Grade 10 Novels and Lexiles

Achebe Things Fall Apart 890 10th

Adan The Cardboard House 1050 10th

Adlar Aristotle for Everybody 10th

Alvarez Before We Were Free 890 10th

Alvarez How the Garcia Girls Lost Their Accents 950 10th

Alvarez Yo! 10th

Angelou I Know Why the Caged Bird Sings 1070 10th

Arana American Chica 10th

Arnett Avalon 730 10th

Beavan No Impact Man 10th

Bick Ashes 10th

Bissinger Friday Night Lights 1260 10th

Buchan The Thirty-Nine Steps 1000 10th

Camus The Stranger 880 10th

Carlson Cool Salsa: Bilingual Poems on Growing Up Latino in the NP 10th

Casella Thin Space 570 10th

Chopin The Awakening 956 10th

Colton Counting Coup 960 10th

Danticat Breath, Eyes, Memory 10th

Davis We Beat the Street: How a Friendship Led to Success 860 10th

de la Pena The Living 700 10th

Dickens David Copperfield 1070 10th

Duckett I Never Had It Made: The Autobiography of Jackie Robin 1130 10th

Dumas The Count of Monte Cristo 930 10th

Eliot Silas Marner 1330 10th

Flagg Fried Green Tomatoes at the Whistle Stop Café 1000 10th

Flake Pinned 460 10th

Follett Pillars of the Earth 10th

Forster A Room with a View 920 10th

Giles Fake ID 640 10th

Griffin The Orange Houses 10th

Griffin Burning Blue 660 10th

Guterson Snow Falling on Cedars 1080 10th

Hamilton Mythology 1040 10th

Haskins James Van Der Zee: The Picture Talkin' Man 1070 10th

Haskins Lena Horne 10th

Hilton Lost Horizon 1060 10th

Houston Farewell to Manzanar 1040 10th

Hunter Lou in the Limelight 10th

Ibsen A Doll's House NP 10th

Jackson If I Lie 10th

Jimenez Reaching Out 10th

Joyce Dubliners 900 10th

Kincaid Autobiography of My Mother 1160 10th

King Please Ignore Vera Dietz 830 10th

Knowles A Separate Peace 1110 10th

Kwok Girl in Translation 10th

Lister Legend of King Arthur 10th

Llewelyn How Green Was My Valley 1090 10th

Machiavelli The Prince 1510 10th

Marriott Shadows on the Moon 800 10th

Mason In Country 730 10th

Matson NIL 570 10th

McDonald Harlem Hustle 840 10th

Mohr Growing Up Inside the Sanctuary of My Imagination 10th

Moliere Tartuffee 10th

Nelson Fortune's Bones: The Manumission Requiem NP 10th

Nelson The Freedom Business 10th

Nelson A Wreath for Emmett Till NP 10th

Nolan Born Blue 920 10th

Odell The Healing: A Novel 850 10th

Orwell 1984 1090 10th

Orwell Animal Farm 1170 10th

Patterson Coretta Scott King 10th

Pratt Barefoot Mailman 10th

Revis Across the Universe 10th

Rodriguez The Pregnancy Project 970 10th

Rollins Black Troubador: Langston Hughes 10th

Rose Twelve Angry Men 10th

Rostand Cyrano De Bergerac NP 10th

Roy The God of Small Things 840 10th

Shakespeare A Midsummer Night's Dream NP 10th

Shakespeare Macbeth NP 10th

Shakespeare Othello NP 10th

Shakespeare The Tempest NP 10th

Shaw Breaking Beautiful 10th

Shaw Pygmaliion NP 10th

Shephard The Meaning of Matthew 10th

Silko Ceremony 10th

Skloot The Immortal Life of Henrietta Lacks 10th

Smith The Statistical Probability of Love at First Sight 1060 10th

Sophocles Antigone 1090 10th

Stein The Art of Racing in the Rain 10th

Stewart The Crystal Cave 960 10th

Stockett The Help 730 10th

Stowe Uncle Tom's Cabin 1050 10th

Tan The Joy Luck Club 930 10th

Tolkien The Return of the King 920 10th

Vaughn Steel 800 10th

Walls The Glass Castle 1010 10th

Walton Cracked 10th

Watson The Double Helix 10th

White The Once and Future King 1080 10th

Wilson Fences 10th

Williams The Glass Menagerie NP 10th

Williams Waiting 10th

Witners In the Shadow of Blackbirds 800 10th

Woodson Beneath a Meth Moon 730 10th

Wright Black Boy 950 10th

Yancey The 5th Wave 690 10th

Young The Program 660 10th

Zarr Story of a Girl 760 10th

Zusak The Book Thief 730 10th

THAT is a big question.

