prentice hall literature, grade 9, © 2010 -...

A Correlation of

Prentice Hall Literature, Grade 9, © 2010

To the

North Carolina English Language Arts Standard

Course of Study, 2004 and the

Common Core Standards for English Language Arts

Grade 9

Prentice Hall Literature, Grade 9, © 2010 to the

North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts

(Grade 9)

INTRODUCTION This document demonstrates how Prentice Hall Literature meets both the objectives of the North Carolina English Language Arts Standard Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students’ backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader’s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins’ Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student’s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature.

2 SE = Student Edition TE = Teacher Edition



(Grade 9)

Table of Contents

Competency Goal 1 The learner will express reflections and reactions to print and non-print text and personal experiences............................................................ 4 Competency Goal 2 The learner will explain meaning, describe processes, and answer research questions to inform an audience. .............................................11 Competency Goal 3 The learner will examine argumentation and develop informed opinions.......................................................................................................19 Competency Goal 4 The learner will create and use standards to critique communication. ............................................................................................25 Competency Goal 5 The learner will demonstrate understanding of various literary genres, concepts, elements, and terms. ...........................................................29 Competency Goal 6 The learner will apply conventions of grammar and language usage..........................................................................................................38 Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the Correlation to NC English Language Arts Standards ......................................41




(Grade 9)

North Carolina English Language Arts Standard Course of Study, 2004,

Grade 9

The Common Core Standards for English

Language Arts, Grades 9-10

Prentice Hall Literature, 2010, Grade 9

English Language Arts Curriculum Grade 9 English I Students in English I explore the ways that audience, purpose, and context shape oral communication, written communication, and media and technology. While emphasis is placed on communicating for purposes of personal expression, students also engage in meaningful communication for expressive, expository, argumentative, and literary purposes. In English I, students will: • Express reflections and reactions to literature and to personal experience. • Explain meaning, describe processes, and answer research questions. • Evaluate communication and critique texts. • Make and support an informed opinion. • Participate in conversations about and written analysis of literary genres, elements, and

traditions. • Use knowledge of language and standard grammatical conventions.

Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will express reflections and reactions to print and non-print text and personal experiences. 1.01 Narrate personal experiences that offer an audience:

W.3.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.

• scenes and incidents located effectively in time and place.

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

SE/TE: Autobiographical Narrative: Timeline, use, 94 Suspense, create, 96; also see: Description: Scene, bring to life, 687, Impression, strengthen main, 688




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W.3.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.

• vivid impressions of being in a setting and a sense of engagement in the events occurring.

W.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Autobiographical Narrative: Vague language, avoid, 95, Conflict, emphasize, 96; also see: Description: Figurative language, use, 686, Scene, bring to life, 687, Impression, strengthen main, 688

• appreciation for the significance of the account.

W.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Autobiographical Narrative: Vague language, avoid, 95, Main point, identify, 96; also see: Description: Scene, bring to life, 687, Details, eliminate irrelevant, 688

• a sense of the narrator's personal voice.

W.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Autobiographical Narrative: Word choice, 95; also see: Description: Vivid words, choose, 687, Word choice, 687, Impression, strengthen main, 688

1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience: • an understanding of the

student's personal reaction to the text.

SE/TE: Response to Literature: Clarify your response, 757, organize your ideas, 758, check words of praise or criticism, 760; also see: Writing Applications: Critique, 71; Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204




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• a sense of how the reaction results from a careful consideration of the text.

R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Response to Literature: find supporting evidence, 757, provide supporting details, 758, revise to eliminate unnecessary information, 760, using quotations, 761; also see: Writing Applications: Critique, 71; Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204

• an awareness of how personal and cultural influences affect the response.

R-L.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.

SE/TE: Historical and cultural context (use background and prior knowledge), 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and

modifying as necessary reading strategies appropriate to readers' purpose.

SE/TE: Predictions, make/verify, 23, 30, 31, 33, 37, 39, 43, 49, 53, 54, 56, 57, 62, 67, 69; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Draw conclusions, 967, 971, 974, 975, 978




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• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

R-L.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.

SE/TE: Genre Introduction with definitions of literary terms: Characteristics of Fiction, 6, Characteristics of Nonfiction, 7, What is a Short story?, 196–197, What is Poetry?, 606–607, Elements of poetry, 608–609, What is Drama, 780–781, Elements of Drama 782–783, What are Leadership and Heroism?, 1030–1031, Universal Themes in the Oral Tradition, 1032–1033; also see: Writing to Compare Literary Works, 93, 171, 305, 401, 685, 755, 959, 1001, 1137, 1233; Writing Workshop: Response to Literature, 756–763; Writing Applications: Critique, 71, Comparing Literary Works: Contemporary Interpretations, 1126, 1137


• providing textual evidence to support understanding of and reader's response to text.

