For example, in Collection 2, after “Carry” the prompt is “Review the descriptions of water in the poem. There is ample opportunity for practice over the course of the year and all the writing is clearly connected to text(s), even within the Performance Assessment Practice booklet. In your own words explain the central idea of these lines” (58e). In Collections 2 and 3 students support inferences about theme.In Collections 2, students read a poem and are instructed to determine the theme by looking at images, descriptive details, symbols, and repetition. Examples include, but are not limited to: Another example of a Collection’s Performance Task utilizing text questions to build to the culminating Performance Task is in Collection 4: How We See things: Questions throughout the text selections are written to support students in developing ideas about perceiving the world around us and guides them in finding evidence to support their analysis of the literature. “Ideas and Evidence” level 4 for the argumentative essay found in Collection 3 states: “An eloquent introduction includes the titles and authors of the selections; the claim describes the view of change presented in three selections” (152). Have pairs familiarize themselves with the content by taking turns reading each paragraph aloud before reading independently for closer analysis” (HMH, 10th Grade, Collection 1, “American Flag Stands for Tolerance” 15C). No Rating Yet Discover. . From United States. In Stock. “Starfish" asks students to READ lines 1-15 and begin to cite and collect text evidence by doing the following: “Underline examples of figurative language” (58d). While these are loosely connected, the selections are not necessarily tied together to grow understanding and knowledge around specific components. “Knowledge Demands” is mid-high because there are somewhat complex civics concepts. Zoom In On - “Explain that Mack’s Catholic University of America audience would be familiar with his reference to the Biblical parable of the prodigal son (lines 77-84).” The text then provides two bullets of background on the parable. Many of these texts are well-known and would appeal to a range of students interests. For example, under “Locate and Evaluate Sources,” primary and secondary sources are explained. Materials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax. There is minimal instruction for students and minimal guidance for teachers as they teach these skills to students. Throughout the collections there are many opportunities that require students to either find text evidence from readings or conduct their own research to support their analysis, claim, or other points within their writing, including referencing text as a basis for narrative writing. Additional Texts Collections suggests other readings. 3200 West Meighan Blvd., Gadsden, AL 35904, 3200 West Meighan Blvd., Gadsden, AL 35904 | Phone. What details support this idea?” (170d). Analysis writing is taught over the course of pages 45-47 in the student textbook. “Circle the evidence presented to support those claims” (24h). Representative examples that show HMH Collections provides multiple opportunities, protocols, and questions for evidence-based discussions across the whole year’s scope of instructional materials include, but are not limited to: The Grade 10 HMH Collections and support materials do not provide enough grade level appropriate opportunities for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. The purpose/use of each assessment is clear: Assessments clearly denote which standards are being emphasized. Search. Within each lesson, text-dependent questions appear in the student edition in the “Analyzing the Text” section found after the text, and during the reading of the teacher’s edition. Reader and Task - Suggestions are provided in order to assist students in accessing the text in the “Zoom In On” feature. Siyavula” is a Nguni word which means “we are opening”. We thought so! 2. In the REREAD feature students are asked the following: “Reread lines 1-12. Publisher Prentice Hall ISBN 978-0-13328-114-9 The Teacher’s Edition contains “Plan” pages before each text which includes both the text complexity analysis and rationale for educational purpose and placement in the grade level. The Plan pages define the words for the students and tell the teacher that the academic vocabulary can be used during the different discussions, exercises, and writing tasks found in the collection. Each of the texts contain a performance task; however, not all of the tasks are writing based. This will make it difficult for students to complete the task and show proficiency. Students are to write an analytical essay about how the quotation, “We, as human beings, must be willing to accept people who are different from ourselves,” plays out in the selections they read (45). Possible subject headings are . In Collection 3 during the reading of “Simplexity,” the “To Challenge Students" section has students participate in a debate on the topic “should complexity theory be relied on to design evaluation routes for people in high-rise buildings” and they should use evidence from the text to support their debate (HMH, 10th Grade, Collection 3, "Simplexity" 132). This gives the rationale for educational purpose and placement as well as key learning objectives. This includes vocabulary found in the