Transcription
SpringBoard English Language ArtsGrade10inspiring mindsTM
ABOUT THE COLLEGE BOARDThe College Board is a mission-driven not-for-profit organization that connects students to collegesuccess and opportunity. Founded in 1900, the College Board was created to expand access tohigher education. Today, the membership association is made up of more than 5,900 of the nation’sleading educational institutions and is dedicated to promoting excellence and equity in education.Each year, the College Board helps more than seven million students prepare for a successfultransition to college through programs and services in college readiness and college success—including the SAT and the Advanced Placement Program . The organization also serves theeducation community through research and advocacy on behalf of students, educators and schools.For further information, visit www.collegeboard.com.ISBN: 1-4573-0222-5ISBN: 978-1-4573-0222-0Copyright 2014 by the College Board. All rights reserved.CollegeBoard, Advanced Placement Program, AP, AP Central, AP Vertical Teams, College Ed,Pre-AP, SpringBoard, connecting to college success, SAT, and the acorn logo are registeredtrademarks of The College Board. College Board Standards for College Success, connect tocollege success, English Textual Power, and SpringBoard are trademarks owned by College Board.PSAT/NMSQT is a registered trademark of The College Board and National Merit ScholarshipCorporation. Microsoft and PowerPoint are registered trademarks of Microsoft Corporation.All other products and services may be trademarks of their respective owners.2 3 4 5 6 7 8 14 15 16 17 18 19Printed in the United States of Americaii SpringBoard English Language Arts Grade 10
ACKNOWLEDGMENTSThe College Board gratefully acknowledges the outstanding work of the classroom teachers andwriters who have been integral to the development of this revised program. The end product istestimony to their expertise, understanding of student learning needs, and dedication to rigorousand accessible English Language Arts instruction.Pat BishopWriting Coach (Retired)Hillsborough SchoolsTampa, FloridaJulie ManleyEnglish TeacherBellevue School District 405Bellevue, WashingtonSusie ChallancinEnglish TeacherBellevue School District 405Bellevue, WashingtonLe’Andra MyersEnglish TeacherPasco School DistrictPasco, WashingtonBryant CrispEnglish TeacherCharlotte Mecklenburg SchoolsCharlotte, North CarolinaStephanie SharpeEnglish TeacherHillsborough SchoolsTampa, FloridaPaul DeMaretEnglish TeacherPoudre School DistrictFort Collins, ColoradoSusan Van DorenEnglish TeacherDouglas County School DistrictMinden, NevadaMichelle LewisCurriculum CoordinatorSpokane Public SchoolsSpokane, WashingtonSPRINGBOARD ENGLISH LANGUAGE ARTS DEVELOPMENTBetty BarnettExecutive DirectorContent DevelopmentDoug WaughSenior DirectorProduct ManagementJoely NegedlyInstructional SpecialistNina WooldridgeSenior DirectorProfessional DevelopmentJoEllen VictoreenSenior Instructional SpecialistAcknowledgmentsiii
RESEARCH AND PLANNING ADVISORSWe also wish to thank the members of our SpringBoard Advisory Council and the manyeducators who gave generously of their time and their ideas as we conducted researchfor both the print and online programs. Your suggestions and reactions to ideas helpedimmeasurably as we planned the revisions. We gratefully acknowledge the teachers andadministrators in the following districts.ABC UnifiedCerritos, CaliforniaHobbs Municipal SchoolsHobbs, New MexicoAlbuquerque Public SchoolsAlbuquerque, New MexicoHouston Independent School DistrictHouston, TexasAmarillo School DistrictAmarillo, TexasIrving Independent School DistrictIrving, TexasBellevue School District 405Bellevue, WashingtonKenton County School DistrictFort Wright, KentuckyBroward County Public SchoolsFt. Lauderdale, FloridaLee County Public SchoolsFort Myers, FloridaClark County School DistrictLas Vegas, NevadaNewton County SchoolsCovington, GeorgiaDistrict School Board of CollierCountyCollier County, FloridaNoblesville SchoolsNoblesville, IndianaDenver Public SchoolsDenver, ColoradoFrisco ISDFrisco, TexasGarland ISDGarland, TexasGilbert Unified School DistrictGilbert, ArizonaGrand Prairie ISDGrand Prairie, TexasOakland Unified School DistrictOakland, CaliforniaOrange County Public SchoolsOrlando, FloridaSchool District of Palm Beach CountyPalm Beach, FloridaPeninsula School DistrictGig Harbor, WashingtonPolk County Public SchoolsBartow, FloridaHillsborough County Public SchoolsTampa, Floridaiv SpringBoard English Language Arts Grade 10Quakertown Community SchoolDistrictQuakertown, PennsylvaniaRio Rancho Public SchoolsRio Rancho, New MexicoRonan School DistrictRonan, MontanaSt. Vrain School DistrictLongmont, ColoradoScottsdale Public SchoolsPhoenix, ArizonaSeminole County Public SchoolsSanford, FloridaSouthwest ISDSan Antonio, TexasSpokane Public SchoolsSpokane, WashingtonSpring ISDHouston, TexasVolusia County SchoolsDeLand, Florida