W.9.a. 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).”).

SE/TE: Response to Literature: find supporting evidence, 757, provide supporting details, 758, revise to eliminate unnecessary information, 760, using quotations, 761; also see: Writing Applications: Critique, 71; Respond, 21, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 209, 236, 252, 266, 278, 297, 304, 328, 342, 358, 370, 400, 615, 628, 638, 650, 664, 679, 681, 684, 728, 736, 751, 753, 754, 797, 830, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1039, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232




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• demonstrating comprehension of main idea and supporting details.

R-L.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.

SE/TE: For related activities see: Author's purpose, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359 (The reading strategy “Main Idea” is taught in the nonfiction unit.)

• summarizing key events and/or points from text.


SE/TE: Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975

• making inferences, predicting, and drawing conclusions based on text.


SE/TE: Predictions, make/verify, 23, 30, 31, 33, 37, 39, 43, 49, 53, 54, 56, 57, 62, 67, 69; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359; Draw conclusions, 967, 971, 974, 975, 978

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.


SE/TE: Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; also see: Literature In Context, 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222; Themes in literature: cultural details, 1033, cultural context, 1038, 1039




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Grade 9




• making connections between works, self and related topics.

SE/TE: Introducing & Applying the Big Question (writing and discussion): Can truth change?, 2, 180; Is conflict necessary?, 194, 410; Is knowledge the same as understanding?, 424, 590; How does communication change us?, 604, 764; Do our differences define us?, 778, 1014; Do heroes have responsibilities?, 1028, 1242; for related activities, also see: Respond to Big Question, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 209, 236, 252, 266, 278, 297, 304, 328, 344, 358, 370, 395, 400, 410, 439, 452, 460, 474, 486, 507, 526, 534, 548, 560, 576, 580, 605, 650, 664, 702, 714, 728, 736, 751, 753, 754, 764, 797, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1014, 1039, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232, 1242

• analyzing and evaluating the effects of author's craft and style.

SE/TE: Author's style, 441, 453, 461; also see: Comparing Symbolism and Allegory, 382, 384, 385, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581; Comparing Imagery, 676, 678, 679, 680, 683, 684, 685; Comparing Forms of Lyric poetry, 748, 750, 751, 753, 755; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001; Comparing Tall Tale and Myth, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233




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Grade 9




• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

SE/TE: Comparing Point of view, 80, 83, 84, 85, 87, 89, 93; Comparing Themes, 160, 162, 163, 165, 166, 167, 171; Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Theme, universal, 1032, 1033; Comparing Contemporary Interpretations, 1126, 1129, 1130, 1131, 1132, 1133, 1136, 1137

R-L.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).

• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.


SE/TE: Setting, short story, 199, 209, 290, 293, 294, 296, 297, 300, 303, 304, 305; Symbolism, short story, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Narrative poetry, 609, 693, 697, 698, 706, 708, 711, R22; Figurative language, 617, 625, 627, 629, 633, 637, 639, 693; Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Mood, narrative poetry, 693, 698, 703, 714, 715; Rhyme and meter, 719, 726, 729, 732, 735, 737; Lyric poetry, 748, 750, 751, 753; Dramatic speech, 783, 870, 878, 887, 891; Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; Epic simile, 1087, 1093, 1094, 1109, 1111, 1112, 1114




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Grade 9




Competency Goal 2 The learner will explain meaning, describe processes, and answer research questions to inform an audience. 2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Informational Texts: Reading Skills, 74, 154, 284, 376, 492, 670, 742, 938, 980, 11207, 12083; Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487; Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581


R-IT.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).

SE/TE: Informational Texts: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents ( text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, logic, sequence, 938–943, texts, identify characteristics of types of (primary and secondary sources), 1120–1125; also see: Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511




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R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Informational Texts: questions, generate relevant (use background knowledge), 492–497, evaluate credibility (and argument), 566–571, paraphrase, find main idea, 742–747, analyze text information, logic, sequence, 938–943, evaluate sources, 980–985, primary sources, analyze, 1210–1215; also see: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487; Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549


R-IT.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.

SE/TE: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487



SE/TE: Summarize (nonfiction), 510; Informational Texts: paraphrase, find main idea, 742–747



SE/TE: Infer (nonfiction), 452, 460, 507, 534, 576; Draw conclusions (nonfiction), 452, 507, 510, 534, 576




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R-IT.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.

SE/TE: Biographical Writing (events causes and effects in a life), 498, 503, 504, 506, 507, 510, 511; Author's purpose: philosophical assumptions, 1193, 1199, 1205; for related activities, also see: Informational Texts: Historical Research Study, Speech (evaluate credibility and argument), 566–571


R-IT.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.

