Textbook Alignment to the Utah Core 9 th Grade Language Arts This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes _N/A No _N/A Name of Company and Individual Conducting Alignment: Van de Graaff, Len A Credential Sheet has been completed on the above company/evaluator and is (Please check one of the following): On record with the USOE. The Credential Sheet is attached to this alignment. Instructional Materials Evaluation Criteria (name and grade of the core document used to align): 9 th Grade Language Arts Core Curriculum Title: Prentice Hall Literature Grade 9 (c) 2010 ISBN#: 9780133666397 (SE); 9780133666410 (TE) Publisher: Pearson publishing as Prentice Hall Overall percentage of coverage in the Student Edition (SE) and Teacher Edition (TE) of the Utah State Core Curriculum: 100 % Overall percentage of coverage in ancillary materials of the Utah Core Curriculum: N/A % STANDARD I: (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.
Percentage of coverage in the student and teacher edition for Standard I: 100 % Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard I: N/A % OBJECTIVES & INDICATORS Objective 1.1: (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues. Coverage in Student Edition(SE) and Teacher Edition (TE) (pg # s, etc.) Vocabulary Workshop: Using a Dictionary and Thesaurus, 182 183; Word Origins, 412 413; Words With Multiple Meanings, 592 593; Connotation and Denotation, 766 767; Borrowed and Foreign Words, 1016 1017; Idioms, Jargon and Technical Terms, 1244 1245; 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 Coverage in Ancillary Material (titles, pg # s, etc.) Not covered in TE, SE or ancillaries a. Analyze the meaning of words using knowledge of roots (see chart, Appendix A). 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; also see: Vocabulary Workshop: Word Origins, 412 413 b. Distinguish between the connotative and denotative meanings of words. c. Determine word meaning using sentence structure (e.g., parts of speech, grammatical structures). d. Distinguish between commonly confused words (i.e., accept/except; advise/advice; council/counsel councilor/counselor; principal/principle; peace/piece; than/then; weather/whether; who/which/that; who s/whose). Objective 1.2: (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules). Vocabulary Workshop: Connotation and Denotation, 766 767 Opportunities to address: Subjects and Predicates, 344; Context Clues, 592; also see: Parts of Speech, R50; Sentences, Phrases, and Clauses R51 Glossary of common usage, R54; also see: Vocabulary Workshop: Using a Dictionary and Thesaurus, 182 183; Words With Multiple Meanings, 592 593 Informational Texts: Recipe, Howto Article, 74 79; Train Schedule, Brochure, 154 159; Signs and Instructions, Technical Instructions, 284 289; Dictionary, Employment Application, 376 381; Technical Document, Web Article, 492 497; Historical Research Study, Speech, 566 571; Technical Directions / How-to guide, News Article, 670 675;
News Article, Case study, 742 747; Atlas Entry, Travel Brochure, 938 943; Web Site, Web Encyclopedia Entry, 980 985; Commentary, Movie Review, 1120 1125; Primary Source, News Article, 1210 1215 a. Analyze the purpose of external text features and structures in a variety of informational texts (e.g., textbooks, advertisements, posters, graphs, charts, maps, schedules, product instructions). b. Comprehend text using internal text structures and their appropriate cue words and phrases (i.e., cause/effect, problem/solution). Informational Texts (with pictures and symbols): analyze text structure, features, format, 154 159; critique logic of functional documents (text features, graphics), 284 289; generate relevant questions, 492-497; follow technical directions, 670-675; analyze text information, logic, sequence, 938 943; evaluate sources, 980 985; identify characteristics of various types of texts, 1120-1125; also see: Illustrations, identify subject of, 101; Visual aids, use, 463, 1139, 935, 1191 Informational Texts: read to perform task (sequence), 74 79, 938 943; critique logic of functional documents (text features, graphics), 284 289; analyze text structure, 376 381, 670 675; generate relevant questions, 492-497; evaluate credibility, 566-571; follow technical directions, 670-675;