reading. After each text is a performance task, and at the end of each collection is a culminating task that asks students to use text evidence from the selections that they have read. Grade 9-10 English textbook from Punjabi – pdf *Note: ELA resources from countries that are bilingual or where English is not the national language may differ from those where English is a national language curriculum, however, student English levels can vary significantly too, you can always look one or two grades up or down to find resources that fit your needs. Materials can be easily customized by schools, systems, and states for local use. While many texts are of quality and are appropriately rigorous for the grade level as a whole, there is minimal guidance for the teacher to support students as they prepare to transition into more rigorous texts at the end of the school year. To ensure that the students will be able to complete this task in service of growing knowledge and skills, the teacher will need to supplement with extra assessment and support. The HMH Collections reviewed for Grade 10 meets the criteria for materials containing sets of high-quality sequences of text-dependent and text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding. This item: Houghton Mifflin Harcourt Collections, Grade 10 by Holt Mcdougal Hardcover $39.27. Cite evidence from the text in your response. Explain that they will read an argument stressing that Shakespeare is a vital part of a person’s education. “With a partner, discuss how the organization of the document makes it easy or difficult for someone participating in the protests to use. However, support for students to grow knowledge via these culminating tasks is not comprehensive, and teachers will need to supplement the work presented. . Students are not provided samples or models of evidence-based discussion. In Collection 4, students read a book review by Matilda Battersby (HMH, 10th Grade, Collection 4, Close Reader, “Every Second Counts” 170b-170e). Materials provide multiple opportunities across the school year for students to write in different genres that reflect the distribution required by the standards. Collection 2: 1020-1300 “Circle the question she asks in lines 10-15” (170c). The “Language Conventionality and Clarity” section defines the grammatical term and then states a group of lines from the text in which it is found within the reading. The writing tasks require students to mine evidence from the texts in the book to support a claim, and they meets the grade level demands of the Common Core State Standards. Materials should include routines and guidance that point out opportunities to monitor student progress. “What is the central idea in these lines? “Have students analyze the emotions and relationships in two of these texts. These tasks are asking the students to perform the same skill in two different collections. Text are varied and include short stories, poems, memoirs, myths, dramas, speeches, arguments, science writings, historical writings, and media texts. 627 results for grade 10 textbook. Materials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports. Collections 2017 for Grade 10 does not meet expectations of alignment. Although the collections contain both academic and critical vocabulary, the opportunities for students to learn, practice, apply, and transfer those words into familiar and new contexts are limited. GRADE 10_CAPS CurriculumGRADE 10_CAPS Curriculum 10_CAPS Curriculum 10.1100..10.8 Analytical geometry8 Analytical geometry8 Analytical geometry 1.1 Distance formula1.1 Distance formula (a) Calculate the length of GH, where G is (-8;-1) and H is (-5;8). Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. In a small group, discuss textual evidence that supports your responses” (HMH, 10th Grade, Collection 3. Are all standards present and treated with appropriate depth and quality required The teacher may need to support instruction with extra planning in terms of time and lesson structure. The tasks include analyze the impact of word choice and cite evidence for inferences. Collections Grade 10 Teacher's Edition textbooks Houghton Mifflin 0544087135. Make notes about how people accept others in each text . This resource includes introductory materials, worksheets, graphic organizers, and discussion guides. A clause is a group of words with a subject and verb; you can combine two or more clauses to create compound of complex sentences that give your ideas more context and expressiveness” (HMH, 10th Grade, Collection 1 46). Gandhi is well known around the world for his impact on politics and his activism that has influenced activists across the world in their fight for equality and freedom. Enter your email to receive email and other commercial electronic messages about the latest news, promotions, special offers and other information from Costco, regarding Costco, its affiliates and selected partners. After each text in the teacher’s edition of the collections, there is a section titled, “Collaborative Discussion.” This activity asks teachers to have students work in pairs. 