SE/TE: Connect (nonfiction), 486, 507, 526, 548; also see: Biographical Writing (events causes and effects in a life), 498, 503, 504, 506, 507, 510, 511; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581



SE/TE: Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461; also see: Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549



SE/TE: Main idea and details, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487; Connect (nonfiction), 486, 507, 526, 548; Biographical Writing (events causes and effects in a life), 498, 503, 504, 506, 507, 510, 511; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581




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Grade 9




• identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.


SE/TE: Literary Analysis: Expository Essay, 465, 471, 472, 475, 479, 480, 483, 485, 487; Persuasive Essay, 519, 523, 525, 527, 531, 535; Persuasive Speech, 539, 543, 544, 545, 546, 549, 555, 556, 559, 561; also see: Informational Texts, 74–79, 154–159, 284–289, 376–383, 492–497, 670–675, 742–749, 938–943, 980–985, 1120–1127, 1208–1213

2.02 Explain commonly used terms and concepts by: • clearly stating the subject

to be defined. W.2.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: Problem-and-Solution Essay: Create a problem profile, 173, Outline the problem, 174; How-to Manual: Identify information you need to share, 1138, Teach your audience, 1139; also see: How-to Essay: Prewriting (choose a task), 933, Organizing information, 961

W.2.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.

• classifying the terms and identifying distinguishing characteristics.

W.2.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: Problem-and-Solution Essay: Outline the problem, 174; How-to Manual: Identify information you need to share, 1138, Use Visual Aids, 1139, Choose best format, 1140; also see: How-to Essay: List the materials, 960, Revise for clarity, 962




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• organizing ideas and details effectively.


SE/TE: Problem-and-Solution Essay: Outline the problem, 174; How-to Manual: Organize details, 1140; also see: How-to Essay: Organize the steps, 960, Revise for transitions, 962, Focus on formatting, 965

W.2.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. W.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• using description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas.

W.2.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

SE/TE: Problem-and-Solution Essay: Create a problem profile, 173, Outline the problem, 174; How-to Manual: Teach your audience, 1139, Evaluate repeated words, 1140; also see: How-to Essay: List the steps, 960, Revise for clarity, 962

• demonstrating a clear sense of audience and purpose.


SE/TE: Problem-and-Solution Essay: Consider your audience, 173, Address readers’ concerns, 174; How-to Manual: Identify information you need to share, 1138, Teach your audience, 1139, Choose best format, 1140; also see: How-to Essay: List the steps, 960, Revise for clarity, 962




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2.03 Instruct an audience in how to perform specific operations or procedures by: W.2.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. W.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• considering the audience's degree of knowledge or understanding.

W.2.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

SE/TE: How-to Manual: Identify information you need to share, 1138, Teach your audience, 1139, Choose best format, 1140; also see: How-to Essay: List the steps, 960, Revise for clarity, 962

• providing complete and accurate information.

W.2.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: How-to Manual: Identify information you need to share, 1138, Teach your audience, 1139; also see: How-to Essay: List the materials, 960, Organizing the steps, 961, Revise for clarity, 962




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• using visuals and media to make presentations/products effective.

W.6Use 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: How-to Manual: Use Visual Aids, 1139; also see: How-to Essay: Use graphic devices, 962


• using layout and design elements to enhance presentation/product.

W.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.

SE/TE: How-to Manual: Choose best format, 1140; also see: How-to Essay: List the steps, 960, Use formatting, 962




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Grade 9




2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question by: • deciding upon and using

appropriate methods such as interviews with experts, observations, finding print and non-print sources, and using interactive technology or media.

W.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.

SE/TE: Research Report: Find appropriate sources, 1003, Question sources, 1004, Credit sources, 1005, 1006; also see: Informational Texts: evaluate credibility (and argument), 566–571, evaluate sources, 980–985, texts, identify characteristics of types of (primary and secondary sources), 1120–1125, primary sources, analyze, 1210–1215; Sources, identify primary and secondary, 739

• prioritizing and organizing the information.

W.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.

SE/TE: Research Report: Record and organize information, 1004, Write an outline, 1005, Follow consistent research format, 1006, Student model, 1010–1012, Focus on format, 1013

• incorporating effective media and technology to inform or explain.

W.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.

SE/TE: Research Report: Plan for visuals, 1005, Deliver oral presentation, 1013; Communication Workshop: Multimedia Presentation of a Research Report, 1018; also see: Research and Technology: Comparative Chart, 537, Multimedia Presentation, 935




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Grade 9




W.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.

• reporting (in written and/or presentational form) the research in an appropriate form for a specified audience.

SL.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.

SE/TE: Research Report: Deliver oral presentation, 1013; Communication Workshop: Multimedia Presentation of a Research Report, 1018; also see: Research and Technology: Multimedia Presentation, 935

Competency Goal 3 The learner will examine argumentation and develop informed opinions. 3.01 Study argument by: • examining relevant reasons

and evidence. R-IT.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.