There are LOTS of places to learn literary terms, besides just in the classroom. Two of the BEST are Literarydevices.net and Americanrhetoric.com

Reading Standards for Literature at a Glance

Cluster 1: Key Ideas and Details

LAFS.910.RL.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCL2)

LAFS.910.RL.1.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCL3)

LAFS.910.RL.1.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CCL3)

Cluster 2: Craft and Structure

LAFS.910.RL.2.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCL3)

LAFS.910.RL.2.5

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (CCL3)

LAFS.910.RL.2.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CCL3)

Cluster 3: Integration of Knowledge and Ideas

LAFS.910.RL.3.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (CCL3)

LAFS.910.RL.3.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CCL3)

Cluster 4: Range of Reading and Level of Text Complexity

LAFS.910.RL.4.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. (CCL2)

Strand: Reading Standards for Informational Text

Cluster 1: Key Ideas and Details

LAFS.910.RI.1.1:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCL2)

LAFS.910.RI.1.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCL2)

LAFS.910.RI.1.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (CCL3)

Cluster 2: Craft and Structure

LAFS.910.RI.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (CCL3)

LAFS.910.RI.2.5

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (CCL3)

LAFS.910.RI.2.6

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCL3)

Cluster 3: Integration of Knowledge and Ideas

LAFS.910.RI.3.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CCL2)

LAFS.910.RI.3.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCL3)

LAFS.910.RI.3.9

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. (CCL2)

Cluster 4: Range of Reading and Level of Text Complexity

LAFS.910.RI.4.10

By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. (CCL2)

Strand: Writing Standards

Cluster 1: Text Types and Purposes

LAFS.910.W.1.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCL4)

1. 
   Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

2. 
   Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

3. 
   Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

4. 
   Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

5. 
   Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.910.W.1.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCL4)

1. 
   Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

2. 
   Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

3. 
   Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

4. 
   Use precise language and domain-specific vocabulary to manage the complexity of the topic.

5. 
   Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

6. 
   Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LAFS.910.W.1.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCL3)

1. 
   Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

2. 
   Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

3. 
   Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

4. 
   Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

5. 
   Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Cluster 2: Production and Distribution of Writing

LAFS.910.W.2.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (CCL3)

LAFS.910.W.2.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCL3)

LAFS.910.W.2.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CCL3)

Cluster 3: Research to Build and Present Knowledge

LAFS.910.W.3.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCL4)

LAFS.910.W.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCL4)

LAFS.910.W.3.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCL3)

1. 
   Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

2. 
   Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Cluster 4: Range of Writing

LAFS.910.W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (CCL3)

Strand: Standards for Speaking and Listening

Cluster 1: Comprehension and Collaboration

LAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCL3)

1. 
   Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

2. 
   Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

3. 
   Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

4. 
   Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

LAFS.910.SL.1.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCL3)

LAFS.910.SL.1.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCL3)

Cluster 2: Presentation of Knowledge and Ideas

LAFS.910.SL.2.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCL3)

LAFS.910.SL.2.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCL3)

LAFS.910.SL.2.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCL2)

Strand: Language Standards

Cluster 1: Conventions of Standard English

LAFS.910.L.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCL3)

1. 
   Use parallel structure.

2. 
   Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

LAFS.910.L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCL2)

1. 
   Use a semicolon, with or without a conjunctive adverb, to link two or more closely related independent clauses.

2. 
   Use a colon to introduce a list or quotation.

3. 
   Spell correctly.

Cluster 2: Knowledge of Language

LAFS.910.L.2.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCL3)

1. 
   Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Cluster 3: Vocabulary Acquisition and Use

LAFS.910.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (CCL2)

1. 
   Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

2. 
   Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

3. 
   Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

4. 
   Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.910.L.3.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCL3)

1. 
   Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

2. 
   Analyze nuances in the meaning of words with similar denotations.

LAFS.910.L.3.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCL2)