literature, the penguin edition, grade 9 - pearson...

G r a d e 9

Prentice HallLiterature, The Penguin Edition, Grade 9 The Oklahoma Edition © 2008

C O R R E L A T E D T O

Oklahoma Priority Academic Student Skills for Language ArtsGrade 9

Prentice Hall Literature, The Penguin Edition, Grade 9, The Oklahoma Edition © 2008

Correlated to: Oklahoma Priority Academic Student Skills for Language Arts

(Grade 9)

Oklahoma Priority Academic Student Skills for Language Arts

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate

resource(s)) LANGUAGE ARTS

Grade 9

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a variety of texts.

Apply knowledge of word origins (words from other languages, history, or literature) to determine the meaning of new words encountered in reading and use of those words accurately.

Standard 1: Vocabulary - The student will expand vocabulary through word study, literature, and class discussion.

1. Apply a knowledge of Greek (e.g., tele/phone, micro/phone), Latin (e.g., flex/ible), and Anglo-Saxon (e.g., un/friend/ly) roots, prefixes, and suffixes to determine word meanings.

SE/TE: Word origins, 95, 116, 144, R8–R9; Latin Word roots, 23, 40, 70, 95, 116, 144, 199, 238, 264, 291, 318, 342, 723, 812, 850, 881, 890, 1047, 1092, 1110; Prefixes, Latin, 401, 422, 444, 465, 473, 490, 512, 533, 947, 990, 1039; Suffixes, Latin, 563, 584, 610, 619, 627, 650, 674, 685; English, Shakespeare's impact on, 727; Elizabethan language, 729; Word roots, Greek, 947, 1020, 1039

TE: Vocabulary: Word Origin, 224, Words from Greek Mythology, 952

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

2. Use word meanings within the appropriate context and verify those meanings by definition, restatement, example, and analogy.

SE/TE: Context clues, prefixes/roots for, 947, 990, 1020, 1047, 1092, 1110; Vocabulary Builder (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129

TE: Vocabulary: Context Clues, 8, 48, 62, 124, 176, 188, 204, 218, 222, 228, 278, 298, 310, 322, 394, 404, 506, 568, 632, 710, 800, 868, 902, 958, 968, 994, 1058, 1074, 1082, 1126

1 SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology



(Grade 9)



resource(s)) TR: Reading Kit; Reader’s Notebook; Unit

Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies


3. Expand vocabulary through wide reading, listening, and discussing.

SE/TE: Vocabulary Builder (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129



4. Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage.

SE/TE: Using a thesaurus, 33, 39, 105, 115, 131, 143, 213, 237, 303, 317, 331, 341, 413, 421, 435, 443, 501, 511, 575, 583, 637, 649, 665, 673, 831, 889, 1065, 1091, 1103, 1109, Using a dictionary, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091






(Grade 9)



resource(s)) 5. Identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotations and denotations.

SE/TE: Synonyms, 33, 39, 59, 69, 303, 317, 413, 421, 501, 511, 575, 583, 637, 649, 665, 673, 831, 849, 889, 1103, 1109; Analogies, 59, 69, 105, 115, 331, 341, 481, 489, 501, 511, 575, 583, 637, 649, 755, 1065, 1091; Connotations, Denotation, 105, 115; Antonyms, 131, 143, 213, 237, 331, 341, 435, 443, 755, 1065, 1091



Standard 2: Comprehension: The student will interact with the words to construct an appropriate meaning.

Read and understand grade-level-appropriate material. Analyze the organizational patterns and evaluate author’s argument and positions. At Grade 9, in addition to regular classroom reading, read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

1. Literal Understanding

a. Examine the structures and format of functional workplace documents, including graphics and headers, and explain how authors use the features to achieve their purpose.

SE/TE: Reading Informational Materials: Applications, 1022–1024; also see: Reading Informational Materials: Instructions: Recipes, 42–44, Signs and Instructions, 240–242, Technical Documents, 446–448, Atlases, 852–854; Writing Workshops: Business Letter, 466–471; Writing Lesson: Business letter, 397, 423, 445, 466, R29



b. Draw upon own background to provide connections to text.

SE/TE: Reading and Vocabulary Skills Preview, 946; Reading Skill, 992





(Grade 9)



resource(s)) TECH: Reader’s Notebook Adapt/English

Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

c. Monitor reading strategies and modify them when understanding breaks down such as rereading, using resources, and questioning.

SE/TE: Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Reading Informational Materials: 42, 118, 240, 344, 446, 514, 586, 652, 852, 892, 1022, 1094



d. Recognize text structures such as compare and contrast, cause and effect, and chronological ordering.

