A Correlation of To the Comparative Analysis: The Massachusetts Curriculum Framework for English Language Arts and Literacy (2011) And the Arts Curriculum Framework (2001) Grade 9
Introduction This document demonstrates how Common Core Edition meets the objectives of the Comparative Analysis: The Massachusetts Curriculum Arts and Literacy (2011) and the Grade 9. 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. Common Core Edition Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. Common Core Edition is designed to motivate and inspire today s digital natives your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors to the Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 2
Table of Contents Reading Literature... 4 Reading Informational Text... 14 Writing... 23 Speaking and Listening... 39 Language... 45 3
Correlated to the Comparative Analysis: The Massachusetts Curriculum Arts and Literacy (2011) and the and Supplement (2004) Grade 9 The Massachusetts Curriculum Reading: Literature (RL) Key Ideas and Details CC.9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 9: Reading Literature Reading and Literature: Fiction, Poetry, Drama, Myth, Legend, and Traditional Literature; Media Analysis and Production MA.9-10 R 8.30 Identify and interpret themes and give supporting evidence from a text. Inferences SE/TE: Make Inferences, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279 Explicit meaning of text SE/TE: After You Read: Key Ideas and Details, 21, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 236, 252, 266, 278, 297, 304, 328, 342, 358, 370, 395, 400, 452, 460, 474, 486, 507, 510, 526, 534, 548, 560, 576, 580, 628, 638, 650, 664, 679, 681, 684, 728, 736, 751, 753, 4
754, 830, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232; 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 Theme SE/TE: Common Core Literary Analysis Workshop: Determining Themes in Fiction, 6, Analyzing Structure and Theme (Short Story), 199, Themes in Literature (Oral Tradition), 1030 1039; Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 199, 200, 610, 782; Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959 5
CC.9-10.RL.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. MA.9-10 R 8.30 Identify and interpret themes and give supporting evidence from a text. MA.9-10 R 11.5 Apply the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for identified themes. Theme SE/TE: Common Core Literary Analysis Workshop: Determining Themes in Fiction, 6, Analyzing Structure and Theme (Short Story), 199, Themes in Literature (Oral Tradition), 1030 1039; Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 199, 200, 610, 782; Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959 Summary 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 6
CC.8.RL.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. No parallel standard at this grade level, but see MA 7-8 R 12.4 Locate and analyze elements of plot and characterization and then use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict. Characters SE/TE: Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; 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; Epic Hero, 1041 Plot SE/TE: Plot (includes climax), 6, 7, 14, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202, 207, 209, 307, 782; Theme, 6, 162, 163, 165, 166, 199, 200, 610, 782 Theme SE/TE: Common Core Literary Analysis Workshop: Analyzing Structure and Theme (Short Story), 199, Themes in Literature (Oral Tradition), 1030 1039; Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 199, 200, 610, 782; Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959 7
Craft and Culture CC.9-10.RL.4 Determine the meaning of words or phrases as they are used in a 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) MA.9-10 R 8.29 Identify and analyze patterns of imagery and symbolism. MA.9-10 R 12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. MA.9-10 R 14.5 Identify, respond to, and analyze the effects of sound, form, figurative language, graphics, and dramatic structure of poems: sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance); form (ballad, sonnet, heroic couplet); figurative language (personification, metaphor, similes, hyperbole, symbolism); and dramatic structure. Connotation and denotation SE/TE: Connotation and Denotation, 764 765 Figurative language SE/TE: Figurative language, 610, 614, 617, 625, 627, 629, 633, 637, 639, 693; Epic simile, 1087, 1093, 1109, 1111, 1112, 1114, 1115 Language, evokes place and tone SE/TE: Dialect, 347, 351, 355, 359, 367, 371; Vocabulary Workshop: Dialogue, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829, 831 Sound and poetic devices and forms SE/TE: Sound Devices, 607, 610, 611, 613, 614, 643, 649, 651, 656, 657, 659, 661, 663, 665; Narrative poetry, 606, 688, 693, 697, 698, 706, 708, 711; Rhyme, 607, 610, 611, 612; Rhyme and meter, 729, 737, 725, 726, 732, 735; also see: Elements of Poetry, 606 607; Analyzing Poetic Language, 608 609; Close Read: Poetic Language and Meaning, 610 615; Analyze the Structure in a Narrative Poem, 772 8
