pearson literature equip rubric grade 12 · the essential questions across time feature establishes...

EQuIP Quality Review Rubric for Lessons & Units: ELA (Grade 12), page 1

Pearson Literature © 2015 correlated to the EQuIP Quality Review Rubric for Lessons & Units: ELA (Grade 12)

KEY In the citations to the Literature program provided in this rubric, "SE" refers to the Literature Student Edition, and "TE" refers to the Literature Teacher's Edition.

I. Alignment to the Depth of the CCSSThe lesson/unit aligns with the letter and spirit of the CCSS: • Targets a set of grade‐level CCSS ELA/Literacy standards.

The 2015 edition of Pearson Literature is designed to fully support the Common Core State Standards (CCSS). Each lesson targets a specific set of CCSS ELA standards, offering full, in‐depth coverage. A complete correlation of the Student Edition to the standards appears in the Teacher's Edition frontmatter.

(See Grade 12 Literature TE, pp. CC 48–CC 54.) Coverage of the standards is structured as follows: • CCSS ELA standards are addressed with selections across the book. For

example, each main selection grouping targets a small set of CCSS ELA standards for focused, in‐depth coverage, including standards in the Reading, Writing, and Language strands. Standards covered in the lesson are clearly identified on the Time and Resource Manager page of the Teacher's Edition and on the first Building Knowledge and Insight and first Close Reading Activities page of the Student Edition.

(See, e.g., Grade 12 Literature, TE, p. 18a and SE/TE, pp. 18, 32; TE p. 36a and SE/TE pp. 38, 65.)

(continued on next page)


(continued) • Targets a set of grade‐level CCSS ELA/Literacy standards.

• In addition to the lessons accompanying main selections, each unit

features four workshops to ensure complete, in‐depth coverage of standards: a Writing Workshop built around one of the three key CCSS modes of writing; a Text Set Workshop emphasizing Writing and Speaking and Listening standards; a Speaking and Listening workshop supporting the CCSS Speaking and Listening strand; and a Language Study workshop supporting the CCSS Language strand.

(See, e.g., Grade 12 Literature SE/TE, Writing Workshop, pp. 442–449; Speaking and Listening, pp. 450–451; Language Study, 452–453; Text Set Workshop, 454a–454b.)

• Coverage of the Reading: Informational Text strand of the CCSS is further enhanced through two features in each unit: Research Project: Primary Sources and Reading for Information.

(See, e.g., Grade 12 Literature SE/TE, Research Project: Primary Sources, pp. 568–581; Reading for Information, pp. 598–603.)

• The online Benchmark Tests for each unit provides comprehensive

assessment of targeted skills and standards and are correlated to the CCSS to enable tracking to mastery.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Grade‐ and Unit‐Level Assessments: Benchmark Test 2: Interpretation Guide.)

• Additional instruction in and practice for each grade‐level standard is provided in an ancillary, the Common Core Companion Workbook.

(See www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Common Core Companion Workbook.)


• Includes a clear and explicit purpose for instruction.

Each feature in a unit has a clear instructional purpose, explicitly identified for the student and the teacher in the instruction. Each is also tied to the overarching purpose of the program: to support students in confidently and skillfully engaging texts of increasing complexity, in building knowledge, and in expressing ideas with increasing sophistication. Here are examples of core purposes for instruction in a unit: • The skills instruction on the Building Knowledge and Insight pages

preceding each main selection grouping is clearly designed to support the student's reading of the text that follows. Specifically, the instruction will aid students in acquiring skills and concepts needed to comprehend key ideas and details in the text, appreciate craft and structure, and integrate ideas and knowledge. The instruction also guides students in acquiring vocabulary in the text. Point‐of‐use side‐column prompts and postreading questions require students to apply and practice the skills.

(See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, pp. 18, 82, 168, 252.)

• Postreading instruction on the Close Reading Activities pages for main

selection groupings supports writing skills, vocabulary skills, and vocabulary acquisition in connection with the reading, with additional coverage of conventions skills for selected groupings. Instruction is clearly framed with reference to purpose—to the role concepts or skills play in successful vocabulary acquisition, writing, or research.

(See, e.g., Grade 12 Literature, SE/TE, pp. 32, 66–67.) (continued on next page)


(continued) • Includes a clear and explicit purpose for instruction.

• The Student Edition is largely organized as a chronological survey of

British literature, with each unit covering a defined period. In each unit, the Essential Questions Across Time feature establishes an overarching purpose for work in the unit. It prepares students to examine the literature of the period through the lens of three guiding Essential Questions. Students revisit the Essential Questions throughout the unit: for example, at the end of the unit introduction, before and after each main selection grouping, and in the Assessment Workshop at the end of the unit.

(See, e.g., Grade 12 Literature SE/TE, Unit 1, Essential Questions Across Time, pp. 6–12; Integrate and Evaluate Information, p. 16; Connecting to the Essential Question, p. 18; question 4, p. 31; Assessment Workshop, How does literature shape or reflect society? p. 231.)

• Each unit is divided into Text Sets. Each Text Set focuses on a theme, literary form, social phenomenon, historical event, and so on of significance for the period. The investigation of the theme or topic of a Text Set gives a further purpose to students' work in the unit. Teachers are reminded of the topic on the Part Opener for each Text Set. Students develop their understanding of the theme or topic as they read the Text Set selections. They bring their Text Set work to completion when they finish the activities in the Text Set Workshop for the unit.

(See, e.g., Grade 12 Literature Unit 1, Part 1 Opener, Selection Planning Guide, TE, p. 17; Unit 1, Text Set Workshop, SE/TE, pp. 226a–226b.)


• Selects text(s) that measure within the grade‐level text complexity band and are of sufficient quality and scope for the stated purpose (e.g., presents vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade‐level exemplars in Appendices A & B).

The Literature Student Edition contains selections that are at the level of text complexity required in Standard 10 of Reading: Literature and Standard 10 of Reading: Informational Text. The selections chosen, from both classic and contemporary literature, are qualitatively rich, with the vocabulary, syntactical and structural devices, levels of meaning or purpose, and so on required to lead students to success in reading texts of increasing complexity. • Appendix A of the Common Core State Standards identifies three

dimensions for evaluating text complexity: quantitative, qualitative, and reader‐task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two leveled tasks (reflecting reader‐task considerations) that teachers can use to inflect the complexity of the text, again per Appendix A.

• For example, for Leo Sherley‐Price’s translation of Bede’s A History of the

English Church and People, the Text Complexity Rubric on Teacher's Edition page 84 gives the selection Lexile (quantitative measure) and indicates that the language of the selection is of average difficulty but that the knowledge demands and concept level are more sophisticated (qualitative factors). The Rubric then defines two leveled tasks—one for students who will have difficulty with one of the qualitative dimensions of the text's complexity, the other for students who will not.

(For additional examples of Text Complexity Rubrics, see, e.g., Grade 12 Literature, TE, pp. 170–171, 482–483, 554, 590, 606–607, 648–649, 682.)

The following chart for grade 12 shows the quantitative measure of text complexity for the main selections in each unit. (Because of the variety of factors affecting text complexity, including qualitative factors, the Lexile level for a selection is not the only factor considered in choosing to include the selection in the textbook. As a result, some Lexiles may be higher or lower than the grade‐level recommendations.)


Grade 12 Selections Unit 1

The Seafarer NP [not prose; poem] The Wanderer NP [not prose; poem] The Wife's Lament NP [not prose; poem] from Beowulf NP [not prose; epic] from Beowulf Graphic Novel N/A [not prose; graphic novel] from a History of the English Church and People 1280L from The Canterbury Tales: The Prologue NP [not prose; poem] from The Pardoner's Tale NP [not prose; poem] The Wife of Bath's Tale NP [not prose; poem] from the Decameron: Federigo's Falcon 1500L from Sir Gawain and the Green Knight NP [not prose; poem] from Morte d'Arthur 1270L Twa Corbies NP [not prose; poem] Lord Randall NP [not prose; poem] Get up and Bar the Door NP [not prose; poem] Barbara Allan NP [not prose; poem] Unit 2 Sonnet 1 NP [not prose; poem] Sonnet 35 NP [not prose; poem] Sonnet 75 NP [not prose; poem] Sonnet 31 NP [not prose; poem] Sonnet 39 NP [not prose; poem] The Passionate Shepherd to His Love NP [not prose; poem] The Nymph's Reply to the Shepherd NP [not prose; poem] Sonnet 29 NP [not prose; poem] Sonnet 106 NP [not prose; poem] Sonnet 116 NP [not prose; poem] Sonnet 130 NP [not prose; poem] Psalm 23 and Psalm 137 870L from the Sermon on the Mount 890L from the Parable of the Prodigal Son 1350L The Tragedy of Macbeth, Act 1 NP [not prose; drama] The Tragedy of Macbeth, Act 2 NP [not prose; drama]