SE/TE: Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704; Foreshadowing, 46, 50, 53, 55, 58, 64, 68; Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368; Flashback, 948, 954, 984, 987, 988; Compare and contrast, 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097, 1098, 1102, 1107, 1108, 1111, 1130






(Grade 9)



resource(s)) e. Use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts.

SE/TE: Summarizing: skim and scan for, 722, 852; also see: Reading Informational Materials: read to perform a task, 42, recognize organizational features, 118, evaluate visual aids, 240, evaluate text format, 344, read for specific information, 446, distinguish fact from opinion, 514, generalizations, 586, evaluating web sources, 652, skimming and scanning, 852, evaluate the author’s credibility, 892, following directions, 1022, set a purpose for reading, 1094



2. Inferences and Interpretation

a. Analyze characteristics of text, including its structure, word choice, and intended audience.

SE/TE: Literary Analysis (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 656–657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Literary Analysis (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; also see: Comparing Literary Works: Point of View, 72, Theme, 146, Setting, 266, Symbolism and Allegory, 348, Biographical Writing, 450, Humorous Essay, 520, Imagery, 612, Lyric Poetry, 676, Archetypal Theme: Ill–fated Love, 856, Satire, 896, Contemporary Interpretations, 1026, Tall Tale and Myth, 1112






(Grade 9)



resource(s)) b. Draw inferences such as conclusions, generalizations, and predictions, and support them with text evidence and personal experience.

SE/TE: Predictions, make, 22, 24, 30, 31, 32, 36, 38, 41, 42, 45, 46, 51, 55, 56, 57, 58, 62, 67, 68, 71, 86; Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282; Reading fluently make generalizations by, 562, 586; Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912



c. Recognize influences on a reader’s response to a text (e.g., personal experience and values; perspective shaped by age, gender, class, or nationality).

SE/TE: Cultural and historical context, analyzing influence of: relate own experiences for, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, identify influences for, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018



3. Summary and Generalization

a. Identify the main idea and supporting details by producing summaries of text.

SE/TE: Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872; also see: Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464





(Grade 9)





b. Use text features and elements to support inferences and generalizations about information.

SE/TE: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344, read for specific information, 446, generalizations, 586, following directions, 1022; also see: Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282; Reading fluently make generalizations by, 562, 586



c. Summarize and paraphrase complex, implicit hierarchic structures in informational texts, including relationships among concepts and details in those structures.

SE/TE: Paraphrasing, 626, 628, 633, 635, 636, 640, 641, 645, 647, 648, 651, 652, 655, 657, 661, 663, 664, 672, 675, 684; Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872



4. Analysis and Evaluation

a. Discriminate between fact and opinion and fiction and nonfiction.

SE/TE: Persuasive appeals, analyze distinguish fact from opinion to, 472, 514; also see: Persuasive nonfiction, 5; Persuasive appeals, analyze, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532; Reading Informational Materials: evaluate the author’s credibility, 892




(Grade 9)






b. Recognize deceptive and/or faulty arguments in persuasive texts.

SE/TE: Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532; Shaping Writing: evaluating arguments, 538; Appeals to reason or emotion, 474, 480, 488; Deductive reasoning, 586; Inductive reasoning, 586



c. Analyze the structure and format of informational and literary documents and explain how authors use the features to achieve their purposes.

SE/TE: Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108; also see: Literary Analysis (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112






(Grade 9)



resource(s)) d. Identify techniques (e.g., language, organization, tone, context) used to convey point of view or impressions.

SE/TE: Author’s purpose, 5, 388, 390, 395, 938, 1098, 1102, 1108; Tone, 14, 388, 390, 398, 402, 405, 412, 416, 420; Word choice, voice and, 96, 104, 114; Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420; Speeches, persuasive, 492, 495, 497, 498, 500, 505, 506, 509, 510



Standard 3: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms.

Read and respond to grade-level-appropriate historically or culturally significant works of British, American, and world literature. Conduct in-depth analysis of themes, styles, and trends of these works across historical periods.

1. Literary Genres - Demonstrate a knowledge of and an appreciation for various forms of literature.

a. Analyze the characteristics of genres including short story, novel, drama, poetry, and essay.

SE/TE: Literary Analysis (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 656–657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Literary Analysis (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; also see: Comparing Literary Works: Point of View, 72, Theme, 146, Setting, 266, Symbolism and Allegory, 348, Biographical Writing, 450, Humorous Essay, 520, Imagery, 612, Lyric Poetry, 676, Archetypal Theme: Ill–fated Love, 856, Satire, 896, Contemporary Interpretations, 1026, Tall Tale and Myth, 1112






(Grade 9)



resource(s)) b. Analyze the characteristics of subgenres including tragedy, sonnet, epic, lyric, and narrative poetry.