Imagery and Symbolism SE/TE: Imagery, 608, 610, 676; Symbols, 8, 11, 13, 14, 196, 200, 204, 207, 208, 209; Symbolism, comparing, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401 Point of view, foreshadowing, and irony SE/TE: Foreshadowing, short story, 43, 51, 57, 64, 69, 199; Point of View, 80, 83, 84, 85, 87, 89, 93, 199, 200, 203, 205, 426, 430, 431, 432, 437, 438, 1033, 1039; Irony, 199, 257, 265, 267, 273, 274, 276, 277, 278, 379, 893; Performance Tasks: Analyze Situational Irony in a Short Story, 418 9
CC.9-10.RL.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. MA.9-10 R 15.8 Identify and describe the importance of sentence variety in the overall effectiveness of an imaginary/literary or informational/ expository work. MA.9-10 R 17.7 Identify and analyze how dramatic conventions support, interpret, and enhance the dramatic text. Text structure SE/TE: Common Core Literary Analysis Workshop: Plot Structure in a Short Story, 197, How Characters Advance the Plot, 198, Analyzing Structure and Theme, 199 Manipulation of time SE/TE: Foreshadowing, short story, 43, 51, 57, 64, 69, 199; Suspense, 50, 57, 69; Flashback, 1041, 1048, 1079, 1082 Dramatic conventions SE/TE: Common Core Literary Analysis Workshop: Drama, 780 797; Drama, 806, 834, 862, 895, 915, 970, 988, 996; Dialogue and stage directions, 801, 808, 809, 813, 817, 819, 821, 822, 824, 826, 827, 828, 829, 831; Dramatic speech, 861, 870, 878, 887, 891; Tragedy, 913, 916, 919, 920, 921, 922, 925, 926, 928, 930, 931 Sentences SE/TE: Read in sentences or units of meaning, 616; Sentences, break down long, 721, 729, 737, 893, read in, 833 10
CC.9-10.RL.6 Analyze the 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. MA.9-10 R 16.11 Analyze the characters, structure, and themes of classical Greek drama and epic poetry. Point of view and cultural experience SE/TE: Comparing Points of View, 80, 83, 84, 85, 87, 89, 93; Comparing setting chart (place, time, culture), 290, 305; Themes in Literature (point of view and cultural experience), 1030 1039; 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; Literature in Context and selected Critical Viewing, 1078, 1095, 1096, 1104 Greek epic poetry SE/TE: Common Core Extended Study: The Odyssey, 1040a 1040B; Greek Mythology and Customs, 1040C 1040D; Homer Epic Poet, 1040E; The Epic Form, 1040F; Odyssey, Part 1, 1040 1085; Odyssey, Part 2, 1086 1117 11
Integration of Knowledge and Ideas CC.9-10.RL.7 Analyze the representation of a subject or 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 Brueghel s Landscape with the Fall of Icarus). No equivalent standard at this grade level or below Representation in different artistic mediums SE/TE: Research and Technology: Presentation of Knowledge and Ideas (film review), 935; also have students compare and contrast Shakespeare s poem The Seven Ages of Man (a speech from As You Like It) with the similarly titled stained-glass window based on the poem (734, 735). CC.9-10.RL.8. Not applicable to literature MA.9-10.RL.8a Relate a work of fiction, poetry, or drama to the seminal ideas of its time.* No equivalent standard at this grade level or below MA.9-10 R 9.6 Relate a literary work to primary source documents of its literary period or historical setting. Relate a work to seminal ideas SE/TE: Common Core Extended Study: Historical Background, 798A 798B; Themes in Literature (point of view and cultural experience), 1030 1039; Greek Mythology and Customs, 1040C 1040D Historical primary source documents SE/TE: Common Core Literary Analysis Workshop: Close Read (three historical speeches as models), 17, 431, 432 434; Reading for Information: Analyzing Arguments (evaluate credibility), 566 571, Analyzing Expository Texts (primary sources, analyze), 1210 1215 12
CC.9-10.RL.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). MA.9-10 R 16.12 Analyze the influence of mythic, traditional, or classical literature on later literature and film. Influence and transformation of source material SE/TE: Comparing Archetypal Theme (Ovid s Pyramus and Thisbe and Shakespeare s A Midsummer Night s Dream ), 944, 947, 948, 949, 952, 955, 957, 959; Comparing Contemporary Interpretations, 1126, 1129, 1130, 1131, 1132, 1133, 1136, 1137; Comparing Tall Tale and Myth (authors style of retelling), 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233 Range of Reading and Level of Text Complexity CC.9-10.RL.10 By the end of grade 9, See MA Appendices A and B, Author read and comprehend literature, Lists. 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band independently and proficiently. Independent Reading and Complex Texts SE/TE: Comprehending Complex Texts, CC66 CC67; Common Core Independent Reading, 190, 420, 600, 774, 1024, 1252; Preparing to Reading Complex Texts, 191, 421, 601, 775, 1025, 1253 13