The Tragedy of Macbeth, Act 3 NP [not prose; drama] The Tragedy of Macbeth, Act 4 NP [not prose; drama] The Tragedy of Macbeth, Act 5 NP [not prose; drama] from Oedipus the King NP [not prose; drama] from Faust NP [not prose; drama] Unit 3 Song NP [not prose; poem] A Valediction: Forbidding Mourning NP [not prose; poem] Holy Sonnet 10 NP [not prose; poem] Meditation 17 1140L On My First Son NP [not prose; poem] Still to Be Neat NP [not prose; poem] Song: To Cecilia NP [not prose; poem] To His Coy Mistress NP [not prose; poem] To the Virgins, to Make Much of Time NP [not prose; poem] Song NP [not prose; poem] Sonnet VII NP [not prose; poem] Sonnet XIX NP [not prose; poem] from Paradise Lost NP [not prose; epic] from the Divine Comedy: Inferno NP [not prose; epic] from The Pilgrim's Progress 1190L from Eve's Apology in Defense of Women NP [not prose; poem] To Lucasta, on Going to the Wars NP [not prose; poem] To Althea, from Prison NP [not prose; poem] from A Journal of the Plague Year 1450L from Gulliver's Travels 1480L A Modest Proposal 1810L from An Essay on Man NP [not prose; poem] from The Rape of the Lock NP [not prose; mock epic] from A Dictionary of the English Language 1290L from The Life of Samuel Johnson 1250L Elegy Written in a Country Churchyard NP [not prose; poem] A Nocturnal Reverie NP [not prose; poem] The Aims of The Spectator 1470L


Unit 4

To a Mouse NP [not prose; poem] To a Louse NP [not prose; poem] Woo'd and Married and A' NP [not prose; poem] The Lamb NP [not prose; poem] The Tyger NP [not prose; poem] The Chimney Sweeper NP [not prose; poem] Infant Sorrow NP [not prose; poem] Introduction to Frankenstein 1170L The Curse of Frankenstein NP [not prose; drama] Ode to My Suit NP [not prose; poem] Lines Composed a Few Miles Above Tintern Abbey NP [not prose; poem] from The Prelude NP [not prose; poem] The World Is Too Much With Us NP [not prose; poem] London, 1802 NP [not prose; poem] I Have Visited Again NP [not prose; poem] Invitation to the Voyage NP [not prose; poem] Thick Grow the Rush Leaves NP [not prose; poem] Jade Flower Palace NP [not prose; poem] Three Tanka NP [not prose; poem] The Rime of the Ancient Mariner NP [not prose; poem] Kubla Khan NP [not prose; poem] She Walks in Beauty NP [not prose; poem] from Childe Harold's Pilgrimage: Apostrophe to the Ocean NP [not prose; poem] from Don Juan NP [not prose; poem] Ozymandias NP [not prose; poem] Ode to the West Wind NP [not prose; poem] To a Skylark NP [not prose; poem] On First Looking into Chapman's Homer NP [not prose; poem] When I Have Fears That I May Cease to Be NP [not prose; poem] Ode to a Nightingale NP [not prose; poem] Ode on a Grecian Urn NP [not prose; poem] On Making an Agreeable Marriage 1900L from A Vindication of the Rights of Woman 1730L


Unit 5 from In Memoriam, A.H.H. NP [not prose; poem] The Lady of Shalott NP [not prose; poem] Tears, Idle Tears NP [not prose; poem] Ulysses NP [not prose; poem] My Last Duchess NP [not prose; poem] Life in a Love NP [not prose; poem] Porphyria's Lover NP [not prose; poem] Sonnet 43 NP [not prose; poem] from Crime and Punishment 990L from Hard Times 1050L from Jane Eyre 930L Dover Beach NP [not prose; poem] Recessional NP [not prose; poem] From Lucy: Englan' Lady NP [not prose; poem] The Widow at Windsor NP [not prose; poem] Freedom NP [not prose; poem] Time Removed NP [not prose; poem] Eli, the Barrow Boy NP [not prose; song] Remembrance NP [not prose; poem] The Darkling Thrush NP [not prose; poem] “Ah, Are You Digging on My Grave?” NP [not prose; poem] God's Grandeur NP [not prose; poem] Spring and Fall: To a Young Child NP [not prose; poem] To an Athlete Dying Young NP [not prose; poem] When I Was One-and-Twenty NP [not prose; poem] Unit 6

When You Are Old NP [not prose; poem] The Lake Isle of Innisfree NP [not prose; poem] The Wild Swans at Coole NP [not prose; poem] The Second Coming NP [not prose; poem] Sailing to Byzantium NP [not prose; poem]


Preludes NP [not prose; poem] Journey of the Magi NP [not prose; poem] The Hollow Men NP [not prose; poem] In Memory of W. B. Yeats NP [not prose; poem] Musée des Beaux Arts NP [not prose; poem] Carrick Revisited NP [not prose; poem] Not Palaces NP [not prose; poem] The Lady in the Looking Glass: A Reflection 1220L from Mrs. Dalloway 780L Shakespeare's Sister 1110L The Lagoon 1000L Araby 940L The Rocking-Horse Winner 650L A Shocking Accident 980L The Soldier NP [not prose; poem] Wirers NP [not prose; poem] Anthem for Doomed Youth NP [not prose; poem] The Demon Lover 1010L Vergissmeinnicht (Forget Me Not) NP [not prose; poem] Postscript: For Gweno NP [not prose; poem] Naming of Parts NP [not prose; poem] Shooting an Elephant 1070L No Witchcraft for Sale 1000L The Train from Rhodesia 870L B. Wordsworth 600L from Midsummer, XXIII NP [not prose; poem] from Omeros, from Chapter XXVIIII NP [not prose; poem] Follower NP [not prose; poem] Two Lorries NP [not prose; poem] Outside History NP [not prose; poem] Come and Go NP [not prose; drama] That's All NP [not prose; drama] Do Not Go Gentle into That Good Night NP [not prose; poem] Fern Hill NP [not prose; poem] The Horses NP [not prose; poem]


An Arundel Tomb NP [not prose; poem] The Explosion NP [not prose; poem] On the Patio NP [not prose; poem] Not Waving but Drowning NP [not prose; poem] Prayer NP [not prose; poem] In the Kitchen NP [not prose; poem] A Devoted Son 1440L Next Term, We'll Mash You 780L from We'll Never Conquer Space 1310L “I'm Like a Bird” from Songbook 1460L


A unit or longer lesson should: • Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.

In each unit, the lesson for each selection and many features is integrated, with text‐dependent activities that lead students to engage with and extend the text in a variety of ways. Unit Introduction • The unit introduction, Multiple Perspectives on the Era, concludes with

two integrated activities, the Recent Scholarship collaborative activity and the Speaking and Listening/Research activity on the Integrate and Evaluate Information page.

(See, e.g., Grade 12 Literature SE/TE, pp. 15, 16.) Main Selection Groupings • The prereading Building Knowledge and Insight page for each main

selection grouping supports close reading of the text with instruction in reading skills and literary analysis concepts.

(See, e.g., Grade 12 Literature SE/TE, pp. 18, 38.)

• The postreading pages for each main selection grouping include a vocabulary activity and a Writing to Sources activity, along with questions for comprehension, application of reading and literary analysis skills, and close reading of the text. Many Extended Study features extend instruction, concluding with a full‐page Writing to Sources assignment and an additional page of instruction in Conventions and Style skills.

(See, e.g., Grade 12 Literature SE/TE, pp. 32, 66–67 (Extended Study).) Features on Nonfiction Reading Writing instruction is also integrated with two special features, included in each unit, on reading nonfiction. (See, e.g., Grade 12 Literature SE/TE, Reading for Information, pp. 70–75, including Timed Writing, p. 75; Research Project: Primary Sources, pp. 282–291, including Research Task, p. 291.) (continued on next page)


(continued) • Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.

(continued) End‐of‐Unit Features • Each unit concludes with a Text Set Workshop. Students discuss and

write about the selections in each Text Set in relation to the Text Set topic or theme. The feature ensures that students apply literary skills and synthesize ideas and information across texts.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit also concludes with a set of Performance Tasks, including

Writing and Speaking and Listening tasks, related to unit selections. These activities are designed to foster students’ analytical abilities as well as their ability to synthesize across texts.

(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.)


• (Grades 3–5) Build students’ content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts.

Consistent with curricula for earlier grades, Grade 12 Literature ensures that students read to learn, building content knowledge as they interpret text. • Each unit starts off with a survey of the history and literature of the

period, Multiple Perspectives on the Era (comprising the sections Snapshot of the Period, Historical Background, Essential Questions Across Time, and Recent Scholarship). As they read, students build knowledge of history, including the history of technology, science, society, and the arts. Students apply this knowledge and further explore the material in completing the accompanying extension activities and the Integrate and Evaluate Information questions.

(See, e.g., Grade 12 Literature SE/TE, pp. 236–250, including Speaking and Listening, p. 249, 250; Integrate and Evaluate Information, p. 250.)

