Prentice Hall Literature, The Penguin Edition, Grade 9, Alabama Edition 2008 Grade 9 C O R R E L A T E D T O Grade 9
Reading predominantly world literature Ninth Grade Ninth graders are gaining greater social independence while continuing to need guidance in developing their personal and academic potential as they achieve higher levels of ability in reading, speaking, and writing. These students are moving from purely personal reactions to literature to critical responses. This period marks an increase in student control of all aspects of language. The ideal classroom environment for ninth graders is one that shows sensitivity toward their social and academic needs. Instructional delivery may include collaborative learning, teacher led instruction, and independent study. Various activities can address different learning styles to engage all students in learning. As a result of meeting the increased level of expectations in language use, ninth graders strengthen their foundation in all the English language arts strands. They become more strategic in their approach to reading increasingly complex selections. While the focus in reading is on world literature, students learn to synthesize information from texts as they extend skills to content area texts. Similarly, students expand their control of the writing process. In addition, students manage the research process to support a thesis on a topic of personal interest and increase their media literacy by becoming more strategic consumers of oral and visual information. Minimum Required Content Students will: Reading 1. Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials. Examples: plot exposition, conflict, rising action, climax, falling action, denouement SE/TE: World Lit 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 2. Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Examples: language Standard English usage versus dialect, length and complexity of sentences, diction literary elements and devices flashback, personification Interpreting symbolism and other figurative language SE/TE: Symbol, 185, 186, 193, 348, 350, 351, 353, 354, 356, 357, 360, 363, 366, 367; Figurative language, 552, 554, 558, 560, 564, 568, 571, 574, 577, 581, 582, 628 1
Recognizing foreshadowing to anticipate events SE/TE: Foreshadowing, 46, 50, 53, 55, 58, 64, 68 Making inferences about characters and their motives SE/TE: 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; 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 Determining effectiveness of diction SE/TE: Diction, 390, 402, 412, 420, 520, 531 2
Recognizing use of analogy SE/TE: Analogy, 492, 495, 500, 510 3. Read with comprehension a variety of ninth grade informational and functional reading materials, including recognizing tone and propaganda. Examples: functional materials telephone books, labels on medicine containers, consumer product information, directions, newspapers, messages, recipes Organizing steps of a process SE/TE: Reading Informational Materials : and other sequences Instructions: Recipes, 42 44, Signs and Instructions, 240 242, Technical Documents, 446 448; Explanation: of chain of events, 265 Identifying organizational structure Example: matching structure to a graphic organizer SE/TE: Reading Informational Materials : recognize organizational features, 118; evaluate visual aids, 240; evaluate text format, 344; read for specific information, 446; skimming and scanning, 852; following directions, 1022 3
Recognizing fallacies in logic 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; Shaping Writing: evaluating arguments, 538 Following complex written directions SE/TE: Reading Informational Materials : Instructions: Recipes, 42 44, Signs and Instructions, 240 242, Technical Documents, 446 448; Explanation: of chain of events, 265 Literature 4. Identify literary components that contribute to authors styles. Examples: length and complexity of sentences, diction, Standard English usage versus dialect SE/TE: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420; also see: 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 4
5. Identify persuasive strategies, including propaganda, in world literature selections. SE/TE: Persuasive appeals, analyze, 472, 476, 478, 479, 491, 492, 498, 500, 504, 513, 514, 519, 532; Shaping Writing: evaluating arguments, 538; Appeals to reason or emotion, 474, 480, 488; 480, 484, 488, 495, 497, 505, 506, 509, 510 6. Determine word meaning in world literature selections using word analysis and context clues. Identifying the etymology of words SE/TE: Word origins, 95, 116, 144; Origins of English, R8 R9; Word Roots, Prefix, Suffix: 40, 70, 238, 318, 422. 444, 490, 512, 584, 610, 650, 812, 850, 990, 1092 TE: Vocabulary: Word Origin, 224 Examples: essay, letter of complaint Using an abbreviated writing process to write an essay in timed and untimed situations Writing and Language 7. Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. SE/TE: 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 5