SE/TE: Sonnet, Lyric poetry, 553, 676, 678, 681, 683; Satire, comparing, 896, 899, 900, 901, 903, 904, 905, 907, 908, 910, 911; Selections (Epic/Myth/Tall Tale) 950–955, 993–1017, 1114–1120, 1121–1128; Tall tales comparing myths to, 1112, 1115, 1116, 1119, 1120, 1122, 1124, 1125, 1126, 1128, 1129



2. Literary Elements - Demonstrate knowledge of literary elements and techniques and show how they affect the development of a literary work.

a. Recognize the theme (general observation about life or human nature) within a text.

SE/TE: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 934–938, 940, 942, 944; Comparing Literary Works, Theme, 146, 157; Archetypal theme: ill–fated love, comparing, 859, 860, 861, 864, 867, 869, 871; Universal themes, 936, 937



b. Explain how author's voice and/or choice of a narrator affect the characterization and the point of view, tone, plot, mood and credibility of a text.

SE/TE: Voice, 96, 99, 103, 104, 109, 110, 113, 114; Narrative voice, 183; also see: Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704; Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420; Mood in poetry, 628, 632, 636, 643, 648






(Grade 9)



resource(s)) c. Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.

SE/TE: Allegory, comparing symbolism to, 348, 350, 351, 353, 354, 356, 357, 359, 360, 361, 363, 364, 366, 367; Imagery, 552, 556, 560, 612, 614, 616, 617; Figurative language, 564, 568, 571, 574, 577, 581, 582, 628; also see: Archetypal theme: ill–fated love, comparing, 859, 860, 861, 864, 867, 869, 871; Universal themes, 936, 937



d. Analyze interactions between characters in a literary text and explain the way those interactions affect the plot in narrative text.

SE/TE: Character/Characterization, 184, 186, 190, 194, 196, 292, 295, 297, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 837, 838, 842, 847, 848; Dialogue, 320, 323, 324, 327, 330, 337, 340, 702, 704, 713, 720, 728, 732, 736, 739, 743, 744, 745, 747, 748, 751, 752, 753, 754



e. Analyze characters and identify author’s point of view.

SE/TE: Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85, 911; also see: Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848






(Grade 9)



resource(s)) f. Identify literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

SE/TE: Unit Introductions: Fiction and Nonfiction, 2, 4, Short Stories, 182, 184, Nonfiction, Types of, 386, 388, Poetry, 550, 552, Drama, 702, 704, Themes in Literature: Heroism, 934, 936; Genre Review (Apply the Skills): Fiction and Non–Fiction, 20, Short Story, 196, Types of Non–Fiction, 398, Poetry, 560, Drama, 720, Themes in Literature, 944; Literary Analysis (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 656–657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Literary Analysis (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; also see: Comparing Literary Works: Point of View, 72, Theme, 146, Setting, 266, Symbolism and Allegory, 348, Biographical Writing, 450, Humorous Essay, 520, Imagery, 612, Lyric Poetry, 676, Archetypal Theme: Ill–fated Love, 856, Satire, 896, Contemporary Interpretations, 1026, Tall Tale and Myth, 1112



3. Figurative Language and Sound Devices - Identify figurative language and sound devices and analyze how they affect the development of a literary work.

a. Identify and explain figurative language including metaphor, personification, and simile.

SE/TE: Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628






(Grade 9)



resource(s)) b. Identify and explain sound devices including alliteration, onomatopoeia, and rhyme.

SE/TE: Sound devices, 552, 590, 594, 596, 600, 601, 603, 605, 607, 608



c. Identify the melodies of literary language, including its use of evocative words, rhythms and rhymes.

SE/TE: Repetition, 492, 500, 510, 552, 558; Rhythm in poetry, 552; Rhyme, 656, 661, 662, 664, 668, 672



d. Recognize and interpret poetic elements such as metaphor, simile, personification, and the effect of sound on meaning.

SE/TE: Personification in poetry, 552, 554, 560, 564, 574, 582; Metaphor, 552, 564, 574, 582; Simile, 564, 574, 582, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018






(Grade 9)



resource(s)) 4. Literary Works - The student will read and respond to historically and culturally significant works of literature.

a. Analyze and evaluate works of literature and the historical context in which they were written.

SE/TE: Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038; also see: Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118



b. Analyze and evaluate literature from various cultures to broaden cultural awareness.

SE/TE: World Literature Selections: 26–31, 78–84, 107–113, 133-141, 187–194, 202–211, 255–261, 274–280, 294-301, 555–556, 557–558, 570–572, 573–574, 614, 635, 679, 698–699, 858-861, 884–887, 950-987, 993-1017, 1030-1031, 1032–1033, 1034–1036, 1050-1063, 1100-1101, 1105-1107, 1144–1147; Apply the Skills, 32, 85, 114, 142, 196, 212, 262, 281, 302, 560, 888, 988, 1018, 1037, 1064, 1102, 1108






(Grade 9)



resource(s)) 5. Compare works that express the recurrence of archetypal (universal modes or patterns) characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work.