• Each unit offers a grouping of Research Project: Primary Sources feature

with primary source documents, relevant to the unit period, and a related Research Task. By reading the documents and completing the research project, students will learn more about the history, politics, and society of the period.

(See, e.g., Grade 12 Literature SE/TE, Research Project: Primary Sources, pp. 282–291, including Research Task, p. 291.)

• In each unit, the Reading for Information feature offers informational

texts, including content‐area selections. (See, e.g., Grade 12 Literature SE/TE, pp. 1454–1459.)

• Literature in Context notes provide selection background information

from a number of content‐areas, including science. (See, e.g., Grade 12 Literature SE/TE, Literature in Context, p. 54.)


II. Key Shifts in the CCSSThe lesson/unit addresses key shifts in the CCSS: • Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction.

Introductory Unit Strategies and concepts for close reading are modeled in the Introductory Unit of the Student Edition, using excerpts from authentic texts. (See, e.g., Grade 12 Literature SE/TE, SE pp. lviii–lxix, TE pp. CC 88–CC 99.) Main Selection Groupings • As noted above, on the Building Knowledge and Insight page for each

main selection grouping, students are taught reading skills and literary concepts that will enrich their ability to close read a text. Students then apply the skills and concepts to the selections in response to side‐column prompts. After reading, students answer postreading questions that confirm their mastery of the skills and lead them through in‐depth analysis of the texts. The questions for a selection move from Key Ideas and Details questions and Craft and Structure questions to higher‐level Integration of Knowledge and Ideas questions. The culminating questions prompt students to explore the deeper meaning of the selections.

(See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 521; Using Graphic Organizers/Epic Poetry, p. 530 (side column); Literary Analysis, p. 536.)

• A Themes Across Centuries or Cultures feature appears with one or more

main selection groupings in each unit. These features, written by noted scholars and authors, model sophisticated engagement with a text or reflection on literature generally. They often include examples of close readings of text. By situating the works students read in relation to larger themes, artistic concerns, or historical factors, the features deepen students' awareness of the significance of the works.

(See, e.g., Grade 12 Literature SE/TE, Seamus Heaney Discusses Beowulf, pp. 68–69; Sir Frank Kermode on Macbeth, pp. 314–315.)



(continued) • Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction.

• In each unit, one or more Extended Study groupings gives extended, in‐

depth treatment to the work of a prominent writer or to representative works of an important genre. As appropriate, Extended Study groupings feature a Defining . . . spread dedicated to a particular genre. The instruction provides students with literary concepts they need to fully appreciate texts in the given genre. The annotations in the Model, from an authentic text, help show students how to apply the concepts in close reading a text.

(See, e.g., Grade 12 Literature SE/TE, pp. 34–35, including Model, p. 35; 308–309, including Model, p. 309.)

Text Set Workshops In each unit, the culminating Text Set Workshop requires students to review their readings in the unit and draw larger conclusions or make significant claims based on them, deepening students' understanding of their meaning. (See Grade 12 Literature SE/TE, pp. 226a–226b; 454a–454b; 706a–706b; 932a–932b; 1112a–1112b; 1480a–1480b.)


• Text‐Based Evidence: Facilitates rich and rigorous evidence‐based discussions and writing about common texts through a sequence of specific, thought‐provoking, and text‐dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media).

Main Selection Groupings • Every main selection grouping offers postreading Critical Reading and

Literary Analysis questions and a Writing to Sources activity. All questions are highly text dependent and explicitly elicit students to provide text evidence. Writing activities are grounded in the text and in many, students must support claims with text evidence.

• Questions for selections are sequenced; starting with questions on Key

Ideas and Details and Craft and Structure, they then move to more complex or sophisticated questions on Integration of Knowledge and Ideas. The Integration of Knowledge and Ideas questions, along with the question connected to one of the Essential Questions, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes.

(For examples of postreading questions, see, e.g., Grade 12 Literature SE/TE, pp. 25, 29, 31, 32; 64, 65; 88, 89; 119, 120; 134, 135; 150, 151; 183, 195, 196.)

(For examples of postreading writing activities, see, e.g., Grade 12 Literature SE/TE, pp. 280, 418, 502, 538.)

• Main selections groupings often include one or more Critical Viewing questions, which engage students in evidence‐based discussions of images related to the text.

(See, e.g., Grade 12 Literature SE/TE, pp. 24, 47, 49, 55, 58, 63, 100.)



(continued) • Text‐Based Evidence: Facilitates rich and rigorous evidence‐based discussions and writing about common texts through a sequence of specific, thought‐provoking, and text‐dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media).

(continued) Unit Introduction The unit introduction, Multiple Perspectives on the Era, includes a sequence of Critical Viewing questions in the Teacher's Edition. These questions engage students in evidence‐based discussions of images. The introduction concludes with postreading questions that explicitly elicit students to provide text evidence.

(See, e.g., Grade 12 Literature, TE, Critical Viewing, pp. 7, 9, 11; SE/TE, Integrate and Evaluate Information, p. 16.)

End‐of‐Unit Features • As noted above, each unit concludes with a Text Set Workshop. The

workshop assignments, which include writing, research, or speaking and listening, require students to draw extensively on text evidence from the unit selections as they address the Text Set topics and themes.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit also concludes with an Assessment Workshop that features

Writing and Speaking and Listening performance tasks related to unit selections. All activities are highly text dependent and explicitly elicit students to provide text evidence



• Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, summaries, sort responses, or formal essays).

Every main selection in the Grade 12 Literature student edition is accompanied by one or more writing assignments, all of which are grounded in the text and many of which require students to draw evidence from the text. Writing assignments take various forms; the majority fall within the three CCSS modes (narrative, informative/explanatory, and argument). Examples are given below. Main Selection Groupings As noted above, the postreading pages for each main selection grouping include a Writing to Sources activity. Many provide concrete guidance in citing textual evidence. The instruction also includes specific tips or more extensive guidance in following a writing process, as well as specific criteria for success. (See, e.g., Grade 12 Literature SE/TE, pp. 280, 306, 418, 492, 502, 538.)

Features on Nonfiction Reading As noted above, writing instruction is also integrated with two special features on reading nonfiction, included in each unit. (See, e.g., Grade 12 Literature SE/TE, Reading for Information, pp. 70–75, including Timed Writing, p. 75; Research Project: Primary Sources, pp. 282–291, including Research Task, p. 291.) End‐of‐Unit Features • The end‐of‐unit Text Set Workshop contains one or more activities

requiring a written outcome. These activities are text dependent and typically require students to draw evidence from the text.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit concludes with a set of Performance Tasks, including three

Writing tasks, related to unit selections. All activities are text dependent, and many explicitly elicit students to provide text evidence.




(continued) • Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, summaries, sort responses, or formal essays).

(continued) • In addition to the selection and text‐based Writing to Sources activities, a

unit‐level Writing Workshop provides additional instruction and guidance in writing narrative texts, informative/ explanatory texts, or arguments.

(See, e.g., Grade 12 Literature, SE/TE, pp. 214–221, 442–449, 1096–1107.)

All of the writing tasks in the Literature Student Edition align to the Common Core State Standards and are supported with teacher instruction and rubrics. (See, e.g., Grade 12 Literature SE/TE, pp. 221, 449, 701; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Writing Rubrics and Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, Rubrics for Self‐Assessment.)


• Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.

Introductory Unit In the Introductory Unit, students are introduced to academic vocabulary across and within various disciplines. (See Grade 12 Literature SE, pp. xlviii–lv; TE pp. CC 78–CC 85.) Units 1–6: Unit Introduction (Multiple Perspectives on the Era) • Essential Question Vocabulary—academic vocabulary particularly

relevant to discussion of the Essential Question—is introduced in the introductory section of each unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 8, 10, 12; 1126, 1130, 1132.) • Students are explicitly instructed to use the Essential Question

Vocabulary as they complete the activities on the Integrate and Evaluate Information page at the end of the feature.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 1136.) Units 1–6: Selections • Main selection groupings throughout the Student Edition require

students to use academic vocabulary in their responses to a Critical Reading question.

(See, e.g., Grade 12 Literature SE/TE, question 6, p. 64; question 5, p. 150; question 3, p. 260; question 4, p. 304; question 6, p. 415; question 7, p. 534; question 4, 1049; question 5, 1148.)

• Each unit has a Research Project: Primary Sources feature in which Content‐Area Vocabulary found in the selections is included in the selection vocabulary. On the postreading page, the Content‐Area Vocabulary is called out and practiced separately.

(See, e.g., Grade 12 Literature SE/TE, pp. 199, 212; 283, 290; 1285, 1294.)

• Each unit also has a Reading for Information feature in which Content‐Area Vocabulary is introduced (pre‐reading pages) and applied (post‐reading activities).

(See, e.g., Grade 12 Literature SE/TE, pp. 70, 75; 598, 603; 1022, 1027.)