Using verbals to increase sentence complexity SE/TE: Gerund, 850; Verbal phrases, 876 Using a variety of patterns to organize information in multi paragraph writings Examples: chronological order, cause and effect, order of importance SE/TE: Shaping Writing by: identifying main point, 89, planning storyline, 285, chronological, 374, 875, 919, order of importance, 374, 538, 919, choosing organization, block/modified block, 467, spatial/time order, 621, step by step, 875, writing thesis statement, 690, 919, introduction, body, conclusion, 690, 1041, comparison and contrast, 919, point by point/subject by subject, 1136 Developing an effective voice suitable for audience and purpose SE/TE: Gathering Details: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Revising Word Choice: for target audience, 166; Providing Elaboration by : considering audience, 467, 621, 690; Narrowing Topic: clarifying purpose, 689, specifying purpose, 1135 Using a variety of sentence patterns Example: diagramming selected sentences to illustrate structural variety SE/TE: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139; also see: Sentences, 468, 622, 876, 923, 990, 1020, 1042, 1139 6
Using active voice and passive voice when appropriate SE/TE: Voice, active and passive, 342, highlighting active voice, 467 8. Critique paragraphs for logical progression of sentences. SE/TE: Revising paragraphs, 90, 166, 167, 541, 875, 1138; also see: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139 9. Identify factors that influence the development of language. Examples: geographic location, wars and revolutions, technology, mass media SE/TE: Word origins, 95, 116, 144, R8 R9; Origins of English, R8 R9 TE: Vocabulary: Word Origin, 224 10. Determine correct use of commas with appositives and within direct quotations, colons to introduce lists, semicolons with a series of elements separated by commas, and punctuation for a divided quotation. SE/TE: Direct quotations, 690; Editing/proofreading, direct quotations, 695; Commas, 1092; also see: Appositive phrases, 650, 876; R47-R48 TE: That s a Quote, 880 7
Identifying correct parallelism in phrases and clauses 11. Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms. SE/TE: Parallelism, 541 Identifying incorrect verb tense shifts within paragraphs SE/TE: Verb tenses, revising inconsistent, 286 Identifying correct verb form for agreement with collective nouns based on context SE/TE: Verb, subject agreement with, 377 Recognizing subject verb agreement with indefinite pronouns Opportunities to address this standard can be found on the following pages: SE/TE: Verbs, subject agreement with, 377 Using parallel structure with verbals SE/TE: Parallelism, 541; Verbal phrases, 876 8
12. Apply the correct use of subject verb agreement with collective nouns when verb forms depend on the rest of the sentence; with compound subjects, including those joined by or with the second element as singular or plural; and with the subjunctive mood. Research and Inquiry 13. Demonstrate paraphrasing, quoting, and summarizing of primary and secondary sources and various methods of note taking. Examples: note taking abbreviations, symbols, paraphrasing Examples: career, I Search Following a style format to standardize the presentation of information Examples: Modern Language Association (MLA), American Psychological Association (APA), Turabian SE/TE: Verbs, subject agreement with, 377 SE/TE: Gathering Details : conducting research, 466, finding supporting evidence, 689, listing materials, 874, primary and secondary sources, 917, recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920; Using the Internet, R31 R32; 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 14. Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. SE/TE: Providing Elaboration by : crediting sources, making direct references to sources, 920; Preparing a Reference List, 922, 926, 927; Using the Internet, R31 R32; Citing sources and preparing manuscript, R33 R34 9
Managing information by using available technology SE/TE: Paraphrasing, evaluate Web sources by, 626; Reading Informational Materials : Instructions: Web Sites, 652 654; Research and Technology: annotated electronic database on Frost, 665, 673; also see: Communication Workshops, Multimedia Presentation of a Research Report, 928 Using paraphrasing and documentation of sources to avoid plagiarism SE/TE: Paraphrasing, evaluate Web sources by, 626, 652; Gathering Details : recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920; citing sources in standardized format, 922, Research report : Preparing a Reference List, 927; Using the Internet, R31 R32; MLA Style: R34, Citing Sources and Preparing Manuscript: R33 R34 Oral and Visual Communication 15. Identify persuasive strategies in oral and visual presentations. Examples: transference, bandwagon, snob appeal, expert testimony Identifying types of propaganda Opportunities to address this standard can be found on the following pages: SE/TE: Communications Workshop : Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142; Listening And Speaking (Apply the Skills): panel discussion on image in mass media, 413 10