SE/TE: Persuasion, evaluate, 519, 527, 535, 539, 546, 549; Informational Texts: evaluate credibility (and argument), 566–571

• noting the progression of ideas that substantiate the proposal.


SE/TE: Informational Texts: evaluate credibility (and argument), 566–571; also see: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487; Persuasion, evaluate, 519, 527, 535, 539, 546, 549

• analyzing style, tone, and use of language for a particular effect.


SE/TE: Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461; also see: Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549




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Grade 9




• identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.


SE/TE: Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511; also see: Informational Texts: Historical Research Study, Speech, 566–571, News Article, Case study, 742–747, Primary Source, News Article, 1210–1215

• identifying and analyzing rhetorical strategies that support proposals.


SE/TE: Persuasive speech: rhetorical devices, 539, 549, analogy, 543, repetition, 544, restatement, 545, parallelism, 546, 556, emotionally charged language, 561

3.02 Express an informed opinion that: W.1.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.

• states clearly a personal view.

W.1.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.

SE/TE: Writing Workshop: Editorial, 582–589; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594

• is logical and coherent. W.1.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.

SE/TE: Editorial: Organizational pattern, establish, 582, Logic, appeal to, 583, Outline, use, 584, Parallelism, create, 587; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594




(Grade 9)


Grade 9




• engages the reader's interest or curiosity.

W.1.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.

SE/TE: Editorial: Emotions, appeal to, 583, Testimonials, provide, 584, Readers' concerns, address, 586; also see: Writing: Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594

3.03 Support that informed opinion by: W.1.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.

• providing relevant and convincing reasons.

W.1.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.

SE/TE: Editorial: Issues, consider all sides of, 583, Observations, provide personal, 584, Readers' concerns, address, 586; also see: Writing: Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594


• using various types of evidence, such as experience or facts.


SE/TE: Editorial: Expert opinion, provide, 584, Readers' concerns, address, 586; also see: Writing: Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594




(Grade 9)


Grade 9




W.1.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. W.1.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.

• using appropriate and effective language, reasons, and organizational structure for the audience and purpose.

W.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Editorial: Organizational pattern, establish, 582, Emotions, appeal to, 583, Testimonials, provide, 584, Words, choose powerful, 586; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594


• demonstrating awareness of the possible questions, concerns, or counterarguments of the audience.


SE/TE: Editorial: Issues, consider all sides of, 583, Fact and opinion, distinguish between, 584, Readers' concerns, address, 586; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933; Communications Workshop: Deliver a Persuasive Speech, 594




(Grade 9)


Grade 9




3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Informational Texts: evaluate credibility (and argument), 566–571; also see: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487; Persuasion, evaluate, 519, 527, 535, 539, 546, 549



SE/TE: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Persuasive Speech, 539, 543, 544, 545, 546, 549, 555, 556, 559, 561; Informational Texts: Commentary, Movie Review, 1120–1125


R-IT.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.

SE/TE: Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549; Informational Texts: evaluate credibility (and argument), 566–571



SE/TE: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487



SE/TE: For related material see: Critical Thinking (Persuasive Texts): Interpret, 534, 548, 560, 580; also see: Informational Texts (Reading Skills): Historical Research Study, Speech, 566–571 Commentary, Movie Review, 1120–1125




(Grade 9)


Grade 9






SE/TE: Infer (persuasive text), 534, 576; Draw conclusions (persuasive text), 534, 576



SE/TE: Author's purpose: philosophical assumptions, 1193, 1199, 1205; for related activities, also see: Informational Texts: Historical Research Study, Speech (evaluate credibility and argument), 566–571



SE/TE: Connect (persuasive text), 526, 548; also see: Compare and Contrast (speeches), 1193, 1199, 1202, 1205



SE/TE: Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549



SE/TE: Compare and Contrast (speeches), 1193, 1199, 1202, 1205; also see: Informational Texts (Comparing): Historical Research Study, Speech, 571, Commentary, Movie Review, 1125




(Grade 9)


Grade 9





• identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.

R-IT.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.

SE/TE: Literary Analysis: Persuasive Essay, 519, 523, 525, 527, 531, 535; Persuasive Speech, 539, 543, 544, 545, 546, 549, 555, 556, 559, 561; also see: Informational Texts (Reading Skills): Historical Research Study, Speech, 566–571, Commentary, Movie Review, 1120–1125

Competency Goal 4 The learner will create and use standards to critique communication. 4.01 Evaluate the effectiveness of communication by: • examining the use of

strategies in a presentation/product.

SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Communication Workshop: Analyzing Broadcast Media, 184, Evaluating a Speech, 414, Comparing Media Coverage, 1246

• applying a set of predetermined standards.

SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Communication Workshop: Feedback form, 184, 1018; also see: Listening and Speaking: Debate, 281, 1117; Communication Workshop: Evaluating a Speech, 414

• creating an additional set of standards and applying them to the presentation/product.