A unit or longer lesson should: • Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade‐level band. Provide text‐centered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level.

The Literature Student Edition is organized as a chronological survey of British literature, featuring texts of appropriate complexity (see Section I of this rubric, above). A central goal of the program is students' ability to independently and confidently read complex texts. To this end, the core lessons in each unit are text‐centered, with appropriate scaffolding, and culminate in student activities that foster students' ability to read complex texts independently. Support for Reading Complex Texts • By working through the selection lessons in a unit, students receive

guided practice in close reading complex texts. As noted above, students are supported in their reading of each main selection grouping through skills instruction on the Building Knowledge and Insight page. Students apply the skills and concepts to the selections in response to side‐column prompts, which guide them as they grapple with significant or representative sections of text.

• Step‐by‐step lesson suggestions in the Teacher's Edition provide further

scaffolding and support, helping teachers to guide students as they analyze and interpret the text.

• Postreading selection questions are appropriately sequenced, moving

from Key Ideas and Details questions and Craft and Structure questions to higher‐level Integration of Knowledge and Ideas questions. The culminating questions prompt students to explore the deeper meaning of the selections.

(See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 521; Using Graphic Organizers/Epic Poetry, p. 530 (side column); Literary Analysis, p. 536.)


(continued) • Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade‐level band. Provide text‐centered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level.

(continued on next page) • Students receive additional support in select Extended Study groupings

As appropriate, these groupings feature a Defining . . . spread dedicated to a particular genre. The annotations for the Model reading show students how to apply literary concepts in close reading a text.

(See, e.g., Grade 12 Literature SE/TE, pp. 34–35, including Model, p. 35; 308–309, including Model, p. 309.)

Selection and Sequencing of Texts For every main selection grouping, Text Complexity Rubrics in the Teacher's Edition identify determinants of text complexity. Teachers can use the information in these Rubrics to determine which selections in a grouping to assign and in what order, depending on students' needs and abilities. They can also use the Reader and Task Suggestions to provide additional support or scaffolding. (See, e.g., Grade 12 Literature TE, pp. 606–607.) Progression Toward Independence By completing the end‐of‐unit Text Set Workshop and performance tasks, students work independently or in groups to confirm, consolidate, and extend their previous readings of the texts, reinforcing their ability to negotiate complex texts on their own.

• The culminating Text Set Workshop requires students to review their readings in one or more parts of the unit and draw larger conclusions or make significant claims based on them.

(See Grade 12 Literature SE/TE, pp. 226a–226b; 454a–454b; 706a–706b; 932a–932b; 1112a–1112b; 1480a–1480b.)

• The Constructed Response section of the end‐of‐unit Assessment Workshop contains performance tasks that have students analyze the texts and synthesize ideas.

(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.) (continued on next page)


(continued) • Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade‐level band. Provide text‐centered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level.

Independent Reading • At the conclusion of each unit, on the Independent Reading pages,

students are invited to choose a longer work for independent reading. The works cover a range of difficulty levels. The Text Complexity notes in the Teacher's Edition for these pages guide teachers in helping students with their choices for independent reading and in assigning tasks for reading.

• As needed, support for independent reading is available. Reading

questions to guide students' reading are offered in the Student Edition, and teachers are encouraged to form literature circles for students reading the same work, with guidance available in the Professional Development Guidebook. Teachers may find additional support for selected independent readings online.

(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, including Text Complexity notes, TE pp. 232–233 and Preparing to Read Complex Texts, SE/TE p. 233; www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Novel Resources.)


• Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline‐specific texts.

The Literature program in Grade 12 is structured around Text Sets. Each unit covers a distinct period or literary movement in the history of British literature. Units are then divided into Text Sets—coherent collections of multi‐genre selections linked to a specific topic—event, trend, theme, literary form or movement, and so on—of particular significance to the period. There are 22 distinct text sets in the Grade 12 textbook. • Students build knowledge about the Text Set topic or theme and its

significance as they read the Text Set selections, organized into an Anchor Text and related readings. Students are supported by various Student Edition features with the selections, including skills instruction that covers historical or cultural context, biographical or background notes, and writing activities that deepen their reading.

(See, e.g., Grade 12 Literature SE/TE, Unit 5, Part 3 Text Set: The Empire and Its Discontents—Close Reading Focus, p. 1040; Matthew Arnold, p. 1041; Rudyard Kipling, p. 1044; Background, p. 1046; Writing to Sources, p. 1051; Themes Across Cultures, pp. 1052–1054; Literature in Context, 1067.)

• At the end of each unit, a Text Set Workshop provides a writing, research, or listening and speaking assignment for each Text Set in the unit. These activities require students to synthesize the knowledge and insights they have gained about each Text Set topic.

(See, e.g., Grade 12 Literature SE/TE, Unit 5, Text Set Workshop, pp. 1112a–1112b.)



(continued) • Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline‐specific texts.

• One Text Set in each unit includes the unit Research Project: Primary

Sources feature. This feature presents primary source texts, literary or historical, related to the Text Set. By completing the Research Task assignment in this feature, students will build discipline‐specific knowledge germane to the Text Set theme or topic.

(See, e.g., Grade 12 Literature SE/TE, Unit 2, Part 2 Text Set: The Influence of the Monarchy—Research Project: Primary Sources, pp. 282–291.)

• Students receive additional support in addressing the theme or topic of

the Text Set in the Multiple Perspectives on the Era unit introduction. (See, e.g., Grade 12 Literature SE/TE, Unit 5, Multiple Perspectives on an Era, pp. 942–956.)

In addition to their work in the Text Sets, students receive additional practice in building discipline‐specific knowledge with these features: • the Writing Workshop: Historical Investigation Report.

(See Grade 12 Literature SE/TE, pp. 1096–1107.) • the Conducting Research section of the Introductory Unit.

(See Grade 12 Literature SE/TE, SE pp. lxxii–lxxvii; TE pp. CC 102–CC 107.)

• the Reading for Information feature in each unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 70–75.) • certain selection‐level Writing to Sources assignments.

(See, e.g., Grade 12 Literature SE/TE, Writing to Sources, pp. 492, 1008.)


• Balance of Texts: Within a collection of grade‐level units a balance of informational and literary texts is included according to guidelines in the CCSS (p. 5).

Grade 12 Literature Student Edition meets the balance of informational and literary texts required by the CCSS and provides exemplars and selections that fall within the full range of reading within the grade level. The program includes a robust collection of both literary and informational texts. In the category of informational texts, Pearson Literature emphasizes literary nonfiction in the ELA classroom, per the guidelines in the CCSS, p. 5, which state that "Because the ELA classroom must focus on literature . . . as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes. . . ." • Literary nonfiction selections appear throughout each unit of the

textbook. These selections are typically integrated with literature selections through the multi‐genre Text Sets that comprise the parts of each unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 293–295 [interview], 655–661 [biography excerpt], 682–684 [Enlightenment essay], 912–915 [letter], 916–918 [social commentary], 1446–1451 [persuasive essay].)

• The Research Project: Primary Sources feature in each unit primarily

comprises related literary nonfiction selections, but may include relevant functional and expository texts as well.

(See, e.g., Grade 12 Literature SE/TE, pp. 282–291 [speech / eyewitness account], 568–581 [diary / policy statement], 896–909 [debate speeches / letter], 1062–1070 [newspaper article / advertisement].)

• Reading for Information features appear one in each unit and provide

instruction on interpreting and analyzing a wide variety of informational nonfiction texts, including functional texts.

(See, e.g., Grade 12 Literature SE/TE, pp. 70–75 [online encyclopedia article / Wikipedia article], 598–603 [annual report / transit map and schedule], 1454–1459 [technical article / press release].)


• Balance of Writing: Include a balance of on‐demand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate.

Each unit includes on‐demand, process, and research writing opportunities. Postreading writing activities appear with every main selection. There are also numerous opportunities in each unit for students to engage in short, focused research projects as well as more extended research endeavors. Writing and research opportunities include • the Quick Write on‐demand writing activities in the online Daily

Bellringer Activities ancillary, as well as the related daily activities in the Daily Bellringer strands for Sentence Modeling, Revision, Research, and Sentence Combining.

(See, e.g., Grade 12 Literature TE, Daily Bellringer, p. 19; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Daily Bellringer Activities.)

• Writing to Sources activities in the key CCSS modes, grounded in

students' reading, and including clearly defined criteria for success along with writing process tips or more extended guidance. A Writing to Sources activity appears with every main selection grouping.

(See, e.g., Grade 12 Literature SE/TE, pp. 197, 398, 1051, 1431.) • Writing Workshops, with detailed step‐by‐step guidance in completing

the writing process, including revision, editing, and proofreading stages. Each Writing Workshop has a Writers on Writing section in which an author introduced in the beginning of the unit provides insight into the writing process. Each workshop also features a Writer's Toolbox page on conventions or style and includes an annotated student model for student modeling and reference. Students are also encouraged to conduct research to enhance the unit’s writing assignment through a feature called Focus on Research.