Examples: eye contact, projection, tone, inflection, tempo Applying oral presentation skills in formal and informal situations Examples: debates, classroom discussions, dramatic activities 17. Use supporting details to present a position and to respond to an argument. 16. Evaluate a speech for use of presentation skills, including use of visual aids. SE/TE: Communications Workshop : Delivering a Persuasive Speech, 544, Oral Interpretation of Literature, 696, Multimedia Presentation of a Research Report, 928; also see: Listening And Speaking (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109 SE/TE: Communications Workshop : Delivering a Persuasive Speech, 544; also see: Listening And Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, persuasive speech to urge participation, 481, persuasive speech to preserve library, 489, mock trial for tragedy, 849, debate about prosecuting Odysseus, 1019 SIXTH TWELFTH GRADE Student Checklist for Composing and Revising 1. PURPOSE ALL MODES Has the writer addressed the topic? SE/TE: Writing Workshops: Rubric for Self Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Choosing Topic, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 1040, 1135; Narrowing Topic, 163, 373, 537, 689, 917, 1040, 1135 11
Is the piece presented appropriately in the chosen mode? SE/TE: Writing Workshops: Rubric for Self Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Shaping Writing: 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 1041, 1136 CONTENT BY MODE Descriptive Mode Does the writer clearly describe someone or something? SE/TE: Writing Workshops: Descriptive Essay, 620 625; also see: Description of scene, 575, 583, 637, 649 Has the writer used vivid sensory details? SE/TE: Description of scene, 575, 583, 637, 649; Writing Workshops: Descriptive Essay, 620 625; also see: Providing Elaboration by: choosing vivid details, 89; Revising word choice : powerful words, 540, vivid words, 621 Are other relevant details used? SE/TE: Description of scene, 575, 583, 637, 649; Writing Workshops: Descriptive Essay, 620 625; also see: Providing Elaboration by: choosing vivid details, 89; Revising word choice : powerful words, 540, vivid words, 621 12
Narrative Mode Does the writing clearly narrate a sequence of events? SE/TE: Writing Workshops: Rubric for Self Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Writing Workshops: Revising, to clarify sequence, 285, to clarify cause and effect relationships, 376, transitions, 875 Does it tell explicitly what happened? SE/TE: Writing Workshops: Rubric for Self Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Providing Elaboration by: choosing vivid details, 89, using, details to show, not tell, 285, filling in details from outline, 1041 Does it provide a definite time frame? SE/TE: Writing Workshops: Rubric for Self Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141; also see: Writing Workshops: Revising, to clarify sequence, 285, to clarify cause and effect relationships, 376, transitions, 875 Expository Mode Does the writing present reasons, explanations, or steps in a process? SE/TE: Writing Workshops: Problem and Solution Essay, 162 169, Cause and Effect Essay, 372 379, How to Essay, 874 878 13
Has the writer used logical order? SE/TE: Writing Workshops: Problem and Solution Essay, 162 169; also see: Shaping Writing by: chronological, 374, 875 Has the writer used appropriate sequencing of steps or ideas? SE/TE: Writing Workshops: How to Essay, 874 878 Does the writing include a main idea, supporting details, and a conclusion? SE/TE: Writing Workshops: Drafting, supporting ideas with evidence, 164, building ideas with facts, 374, introduction, body, conclusion, 690, 1041, step by step, 875, providing specific/supporting details, 1136 Persuasive Mode Does the writer present reasons and examples that influence action or thought? SE/TE: Writing Workshops: Editorial, 536 543, Response to Literature, 688 695; also see: Critique: of ending of story, 59, of suspense in story, 69; Editorial: 491, 513, 597, 609, 811; Persuasive letter: 849; Response to Literature: 651, 675; Persuasion, 243, 347, 491, 1025 14
Is an opinion clearly stated with supporting details? SE/TE: Writing Workshops: Drafting, supporting opinions with facts, 538, direct quotations, 690, making direct references to sources, 920, providing specific/supporting details, 690, 1136 3. AUDIENCE ALL MODES Does the writer s word choice reflect a sense of the intended audience? SE/TE: Revising word choice, 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138 Does the writer s tone address the audience appropriately? SE/TE: Writing Workshops: Revising, to create formal tone, 467; also see: Gathering Details: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Revising Word Choice: for target audience, 166; Providing Elaboration by : considering audience, 467, 621, 690; Narrowing Topic: clarifying purpose, 689, specifying purpose, 1135 4. ORGANIZATION AND CLARITY ALL MODES Does the writer... Display a definite plan with a variety of strategies? 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 15