analyze text information, logic, sequence, 938 943; evaluate sources, 980 985; also see: Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913; Writing Workshop: Problem-and-Solution Essay, 172 179; Cause-and-Effect Essay, 402 409; How-to Essay, 960 965; Comparison-and-Contrast Essay, 1234 1241 c. Infer meaning from implicit information in text. Inferences, make (nonfiction text), 242, 247, 250, 253 d. Distinguish relevant from merely interesting information. Objective 1.3: (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature. Informational Texts: questions, generate relevant (use background knowledge), 492 497, evaluate credibility (and argument), 566 571, evaluate sources, 980 985, primary sources, analyze, 1210 1215 Characteristics of Fiction, 6; Characteristics of Nonfiction, 7; Narrative Essay 23; Comparing Themes, 160, 171; What is a Short story?, 196 197; Elements of Short stories, 200 201; Comparing Symbolism and Allegory, 382, 401; What is Nonfiction?, 426 427; Exploring types of nonfiction, 428 429; Expository Essay, 465; Comparing Biographical Writing,
498, 511; Persuasive essay, 519; Persuasive speech, 539; Comparing Humorous Writing, 572 581; Historical Research Study, Speech, 566 571; What is Poetry?, 606 607; Elements of poetry, 608 609; What is Drama, 780 781; Elements of Drama 782 783; Tragedy and Motive, 913; Comparing Archetypal Themes, 944, 959; What are Leadership and Heroism?, 1030 1031; Universal Themes in the Oral Tradition, 1032 1033; Historical and cultural context, 1041, 1087; Commentary, Movie Review, 1120 1125; Comparing Contemporary Interpretations, 1126, 1137; Primary Source, News Article, 1210 1215; Comparing Tall Tale and Myth, 1216, 1233 a. Describe how conflict, character, and plot work together. Plot, 6, 7, 14, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202, 207, 209, 307, 782, R21; Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255, 313, 347,371, 708, 711, 782, 784, R17; Conflict, 194, 198, 199, 211, 213, 216, 218, 222, 223, 225, 226, 228, 232, 235, 237, 245, 246, 249, 251, 252, 253, 307, 359, 410, 713, 782, 796, R16; Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329,
333, 334, 336, 339, 343; Characters, comparing and contrasting, 1145 b. Explain how character is developed through implication and inference. Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; also see: Diction 347, 371 c. Relate themes in literary works to real-life events. The Big Question: 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: Themes in literature: archetypal themes, 944, 959; heroism, 1030; oral tradition, 1032; cultural details, 1033; cultural context, 1038, 1039; values, 1033, 1035, 1039 d. Analyze how setting contributes to characterization, plot, or theme. Setting, 290, 293, 294, 296, 297, 300, 303, 304, 305; also see: Plot, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202, 207, 209, 307; Comparing Themes, 160, 171; Characterization, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; Diction, 371; Archetypal Themes, 944, 959; Themes in literature: heroism, 1030
e. Interpret figurative language in literature (i.e., simile, metaphor, personification, hyperbole, and symbolism). Figurative language, 617, 625, 627, 629, 633, 637, 639, 693; simile, 608, 687, R25; metaphor, R21; personification, 610, 615, R23; hyperbole, 572, 581, 1216; symbolism, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401 f. Identify the speaker in a poetic text. Narrative poetry, 693, 697, 698, 703, 706, 708, 711 STANDARD II: (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others. Percentage of coverage in the student and teacher edition for Standard II: 100 % Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard II: N/A % OBJECTIVES & INDICATORS Objective 2.1: (Writing to Learn): Compare multiple ideas and perspectives to extend thinking through writing Coverage in Student Edition(SE) and Teacher Edition (TE) (pg # s, etc.) Writing Workshop: Comparisonand-Contrast Essay, 1234 1241; also see: Comparing Informational Texts, 79, 159, 289, 381, 497, 571, 675, 747, 943, 985, 1125, 1215; Writing to Compare Literary Works: point of view, 93, themes, 171, setting, 305, symbolism and allegory, 401, biographical writing, 511, humorous writing, 581, imagery, 685, forms of lyric poetry, 755, archetypal themes, 959, satire, Coverage in Ancillary Material (titles, pg # s, etc.) Not covered in TE, SE or ancillaries
