing to present Inaugural Address: 291
items in a series and items juxtaposed for
emphasis.
CAPITALIZATION, PUNCTUATION, AND SPELLING

9-10.W.6.2: Demonstrate command of the SE/TE: beware: do not read this poem;
conventions of standard English The Raven; Windigo: 110, 113, The “Four
capitalization, punctuation, and spelling Freedoms Speech”: 281, Speech at the
focusing on: United Nations: 317
9-10.W.6.2a: Capitalization – Students SE/TE: Students are expected to build

are expected to build upon and continue upon and continue applying conventions
applying conventions learned previously. learned previously. For example, see:
Performance Task: 63, 195, Outsiders and
Outcasts: 194
9-10.W.6.2b: Punctuation – SE/TE: The Fall of the House of Usher: 35,

● Using a semicolon and a conjunctive The Necklace: 385, Whole Class
adverb to link two or more closely related Performance Task: 411
independent clauses.
9-10.W.6.2c: Spelling – Students are SE/TE: Students are expected to build

expected to build upon and continue upon and continue applying conventions
applying conventions learned previously. learned previously. For example, see:
Whole Class Performance Task: 302, 413,
619, 732
15

SPEAKING AND LISTENING

SL.1: LEARNING OUTCOME FOR SPEAKING AND LISTENING
Refine and apply effective communication skills through speaking and active
listening
9-10.SL.1: Listen actively and adjust the SE/TE: The Dream Collector: 89, beware:
use of spoken language (e.g., conventions, do not read this poem; The Raven;
style, vocabulary) to communicate Windigo: 113, Small Group Performance
effectively with a variety of audiences and Task: 115, 350–351, The Metamorphosis:
for different purposes. 185, Freedom of the Press 2015: 349,
Performance-Based Assessment: 360, The
Tempest: 571, The Tempest: 602
SL.2: DISCUSSION AND COLLABORATION

Refine and apply reciprocal communication skills by participating in a range of
collaborative discussions
9-10.SL.2.1: Initiate and participate SE/TE: beware: do not read this poem;
effectively in a range of collaborative The Raven; Windigo: 113, Share Your
discussions (one-on-one, in groups, and Independent Learning: 120, 356, 486, 650,
teacher-led) on grade-appropriate topics, 808, The Metamorphosis: 185, Franz Kafka
texts, and issues, building on others’ ideas and Metamorphosis: 189, The Censors:
and expressing personal ideas clearly and 343, Oedipus the King: 727, Blind; The
persuasively. Blind Seer of Ambon; On His Blindness:
9-10.SL.2.2: Examine, analyze, and reflect SE/TE: Where Is Here?: 79, beware: do
on ideas and support or refute points under not read this poem; The Raven; Windigo:
discussion, by providing specific evidence 113, The Metamorphosis: 180, Franz Kafka
from materials under study and other and Metamorphosis: 189, Sonnet, With
resources. Bird; Elliptical; Fences: 220,The Thrill of the
Chase: 479, Small Group Performance
Task: 644
9-10.SL.2.3: Work with peers to set rules SE/TE: beware: do not read this poem;
for collegial discussions and decision- The Raven; Windigo: 113, The
making (eg. Informal consensus, taking Metamorphosis: 185, Franz Kafka and
votes on key issues, presentation of Metamorphosis: 189, A View from the
alternate views), clear goals and deadlines, Empire State Building: 745, Blind; The
and individual roles as needed. Blind Seer of Ambon; On His Blindness, 757
9-10.SL.2.4: Propel conversations by SE/TE: The Metamorphosis: 185, Franz

posing and responding to questions that Kafka and Metamorphosis: 189, The
relate the current discussion to broader Censors: 343, In La Rinconada, Peru,
themes or larger ideas; actively incorporate Searching for Beauty in Ugliness: 426, A
others into the discussion; and clarify, View from the Empire State Building: 745,
verify, or challenge ideas and conclusions. Blind; The Blind Seer of Ambon; On His
Blindness, 757
16

9-10.SL.2.5: Respond thoughtfully to SE/TE: The Dream Collector: 88, The

multiple perspectives, summarize points of Metamorphosis: 185, Franz Kafka and
agreement and disagreement, and, when Metamorphosis: 189, Encountering the
warranted, qualify or justify personal views Other: 242, The Thrill of the Chase: 479,
and understanding and make new Small Group Performance Task: 645
connections in reference to the evidence
and reasoning presented.
SL.3: COMPREHENSION
Refine and apply active listening and interpretation skills using various
strategies
9-10.SL.3.1: Integrate multiple sources of SE/TE: How to Tell You’re Reading a
information presented in diverse media and Graphic Novel—In Pictures: 57, The Dream
formats (e.g., visually, quantitatively, Collector: 88, Why Do Some Brains Enjoy
orally) evaluating the credibility and Fear?: 99, Material World: 407, Oedipus the
accuracy of each source. King: 727, View From the Empire State
Building: 745
9-10.SL.3.2: Evaluate a speaker’s point of SE/TE: beware: do not read this poem;
view, reasoning, and use of evidence and The Raven; Windigo: 112, The
rhetoric, identifying any fallacious reasoning Metamorphosis: 185, Revenge of the
or exaggerated or distorted evidence. Geeks: 231, The Tempest: 602, Blind; The
Blind Seer of Ambon; On His Blindness:
SL.4: PRESENTATION OF KNOWLEDGE AND IDEAS