Use one controlling idea without wandering from it (avoiding extraneous sentences)? SE/TE: Narrowing Topic: creating problem profile, 163, categorizing subject, 373, writing thesis statement, 537, clarifying purpose, 689, identifying research question, 917, clarifying question with key words, 1040, specifying purpose, 1135; Shaping Writing by : identifying main point, 89, writing thesis statement, 690, 919 Show a strong sense of logical progression and overall completeness using good transition? SE/TE: Editing/proofreading: transitions, 624; Word choice, transitions, 875; also see: Revising overall structure: to clarify sequence, 285, peer review for, 376, to clarify cause and effect relationships, 376, to address readers' concerns, 540, to strengthen main impression, 621, by cutting unnecessary details, 692, by evaluating sources, 922, by citing sources in standardized format, 922, by revising conclusion, 1041 Introduce a topic, develop it thoroughly and enthusiastically, and bring it to a conclusion? SE/TE: Shaping Writing by: introduction, body, conclusion, 690, 1041; also see: Narrowing Topic: creating problem profile, 163, categorizing subject, 373, writing thesis statement, 537, clarifying purpose, 689, identifying research question, 917, clarifying question with key words, 1040, specifying purpose, 1135; Shaping Writing by : identifying main point, 89, writing thesis statement, 690, 919 Paragraph according to changes in topics? SE/TE: Revising paragraphs, 90, 166, 167, 541, 875, 1138 16
Present ideas so they flow smoothly from one to the next? SE/TE: Shaping Writing: 89, 164, 285, 374, 467, 538, 690, 875, 919, 1136; also see: Revising overall structure : to clarify sequence, 285, to clarify cause and effect relationships, 376, to address readers' concerns, 540, to strengthen main impression, 621, by cutting unnecessary details, 692, by revising conclusion, 1041 Display a strong sense of author control? 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 Use varied sentence formations and structures with appropriate subordination? SE/TE: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139 17
Display creativity in presenting information? 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 Display proficiency in grammar, usage, and mechanics? SE/TE: Writing Workshops: Editing and Proofreading, 92, 169, 543, 288, 379, 470, 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 NINTH GRADE STUDENT CHECKLIST FOR EDITING Punctuation Comma within direct quotations SE/TE: Commas, 1092; also see; Providing Elaboration by direct quotations, 690; Editing/Proofreading direct quotations, 695 Commas with appositives SE/TE: Appositive phrases, 650, 876; Commas, 1092 18
Commas to separate items in a series SE/TE: Commas, 1092 Commas before conjunctions in compound sentences, after direct address, in salutations of friendly letters, and to set off nonrestrictive phrases and clauses SE/TE: Commas, 1092; also see: Conjunctions, subordinate, 923; Clauses, 541, 890, 923, 1139; Phrases, 541, 610, 622, 650, 674, 812, 850, 876; Friendly Letter, R28 Commas with introductory elements and introductory adverb clauses SE/TE: Commas, 1092; Adverb clauses, 541, 923, 1139 Colon to introduce a list SE/TE: Colons, 1110; Editing/Proofreading: lists, 878 Semicolon between independent clauses with no conjunction SE/TE: Semicolons, 1110 19
Semicolon with a series of elements separated by commas SE/TE: Semicolons, 1110; Commas, 1092 Apostrophes to show possession Opportunities to address this standard can be found on the following pages: SE/TE: Apostrophes, R50 Underlining or italics for book titles Opportunities to address this standard can be found on the following pages: SE/TE: Punctuation, R49 R50 Quotation marks for certain titles, direct quotations, and divided quotations SE/TE: Providing Elaboration by direct quotations, 690; Editing/Proofreading direct quotations, 695 Grammar, Usage, and Spelling Pronoun antecedent agreement SE/TE: Antecedent, pronoun agreement with, 167 20
Subject verb agreement SE/TE: Subject verb agreement, 377 Pronoun case SE/TE: Pronoun Case: nominative possessive Correct number and tense in verb forms, including regular and irregular SE/TE: Subject verb agreement, 377; also see: Verbs, irregular, 264, regular, 238 Correct forms of compound nouns, including singular, plural, and possessive forms Opportunities to address this standard can be found on the following pages: SE/TE: Nouns, 40, 70, 90, 541 Appropriate tense with no awkward shifts SE/TE: Verb tenses, revising inconsistent, 286 21
Special usage problems such as word choice involving commonly confused words and double negatives SE/TE: Usage problems, revising, among /between and like /as /as if, 693; also see: Revising word choice, 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138 Spelling, including commonly confused words SE/TE: Spelling Workshops, 160, 161, 370, 371, 534, 535, 686, 687, 914, 915, 1132, 1133 Active voice (primarily) SE/TE: Active voice, 342 Complete sentences without run ons, fragments, or comma splices SE/TE: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139; also see: Sentences, 468, 622, 876, 923, 990, 1020, 1042, 1139 Parallel structure in words SE/TE: Parallelism, 541 22