1001, contemporary interpretations, 1137, tall tale and myth, 1233 a. Compare/contrast significant or essential ideas, facts, or events. b. Choose facts, events, or ideas and distinguish their differences or demonstrate their similarities. c. Compare/contrast connections between texts, between texts and self, and between texts and different world connections. Writing Workshop: Comparisonand-Contrast Essay, 1234 1241; also see: Writing to Compare Literary Works: themes, 171, setting, 305, symbolism and allegory, 401, archetypal themes, 959, satire, 1001, contemporary interpretations, 1137; Comparing Informational Texts (main idea), 747; Compare and Contrast, 1189, 1205 Prewriting: Compare and contrast, 1191, Comparison-and contrast chart, 1235; Drafting: Comparable situations, describe, 174, Chronological order, use, 404, Fact and opinion, distinguish between, 584; Revising: Comparisons and contrasts, clarify, 1238; also see: Comparing Informational Texts (main idea), 747 Writing about the Big Question: Response/Review: Does truth change?, 181; Is conflict necessary?, 411; Is knowledge the same as understanding?, 591; How does communication change us?, 604, 618, 765; Do our differences define us?, 1015; Do heroes have responsibilities?, 1243; also see:
Generate Relevant Questions, 492-497; Evaluate Sources (extend ideas), 980-985; Analyze Primary Sources (extend ideas), 1210-1215 Objective 2.2: (Extended Writing): Write to persuade others. (Emphasize persuasive compositions. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade levels.) Writing Workshop: Editorial, 582 589; also see: Writing (Integrated Language Skills): Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, Persuasive Letter, 933 a. State a thesis that clearly takes a position. Position, state, 582; Thesis statement, write, 583; also see: Critique, 71; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, Persuasive Letter, 933 b. Organize writing effectively using leads, details, transitions, conclusions, personal experience, facts, anecdotes, examples, and paraphrased ideas. c. Refute counter-arguments by using personal experience, facts, anecdotes, examples and paraphrased ideas. Objective 2.3: (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions. Drafting: Expert opinion, provide, 174; Evidence: provide, 584; Audience, consider, 688, 758 Arguments, evaluate, 584; Readers' concerns, address, 586 Writing Workshop: Revising, 96, 176, 308, 406, 586, 688, 760; Editing and Proofreading, 99, 517, 1013, 1143; also see: Writer s Toolbox: Conventions, 97, 309,
407, 587, 761, 1141, Pronounantecedent agreement, 177, Organization, 307, 961, Voice, 513, Sentence fluency, 515, 689, 963, 1009, 1239, Word choice, 687, Ideas, 1139 a. Evaluate and revise for: Ideas: Anticipation of and answers to readers questions. Organization: Inviting leads and satisfying conclusions. Voice: A variety of voices for different audiences and purposes. Word Choice: Carefully chosen vocabulary to achieve voice and purpose. Sentence Fluency: Varied sentence structure (i.e., include complex and compound sentences). b. Edit for: Correct grade level spelling. Correct use of commas in introductory phrases and clauses. Correct use of adverbs. Correct use of colons. Correct use of parentheses. Correct capitalization of languages, races, nationalities, religions or sections of the country. Writing Workshop: Revising, 96, 176, 308, 406, 586, 688, 760; also see: Writer s Toolbox: 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 Editing and Proofreading, 99, 517, 1013, 1143; Writer s Toolbox: Conventions, 97, 309, 407, 587, 761, 1141, Pronoun-antecedent agreement, 177; also see: Grammar, Usage, and Mechanics, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 963, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252