(See, e.g., Grade 12 Literature SE/TE, pp. 214–221, including Focus on Research, p. 214; Writers on Writing, p. 217; Writer's Toolbox, p. 219.)



(continued) • Balance of Writing: Include a balance of on‐demand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate.

• Solve a Research Problem activities are short, focused research

assignments that appear at the end of the introduction to each unit on Integrate and Evaluate Information page. These assignments have specific, well‐defined outcomes that students can often pursue using online or digital sources.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 956.) • Research Task activities appear at the end of the Research Project:

Primary Sources feature in each unit. They have well‐defined, specific outcomes and clearly articulated criteria for success, and they offer students the opportunity to engage in extended research. Students can often pursue them using online or digital sources.

(See, e.g., Grade 12 Literature SE/TE, pp. 213, 909, 1295.) • The Text Set Workshop at the end of each unit provides a research

project in which students synthesize their understanding of the topics and themes presented in one of the unit’s text sets.

(See, e.g., Grade 12 Literature SE/TE, pp. 454a–454b, 1480a–1480b.)


III. Instructional SupportsThe lesson/unit is responsive to varied student learning needs: • Cultivates student interest and engagement in reading, writing and speaking about texts.

Features designed to engage students by making connections to contemporary literature or culture appear throughout the textbook. Additionally, both the Student Edition and the Teacher’s Edition feature activities and assignments to cultivate student interest and engagement in reading, writing, and speaking about the selections they read. • Connecting to the Essential Question notes in the Teacher’s Edition make

connections between the Essential Question for a given selection and students’ common experiences or prior knowledge.

(See, e.g., Grade 12 Literature TE, pp. 321, 758, 1154.) • Activating Prior Knowledge notes in the Teacher’s Edition encourage

student interest and engagement by suggesting connections between the selection and students’ own experiences, opinions, and ideas, using a variety of exercises.

(See, e.g., Grade 12 Literature TE, pp. 138, 254, 820, 1246.) • Pop Culture and other features (e.g., Milton and Pop Culture, p. 520;

Literary History: Shakespeare on Film, pp. 312–313) connect selected important authors to contemporary culture, engaging students and demonstrating the author's enduring relevance.

(See, e.g., Grade 12 Literature TE, pp. 312–313, 520, 996, 1190.) • High‐interest, engaging readings of an appropriate level of complexity are

included. Such selections include Beowulf, an excerpt from We’ll Never Conquer Space (by Arthur C. Clarke), and an excerpt from Songbook (by Nick Hornby). Each of these selections, like the other selections or selection groupings, is accompanied by a text‐dependent writing activity that promotes student engagement.



(continued) • Cultivates student interest and engagement in reading, writing and speaking about texts.

• High‐interest background features are offered, including illustrated

Literature in Context features. (See, e.g., Grade 12 Literature SE/TE, Literature in Context, pp. 87, 556, 1067.)

• Speaking and Listening activities in the introduction to each unit that call

on students to probe the historical context of the selections in the British literary tradition through engaging, real‐life, interactive projects, such as panel discussions and press conferences.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 250, 730.) • Contemporary Connection features in the introduction to each unit

relate to various aspects of contemporary popular cultures with topics such as “King Arthur: Legendary Hero, Broadway Star!” and “William Shakespeare: To Be or Not to Be…A Rocker!”

(See, e.g., Grade 12 Literature SE/TE, pp. 13, 247, 727.) • Recent Scholarship sections in the introduction to each unit feature

articles by contemporary authors and are written in an engaging voice. Each features a collaborative activity designed to pique students’ curiosity and foster students’ engagement with the selections to follow.

(See, e.g., Grade 12 Literature SE/TE, pp. 14–15, including Collaboration, p. 15; p. 728–729, including Research and Technology, p. 729.)

activities that invite students to connect the text to their own lives, to larger issues, or to contemporary culture

(See, e.g., Grade 12 Literature SE/TE, Writing to Sources: Argument, p. 32; Writing: Narrative, p. 766.)


• Addresses instructional expectations and is easy to understand and use.

The Literature program has been used with documented, proven results in a number of editions, and the 2015 program continues to carry forward best practices combined with more rigor, instruction tailored to meet the CCSS, and a new emphasis on Text Sets. Like its predecessors, the 2015 edition addresses instructional expectations such as teachers' knowledge of students, instructional focus, planning, professional development, and more. • Pages CC6–CC19 of the Teacher's Edition provides a simple, easy‐to‐use

introduction to the program, illustrating how it can help teachers motivate and empower diverse learners to progress towards the goals of the Common Core: ‐ Pages CC6–CC11 provide an overview of program resources and the

Student Edition Text Sets. ‐ Pages CC12–CC13 and CC18–CC19 clearly identify the features of

each unit and the kind of instruction and support provided. ‐ Pages CC14—CC17 introduce the program’s teacher support through

a clear visual guide that highlights the features in the Teacher’s Edition. These pages also discuss options for differentiating instruction for various groups of learners.

• Each main selection grouping is preceded by a Time and Resource Manager with pacing suggestions, a correlation of the lesson to the standards, and a guide to the differentiated resources available.

(See, e.g., Grade 12 Literature TE, pp. 18a–18b, 852a–852b.) • A full complement of teacher lesson support appears in the Teacher's

Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students, Vocabulary Development notes, Enrichment notes, Assessment Practice notes, and Extend the Lesson notes.

(See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 38–47, 1218–1243.)



(continued) • Addresses instructional expectations and is easy to understand and use.

• The Assessment Workshops at the end of each unit assess students’

mastery of skills and concepts taught in the unit and includes suggestions for re‐teaching based on students' performance. In the Constructed Response section of this workshop, teachers are directed to relevant support pages in the Common Core Companion in cases in which student performance indicates a need for additional instruction and practice with targeted standards.

(See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature TE, pp. 226–231, 1112–1117.)

• The Benchmark Tests for each unit assesses students’ progress toward

mastery. The Interpretation Guides for the tests direct teachers to remediation worksheets for each question, as need.

(See www.pearsonrealize.com, Literature Grade 12, Teacher Resources: Workbooks and Resources: Grade‐ and Unit‐Level Assessments: Benchmark Test 2.)

The online Professional Development Center provides teachers with Professional Development articles and videos on a variety of topics, including the program instructional model, the Common Core, online research, and RTI, as well as additional instructional resources.

(See www.pearsonrealize.com: Tools: Professional Development Center.)


• Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text.

• The Teacher's Edition consistently suggests and supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for comprehension of basic meaning. During the second reading, students analyze craft and structure and answer the point‐of‐use side column prompts. After the third reading, students answer the postreading questions, which aid them in integrating knowledge and ideas, connecting what they have read to other texts and to the world.

(See supporting side‐column notes on, e.g., Grade 12 Literature TE, pp. 169, 253, 819.)

• Student reading of main selection groupings is scaffolded in these ways:

‐ through prereading instruction in skills, supporting students in comprehending, interpreting, and analyzing the text;

‐ through point‐of‐use prompts applying the skills, accompanied by

scaffolded, step‐by‐step support in the Teacher's Edition; and ‐ through carefully scaffolded postreading questions, leading from

basic understanding and reasoning to deeper insight and higher‐level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on). (See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 38; The Epic and the Legendary Hero, p. 46 (side column), Determine the Main Idea by Paraphrasing, p. 52 (side column); Critical Reading, p. 64; Literary Analysis, p. 65.)



(continued) • Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text.

• In addition, Differentiated Instruction notes in the Teacher's Edition offer

teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students.

(See supporting bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 97, 247, 383, 823, 1057.)

• Additional support for diverse learners appears in ancillary consumables,

including the Adapted Reader's Notebook and English Learner's Reader's Notebook. Both offer adapted instruction for all selections. For key selections in every unit, both consumables include passages of authentic text from the selection linked with bridge text.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from Beowulf: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL.)


• Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence.

Main Selection Groupings In main selections, point‐of‐use side‐column prompts as well as postreading questions target those sections of text that are key to unlocking meaning, including the challenging sections that students may need to work on most.

For example, the Dylan Thomas poem "Fern Hill" and the Philip Larkin poem "An Arundel Tomb" are two dense texts, rich with meaning. The Student Edition features questions that specifically address difficult passages in these texts, challenging students to push themselves as readers. Here are examples.

(For "Fern Hill," see, e.g., Grade 12 Literature SE/TE, Evaluating Expression of Theme, p. 1394 (side column); Critical Reading, questions 2 and 3, p. 1394.)

(For "An Arundel Tomb," see, e.g., Grade 12 Literature SE/TE, Critical Reading, questions 1(b), 2(b), p. 1405.)

Other Features and Activities A number of features in the book also bring student into productive struggles with the text.

• As noted above, the culminating Text Set Workshop challenges students to draw larger conclusions or make significant claims based on readings in the unit, pushing beyond basic comprehension.

(See Grade 12 Literature SE/TE, pp. 226a–226b.)