SE/TE: For related material see: Communication Workshop: Feedback form, 184, 1018; also see: Listening and Speaking: Debate, 281, 1117; Communication Workshop: Evaluating a Speech, 414

• comparing effective strategies used in different presentations/products.

SE/TE: Communication Workshop: Comparing Media Coverage, 1246




(Grade 9)


Grade 9




4.02 Read and critique various genres by: W.9.a. 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).”).

• using preparation, engagement, and reflection strategies appropriate for the text.

W.9.b. 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”).

SE/TE: Response to Literature: Clarify your purpose, 757, Identify thesis, 758; also see: Writing: Critique, 71; Writing to Compare Literary Works, 93, 171, 305, 401, 511, 581, 685, 755, 959, 1137, 1233


• identifying and using standards to evaluate aspects of the work or the work as a whole.

W.9.b. 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”).

SE/TE: For related material see: Response to Literature: Defining the form, 756, Top-ten list, 757; also see: Writing to Compare Literary Works (chart), 93, 171, 305, 401, 511, 581, 685, 755, 959, 1001, 1137, 1233




(Grade 9)


Grade 9




• judging the impact of different stylistic and literary devices on the work.

SE/TE: Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461; Response to Literature, 756–763; also see: Writing: Critique, 71, Analysis, Comparisons, making, 756, Contemporary interpretations, 1137; Writing to Compare Literary Works, 93, 171, 305, 401, 511, 581, 685, 755, 959, 1001, 1137, 1233

4.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Informational Texts (Reading Skills): Commentary, Movie Review, 1120–1125; Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549



SE/TE: For related material see: Informational Texts: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents ( text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, logic, sequence, 938–943, texts, identify characteristics of types of (primary and secondary sources), 1120–1125



SE/TE: For related material see: Informational Texts: evaluate credibility (and argument), 566–571; also see: Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549




(Grade 9)


Grade 9






SE/TE: For related material see: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487



SE/TE: For related material see: Summarize, 510; Informational Texts: paraphrase, find main idea, 742–747



SE/TE: For related material see: Infer, 452, 460, 507, 534, 576; Draw conclusions, 452, 507, 510, 534, 576



SE/TE: For related material see: Author's purpose: philosophical assumptions, 1193, 1199, 1205; for related activities, also see: Informational Texts: Historical Research Study, Speech (evaluate credibility and argument), 566–571



SE/TE: For related material see: Informational Texts (Reading Skills): Commentary, Movie Review, 1120–1125; also see: Connect, 526, 548




(Grade 9)


Grade 9






SE/TE: For related material see: Persuasive appeal, evaluate, 519, 527, 535; Persuasive techniques, analyze, 539, 546, 549; also see: Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461



SE/TE: For related material see: Main idea and details, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487; Connect (persuasive text), 526, 548

• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.


SE/TE: For related material see: Informational Texts (Reading Skills): Commentary, Movie Review, 1120–1125; also see: Literary Analysis: Persuasive Essay, 519, 523, 525, 527, 531, 535; Persuasive Speech, 539, 543, 544, 545, 546, 549, 555, 556, 559, 561

Competency Goal 5 The learner will demonstrate understanding of various literary genres, concepts, elements, and terms. 5.01 Read and analyze various literary works by: • using effective reading

strategies for preparation, engagement, reflection.

SE/TE: Predictions, make/verify, 23, 30, 31, 33, 37, 39, 43, 49, 53, 54, 56, 57, 62, 67, 69; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975; Draw conclusions, 967, 971, 974, 975, 978




(Grade 9)


Grade 9




• recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).

SE/TE: Genre Introduction with definitions of literary terms: Characteristics of Fiction, 6, Characteristics of Nonfiction, 7, What is a Short Story?, 196–197, What is Nonfiction?, 426–427, Exploring types of nonfiction, 428–429, What is Poetry?, 606–607, Elements of poetry, 608–609, What is Drama, 780–781, Elements of Drama 782–783, What are Leadership and Heroism?, 1030–1031, Universal Themes in the Oral Tradition, 1032–1033; also see: Writing to Compare Literary Works, 93, 171, 305, 401, 511, 581, 685, 755, 959, 1001, 1137, 1233; Writing Workshop: Response to Literature, 756–763; Writing Applications: Critique, 71, Comparing Literary Works: Contemporary Interpretations, 1126, 1137

• interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.

SE/TE: Foreshadowing, short story, 43, 48, 51, 53, 57, 64, 69; Symbolism, comparing, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Diction, 430, 441, 453, 461; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 678, 679, 680, 676, 683, 684, 685; Allusion, 861, 891, 1126, 1137; Dramatic irony, 893, 896, 899, 900, 905, 906, 908, 911, 967, 975; Flashback, 1041, 1048, 1079, 1082

• understanding the importance of tone, mood, diction, and style.