SE/TE: Archetypal theme: ill–fated love, comparing, 859, 860, 861, 864, 867, 869, 871; Universal themes, 936, 937; also see: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 934–938, 940, 942, 944; Comparing Literary Works, Theme, 146, 157



Standard 4: Research and Information: The student will conduct research and organize information.

1. Accessing Information - Select the best source for a given purpose.

a. Access information from a variety of primary and secondary sources.

SE/TE: Gathering Details: conducting research, 466, finding supporting evidence, 689, listing materials, 874,; Paraphrasing, evaluate Web sources by, 626, 652; Research Report: what to include, 916, primary and secondary sources, 917, recording and organizing information, 918, writing thesis statement, 919, crediting sources, making direct references to sources, 920, revising your structure, 921, by evaluating sources, 922; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33; also see: Reading Informational Materials: Spanish/English Dictionaries, 118–120, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Book Reviews, 892–894, Encyclopedia Entries, 1094–1096; Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781





(Grade 9)





b. Skim text for an overall impression and scan text for particular information.

SE/TE: Summarizing skim and scan for, 722, 852



c. Use organizational strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect, problem/solution, sequential order).

SE/TE: Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704; Foreshadowing, 46, 50, 53, 55, 58, 64, 68; Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368; Flashback, 948, 954, 984, 987, 988; Compare and contrast, 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097, 1098, 1102, 1107, 1108, 1111, 1130



2. Interpreting Information - The student will analyze and evaluate information from a variety of sources.

a. Summarize, paraphrase, and/or quote relevant information.

SE/TE: Paraphrasing, 626, 628, 633, 635, 636, 640, 641, 645, 647, 648, 651, 652, 655, 657, 661, 663, 664, 672, 675, 684; Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872




(Grade 9)






b. Determine the author's viewpoint to evaluate source credibility and reliability.

SE/TE: Reading Informational Materials: distinguish fact from opinion, 514, evaluating web sources, 652, evaluate the author’s credibility, 892; also see: Persuasive nonfiction, 5; Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532; Communication Workshops: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142



c. Organize and convert information into different forms such as charts, graphs and drawings to create multiple formats to interpret information for multiple audiences and purposes, and cite sources completely.

SE/TE: Communication Workshops, Multimedia Presentation of a Research Report, 928; also see: Research and Technology: Storyboard for movie, 59, 69, Illustrated report, plan for on city life, 253, Illustrated report, plan for on wolves, 263, Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Fact sheet on tornadoes, 637, Fact sheet on ravens, 649, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781

TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

TECH: Student Express CD–ROM; Teacher Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site




(Grade 9)



resource(s)) d. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources.

SE/TE: Gathering Details: conducting research, 466, finding supporting evidence, 689, listing materials, 874,; Paraphrasing, evaluate Web sources by, 626, 652; Research Report: what to include, 916, primary and secondary sources, 917, recording and organizing information, 918, writing thesis statement, 919, crediting sources, making direct references to sources, 920, revising your structure, 921, by evaluating sources, 922; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33; also see: Reading Informational Materials: Spanish/English Dictionaries, 118–120, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Book Reviews, 892–894, Encyclopedia Entries, 1094–1096; Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781



e. Draw conclusions from information gathered. SE/TE: Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912






(Grade 9)



resource(s)) Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Discuss ideas for writing with other writers. Write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Use the stages of the writing process (prewriting, writing, revising, and editing).

Standard 1: Writing Process - The student will use the writing process to write coherently.

1. Use a writing process to develop and refine composition skills. Students are expected to:

a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes and logs.

SE/TE: Writing Workshops: Prewriting (includes choosing topic, narrowing topic and gathering details), 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135



b. develop multiple drafts both alone and collaboratively to categorize ideas, organizing them into paragraphs and blending paragraphs into larger text.

SE/TE: Writing (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109; Writing Workshops, 88–93, 162–169, 284–289, 372–379, 466–471, 536–543, 620–625, 688–695, 874–878, 916–927, 1040–1045, 1134–1141



c. organize and reorganize drafts and refine style to suit occasion, audience and purpose.

SE/TE: Gathering Details: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Word choice: for target audience, 166; Providing Elaboration by: addressing readers' concerns, 164, considering audience, 467, 621, 690; Audience, 5, 14, 702, 938, 1098, 1102, 1108; Revising overall structure: to address readers' concerns, 540





(Grade 9)



resource(s)) TECH: Student Express CD–ROM; Teacher

Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site

d. proofread writing for appropriateness of organization, content and style.