GRADE10ContentsTo the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xUnit 1Cultural viewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Exploring Culture and Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Exploring Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Informational Text: “What Is Cultural Identity?”Personal Essay: “Ethnic Hash,” by Patricia WilliamsLanguage and Writer’s Craft: Syntax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14“Two Kinds” of Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Novel: “Two Kinds,” from The Joy Luck Club, by Amy TanTwo Perspectives on Cultural Identify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Biography: “Honesty Frida,” from PBSArt: Self-Portrait on the Borderline Between Mexico and the United States, by Frida KahloPoetry: “Legal Alien,” by Pat Mora*Film: The Life and Times of Frida, PBS (available online)Connecting Cultural Identity to Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Memoir: “By Any Other Name,” by Santha Rama RauConsulting with a Mentor (Text) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Interview/Essay: “Multiculturalism Explained in One Word: HAPA,” by Kristen LeeEmbedded Assessment 1: Writing About Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451.91.10 2014 College Board. All rights reserved.1.111.121.131.141.151.16Previewing Embedded Assessment 2 and Preparing for a Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . . .Colliding Worlds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Essay: “When Worlds Collide,” by Pico IyersPerspectives on Heritage: Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Poetry: “My Mother Pieced Quilts,” by Teresa Palomo AcostaPerspectives on Heritage: Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Short Story: “Everyday Use,” by Alice WalkerPerspectives on Heritage: Nonfiction Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Essay: “Two Ways to Belong in America,” by Bharati MukherjeeArgumentation in “An Indian Father’s Plea” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Essay: “An Indian Father’s Plea,” by Robert LakeSynthesis: Drafting Your Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Synthesis: Presenting Your Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4750535869748183Embedded Assessment 2: Writing a Synthesis Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Contentsv
CONTENTScontinuedUnit 2Cultural .102.11Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Images of Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Poetry: “Where I’m From,” by George Ella LyonCultural Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Memoir: Excerpt from Funny in Farsi, by Firoozeh DumasAuthor’s Stylebook Focus: Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Memoir: Excerpt from Kaffir Boy, by Mark MathabaneAuthor’s Stylebook: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Essay: “Pick One,” by David MatthewsAuthor’s Stylebook: Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Essay: “If You Are What You Eat, Then What Am I?” by Geeta KothariAuthor’s Stylebook: Syntactical Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Elements of a Graphic Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Graphic Novel: Excerpt from Persepolis, by Marjane SatrapiTelling a Story with Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Poetry: “Woman with Kite,” by Chitra Banerjee Divakarun; “Grape Sherbert,” by Rita DoveStruggling with Identity: Rethinking Persona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Memoir: Excerpt from The Hunger of Memory, by Richard RodriguezChanges in Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Essay: “Thanksgiving, A Personal History,” by Jennifer New2.122.132.142.152.162.172.18Previewing Embedded Assessment 2 and Thinking About Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Justice and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Article: “Rough Justice,” by Alejandro ReysEditorial: “Time to Assert American Values,” The New York TimesTaking a Stand on Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Speech: Excerpt from “On Civil Disobedience,” by Mohandas K. GandhiTaking a Stand on Legal Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Speech: “On Surrender at Bear Paw Mountain, 1877,” by Chief JosephSpeech: “On Women’s Right to Vote,” by Susan B. AnthonyTaking a Stand Against Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Proclamation: “Declaration of the Rights of the Child”Essay: “Schools Out for Summer,” by Anna QuindlenTaking a Stand on Truth and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160Speech: “One Word of Truth,” by Aleksandr SolzhenitsynSpeech: Excerpt from “Hope, Despair, and Memory,” Nobel Lecture by Elie WieselTaking a Stand on Remembrance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Embedded Assessment 2: Creating an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169vi SpringBoard English Language Arts Grade 10 2014 College Board. All rights reserved.Embedded Assessment 1: Writing a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