SE/TE: Tone, 428, 439, 441, 445, 453; Diction, 430, 441, 453, 461; Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461; Mood, narrative poetry, 693, 698, 703, 714, 715




(Grade 9)


Grade 9




• explaining and interpreting archetypal characters, themes, settings.

R-L.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).

SE/TE: Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959; What are Leadership and Heroism?, 1030–1031, Universal Themes in the Oral Tradition, 1032–1033; Epic hero, 1041, 1047, 1048, 1049, 1051, 1053, 1054, 1057, 1058, 1060, 1063, 1071, 1072, 1074, 1076, 1077, 1079, 1081, 1082, 1115

• explaining how point of view is developed and its effect on literary texts.

SE/TE: Comparing Point of view, 80, 83, 84, 85, 87, 89, 93

• determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.

R-L.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.

SE/TE: Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; for related activities, also see: Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 347,371, 708, 711, 782, 784; Characters, comparing and contrasting, 1145

R-L.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.

• explaining how the writer creates character, setting, motif, theme, and other elements.


SE/TE: Character, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343, 347,371, 708, 711, 782, 784; Theme, 162, 163, 165, 166, 167, 170, 199, 200, 610, 782; Comparing Themes, 160, 171; Setting, 290, 293, 294, 296, 297, 300, 303, 304, 305; Comparing Archetypal Themes, 944, 959; Universal themes in the oral tradition, 1032; Forms that express universal themes, 1033; Model Selection (themes), 1034–1039




(Grade 9)


Grade 9




R-L.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).

• making thematic connections among literary texts and media and contemporary issues.


SE/TE: Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Universal themes in the oral tradition, 1032; Forms that express universal themes, 1033; Model Selection (themes), 1034–1039; Comparing Tall Tale and Myth, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233; also see: Romeo and Juliet Through the Years, 876–879; Informational Texts: Commentary, Movie Review, 1120–1125; Comparing Contemporary Interpretations, 1126, 1129, 1130, 1131, 1132, 1133, 1136, 1137

• understanding the importance of cultural and historical impact on literary texts.


SE/TE: Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; also see: Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511

• producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.

SE/TE: Anecdote, 41; Alternative ending, 255; Poem, 739; Play, 977; Satire 986, 1001; Epic, 1085




(Grade 9)


Grade 9




5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres. 5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Predictions, make/verify, 23, 30, 31, 33, 37, 39, 43, 49, 53, 54, 56, 57, 62, 67, 69; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; Draw conclusions, 967, 971, 974, 975, 978



SE/TE: Genre Introduction with definitions of literary terms: Characteristics of Fiction, 6, Characteristics of Nonfiction, 7, What is a Short story?, 196–197, What is Poetry?, 606–607, Elements of poetry, 608–609, What is Drama, 780–781, Elements of Drama 782–783, What are Leadership and Heroism?, 1030–1031, Universal Themes in the Oral Tradition, 1032–1033; also see: Writing to Compare Literary Works, 93, 171, 305, 401, 685, 755, 959, 1001, 1137, 1233; Writing Workshop: Response to Literature, 756–763; Writing Applications: Critique, 71, Comparing Literary Works: Contemporary Interpretations, 1126, 1137




(Grade 9)


Grade 9







SE/TE: Response to Literature: find supporting evidence, 757, provide supporting details, 758, revise to eliminate unnecessary information, 760, using quotations, 761; also see: Writing Applications: Critique, 71; Respond, 21, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 209, 236, 252, 266, 278, 297, 304, 328, 342, 358, 370, 400, 615, 628, 638, 650, 664, 679, 681, 684, 728, 736, 751, 753, 754, 797, 830, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1039, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232



SE/TE: For related activities see: Author's purpose, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359 (The reading strategy “Main Idea” is taught in the nonfiction unit.)



SE/TE: Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975




(Grade 9)


Grade 9






SE/TE: Predictions, make/verify, 23, 30, 31, 33, 37, 39, 43, 49, 53, 54, 56, 57, 62, 67, 69; Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359; Draw conclusions, 967, 971, 974, 975, 978



SE/TE: Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; also see: Literature In Context, 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222; Themes in literature: cultural details, 1033, cultural context, 1038, 1039




(Grade 9)


Grade 9





SE/TE: Introducing & Applying the Big Question (writing and discussion): Can truth change?, 2, 180; Is conflict necessary?, 194, 410; Is knowledge the same as understanding?, 424, 590; How does communication change us?, 604, 764; Do our differences define us?, 778, 1014; Do heroes have responsibilities?, 1028, 1242; for related activities, also see: Respond to Big Question, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 209, 236, 252, 266, 278, 297, 304, 328, 344, 358, 370, 395, 400, 410, 439, 452, 460, 474, 486, 507, 526, 534, 548, 560, 576, 580, 605, 650, 664, 702, 714, 728, 736, 751, 753, 754, 764, 797, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1014, 1039, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232, 1242