SE/TE: Writing Workshops: Editing and Proofreading & Publishing and Presenting, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092; Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139



e. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics and spelling.

SE/TE: Writing Workshops: Editing and Proofreading & Publishing and Presenting, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092; Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139



f. refine selected pieces frequently to publish for general and specific audiences.

SE/TE: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139






(Grade 9)



resource(s)) 1. Use extension and elaboration to develop an idea.

SE/TE: Providing Elaboration by: choosing vivid details, 89, addressing readers' concerns, 164, supporting ideas with evidence, 164, using, details to show, not tell, 285, building ideas with facts, 374, TRI method to develop paragraphs, 374, considering audience, 467, 621, 690, distinguishing between fact and opinion, 538, supporting opinions with facts, 538, direct quotations, 690, graphic devices and formatting, 875, crediting sources, 920, integrating references by framing, 920, making direct references to sources, 920, filling in details from outline, 1041, providing specific/supporting details, 690, 1136



2. Demonstrate organization, unity, and coherence by using transitions and sequencing.

SE/TE: Editing/proofreading: transitions, 624; Word choice: transitions, 875



3. Use precise word choices, including figurative language, that convey specific meaning and tone.

SE/TE: Revising word choice: peer review for, 166, 540, 692, 922, 1138, for target audience, 166, by choosing/using, active language, 285, to create formal tone, 467, powerful words, 540, vivid words, 621, by checking words of praise/criticism, 692, transitions, 875, synonyms, 922, formal language, 1041, by adding specifics, 1138






(Grade 9)



resource(s)) 4. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

SE/TE: Revising sentences: by varying, beginnings, 89, verb tenses, inconsistent, 286, by combining, 376, for subject–verb agreement, 377, by highlighting active voice, 467, with compound elements, 468, subject–verb patterns, 622, usage problems, common, 693, with phrases, 876, with adverb clauses, 923, fragmented and run–on, 1042, structure and length, 1139; Editing and Proofreading: sentence clarity, 379, compound sentences, 1141



5. Evaluate own writing and others’ writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, respond to classmates’ writing).

SE/TE: Peer review, 166, 540, 692, 922, 1138; also see: Reflecting/Assessing (Journal/Rubric): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141






(Grade 9)



resource(s)) Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

1. Write biographical or autobiographical narratives or short stories that:

a. identify a real person, living or not, who has had a special influence on other people. b. provide a sequence of factual events and communicate the significance of the events to the person. c. isolate specific scenes and incidents in time and places significant to defining the person's influence. d. use anecdotes or describe with specific details the sight, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the person; use interior monologue (what characters say silently to self) to show the person's qualities and beliefs. e. Present action segments to accommodate changes in time and mood.

Example: Write an autobiographical account of a time when an important decision has to be made. Write a humorous story for elementary children and give the story a local setting.

SE/TE: Writing Workshops: Autobiographical Narrative, 88–93, Descriptive Essay, 620–625; Biography of Odysseus, 1019; Writing to Compare Literary Works biographical writing, 463; Outline for biographical report, 1103, 1109; also see: Autobiographical narrative, 13, 19, 41, 71, 88; Autobiographical writing, 96, 99, 103, 104, 109, 110, 113, 114; Biographical writing, comparing, 450, 455, 456, 458, 459, 462, 463; Description of scene, 575, 583, 637, 649; Descriptive essay, 559, 585, 611; Journal entries, 105, 115, 1065, 1091






(Grade 9)



resource(s)) 2. Write expository compositions, including analytical essays and research reports that:

a. include evidence in support of a thesis (position on the topic) including information on all relevant perspectives. b. communicate information and ideas from primary and secondary sources accurately and coherently. c. show distinctions between the relative value and significance of specific dates, facts, and ideas. d. include a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic. e. include visual aids by using technology to organize and record information on charts, data tables, maps, and graphs. f. identify and address reader’s potential misunderstanding, biases, and expectations. g. use technical terms and notations accurately.

Example: Write a research report about inventions that were first mentioned in science fiction novels or movies and later became a scientific reality.