STANDARD III: (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations. Percentage of coverage in the student and teacher edition for Standard III: 100 % Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard III: N/A % OBJECTIVES & INDICATORS Objective 3.1: (Processes of Inquiry): Use the process of inquiry to examine multiple points of view. Coverage in Student Edition(SE) and Teacher Edition (TE) (pg # s, etc.) Writing Workshop: Research Report, 1002 1013; Communication Workshop: Multimedia Presentation of a Research Report, 1018; Research and Technology: Learning Log, 151; Annotated Flowchart, 935; Research Report, 977; Citing Sources and Preparing Manuscript, R36 R37; Blogs, R42 R43; Widgets and feeds, R45; Multimedia elements, R46; Podcasts, R47 Coverage in Ancillary Material (titles, pg # s, etc.) Not covered in TE, SE or ancillaries a. Formulate questions to evoke multiple, valid responses from different points of view. Questions: answer, 489; identify open-ended, 1003 b. Gather information from multiple sources that reflect varied points of view. Gathering Details Through Research, 1003-1004; Credit sources, 1005, 1006; Professional Model, 1007; Documenting sources, 1008; Student Model, 1010; Citing Sources and Preparing Manuscript, R36 R37; also see:
Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005 c. Analyze multiple points of view for credibility. Fact and opinion, distinguish between, 584; Gathering Details (question sources), 1004; Revising Strategies (evaluate sources), 1006; also see: Informational Texts: Logic, critique, 284 289; Credibility, evaluate, 566 571; Sources, evaluate, 980 985; Listening and Speaking: Analyzing Broadcast Media Presentations, 184; Literary Analysis: Persuasive Essay, 519; Persuasive Speech, 539; Compare Media Coverage, 1246 d. Use primary and secondary sources. Credit sources, 1005, 1006; Professional Model, 1007; Documenting sources, 1008; Student Model, 1010; Citing Sources and Preparing Manuscript, R36 R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005; Informational Texts: Analyze Primary Sources, 1210-1215
Objective 3.2: (Written Communication of Inquiry): Write to analyze multiple points of view. a. Select an appropriate format to analyze multiple points of view. b. Compile and analyze information from multiple points of view. c. Report analysis of multiple points of view using paraphrase, summary, and/or quotations. Writing Workshop: Problem-and- Solution Essay, 172 179; Editorial, 582 589; Research Report, 1002 1013; also see: Writing to Compare Literary Works: point of view, 93, biographical writing, 511, humorous writing, 581, contemporary interpretations, 1137 Writing Workshop: Problem-and- Solution Essay, 172 179; Editorial, 582 589; Research Report, 1002 1013; also see: Writing to Compare Literary Works: point of view, 93, contemporary interpretations, 1137 Writing to Compare Literary Works: point of view, 93, biographical writing, 511, humorous writing, 581, contemporary interpretations, 1137; Writing Workshop: Problem-and- Solution Essay, 172 179; Editorial, 582 589; Research Report, 1002 1013 Providing supporting details: quotations, examples, paraphrases, 758; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005; Credit sources, 1006; Documenting sources, 1008; also see: Sources, identify primary and secondary, 739
d. Use informal and formal citations where appropriate, to support inquiry. Objective 3.3: (Oral Communication of Inquiry): Conduct interviews to support inquiry. a. Determine the purpose for interviews (e.g., to examine perspectives, to acquire information, to clarify understanding, to respond to writing). b. Ask probing questions to seek elaboration and clarification of ideas. c. Make supportive statements to communicate agreement with or acceptance of others ideas. Credit sources, 1005, 1006; Documenting sources, 1008; Citing Sources and Preparing Manuscript, R36 R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005 Interviews: identify subjects for, 1039; also see: Practice Interview, 41 Interviews: identify subjects for, 1039; also see: Practice Interview, 41 Debate, present, 281; Panel discussion, 463, 739, 1207; Discussion, 765; Debate, 1117; also see Practice Interview: generate and ask relevant questions, 41 Debate, present, 281; Panel discussion, 463, 739, 1207; Discussion, 765; Debate, 1117; also see: Practice Interview: maturity, sensitivity and respect, 41 d. Present interview results. Interviews: identify subjects for, 1039; also see: Practice Interview, 41