Find out a little bit about what is being read at the Tenth Grade level at MSAD 71!
Look for links to author pages!
Core Titles (will be covered)
Catcher in the Rye
Author
Salinger, J.D.
Fiction/ Classic
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
790
The Kite Runner
Author
Fiction
Curriculum Area
English
Maine Learning Results
ELA/Process of Reading: A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how cultural context of a literary work is evident in the text. ELA/Literature and Culture: B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using texts that are complex in terms of character, plot, theme, structure, and dialogue and sophisticated in style, point of view, and use of literary devices. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. ELA/Language and Images: C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated.
Lexile
840
Macbeth
Author
Shakespeare, William
A Northern Light
Author
Fiction
Extended Titles (Reserved for grade level)
Adventures of Huckleberry Finn, The
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
990
American Tragedy
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1240
Anthem
Author
Genre
Fiction
Billy Budd
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1450
Black Like Me
Author
Griffin, John Howard
Drama
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
NP
Color Purple, The
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
670
Ethan Frome
Author
Fiction/ Classic
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1160
Farewell to Arms, A
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
730
Great Gatsby, The
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1070
House of Seven Gables, The
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
I Know Why the Caged Bird Sings
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1070
Inherit the Wind
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
850
Life of Pi
Author
Martel, Yann
Fiction
Lexile
830
McTeague
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
890
My Antonia
Curriculum Area
English
Our Town
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
NP
Red Badge of Courage
Curriculum Area
English
Maine Learning Results
River Runs Through It, A
Scarlet Letter
Curriculum Area
Maine Learning Results
Sea Wolf
Fiction
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1020
Uncle Tom’s Cabin
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1050
Walden
Author
Thoreau, Henry David
When Legends Die
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
850
Winesburg, Ohio
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
1050