SE/TE: Writing Workshops: Writing Workshops: Problem–and–Solution Essay, 162–169, Cause–and–Effect Essay, 372–379, How–to Essay, 874–889, Research Report, 916–927; Writing to Compare Literary Works, 85, 157, 281, 367, 463, 531, 617, 683, 871, 911, 1037, 1129; also see: Writing Lessons: Explanation, 45, 145, 265, 423, 445, 991, 1093; Problem–and–solution essay, 145; Exposition, 121, 449, 855, 1097; Brochure, informative, 303, 317; Cause and effect essay, 343; How–to essay, 719; Comparison–and–contrast essay, 1111; Timed Writing: interpretation of how author evokes fear, 71, interpretation of conveyance of sense of events, 117, narration on narrator's effect, 239, interpretation of author's attitude, 319, analysis of symbolism, 585, analysis of figurative language, 611, interpretation of theme of poem, 675, interpretation of quotation from play, 813, interpretation of character in tragedy, 851, interpretation of symbolism, 891, exposition on depiction of life in drama, 895, interpretation of character's decisions and actions, 1021, explanation of Odysseus' decisions, 1093, exposition on detective stories, 1097






(Grade 9)



resource(s)) 3. Write persuasive compositions that:

a. organize ideas and appeal in a sustained and effective fashion with the strongest emotion first and the least powerful last. b. use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating to a personal anecdote, case study, or analogy. c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. d. address reader’s concerns, counterclaims, biases, and expectations.

Example: Write a letter to the principal or the president of the school board to persuade that person to support your views on some educational policy that has been adopted by the local district, such as a dress code, a change to or from block scheduling, or a decision about grade requirements to participate in extracurricular activities.

SE/TE: Writing Workshops: Problem–and–Solution Essay, 162–169, Editorial, 536–543, Response to Literature, 688–695; also see: Critique: of ending of story, 59, of suspense in story, 69; Timed Writing: explanation of longing for adventure, 145, persuasion for posting safety sign, 243, persuasion for museum funding, 347, explanation of how view affects attitude, 445, persuasion for viewpoint on issue, 491, evaluation of persuasive techniques, 513, evaluation of web site, 655, persuasion for acceptance into program, 1025; Editorial: 597, 609, 811; Persuasive letter: 849



4. Write documents related to career development, including simple business letters and job applications that:

a. present information purposefully and in brief to meet the need of the intended audience. b. follow a conventional business letter or memorandum format.

Example: Write a letter requesting an informational interview with a person in a career area that interests you. Complete a job application form for a part-time job and attach a memorandum outlining the particular skills you have that fit the needs of the position.

SE/TE: Writing Workshops: Business Letter, 466–471; also see: Timed Writing: persuasion for posting safety sign, 243, persuasion for museum funding, 347, explanation of how view affects attitude, 445, exposition on statistics, 449, exposition on success, 589, evaluation of web site, 655, persuasion for acceptance into program, 1025; Writing Lesson: Business letter, 397, 423, 445, R29; Reading Informational Materials: Technical Documents, 446–448, Applications, 1022–1024





(Grade 9)





5. Write reflective papers that may address one of the following purposes:

a. express the individual’s insight into conditions or situations. b. compare a scene from a work of fiction with a lesson learned from experience. c. complete a self-evaluation on a class performance.

Example: Write a reflective paper that discusses reasons for selections used in a portfolio of works that documents skills learned in different subjects.

SE/TE: Writing Workshops: Autobiographical Narrative, 88–93, Descriptive Essay, 620–625; also see: Autobiographical narrative, 13, 19, 41, 71, 88; Autobiographical writing, 96, 99, 103, 104, 109, 110, 113, 114; Descriptive essay, 559, 585, 611; Journal entries, 105, 115, 1065, 1091



6. Use appropriate essay test-taking and timed-writing strategies that:

a. address and analyze the question (prompt). b. use organizational methods required by the prompt.

SE/TE: Writing Workshops: Writing for Assessment, 1040–1045; also see: Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111






(Grade 9)



resource(s)) 7. Write responses to literature that:

a. demonstrate a comprehensive grasp of the significant ideas of literary works. b. support important ideas and viewpoints through accurate and detailed reference to the text or to other works. c. demonstrate awareness of author’s style and an appreciation of the effects created. d. identify and assess the impact of ambiguities, nuances, and complexities within the text.

Example: Write a description of a character in a novel from the viewpoint of another character. Write a comparison of different characters in the book, explaining how they are alike and different and how each serves to move the plot of the novel forward.

SE/TE: Writing Workshops: Response to Literature, 688–695; Work in Progress: Response to literature, 651, 675; Writing to Compare Literary Works: 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; also see: Reflecting/Assessing (Journal/Rubric): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; Timed Writing: interpretation of how author evokes fear, 71, interpretation of conveyance of sense of events, 117, narration on narrator's effect, 239, interpretation of author's attitude, 319, analysis of symbolism, 585, analysis of figurative language, 611, interpretation of theme of poem, 675, interpretation of quotation from play, 813, interpretation of character in tragedy, 851, interpretation of symbolism, 891, exposition on depiction of life in drama, 895, interpretation of character's decisions and actions, 1021, explanation of Odysseus' decisions, 1093, exposition on detective stories, 1097, analysis of character from the Odyssey, 1111



8. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

Example: Write stories and reports showing a variety of word choices, or review a favorite book or film.