SE/TE: Author's style, 441, 453, 461; also see: Comparing Symbolism and Allegory, 382, 384, 385, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581; Comparing Imagery, 676, 678, 679, 680, 683, 684, 685; Comparing Forms of Lyric poetry, 748, 750, 751, 753, 755; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001; Comparing Tall Tale and Myth, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233




(Grade 9)


Grade 9





SE/TE: Comparing Point of view, 80, 83, 84, 85, 87, 89, 93; Comparing Themes, 160, 162, 163, 165, 166, 167, 171; Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Theme, universal, 1032, 1033; Comparing Contemporary Interpretations, 1126, 1129, 1130, 1131, 1132, 1133, 1136, 1137

R-L.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).

• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.


SE/TE: Setting, short story, 199, 209, 290, 293, 294, 296, 297, 300, 303, 304, 305; Symbolism, short story, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Narrative poetry, 609, 693, 697, 698, 706, 708, 711, R22; Figurative language, 617, 625, 627, 629, 633, 637, 639, 693; Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Mood, narrative poetry, 693, 698, 703, 714, 715; Rhyme and meter, 719, 726, 729, 732, 735, 737; Lyric poetry, 748, 750, 751, 753; Dramatic speech, 783, 870, 878, 887, 891; Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; Epic simile, 1087, 1093, 1094, 1109, 1111, 1112, 1114




(Grade 9)


Grade 9




Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01 Demonstrate an understanding of conventional written and spoken expression that: • uses varying sentence

types (e.g., simple, compound, complex, compound-complex) purposefully, correctly, and for specific effect.

L.1.b. 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.

SE/TE: Writer’s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

• selects verb tense to show an appropriate sense of time.

SE/TE: Verbs, tenses, 254, 280

• applies parts of speech to clarify and edit language.

SE/TE: Nouns, 40, 70, 97; Pronouns, 122, 150, 407; Adverbs, 217, 322, 342, 562; Verbs, 254, 280, 309, 514; Adjectives, 536, 760; Infinitive phrase, 738; Gerund, Participle, 932; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

L.1.a. Use parallel structure.* L.1.b. 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.

• addresses clarity and style through such strategies as parallelism; appropriate coordination and subordination; variety and details; appropriate and exact words; and conciseness.

L.3. Make effective language choices.

SE/TE: Language, use active, 308; Conjunctions: coordinating, 406, subordinate, 1009; Words, choose powerful, 586; Parallelism, create, 587; Revise to vary word choice, 1006; Word choice, review, 1140




(Grade 9)


Grade 9




• analyzes the place and role of dialects and standard/nonstandard English.

SE/TE: Dialect, 347, 371

• uses vocabulary strategies such as roots and affixes, word maps, and context clues to discern the meanings of words.

L.4.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.

SE/TE: Explain context cues, 237, 253; Context Clues, 592; for related activities, also see: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

6.02 Discern and correct errors in spoken and written English by: • avoiding fragments, run-

ons, and comma splices. SE/TE: Writer’s Toolbox:

Revising to Correct Fragments and Run-ons, 1141; also see: Writer’s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Varying Sentence Structure and Length, 1239

• selecting correct subject-verb agreement, consistent verb tense, and appropriate verbs.

SE/TE: Verbs, tenses, 254, 280; Verbs, 309, 514; Subject-verb agreement, 407

• using and placing modifiers correctly.

SE/TE: Adjectives: position, 536, comparative degree, 760; also see: Adverbs, 217, 322, 342, 562




(Grade 9)


Grade 9




W.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.

• editing for spelling and mechanics (punctuation and capitalization).

L.3.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: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241




(Grade 9)

Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the North Carolina

English Language Arts Standards Correlation The Common Core Standards for English

Language Arts, Grades 9-10 Prentice Hall Literature, Grade 9

Reading Standards for Literature

Range and Level of Text Complexity

R-L.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.

SE/TE: Independent Reading, 185, 415, 595, 769, 1019, 1247

Reading Standards for Informational Text

R-IT.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).

SE/TE: Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461; also see: Vocabulary Workshop: Using a Dictionary and Thesaurus, 182–183, Connotation and Denotation, 766–767, Idioms, Jargon and Technical Terms, 1244–1245

Integration of Knowledge and Ideas

R-IT.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.

SE/TE: Communication Workshop: Analyzing Broadcast Media, 184, Multimedia Presentation of a Research Report, 1018, Comparing Media Coverage, 1246

R-IT.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.

SE/TE: “I Have a Dream,” 542–551; First Inaugural Address, 552–556

Range and Level of Text Complexity

R-IT.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.