• As noted above, the Constructed Response section of the end‐of‐unit Assessment Workshop contains performance tasks, including three Writing tasks, related to unit selections, that challenge students to independently analyze the texts and synthesize ideas.


• Postselection Writing to Sources assignments extend reading in various forms. They challenge students to deepen their analysis, interpretation, or evaluation of a text or to extend their understanding of characters, issues, and other elements of the text, applying them to fresh contexts.

(See, e.g., Grade 12 Literature SE/TE, pp. 153, 418, 502, 754, 894.)


• Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band.

A full complement of teacher lesson support appears in the Teacher’s Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students, Vocabulary Development notes, and Enrichment notes. Selection support worksheets, including skills and vocabulary worksheets, appear online.

(See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature TE, pp. 38–67, 1218–1243; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments.)

Program support specifically targeting ELL, special‐needs students, and less proficient readers includes the following: • Differentiated Instruction notes in the Teacher's Edition guide teachers in

adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient Readers provide suggestions for mediating text and lessons for readers reading below grade level. Special Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For English Learners, Special Needs and Less Proficient bottom channel notes, see, e.g., Grade 12 Literature TE, pp. 55, 231, 385, 811, 1063, 1471, 1477.)



(continued) • Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band.

• Additional support for diverse learners appears in ancillary consumables,

including the Adapted Reader's Notebook, the English Learner's Reader's Notebook, and the Spanish Reader's Notebook. For every selection, all three provide adapted instruction appropriate to the targeted students; in the Spanish Reader's Notebook, the adapted instruction appears in translation. In addition, for key selections in each unit, the Adapted and English Learner's versions include passages of authentic text, linked with bridge text. Both include suitable side‐column support for reading: The Adapted Reader's Notebook focuses on skills support and fluency, where the English Learner's Reader's Notebook emphasizes vocabulary acquisition and fluency. The Spanish Reader's Notebook offers Spanish translations of the adapted text and features skills support, notes on cultural context, and vocabulary building in English and Spanish.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from The Pardoner’s Tale: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL, Reader's Notebook Spanish.)


• Provides extensions and/or more advanced text for students who read well above the grade level text band.

• In the Teacher's Edition, Differentiated Instruction notes for Advanced Readers guide teachers in adapting lessons for students who read above grade level.

(See, e.g., Grade 12 Literature TE, bottom channel, pp. 29, 381, 489, 1129, 1235.)

• Enrichment notes in the Teacher’s Edition provide additional

opportunities for teachers to extend lessons for advanced/gifted students. In addition, each main selection is supported by Enrichment worksheets, which are available online and provide additional challenges for advanced readers and gifted students.

(For Enrichment notes, see, Grade 12 Literature TE, bottom channel, pp. 90, 241, 350, 576, 980, 1290, 1426.)

(For Enrichment worksheets, see, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from The Wife of Bath’s Tale: Worksheets: Enrichment.)

• The Independent Reading section at the end of each unit suggests works

for independent reading. The list covers a range of difficulty levels, including at least one text suggested for advanced readers. The Text Complexity note in the Teacher's Edition guides teachers in matching reader and task to text.

(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, 1118–1119, including Text Complexity notes in bottom channel.)


A unit or longer lesson should: • Include a progression of learning where concepts and skills advance and deepen over time (may be more applicable across the year or several units).

The Literature Student Edition is organized as a chronological survey of British literature. Concepts and skills are logically sequenced, and the structure of the instruction ensures that students will deepen their understanding as they work their way through the material. Essential Questions As noted above, the three Essential Questions proposed by the textbook provide a focus for reading throughout each unit and, ultimately, across the book. As students work on the Essential Questions, their understanding of the significant issues and themes that each comprises will expand and grow deeper. Students work on these Essential Questions from unit beginning to unit end: • the Essential Questions Across Time feature in the unit introduction

surveys the trends and events of the period that relate to each of three Essential Questions. Students revisit the Essential Questions at the end of the unit introduction.

• Students are asked to focus on one of the Essential Questions as they

read each main selection grouping. After reading, they answer a question related to the chosen theme.

• Students respond to one of the Questions in the Assessment Workshop

at the end of the unit. (See, e.g., Grade 12 Literature SE/TE, Unit 1, Essential Questions Across Time, pp. 6–12; Integrate and Evaluate Information, p. 16; Connecting to the Essential Question, p. 18; question 4, p. 31; Assessment Workshop, How does literature shape or reflect society? p. 231.) (continued on next page)


(continued) • Include a progression of learning where concepts and skills advance and deepen over time (may be more applicable across the year or several units).

Text Sets Units are divided into Text Sets, with each Text Set representing a major trend, important theme, significant form, defining movement, or hallmark author of the period covered in the unit. The progression of learning within each unit takes the following forms: • By reading the background information and completing the activities in

the unit introduction, students lay the groundwork for their understanding of the literature of the period, including the major themes or topics around which the unit Text Sets are organized.

(See, e.g., Grade 12 Literature SE/TE, pp. 236–250.) • As students read the works in each Text Set in the unit, their

understanding of the Text Set theme or topic—whether it concerns the conflict between progress and disillusion in Victorian times or the emergence of the novel as a dominant literary form— will grow.

• Students consolidate and extend their understanding of each Text Set

theme or topic in the Text Set Workshop at the end of the unit. (See, e.g., Grade 12 Literature SE/TE, pp. 454a–454b.)

Selection Skills In each main selection grouping, reading and literary analysis skills are introduced and modeled on the Building Knowledge and Insight page, applied in the point‐of‐use side‐column notes, and then followed up with the postreading questions. Selected skills are revisited in later lessons with Spiral Review point‐of‐use side‐column notes, reinforcing the skills throughout the year.

(See, e.g., Grade 12 Literature SE/TE, Unit 3—Close Reading Focus: Conceit, p. 480; Unit 4—Spiral Review: Conceit (side column), p. 735.)


• Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units).

Each unit of the Literature Student Edition is structured to lead students from guided reading with scaffolded skills support to successful independent engagement with the texts, as follows. From Supported Reading to Independent Analysis • As students read the main selections in a unit, the teacher guides

students' reading. Using the instruction on the Building Knowledge and Insight page for the grouping, the teacher introduces skills and concepts in support of students' comprehension and analysis of the text. Then, the teacher guides the students in applying the skills and concepts using the point‐of‐use prompts.

• To gradually remove supports, the teacher may have students complete

the postreading questions independently. To provide more support, the teacher may elect to use the postreading questions to guide class discussion.

• Students may receive further independent practice in applying their

knowledge of the selections by completing the writing activity for the selection.

(See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 38; The Epic and the Legendary Hero, p. 46 (side column); Determine the Main Idea by Paraphrasing, p. 52 (side column); Critical Reading, p. 64; Literary Analysis, p. 65; Writing to Sources, p. 66.) (continued on next page)


(continued) • Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units).

• At the end of each unit, students engage the texts with greater

independence. Building on their readings and the instruction in the unit, but working with minimal support, students complete the assignments in the Text Set Workshop and the performance tasks in the Assessment Workshop. These activities prompt students to revisit texts in the unit. In the first, they consolidate and extend their understanding of each Text Set theme or topic. In the second, they apply concepts and skills required by the CCSS standards to unit readings.

(See, e.g., Grade 12 Literature SE/TE, Text Set Workshop, pp. 454a–454b; Assessment Workshop: Constructed Response, pp. 458–459.)

Independent Reading • At the conclusion of each unit, on the Independent Reading pages,

students are invited to choose a longer work for independent reading. • As needed, support for independent reading is available. Reading

questions to guide students' reading are offered in the Student Edition, and teachers are encouraged to form literature circles for students reading the same work, with guidance available in the Professional Development Guidebook. Teachers may find additional support for selected independent readings online.

(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, including Text Complexity notes, TE pp. 232–233 and Preparing to Read Complex Texts, SE/TE p. 233; www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Novel Resources.) (continued on next page)


(continued) • Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units).

From Background Reading to Independent Research Students also progress toward independence in exploring the historical context for literature. • A variety of features provide students with background information,

including literary history, to further support students in comprehending unit selections. These features include Multiple Perspectives on the Era, Literature in Context, Literary History, and Themes Across Centuries. Students engage and internalize this support by answering the questions or completing the extension activities offered with these features.

(See, e.g., Grade 12 Literature SE/TE, Multiple Perspectives on the Era, pp. 236–250, including questions and extension, p. 250; Literary History, pp. 310–311, including extension, p. 311; Themes Across Centuries, pp. 314–315, including questions, p. 315; Literature in Context, p. 408.)

• Students practice working more independently in the Multiple

Perspectives on the Era feature, which includes questions and activities that require students to conduct their own research.

(See, e.g., Grade 12 Literature SE/TE, Speaking and Listening, p. 250.) • Later in the unit, students work independently to acquire historical

information when they complete the Research Task assignment in the Research Project: Primary Source feature for the unit.