SE/TE: Gathering Details: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Word choice: for target audience, 166; Providing Elaboration by: addressing readers' concerns, 164, considering audience, 467, 621, 690; Audience, 5, 14, 702, 938, 1098, 1102, 1108; Revising overall structure: to address readers' concerns, 540






(Grade 9)



resource(s)) 9. Write friendly letters and business letters, and continue to produce other writing forms introduced in earlier grades.

SE/TE: Writing Workshops: Business Letter, 466–471; also see: Timed Writing: persuasion for posting safety sign, 243, persuasion for museum funding, 347, explanation of how view affects attitude, 445, exposition on statistics, 449, exposition on success, 589, evaluation of web site, 655, persuasion for acceptance into program, 1025; Writing Lesson: Business letter, 397, 423, 445, R29; Reading Informational Materials: Technical Documents, 446–448, Applications, 1022–1024



10. Write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles.

SE/TE: Providing Elaboration by: crediting sources, making direct references to sources, 920; Preparing a Reference List, 922, 926, 927; Works Cited, 926; Citing sources and preparing manuscript, R33–R34; also see: Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781






(Grade 9)



resource(s)) Standard 3. Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying grammatical knowledge to the revising and editing stages of writing.

1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing.

a. Distinguish commonly confused words (e.g., there, their, they're; two, too, to; accept, except; affect, effect).

Opportunities to address this standard can be found on the following pages: SE/TE: Glossary of Common Usage, R50; also see: Using a dictionary & Analogies, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091



b. Use correct verb forms and tenses. SE/TE: Revising sentences: verb tenses, inconsistent, 286, for subject–verb agreement, 377, subject–verb patterns, 622; Verbs, R45; also see: Verbs, 238, 264, 377, 468, 541



c. Use correct subject-verb agreement. SE/TE: Revising sentences: for subject–verb agreement, 377, subject–verb patterns, 622; subject–verb agreement, R45



d. Distinguish active and passive voice. SE/TE: Active and passive voice, 342






(Grade 9)



resource(s)) e. Use correct pronoun/antecedent agreement and clear pronoun reference.

SE/TE: Revising paragraphs: for pronoun–antecedent agreement, 167



f. Use correct forms of comparative and superlative adjectives.

SE/TE: Adjectives, 444, 468, 490; Degrees of Comparison, R46



2. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.

a. Demonstrate correct use of capitals. SE/TE: Nouns, common/proper, 40; Capitalization, R47



b. Use correct formation of plurals. Opportunities to address this standard can be found on the following pages: SE/TE: Spelling Workshops, 160, 161, 370, 371, 534, 535, 686, 687, 914, 915, 1132, 1133



c. Demonstrate correct use of punctuation and recognize its effect on sentence structure.

SE/TE: Punctuation in dialogue, 288; Using direct quotations, 690; Commas, 1092; Colons, Semicolons, Ellipsis points, 1110; Punctuation, R47





(Grade 9)





d. Distinguish correct spelling of commonly misspelled words and homonyms.

SE/TE: Spelling Workshops, 160, 161, 370, 371, 534, 535, 686, 687, 914, 915, 1132, 1133; also see: Vocabulary Skill (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092



3. Sentence Structure - Demonstrate appropriate sentence structure in writing.

a. Use parallel structure. SE/TE: Parallelism, 492, 500, 510; Adjective clauses, parallelism for, 541



b. Correct dangling and misplaced modifiers. Opportunities to address this standard can be found on the following pages: SE/TE: Adjectives, 444, 468, 490; Degrees of Comparison, R46



c. Correct run-on sentences. SE/TE: Revising sentences: by combining, 376, usage problems, common, 693, fragmented and run–on, 1042, structure and length, 1139; Editing and Proofreading: compound sentences, 1141





(Grade 9)





d. Correct fragments. SE/TE: Revising sentences: fragmented and run–on, 1042



Oral Language/Listening and Speaking - The student will demonstrate thinking skills in listening and speaking.

Formulate thoughtful judgment about oral communication. Deliver focused and coherent presentations that convey clear and distinct perspectives and solid reasoning. Deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. Use gestures, tone, and vocabulary appropriate to the audience and purpose. Use the same Standard English conventions for oral speech that are used in writing.

Standard 1: Listening - The student will listen for information and for pleasure.