Refine and apply speaking skills to communicate ideas effectively in a variety of
situations
9-10.SL.4.1: Present information, findings, SE/TE: How to Tell You’re Reading a
and supporting evidence clearly, concisely, Graphic Novel—In Pictures: 57, Small
and logically such that listeners can follow Group Performance Task: 114-115, 246–
the line of reasoning and the organization, 247, 350–351, 480, 644, 802, Reflect on
development, substance, and style are the Unit: 125, 257, Franz Kafka and
appropriate to purpose, audience, and task. Metamorphosis: 188, Revenge of the
Geeks: 231, Freedom of the Press 2015:
349, Performance-Based Assessment: 360,
490, 812, Civil Peace: 400, Blind; The Blind
Seer of Ambon; On His Blindness: 757
9-10.SL.4.2: Create engaging presentations SE/TE: How to Tell You’re Reading a

that make strategic and creative use of Graphic Novel—In Pictures: 57, The Dream
digital media (e.g., textual, graphical, Collector: 89, Small Group Performance
audio, visual, and interactive elements) to Task: 114–115, 246–247, 350–351, 481,
add interest and enhance understanding of Revenge of the Geeks: 231, Freedom of the
findings, reasoning, and evidence. Press 2015: 349, Performance-Based
Assessment: 360, In La Rinconada, Peru,
Searching for Beauty in Ugliness: 428, 429,
The Neglected Senses: 801, 803
17

9-10.SL.4.3: Students are expected to build Students build upon and continue applying
learned previously.
MEDIA LITERACY
ML.1: LEARNING OUTCOME FOR MEDIA LITERACY
Develop and enhance understanding of the roles of media and techniques and
strategies used to achieve various purposes
9-10.ML.1: Critically analyze information SE/TE: Inside the Nightmare, 88,
found in electronic, print, and mass media Outsiders and Outcasts: 246, Extending
used to inform, persuade, entertain, and Freedom’s Reach, 348, All That Glitters,
transmit culture. 406
ML.2: MEDIA LITERACY

Analyze the purposes of media and the ways in which media can have influences
9-10.ML.2.1: Analyze how media include or SE/TE: Small Group Learning: 231, All
exclude information from visual and verbal That Glitters: 406
messages to achieve a desired result.
9-10.ML.2.2: Analyze and interpret the SE/TE: Revenge of the Geeks: 231,
changing role of the media over time in Extending Freedom’s Reach, 296
focusing the public's attention on events
and in forming their opinions on issues.
18

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A Correlation of

Indiana Academic Standards for

myPerspectives™ English Language Arts is a learning environment that focuses on a

READING: Nonfiction .............................................................................................. 6

READING: Vocabulary ............................................................................................ 8

SPEAKING AND LISTENING .................................................................................. 16

MEDIA LITERACY .................................................................................................. 18

Indiana Academic Standards for myPerspectives, Grade 10

Indiana Academic Standards

RL.2: KEY IDEAS AND TEXTUAL SUPPORT

RL.4: SYNTHESIS AND CONNECTION OF IDEAS

RN.2: KEY IDEAS AND TEXTUAL SUPPORT

RN.3: STRUCTURAL ELEMENTS AND ORGANIZATION

9-10.RN.3.3: Determine an author’s SE/TE: The “Four Freedoms Speech”: 278,

RN.4: SYNTHESIS AND CONNECTION OF IDEAS

RV.2: VOCABULARY BUILDING

RV.3: VOCABULARY IN LITERATURE AND NONFICTION TEXTS

9-10.RV.3.2: Determine the meaning of SE/TE: How to Tell You’re Reading a

W.3: WRITING GENRES:

● Provide a concluding statement or section SE/TE: Inside the Nightmare: 62,

● Introduce a topic; organize complex SE/TE: Whole Class Performance Task:

● Provide a concluding statement or section SE/TE: Inaugural Address: 293, Whole

● Create a smooth progression of SE/TE: Personalize for Learning: 44, Inside

W.4: THE WRITING PROCESS

W.5: THE RESEARCH PROCESS

● Present information, choosing from a SE/TE: Franz Kafka and Metamorphosis:

W.6: CONVENTIONS OF STANDARD ENGLISH

9-10.W.6.1e: Usage – Identifying and SE/TE: Revenge of the Geeks: 230,

CAPITALIZATION, PUNCTUATION, AND SPELLING

9-10.W.6.2a: Capitalization – Students SE/TE: Students are expected to build

9-10.W.6.2b: Punctuation – SE/TE: The Fall of the House of Usher: 35,

9-10.W.6.2c: Spelling – Students are SE/TE: Students are expected to build

SPEAKING AND LISTENING

SL.2: DISCUSSION AND COLLABORATION

9-10.SL.2.4: Propel conversations by SE/TE: The Metamorphosis: 185, Franz

9-10.SL.2.5: Respond thoughtfully to SE/TE: The Dream Collector: 88, The

SL.4: PRESENTATION OF KNOWLEDGE AND IDEAS

9-10.SL.4.2: Create engaging presentations SE/TE: How to Tell You’re Reading a

ML.2: MEDIA LITERACY

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