(See, e.g., Grade 12 Literature SE/TE, Research Task, p. 213.)


• Provide for authentic learning, application of literacy skills, student‐directed inquiry, analysis, evaluation and/or reflection.

Opportunities for authentic learning and student‐directed work are found in features throughout the program. • In a variety of activities accompanying main selection groupings, as well

as in unit‐level features workshops, students direct themselves as they work toward authentic goals, such as composing a job application, sharing information in a forum for discussion, persuading others in a debate, and so on.

(See, e.g., Grade 12 Literature SE/TE, Speaking and Listening: Panel Discussion, p. 16; Writing to Sources [job application], p. 66; Speaking and Listening Workshop: Deliver a Persuasive Speech, p. 450–451; Research Task [debate], p. 909; Speaking and Listening: Book Talk, p. 1136.)

• Students receive guidance and practice in formulating research questions

in the Conducting Research section of the Introductory Unit. They generate questions or choose topics and sources for research in other research activities in the program, such as the Writing Workshop: Historical Investigation Report and the Research Task in the Research Project: Primary Sources feature in each unit.

(See, e.g., Grade 12 Literature SE/TE, Conducting Research, SE pp. lxxii–lxxvii, TE pp. CC 102–CC 107, including Research Topics and Questions, SE p. lxxii, TE p. CC 102 and Practice, SE p. lxxvii and TE p. CC 107; Research Task [research report], p. 213; Writing Workshop: Historical Investigation Report, pp. 1096–1107, including Choosing Your Topic, p. 1097.)



(continued) • Provide for authentic learning, application of literacy skills, student‐directed inquiry, analysis, evaluation and/or reflection.

• Students use literacy skills, including skills in finding, understanding, and

synthesizing information, with the features listed in the previous bullet as well as with others throughout the program.

(See, e.g., Grade 12 Literature SE/TE, Speaking and Listening: “Welcome Talk”, p. 250; Writing to Sources [essay], p. 1453; Speaking and Listening: Research [annotated bibliography], p. 1461.)

• The Text Set Workshops at the end of each unit provide additional

research, writing, and discussion activities that facilitate student‐directed inquiry, analysis, evaluation, and reflection. Students synthesize and reflect on the results of their reading and research, making and supporting their own claims and conclusions about each Text Set theme or topic.

(See, e.g., Grade 12 Literature SE/TE, pp. 454a–454b, 932a–932b, 1480a–1480b.)


• Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules and all aspects of foundational reading for grades 3‐5.

Pearson Literature is a fully integrated program, with reading, writing, conventions, speaking and listening, literary analysis, and word analysis skills instruction appearing in connection with selections or in workshops throughout the book. • Every main selection grouping is preceded by a Building Knowledge and

Insight page on which students are taught reading skills and literary concepts that will enrich their ability to close read a text. Skills support continues throughout the selection(s) with point‐of‐use skills prompts. The postreading Critical Reading and Literary Analysis skills‐based questions provide opportunities for students to affirm and extend their mastery.

(See, e.g., Grade 12 Literature SE/TE, Close Reading Focus, p. 818; Comparing and Contrasting Sound Devices/Poetic Sound Devices (side column), p. 841; Critical Reading questions, pp. 845, 849; Literary Analysis questions, p. 850.)

• Conventions and Style lessons appear with designated main selection

groupings and on select Writer's Toolbox pages in the Writing Workshops. Additional integration of grammar and conventions instruction appears in the Editing and Proofreading section at the end of each Writing Workshop, including a Spiral Review: Conventions note asking students to apply skill(s) taught earlier in the unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 67, 221, 419, 503, 701, 927, 1009, 1085, 1151, 1473.)

• Writing to Sources assignments with instruction in specific writing

strategies appear with all main selection groupings. These assignments are connect to the selections, extending or enriching students' understanding, and may help students apply skills and concepts taught with the selection(s).

(See, e.g., Grade 12 Literature SE/TE, Writing to Sources, p. 418.) (continued on next page)


(continued) • Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules and all aspects of foundational reading for grades 3‐5.

• Additional integrated writing activities appear in two end‐of‐unit

features, the Text Set Workshop and the Constructed Response section of the Assessment Workshop, in which students write about their readings in the unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b, 230–231.)

• The Writing Workshop in each unit provides in‐depth instruction on writing processes and writing strategies.

(See, e.g., Grade 12 Literature SE/TE, pp. 442–449, 920–927.)

• Speaking and listening assignments connected with selections appear at the end of each unit in the Text Set Workshop and the Constructed Response section of the Assessment Workshop. The Teacher's Edition side notes for Constructed Response provide additional instruction on the rules of discussion and oral response.

(See, e.g., Grade 12 Literature SE/TE, Text Set Workshop: Listening and Speaking, p. 226b; Constructed Response: Speaking and Listening, p. 231.)

• Speaking and listening or collaborative opportunities appear as well in the Multiple Perspectives on the Era unit introduction and with the Literary History.

(See, e.g., Grade 12 Literature SE/TE, Multiple Perspectives on the Era, Speaking and Listening, pp. 477, 478; Literary History, Speaking and Listening, p. 517.)

• The Speaking and Listening workshop in each unit gives speaking and listening strategies extended coverage.

(See, e.g., Grade 12 Literature SE/TE, pp. 450–451, 1476–1477.) (continued on next page)


(continued) • Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules and all aspects of foundational reading for grades 3‐5.

(continued) • Vocabulary Acquisition and Use features practicing selection vocabulary

appears with every main selection grouping. Word analysis instruction related to the selection vocabulary appears with most of the groupings. In addition, academic vocabulary is reinforced in one Critical Reading question in each grouping. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit.

(See, e.g., Grade 12 Literature SE/TE, Critical Reading, question 6, p. 64; Vocabulary Acquisition and Use, p. 66; Language Study, pp. 224–225.)


• Indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units).

Independent reading is a core part of the structure of the Literature program. • At the end of each unit, the Independent Reading pages recommend a

variety of texts for independent reading. The titles provided include both literature and informational texts and cover a range in difficulty levels and interests. The Preparing to Read Complex Texts section of the Independent Reading feature provides students with questions to guide their independent reading and analysis.

(See, e.g., Grade 12 Literature SE, pp. 460–461, 1118–1119.) • In the Teacher's Edition, on the Independent Reading pages, the Text

Complexity Rubric for the suggested readings guides teachers in helping students choose works, as well as in assigning students appropriate types of tasks for reading. Step‐by‐step notes in the Teacher's Edition for the Independent Reading pages help teachers prepare students to read independently.

(See, e.g., Grade 12 Literature TE, pp. 460–461, 1118–1119, including Text Complexity Rubric (bottom channel) and Preparing to Read Complex Texts, pp. 461, 1119 (TE, side column).)

• Support for conducting literature circles for the works students select

appears in the Professional Development Guidebook, along with Alternative Assessment Material suitable to independent reading assignments. Additional support for selected independent readings also appears online.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189.) (For additional support for selected readings, see www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Novel Resources.)


• Use technology and media to deepen learning and draw attention to evidence and texts as appropriate.

Pearson Literature incorporates technology in a meaningful way that contributes to students' comprehension of the concepts and selections. Digital and online resources are clearly called out in the Teacher's Edition on the Time and Resource Manager pages before each selection or selection grouping.

(See, e.g., Grade 12 Literature TE, pp. 360b, 1218b.) Technology offered with the program includes the following: www.pearsonrealize.com: Tools: ACTIVe‐book In the ACTIVe‐book, the Close Reading Tool lets students read one selection in each part interactively, highlighting text and adding notes, while teachers can review their work. The Close Reading Tool may also be projected and used in a whole‐class whiteboard activity. www.pearsonrealize.com: Teacher Resources: Media and Interactive Whiteboard Activities • The Essential Question and the Background videos, available online in

English and Spanish, are designed provoke thought on core ideas or provide background on key selections.

• Grammar Tutorials provide reinforcement of key conventions concepts. • Interactive Writing Whiteboard Activities model reading and writing

strategies and allow students to practice close reading skills with interactive highlighting and comment tools.

• In the Writers at Work video segments, noteworthy authors and scholars

provide insights into literature and the writing process. (continued on next page)


(continued) • Use technology and media to deepen learning and draw attention to evidence and texts as appropriate.

Audio CDs Hear It! audio CDs contain readings of selections, which are designed to motivate readers and facilitate fluency practice and comprehension. Opportunities for Use of Technology Opportunities for students to engage with other technology and media, including opportunities to use the Internet for research, to use publishing or posting software, or to analyze media products such as movies or TV episodes, appear throughout the program.

(See, e.g., Grade 12 Literature SE/TE, Text Set Workshop: Part 3, p. 226b; Writing Workshop, pp. 920–927; Speaking and Listening Workshop, pp. 928–929; Speaking and Listening: Multimedia Presentation, p. 956; Writing Workshop: Gathering Details, p. 1097; Speaking and Listening Workshop, pp. 1108–1109; Speaking and Listening Workshop, pp. 1476–1477; Text Set Workshop: Part 3, p. 1480b.)