1. Focus attention on the speaker’s message. SE/TE: Communications Workshop: Analyzing Broadcast Media Presentations, 170, Evaluating a Speech, 380, Comparing Media Coverage, 1142; also see: Listening and Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, panel discussion on image in mass media, 413, panel discussion on seasons, 421, informal presentation on television news images, 435, informal presentation on photographs of earth, 443, impromptu speech, 575, 583, impromptu inspirational, 575, 583, panel discussion on poem interpretations, 665, 673, debate about prosecuting Odysseus, 1019, panel discussion on future generations, 1103, 1109






(Grade 9)



resource(s)) 2. Use knowledge of language and develop vocabulary to accurately interpret the speaker’s message.

SE/TE: Communication Workshops: Charged Language, Evaluate Content, 380, Choice of Language, 544, 696, 928, 1142



3. Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

SE/TE: Peer review, 166, 540, 692, 922, 1138; Communications Workshop: Evaluating a Speech, 380, Comparing Media Coverage, 1142; also see: Listening and Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, panel discussion on image in mass media, 413, panel discussion on seasons, 421, informal presentation on television news images, 435, informal presentation on photographs of earth, 443, impromptu speech, 575, 583, impromptu inspirational, 575, 583, panel discussion on poem interpretations, 665, 673, debate about prosecuting Odysseus, 1019, panel discussion on future generations, 1103, 1109



4. Monitor speaker’s message and clarity and understanding to formulate and provide effective verbal and nonverbal feedback.

SE/TE: Communication Workshops: Analyzing Broadcast Media Presentations, 170, Evaluate Content, 380, Choice of Language, 544, 696, 928, 1142



5. Use feedback to evaluate own effectiveness and set goals for future presentations.

SE/TE: Peer review, 166, 540, 692, 922, 1138; Communications Workshop: Evaluating a Speech, 380





(Grade 9)





Standard 2. Speaking - The student will express ideas and opinions in group or individual situations.

1. Use formal, informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task.

SE/TE: Communication Workshops: Choice of Language, Speaker’s Technique, 544; also see: Listening and Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, panel discussion on image in mass media, 413, panel discussion on seasons, 421, informal presentation on television news images, 435, informal presentation on photographs of earth, 443, impromptu speech, 575, 583, impromptu inspirational, 575, 583, panel discussion on poem interpretations, 665, 673, debate about prosecuting Odysseus, 1019, panel discussion on future generations, 1103, 1109



2. Prepare, organize, and present a variety of informative messages effectively.

SE/TE: Communication Workshops, Multimedia Presentation of a Research Report, 928; also see: Research and Technology: storyboard for movie, 59, 69, illustrated report, plan for on city life, 253, illustrated report, plan for on wolves, 263, comparative chart on library services, 489, annotated source list on Civil Rights movement, 501, annotated source list on Great Depression, 511, fact sheet on tornadoes, 637, fact sheet on ravens, 649, annotated electronic database on Frost, 665, 673, annotated flowchart on Verona nobility, 781






(Grade 9)



resource(s)) 3. Analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact.

SE/TE: Communication Workshops: Speaker’s Purpose, Choice of Language, Speaker’s Technique, 544; also see: Listening And Speaking (Apply the Skills): speech eulogizing Kennedy, 213, speech to big–game hunters, 237, persuasive speech to urge participation, 481, persuasive speech to preserve library, 489



Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 1. Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning. �

1. Document the use of stereotypes and biases in visual media (e.g., distorted representations of society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics, manner of speech, beliefs and attitudes).

Opportunities to address this standard can be found on the following pages: SE/TE: Communication Workshops, Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142



2. Indicate how symbols, images, sounds, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture).

SE/TE: Communication Workshops, Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142; also see: Research and Technology (Apply the Skills): Film review, 811; Director's influences chart, 1019; Reading Informational Materials: Web Sites, 652–654






(Grade 9)



resource(s)) Standard 2. Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

1. Select people with special interests and expectations who are the target audience for particular messages or products in visual media.

Opportunities to address this standard can be found on the following pages: SE/TE: Communication Workshops, Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142



2. Define and design language and content that reflect the target audience for particular messages and products (e.g., in advertising and sales techniques aimed specifically towards teenagers; in products aimed toward different classes, races, ages, genders; in the appeal of popular television shows and films for a particular audience).




Standard 3. Compose Visual Messages - The student will create a visual message that effectively communicates an idea.

1. Create media products to include a billboard, cereal box, short editorials, and a three- minute documentary or print ad to engage specific audiences.





(Grade 9)



resource(s)) TR: General Resources: Student Workbooks;

Reader’s Notebook; Skills Development Workbook


2. Create, present, test, and revise a project and analyze a response, using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

Opportunities to address this standard can be found on the following pages: SE/TE: Listening And Speaking (Apply the Skills): interview with older person, 33, interview with potential employer, 39, interview between talk show host and narrator, 1065, interview between officer and clay, 1091