10 Grade Lesson Plans Textbook Link (for questions)--Works (full text) can be Googled. The anchor text in Collection 6 is “Letter from Birmingham Jail” by Dr. Martin Luther King Jr. A question from the text "Texas v. Johnson Majority Opinion" is “CITE TEXT EVIDENCE": Students are asked to read lines 20-25 and find how one justice, Justice Brennan, applies the ideas of another justice, Justice Holmes, to the ideas of this current case. The tasks leading up to this include a response to literature, an argument, and a narrative; however, in none of these activities is a rubric, detailed guidelines, or support included. Below, find a meta list of 200 Free Textbooks, and check back often for new additions. By: Houghton Mifflin Harcourt. “Help students make a chart of points of comparison before they begin reading and viewing. In Collection 6 for the analytical essay, it states: “The introduction is memorable and persuasive; the claim clearly states a position on the topic” (380). Students discuss similar elements or unique features. The HMH Collections for Grade 10 partially meets expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. The Siyavula project is seeded by the Shuttleworth Foundation, which supports and encourages communities of teachers working together, openly share their teaching resources and benefit from … READ asks students to continue to cite textual evidence while reading lines 17-47 by: “Underline the claims that Suu Kyi makes” (24h). These protocols are not located in the Student Edition. Media selections are comprised of graduation speeches, documentary, and a photo essay. Cite text evidence to support your response” (HMH, 10th Grade, Collection 2, Close Reader, “Starfish” and “Sea Stars” 18-22). Explain how the connotations of these words convey his tone. Informal Tone, Noun Clauses, Colloquialisms, Collection 2: Participial Phrases, Relative Clauses, Colons and Dashes, Collection 3: Prepositional, Adjectival and Adverbial Phrases, Transitional Words and Phrases, Noun Phrases and Verb Phrases, Collection 4: Writing Conventions, Parallel Structure, Adverbial Clauses, Collection 5: Rhetorical Questions, Inverted Sentence Structure, Absolute Phrases, Collection 6: Repetition and Parallelism, Colons, Semicolons, Prepositional Phrases. Overall, there is limited support for teachers to discern if students are prepared to proficiently and independently demonstrate their knowledge of a topic or theme through the culminating task. Collection 6: Present an Argument. Any that are not in full text online will be read in class, or a book will be provided to take home. What insights into European culture in the early 1900s does the text provide? Materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. The materials do contain text-dependent questions and tasks that require students to integrate their knowledge and ideas across multiple texts. Art History. Opportunities may include blended writing styles that reflect the distribution required by the standards. The only additional support in the teacher notes is to help students create a chart for their research. Collection 1: short stories, documentary trailer, court opinion, newspaper editorial, and a poem, Collection 3: novella, graphic novel, science writing, poem, and documentary film, Collection 6: arguments, memoir, short story, and a poem. Many pages have a “cite textual evidence” label; however, the sample answers often do not specifically cite the evidence and are at the explicit level. In this writing, students are to look at, Present and explain text evidence in logically ordered paragraphs. combination of reading, writing, speaking, listening). Additionally, a teacher may choose to skip this activity. The HMH Collections reviewed for Grade 10 partially meets the expectations that texts are organized around a topic and/or themes to build students' ability to read and comprehend complex texts independently and proficiently. Conclude your analysis by explaining how the tone of each text fits the context for which it was written” (HMH, 10th Grade, Collection 1 22). These differences do not show a clear progression of sophistication. the other gateways. In the student edition, the support, guidelines and instruction for this writing is given in a small paragraph. While reading text selections throughout the collection, students encounter text-dependent questions and prompts that require them to use evidence from the text. The HMH Collections reviewed for Grade 10 partially meets expectations for supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence. No other guidance is given. “Language Conventionality and Clarity” is in the mid-high level of the scale because there is an increased number of unfamiliar words and more complex sentence structure. curriculum, such as usability and design, as recommended by educators. Practice the Task - students read two to four texts, complete prewriting activities, and write the essay. Students then discuss how this story fits in with the ones that were researched. Learn These gateways reflect However, none of these are structured in ways that ensure that students use academic vocabulary or academic syntax. Dr. Tyson is one of the most influential voices in the modern scientific community. Present gives students the option of presenting their writing to the class or to a small group. The qualitative measures place this at a mid-low for levels of meaning, mid-high for structure, and high for language and knowledge demands. FHSST Authors The Free High School Science Texts: Textbooks for High School Students Studying the Sciences Physics Grades 10 - 12 Version 0 November 9, 2008