SE/TE: Independent Reading, 185, 415, 595, 769, 1019, 1247

Writing Standards

Text Types and Purposes

W.2. Write informative/explanatory texts in which they:

W.2.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.

SE/TE: Transitions, provide, 962; also see: Writer’s Toolbox: Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239




(Grade 9)

The Common Core Standards for English Language Arts, Grades 9-10

Prentice Hall Literature, Grade 9

W.2.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).

SE/TE: Model Conclusion: Problem Solution, 178; also see: Conclusion, write for speech, 255

W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: Model Conclusion: Autobiographical narrative, 98

Production and Distribution of Writing

W.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.)

SE/TE: Writing Workshop: Autobiographical Narrative, 94–99, Problem-and-Solution Essay, 172–179, Short Story, 306–311, Cause-and-Effect Essay, 402–409, Business Letter, 512–517, Editorial, 582–589, Descriptive Essay, 686–691, Response to Literature, 756–763, How-to Essay, 960–965, Research Report, 1002–1013, Meeting Minutes, 1138–1143, Comparison-and-Contrast Essay, 1234–1241

Range of Writing

W.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.

SE/TE: Writing Workshop: Autobiographical Narrative, 94–99, Problem-and-Solution Essay, 172–179, Short Story, 306–311, Cause-and-Effect Essay, 402–409, Business Letter, 512–517, Editorial, 582–589, Descriptive Essay, 686–691, Response to Literature, 756–763, How-to Essay, 960–965, Research Report, 1002–1013, Meeting Minutes, 1138–1143, Comparison-and-Contrast Essay, 1234–1241; also see: Writing Assignments, 41, 71, 79, 123, 151, 159, 255, 281, 289, 305, 345, 373, 381, 401, 424, 463, 489, 497, 511, 537, 563, 563, 581, 594, 600, 641, 667, 685, 717, 755, 756, 933, 959, 977, 986, 1001, 1085, 1117, 1137, 1191, 1207, 1253

Speaking and Listening Standards

Comprehension and Collaboration

SL.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.

SL.1.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.

SE/TE: Debate, 281, 1117; Do heroes have responsibilities?, 1028, 1242; also see: Critical Thinking: Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204; Debate, 281, 1117; Panel discussion, 463, 739, 1207




(Grade 9)



SL.1.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.

SE/TE: Peer review, use, 176, 406, 586, 760, 1006, 1238; also see: Listening and Speaking: Dialogue, 373, 717, 783, Staged performance, 934, Conversations, improvise everyday, 1085, Multimedia presentation, 1018

SL.1.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.

SE/TE: Debate, 281, 1117; Panel discussion, 463, 739, 1207; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238

SL.1.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.

SE/TE: Introducing & Applying the Big Question (writing and discussion): Can truth change?, 2, 180; Is conflict necessary?, 194, 410; Is knowledge the same as understanding?, 424, 590; How does communication change us?, 604, 764; Do our differences define us?, 778, 1014; Do heroes have responsibilities?, 1028, 1242; also see: Critical Thinking: Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204; Debate, 281, 1117; Panel discussion, 463, 739, 1207

SL.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.

SE/TE: Communication Workshop: Analyzing Broadcast Media, 184, Evaluating a Speech, 414, Comparing Media Coverage, 1246

Presentation of Knowledge and Ideas

SL.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.

SE/TE: Communication Workshop: Multimedia Presentation of a Research Report; also see: Research and Technology: Comparative Chart, 537, Multimedia Presentation, 935

SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Communication Workshop: Delivering a Persuasive Speech, 594, Oral Interpretation of Literature, 768, Multimedia Presentation of a Research Report, 1018; also see: Listening and Speaking: Interview, 41, Oral presentation, 181, 255, Debate, 281, 1117, Dialogue, 373, 717, 783, Panel discussion, 463, 739, 1207, Radio news report, 563, Persuasive speech, 594, 1015, Impromptu speech, 641, Discussion, 765, Conversations, improvise everyday, 1085, Interpretive speech, 1243




(Grade 9)



Language Standards

Conventions of Standard English

L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SE/TE: Semicolons, 1206

L.2.b. Use a colon to introduce a list or quotation. SE/TE: Colons, 1206

L.2.c. Spell correctly. SE/TE: Spelling, focus on, 179, 311, 589; Spelling skills, use basic, 1143

Vocabulary Acquisition and Use

L.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.

L.4.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.

SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 182–183

L.4.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).

SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 182–183; also see: Explain context cues, 237, 253

L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

SE/TE: Figures of speech, 617, 629, 639; also see: Vocabulary Workshop: Idioms, Jargon and Technical Terms, 1244–1245

L.5.b. Analyze nuances in the meaning of words with similar denotations.

SE/TE: Vocabulary Workshop: Connotation and Denotation, 766–767

L.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.

SE/TE: Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205


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