CONTENTScontinuedUnit 3Cultures in ewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Proverbs and Folk Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Researching Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177*Novel: Things Fall Apart, by Chinua AchebeCulture Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Father and Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Character in Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184Family Ties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Sacrificial Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Cultural Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Embedded Assessment 1: Researching and Comparing Pre- and Post-Colonial Ibo Culture . . . . . . . . . . . . . . . . . 1923.103.113.12 2014 College Board. All rights g Embedded Assessment 2 and Creating a Tableau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Civilized Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196RAFTing with Cielo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198›Introducing the Strategy: RAFTActs of Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200Gender Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201A Tragic Hero? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Colliding Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Cultural Misunderstandings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207Poetic Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209*Novel: Things Fall Apart by Chinua AchebePoetry: “Prayer to the Masks,” by Léopold Sedar SenghorPoetry: “The Second Coming,” by William Butler YeatsA Letter to the District Commissioner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212Novel: Excerpts from Things Fall Apart, by Chinua AchebeThe Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214Interview: “An African Voice,” by Katie BaconEmbedded Assessment 2: Writing a Literary Analysis Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Contentsvii
CONTENTScontinuedUnit 4Dramatic JusticeActivities4.14.24.34.44.54.6Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226Characterization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Voices from Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229Drama: Excerpt from The Tragedy of Romeo and Juliet, by William ShakespeareOriginal Monologues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234Novel: Excerpt from A Sport of Nature, by Nadine GordimerReflecting on Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236Oral Interpretation of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238Drama: Excerpt from The Tragedy of Julius Caesar, by William ShakespeareNovel: Excerpt from Les Miserables, by Victor HugoDrama: Excerpt from Oedipus Rex, by ng Embedded Assessment 2 and Introducing Greek Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246A Tragic Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248Soul Sisters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253Drama: Antigone, by SophoclesChorus Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Drama: Antigone, by SophoclesEnter the King . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Drama: Antigone, by SophoclesConflicting Motivations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268Drama: Antigone, by SophoclesAn Epic Foil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Drama: Antigone, by SophoclesOdes to Love and Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285Drama: Antigone, by SophoclesTragic Hero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291Drama: Antigone, by SophoclesEmbedded Assessment 2: Writing a Literary Analysis Essay on Characterization and Theme . . . . . . . . . . . . . . . 305viii SpringBoard English Language Arts Grade 10 2014 College Board. All rights reserved.Embedded Assessment 1: Presenting an Oral Interpretation of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
CONTENTScontinuedUnit 5Building Cultural BridgesActivities5.15.25.35.45.55.65.75.85.95.10 2014 College Board. All rights reserved.5.115.125.135.145.155.16Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310The Call to Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311Throwing Light on the Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Song: “I Need to Wake Up,” by Melissa Etheridge*Video: “I Need to Wake Up,” by Melissa Etheridge (available online)That’s Just the Way It Is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317*Film: Life in the Freezer: The Big Freezer, directed by Alastair Fothergill*Film: March of the Penguins, directed by Luc JacquetPreviewing The 11th Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320*Film: The 11th Hour (2007) directed by Nadia Conners and Leila Conners PetersenThe Nature of the Problem: Evaluating Causal Claims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323The Art of Objectivity: Writing an Effective Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326Questioning Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329The Ethics of Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331Article: “DiCaprio Sheds Light on 11th Hour,” by Scott RoxboroughRefutation and Reputation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338Speech: Excerpt from “Global Warming Alarmism Reaches a ‘Tipping Point,’”by Senator James InhofeArticle: “Global Warming: No Urgent Danger; Fix,” by Patrick J. MichaelsArticle: “Jeremy Clarkson and Michael O’Leary Won’t Listen to Green Cliches andComplaints about Polar Bears,” by George MarshallExploring One Conflict Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349Article: “A Roaring Battle over Sea Lions,” by Bill HewittA World of Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354What’s at Stake? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357Press Release: ‘The HSUS and Wild Fish Conservancy File Suit To Stop Sea LionKilling At Bonneville Dam,” by The Humane Society of the United StatesEditorial: “Sea lions vs. salmon: Restore balance and common sense,” by Fidelia AndyWhat’s at Stake? Part Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362Crafting Your Position Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367Language and Writer’s Craft: Documenting Your Claims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370Embedded Assessment 1: Presenting a Solution to an Environmental Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . 3755.175.185.195.20Previewing Embedded Assessment 2 and Documentary Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377Setting the Mode and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380Documentary Film Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383Arguments with Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388Embedded Assessment 2: Representing an Argument in a Documentary Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391*Texts not included in these materials.Grammar Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .417Contentsix
To the StudentWelcome to the SpringBoard program. The CollegeBoard publishes SpringBoard to help you acquire theknowledge and skills that you will need to be preparedfor rigorous English Language Arts coursework.Developing proficient reading, writing, language,and speaking and listening skills is important to yoursuccess in school, in college, and in a career. Preparingyou to develop these skills is the primary purpose ofthis program.As you complete middle school and prepare forhigh school, these skills will also be valuable if youdecide to take an Advanced Placement course or anothercollege-level course. Not every student will take anAdvanced Placement course in high school, but throughSpringBoard you can acquire the knowledge and skillsyou will need to be successful if you do decide to enrollin AP Literature or AP Language Arts.We hope you will discover how SpringBoard canhelp you achieve high academic standards, reach yourlearning goals, and prepare you for success in your studyof literature and language arts. This program has beencreated with you in mind: the content you need to learn,the tools to help you learn, and the critical thinking skillsthat help you build confidence in your ability to succeedacademically.STANDARDS-BASED LEARNINGThis SpringBoard edition was developed to help youachieve the expectations of being college and careerready. Rigorous standards outline what you should learnin English Language Arts in each grade. See pages xiiixvi for the complete standards for Grade 10.The SpringBoard program provides instructionand realistic activities that help you achieve the learningexpected by rigorous college and career readinessstandards. With this program, you will focus ondeveloping the following skills:x SpringBoard English Language Arts Grade 10 Close reading and analysis of texts Effective communication in collaborative discussionsin which you use your textual analysis to share ideasand make decisions with peers Fluency in writing narratives, explanations, andarguments based on purpose and audience Vocabulary and language skills Reading and interpreting film while comparing it to arelated print version Media literacy.By learning these skills, you will enhance your ability tounderstand and analyze any challenging text, to writewith clarity and voice, to speak and listen in order tocommunicate and work effectively with others, and toview media with a critical intelligence.LEARNING STRATEGIESSome tools to help you learn are built into every lesson.At the beginning of each activity, you will see suggestedlearning strategies. Each of these strategies is explainedin full in the Resources section of your book. Thesestrategies range from close reading and marking textsto drafting and revising written work. You will alsoencounter collaborative strategies in speaking andlistening like debate and Socratic Seminar. Finally,SpringBoard uses a variety of pre-AP strategies likeSOAPSTone and TP-CASTT to help you deeply analyzetext; collect evidence for your writing; and criticallythink about issues, ideas, and concepts. As you learn touse each strategy, you will decide which strategies workbest for you.
TO THESTUDENTcontinuedAP CONNECTIONSWhen you reach high school, you may have anopportunity to take Advanced Placement (AP) classesor other rigorous courses. When the time comes tomake that decision, we want you to be equipped withthe kind of higher-order thinking skills, knowledge, andbehaviors necessary to be successful in AP classes andbeyond. You will see connections to AP in the texts thatyou read, the strategies you use, and the writing tasksthroughout the material. Having connections to APLanguage and Literature will help you: Close read a text to determine literary elements. Write with an attention to textual evidence and choseorganizational patterns. Identify and write rhetorical appeals. Understand strong relationships among author’spurpose, use of literary/stylistic devices, and desiredeffect. Analyze and synthesize information from a variety oftexts to respond to an AP style prompt. Write to interpret, evaluate, and negotiate differingcritical perspectives in literature.THE SPRINGBOARD DIFFERENCESpringBoard is different because it provides instructionwith hands-on participation that involves you andyour classmates in daily discussions and analysis ofwhat you’re reading an
ii SpringBoard English Language Arts Grade 10 ABOUT THE COLLEGE BOARD e College Board is a mission-driven not-for-pro t organization that connects students to college success and opportunity.