IV. Assessment The lesson/unit regularly assesses whether students are mastering standards‐based content and skills: • Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade‐level CCSS standards with appropriately complex text(s).

Students' mastery of the standards is assessed at several defined points in the school year as well as within each lesson to ensure that teachers have opportunities to reteach or provide remediation. • For each unit, one to three Benchmark Tests (depending on the length of

the unit) assess student mastery of the target standards, skills, and concepts taught in the unit. Each item on the tests is correlated to the relevant standards in an Interpretation Guide. Items on reading skills and literary concepts are typically text‐based. Each test includes multipart selected response questions and a performance task in which students independently synthesize information from two source texts.

• The Mid‐Year Summative Test assesses student mastery of target

standards, skills, and concepts taught in the first three units. (The Beginning‐of‐Year Test: Skills can be used to set a baseline for this test.)

• The End‐of‐Year Summative Test assesses student mastery of target

standards, skills, and concepts taught across the book. • Additional program formal assessments include the Selection Tests

(comprehension, interpretation, and skills mastery) and Open‐Book Tests (interpretation and performance‐based assessment).

(The program formal assessments are available online at www.pearsonrealize.com in both PDF and interactive HTML format, as well as on CD‐ROM as ExamView banks. For online interactive versions, navigate the Literature Grade 12 program by the table of contents. PDFs are available under Teacher Resources: Workbooks and Resources: Grade‐ and Unit‐Level Assessments and Selection Worksheets and Assessments.) (continued on next page)


(continued) • Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade‐level CCSS standards with appropriately complex text(s).

• Each unit of the Student Edition concludes with two unit

review/assessment practice features: the Text Set Workshop and the Assessment Workshop. Each is correlated to the Common Core and requires students to complete independently items and activities, including performance tasks, to demonstrate mastery.

(See, e.g., Grade 12, Literature SE/TE, pp. 226a–226b; 226–231; 454a–454b; 454–459.)

• Progress monitoring opportunities appear frequently at point of use

throughout the Student Edition in the form of selection side‐column prompts and end‐of‐selection questions. Additional Monitor Progress notes with Reteach suggestions appear in the Teacher's Edition at point of use.

(See, e.g., Grade 12, Literature SE/TE, p. 23 (side column); Critical Reading, 25; Literary Analysis, p. 32; Monitor Progress, TE, pp. 28, 48, 58, 102.)


• Assesses student proficiency using methods that are unbiased and accessible to all students.

Assessment of student proficiency takes a variety of forms in the program, addresses different types of knowledge and levels of thinking, and is accessible to diverse learners. In addition to the program’s formal assessments, mastery may be assessed through projects, presentations, written assignments, and discussion activities that accompany selections or appear in workshops. All activities and assignments are correlated to the Common Core State Standards. Formal Assessment Formal assessment includes a variety of formats: selected response items, multipart selected response items, short written response items, and extended constructed responses in response to topical prompts. Items are unbiased; they are carefully vetted to ensure that undue calls on students' prior knowledge or cultural background are minimized. Students may complete assessments in the program, including Benchmark Tests, Selection Tests, Open‐Book Tests, the Reading‐Readiness Diagnostic and Vocabulary in Context tests, and Beginning‐of‐Year, Mid‐Year, and End‐of‐Year tests, on paper, online in an interactive HTML format, or using ExamView software. (The program formal assessments are available online at www.pearsonrealize.com in both PDF and interactive HTML format, as well as on CD‐ROM as ExamView banks.) Projects and Presentations End‐of‐selection activities call on students to apply their knowledge of the selections, as well as skills in various domains, including writing and research. (See, e.g., Grade 12, Literature SE/TE, Writing to Sources, pp. 32, 66, 89, 121; Timed Writing, pp. 75, 166; Research Task, pp. 213, 291.) (continued on next page)


(continued) • Assesses student proficiency using methods that are unbiased and accessible to all students.

Additional Progress Monitoring • Progress monitoring opportunities appear frequently at point of use

throughout the Student Edition in the form of selection side‐column prompts and end‐of‐selection questions.

(See, e.g., Grade 12, Literature TE, pp. 23 (side column); Critical Reading, p. 25; Literary Analysis, p. 32.)

• In the Teacher's Edition, Monitor Progress notes help teachers monitor student progress in mastering skills as they read. Reteach notes provide reteaching suggestions as well.

(See, e.g., Grade 12, Literature TE, pp. 28, 48, 58, 102.)

Alternative Assessment Alternative assessment materials are available in the Professional Development Guidebook. (See www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 173–218.)


• Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance.

• Rubrics for students' writing on formal assessments are found online at www.pearsonrealize.com. Additional writing rubrics along with rubrics for speaking and listening are offered in the Professional Development Guidebook.

(See www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Writing Rubrics and www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook.)

• In the Student Edition, each Writing Workshop includes a rubric tailored

to the assignment. (See, e.g., Grade 12, Literature SE/TE, pp. 221.)

• All formal assessments are accompanied by answer keys in a suitable

format: as a PDF, as ExamView metadata, and, for online deliverables, in the form of automatic scoring. In addition, Interpretation Guides for Benchmark Tests and the Beginning‐of‐Year and Mid‐Year Summative tests correlate test items to reteaching and remediation materials. Remediation worksheets are automatically assigned online when a student’s scores for a given skill fall below the cut score.

(The program formal assessments are available online at www.pearsonrealize.com in both PDF and interactive HTML format, as well as on CD‐ROM as ExamView banks.)

• Progress monitoring opportunities appear frequently at point of use

throughout the Student Edition in the form of side‐column prompts for selections and end‐of‐selection questions. In each case, sample answers or guidelines for evaluating answers are provided in the Teacher's Edition to help teachers evaluate student performance. Additional Monitor Progress notes with Reteach suggestions appear in the Teacher's Edition at point of use.

(See, e.g., Grade 12, Literature SE/TE, p. 23 (side column); Critical Reading, 25; Literary Analysis, p. 32; Monitor Progress, TE, pp. 28, 48, 58, 102.)


A unit or longer lesson should: • Use varied modes of assessment, including a range of pre‐, formative, summative and self‐assessment measures.

Literature assessment is systematic, comprehensive, and flexible. It falls into a variety of modes, as follows. Preassessment Preassessment includes the Beginning‐of‐Year Test as well as the Reading‐Readiness Diagnostic. Teachers can preassess students' reading readiness at the beginning of each unit after Unit 1 by administering the appropriate Vocabulary in Context test. (The program formal assessments are available online at www.pearsonrealize.com in both PDF and interactive HTML format, as well as on CD‐ROM as ExamView banks.) Formative Assessment and Progress Monitoring • For each selection, progress monitoring opportunities include

‐ Comprehension prompts found at frequent intervals. ‐ discussion questions with step‐by‐step teaching guidance in the

Teacher's Edition. ‐ Monitor Progress and Reteach notes in the Teacher's Edition. ‐ postreading questions for selections, including questions on target

skills. ‐ a Selection Test, focusing on comprehension, interpretation, and

skills mastery. ‐ an Open‐Book Test, focusing on interpretation and performance.

(For examples of prompts and questions, see, e.g., Grade 12, Literature SE/TE, pp. 23, 25, 32; 260, 261; 591, 595, 596; TE, Monitor Progress, 28, 48, 58, 102. Selection Tests and Open‐Book Tests are available online at www.pearsonrealize.com.)

• One to three Benchmark Tests per unit assess students' mastery of target

skills, concepts, and standards in each section of the unit and can be used as formative assessments to help shape instruction.



(continued) • Use varied modes of assessment, including a range of pre‐, formative, summative and self‐assessment measures.

• A unit assessment practice is embedded in each Student Edition unit:

Assessment Workshop. The results of this assessment can be used to evaluate student progress and target skills for remediation.

(See, e.g., Grade 12, Literature SE/TE, pp. 226–231; 454–459.) Summative Assessment At the mid‐point and end of the year, students take summative assessments: the Mid‐Year Summative Test and the End‐of‐Year Summative Test. The Beginning‐of‐Year Test can be used to set a baseline for these tests. (The program formal assessments are available online at www.pearsonrealize.com in both PDF and interactive HTML format, as well as on CD‐ROM as ExamView banks.) Self‐Assessment • Teachers may assign students the automatically scored Selection Tests

online for self‐assessment. • Additional self‐assessment materials appear online in the Professional

Development Guidebook, Alternative Assessment Materials section. (See www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 173–218.)

• In the Student Edition, each Writing Workshop and Text Set Workshop, along with selected Speaking and Listening workshops, includes a rubric or set of criteria that students may use for self‐ or peer‐assessment.

(See, e.g., Grade 12, Literature SE/TE, pp. 221, 223, 226a.)

pearson literature equip rubric grade 12 · the essential questions across time feature establishes...

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