Pearson Common Core Literature Georgia Edition Grade 10, 2015

A Correlation of Pearson Common Core Literature Georgia Edition Grade 10, 2015 To the English Language Arts Common Core Georgia Performance s Course Number 23.06200 Grade 10

Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number ELACC9-10RL1 ELACC9-10RL2 ELACC9-10RL3 ELACC9-10RL4 ELACC9-10RL5 ELACC9-10RL6 Reading Literary (RL) Grades Nine/Ten Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of 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. 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. Craft and Structure 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.) 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. 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. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 4 6, 15, 22 23, 35, 38 39, 49, 52 53, 61, 64 65, 75, 126 127, 302, 346 347, 353, 360 361, 375, 378 381, 389, 392 393, 401, 453, 454, 468, 478, 518, 529, 544 545, 567, 568 569, 591, 592 593, 617, 618 619, 637, 638 639, 655, 705, 745, 758, 772, 785, 820, 825, 839, 908 SE/TE: lii liii, 4 6, 15, 52 53, 61, 106, 107, 126 127, 302, 346 347, 353, 392 393, 401, 404 405, 413, 417, 425, 442, 452, 468, 478, 518, 529, 568 569, 591, 682, 683, 705, 744, 758, 772, 785, 789 790, 843, 859, 876, 908 SE/TE: 4 6, 15, 18 21, 64 65, 75, 106, 107, 126 127, 302, 468, 478, 518, 529, 534 535, 544 545, 567, 592 593, 617, 638 639, 655, 661, 665, 682, 683, 705, 772, 785, 877, 895, 908 SE/TE: 4 6, 38, 106, 126, 302, 346 347, 356 358, 360 361, 392 393, 401, 404 405, 413, 438, 442, 443, 452, 468, 592 593, 682, 704, 744, 758, 908 SE/TE: 4 6, 21, 22 23, 35, 79, 89, 106, 107, 126 127, 346 347, 353, 378 381, 389, 438, 443, 468, 518, 544 545, 568 569, 591, 617, 618 619, 637, 683, 705, 726, 758, 843, 876, 877 SE/TE: 442, 705, 727, 744, 789 790, 792, 801, 804 805, 817, 820, 825, 828, 839, 876, 895, 908 May 28, 2013 Page 2

Correlation to the English Language Arts Common Core Georgia Performance s Integration of Knowledge and Ideas ELACC9-10RL7 Analyze the representation of a subject or a key SE/TE: 251, 263, 638 639, 655, 795, 798, 827, 945 scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée de Beaux Arts and Breughel s Landscape with the Fall of Icarus). ELACC9-10RL8 (Not applicable to literature) Not applicable according to the Common Core Georgia Performance s. ELACC9-10RL9 Analyze how an author draws on and transforms SE/TE: 377, 438, 452, 453, 704, 726, 894 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). Range of Reading and Level of Text Complexity ELACC9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in SE/TE: liv lix, 180 181, 340 341, 512 513, 544 545, 766 767, 950 951 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, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. May 28, 2013 Page 3

Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Reading Informational (RI) Grades Nine/Ten Key Ideas and Details ELACC9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RI2 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. ELACC9-10RI3 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. Craft and Structure ELACC9-10RI4 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). ELACC9-10RI5 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). ELACC9-10RI6 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. Integration of Knowledge and Ideas ELACC9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person s life story in print and multimedia), determining which details are emphasized in each account. ELACC9-10RI8 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. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 140, 148, 156, 166, 172, 186, 199, 206 207, 217, 240 241, 247, 277, 278, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 785, 930, 936 SE/TE: lii liii, 140, 148, 156, 166, 172, 186, 199, 206 207, 217, 277, 281, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 930, 936 SE/TE: 148, 166, 186, 199, 202 205, 220 221, 229, 240 241, 247, 278, 237, 280, 288, 289, 326, 494, 504, 930, 936 SE/TE: 140, 148, 156, 166, 172, 186, 205, 251, 263, 277, 278, 281, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 936 SE/TE: 140, 148, 156, 166, 172, 204 205, 206 207, 217, 240 241, 247, 278, 280, 288, 289, 311, 318, 488, 494, 504, 738, 754, 930, 936 SE/TE: lxii lxiii, 172, 186, 199, 220 221, 229, 232 233, 237, 277, 280, 281, 288, 289, 311, 326, 494, 738, 936 SE/TE: 668 669, 945 SE/TE: lxii lxiii, 166, 167, 232 233, 237, 280, 930 May 28, 2013 Page 4

Correlation to the English Language Arts Common Core Georgia Performance s ELACC9-10RI9 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. Range of Reading and Level of Text Complexity ELACC9-10RI10 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 in the grades 9-10 text complexity band independently and proficiently. SE/TE: liv lix SE/TE: liv lix, 180 181, 340 341, 512 513, 766 767, 950 951 May 28, 2013 Page 5

Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grade Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number ELACC9-10W1 ELACC9-10W2 Writing (W) Grades Nine/Ten Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: lxiv lxv, 51, 94 101, 167, 173, 178 179, 239, 266 267, 268 275, 290, 338 339, 403, 469, 505, 529, 657, 745, 761, 764 765, 931, 937 SE/TE: lxiv lxv, 94 95, 96, 178 179, 268, 270, 290, 338, 339, 764 765 SE/TE: lxiv lxv, 94 95, 96, 173, 178 179, 270, 290, 338, 339, 469, 657, 764 765 SE/TE: 94, 96, 98, 167, 178 179, 270 271, 290, 339, 764 765 SE/TE: 94, 98, 173, 179, 271, 273, 290, 339, 764 765 SE/TE: lxiv lxv, 94, 96, 173, 179, 270, 290, 339, 657, 764 765 Write informative/explanatory texts to examine and SE/TE: lii liii, lxvi lxxix, 63, 89, 128, 141, 157, 199, 263, convey complex ideas, concepts, and information 303, 319, 327, 335, 353, 415, 425, 430 437, 442, 455, 479, clearly and accurately through the effective selection, 507, 510 511, 665, 728, 739, 755, 759, 785, 819, 827, 859, 864 871, 896, 908, 948 949 organization, and analysis of content. a. 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. b. 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. SE/TE: 63, 263, 425, 431, 432, 455, 510 511, 728, 865, 896, 948 949 SE/TE: 63, 89, 415, 425, 433, 455, 510 511, 728, 819, 827, 865, 896, 948 949 May 28, 2013 Page 6

ELACC9-10W3 ELACC9-10W4 ELACC9-10W5 ELACC9-10W6 Correlation to the English Language Arts Common Core Georgia Performance s c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. 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). Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. a. 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. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing 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 s 1 3 above.) 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. (Editing for conventions should demonstrate command of Language s 1 3 up to and including grades 9 10.) 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. SE/TE: 63, 128, 157, 415, 433, 510 511, 729, 859, 896, 948 949 SE/TE: 141, 157, 432, 510 511, 728, 868, 896, 948 949 SE/TE: 157, 219, 433, 434, 510 511, 728, 896, 948 949 SE/TE: 63, 303, 415, 510 511, 728, 948 949 SE/TE: 37, 77, 103, 149, 175, 177, 231, 311, 327, 337, 454, 489, 495, 509, 670 677, 679, 733, 763, 803, 923, 943, 945, 947 SE/TE: 77, 177, 337, 509, 670, 671, 672, 673, 763, 803, 947 SE/TE: 37, 77, 177, 337, 509, 671, 672, 763, 803, 841, 947 SE/TE: 37, 177, 337, 509, 670, 763, 947 SE/TE: 77, 177, 231, 311, 337, 509, 670, 671, 763, 947 SE/TE: 149, 231, 311, 327, 337, 509, 670, 672, 674, 763, 947 SE/TE: 51, 128, 141, 173, 177, 290, 303, 319, 377, 391, 415, 442, 469, 489, 495, 657, 659, 728, 733, 908, 931, 937 SE/TE: lxvi lxxix, 94 101, 128, 177, 178 179, 268 275, 290, 338 339, 430 437, 670 677, 728, 864 871, 948 949 SE/TE: 274, 403, 415, 455, 495, 659, 819 May 28, 2013 Page 7

ELACC9-10W7 ELACC9-10W8 ELACC9-10W9 Correlation to the English Language Arts Common Core Georgia Performance s Research to Build and Present Knowledge Conduct short as well as more sustained research projects to answer a question (including a selfgenerate 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. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading s 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] ). b. Apply grades 9 10 Reading s 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 ). Range of Writing ELACC9-10W10 ELACCL9-10W10: 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. SE/TE: lxvi lxxix, 107, 129, 141, 149, 157, 173, 175, 190, 249, 268, 281, 291, 303, 311, 319, 327, 335, 348, 353, 415, 430, 443, 455, 469, 489, 495, 505, 507, 529, 659, 683, 729, 733, 745, 755, 785, 841, 877, 908, 923 SE/TE: lxvi lxxix, 7, 15, 77, 107, 129, 157, 190, 281, 291, 335, 353, 430, 455, 469, 489, 495, 659, 683, 729, 785, 841, 923 SE/TE: lxx, 7, 15, 96, 141, 149, 173, 303, 311, 319, 327, 338 339, 403, 479, 489, 505, 510 511, 755, 897, 931, 937 SE/TE: 15, 106, 107, 128, 157, 303, 377, 403, 443, 455, 479, 529, 682, 683, 729, 876, 877, 908 SE/TE: 280, 281, 931, 937 SE/TE: 7, 15, 128, 141, 149, 157, 173 May 28, 2013 Page 8

Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Speaking and Listening (SL) Grades Nine/Ten Comprehension and Collaboration ELACC9-10SL1 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. a. 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. b. 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. c. 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. d. 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. ELACC9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELACC9-10SL3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 2, 7, 15, 50, 92 93, 105, 128, 157, 167, 173, 176, 184, 190, 199, 279, 290, 303, 311, 319, 327, 336, 345, 348, 353, 391, 454, 469, 495, 505, 508, 516, 659, 683, 728, 733, 739, 745, 755, 762, 770, 819, 908, 923, 931, 937, 945, 946 SE/TE: 37, 176, 336, 508, 946 SE/TE: 37, 92 93, 176, 336, 508, 946 SE/TE: 63, 176, 336, 443, 508, 659, 770, 946 SE/TE: 63, 107, 176, 336, 508, 659, 770, 946 SE/TE: 862 863, 923 SE/TE: 239, 266 267, 290, 336, 428 429, 495, 508, 668 669, 754, 946 May 28, 2013 Page 9

Correlation to the English Language Arts Common Core Georgia Performance s Presentation of Knowledge and Ideas ELACC9-10SL4 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. ELACC9-10SL5 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. ELACC9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language s 1 and 3 for specific expectations.) SE/TE: 92 93, 107, 129, 141, 176, 219, 231, 266 267, 281, 290, 291, 303, 311, 336, 455, 495, 508, 659, 668 669, 683, 733, 745, 759, 762, 877, 908, 931, 946 SE/TE: 266 267, 291, 455, 659, 862 863, 923 SE/TE: 51, 92 93, 129, 141, 157, 173, 176, 336, 443, 508, 683, 745, 755, 762, 803, 946 May 28, 2013 Page 10

Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number ELACC9-10L1 ELACC9-10L2 ELACC9-10L3 Language (L) Grades Nine/Ten Where Taught (If print component, cite page number, if non-print cite appropriate location.) Conventions of English Demonstrate command of the conventions of SE/TE: lxxiii, 36, 62, 76, 97, 99, 106, 126, 128, 173, 218, English grammar and usage when writing 230, 238, 248, 390, 415, 435, 441, 454, 656, 681, 682, 826, or speaking. 869 a. Use parallel structure.* SE/TE: 273, 281, 288 b. Use various types of phrases (noun, verb, SE/TE: 376, 390, 391, 402, 403, 415, 416, 435, 441, 452, adjectival, adverbial, participial, prepositional, 656, 674, 675, 681, 726, 802, 818, 875 absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. SE/TE: lxxiv, lxxviii, 36, 128, 376, 377, 441, 677, 840, 841, 875 SE/TE: 126, 840, 841, 875 b. Use a colon to introduce a list or quotation. SE/TE: 96, 840, 841, 875, 896 c. Spell correctly. SE/TE: 101, 275, 280, 337, 437 d. Produces legible work that shows accurate spelling SE/TE: 101, 275, 677 and correct use of the conventions of punctuation and capitalization. Knowledge of Language ELACCL9-10L3: 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. a. 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. SE/TE: lxxiii lxxiv, 126, 167, 230, 231, 452, 681, 704, 726, 869, 874 SE/TE: lxxiii, lxxiv, lxxvii, lxviii lxxix, 96 May 28, 2013 Page 11

ELACC9-10L4 ELACC9-10L5 ELACC9-10L6 Correlation to the English Language Arts Common Core Georgia Performance s Vocabulary Acquisition and Use 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. a. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. 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. d. 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). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 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. SE/TE: 38, 64, 74, 90 91, 126, 140, 148, 158, 166, 173, 206, 216, 289, 310, 318, 377, 426 427, 453, 478, 494, 504, 704, 726, 755, 894 SE/TE: 278, 302, 426 427, 468, 494, 679, 680, 874, 894 SE/TE: 90 91 SE/TE: 90 91, 264 265, 426 427, 666 667 SE/TE: 90 91, 426 427, 860 861 SE/TE: 37, 239, 249, 289, 327, 358, 377, 392 393, 401, 404 405, 413, 439, 453, 479, 489, 682, 860 861, 894 SE/TE: 358, 377, 392 393, 401, 402, 403, 404 405, 413, 439, 479 SE/TE: 666 667, 726, 867 SE/TE: xlvi li, lxii, 3, 126, 140, 148, 158, 166, 173, 185, 220, 289, 302, 310, 318, 327, 345, 377, 402, 404 405, 415, 453, 478, 489, 494, 504, 517, 704, 726, 755, 771 May 28, 2013 Page 12