Reading Informational Text (RI) Key Ideas and Details CC.9-10.RI.1 Cite strong and thorough textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. Grade 9: Reading Informational Text Reading and Literature: Reading a Text, Nonfiction, Style and Language; Language: Vocabulary and Concept Development; Composition: Research, Media Analysis and Production MA.9-10 C 24.5 Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, documenting sources in a consistent and standard format, and presenting research. Analysis of text with evidence SE/TE: Common Core Workshop: Comprehending Complex Texts (nonfiction models), CC68 CC71; After You Read (Reading for Information), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Critical Thinking: Infer, 120, 134, 148, 166, 170, 452, 460, 507, 534, 576, Analyze cause and effect, 400, 486, Assess, 474, Draw conclusions, 510, 580; Comparing Literary Works: Biographical Writing, 498, 503, 504, 506,507 510, 511, Humorous Writing Research questions SE/TE: Research Report: Identify an open-ended research question, 1003; propose thesis statement, 1005 14
Variety of sources SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36 R37; also see: Reading for Information: Analyzing Expository Texts (primary sources, analyze), 1210 1215 Present research SE/TE: Writing Workshop: Research Report, 1002 1013; also see: Research report, 935, 977, 1008; Communication Workshop: Multimedia Presentation of a Research Report, 1018 15
CC.9-10.RI.2 Determine a central idea in a text and analyze their development over the course of the text, including how it emerges and is shaped by specific details; provide an objective summary of the text. MA.9-10 R 8.31 Analyze the logic and use of evidence in an author s argument. MA.9-10 R 13.24 Analyze the logic and use of evidence in an author s argument. Central idea SE/TE: Common Core Literary Analysis Workshop: Determining Central Ideas in Nonfiction, 7, Close Read: Central Idea in Nonfiction, 16 22; Main idea, identify / determine, 441, 448, 453, 458, 461 Summary and paraphrase SE/TE: Critical Thinking: Summarize, 510; Reading for Information: paraphrase a text (main idea), 742 747, analyze text information, logic, sequence, 938 943 Logic, argument, and use of evidence SE/TE: Logic, critique, 284; Informational Texts: evaluate credibility and argument, 566 571; Arguments, evaluate, 584; also see: Persuasive Essay language & techniques, 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561 16
CC.9-10.RI.3 Analyze how an author unfolds an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them. MA.9-10 R 13.25 Analyze and explain the structure and elements of nonfiction works. MA.9-10 R 8.31 Analyze the logic and use of evidence in an author s argument. MA.9-10 R 13.24 Analyze the logic and use of evidence in an author s argument. MA.9-10 M 26.5 Analyze visual or oral techniques used in a media message for a particular audience and evaluate their effectiveness. Structure and elements of nonfiction works SE/TE: Common Core Literary Analysis Workshop: Types of Nonfiction, 426 439; Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 481, 483, 485, 486, 487; also see: Informational Texts: Reading Skills, 74 79, 154 159, 284 289, 376 381, 492 497, 566 571, 670 675, 742 747, 938 943, 980 985, 1120 1125, 1210 1215 Media messages SE/TE: Communication Workshop: Comparing Media Coverage, 1244 1245 Logic, argument, and use of evidence SE/TE: Logic, critique, 284; Informational Texts: evaluate credibility and argument, 566 571; Arguments, evaluate, 584; also see: Persuasive Essay language & techniques, 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561 17
Craft and Structure CC.9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). MA.9-10 L 4.23 Identify and correctly use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. MA.9-10 L 4.24 Use knowledge of Greek, Latin, and Norse mythology, the Bible, and other works often alluded to in British and American literature to understand the meanings of new words. MA.9-10 L 4.25 Use general dictionaries, specialized dictionaries, thesauruses, or related reference as needed to increase learning. MA.9-10 R 15.7 Evaluate how an author s choice of words advances the theme or purpose of the work. Connotation and denotation SE/TE: Vocabulary Workshop: Connotation and Denotation, 764 765 Meaning of words in text SE/TE: Vocabulary nonfiction texts, 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561 Author s choice of words SE/TE: Voice and Word Choice, 101, 111, 121; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; also see: Persuasive Essay language & techniques, 519, 523, 525, 527, 531, 535 18
CC.9-10.RI.5 Analyze in detail how an author s ideas or claims are developed or refined by particular sentences, paragraphs, or larger sections of the text (e.g., a section or chapter) MA.9-10 R 10.5 Compare and contrast the presentation of a theme or topic across genres to explain how the selection of genre shapes the message. MA.9-10 R 15.8 Identify and describe the importance of sentence variety in the overall effectiveness of an imaginative/literary or informational/expository work. Sections of text & development of ideas SE/TE: Reading Informational Materials: analyze text structure, features, format, 154 159, 376 381, analyze text information, logic, sequence, 938 943; Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 483, 485, 487; also see: Common Core Workshop: Comprehending Complex Texts (nonfiction models), CC68 CC71; Common Core Literary Analysis Workshop: Determining Central Ideas in Nonfiction, 7, Close Read: Central Idea in Nonfiction, 16 22; Main idea, identify / determine, 441, 448, 453, 458, 461, 490, 453, 461 Effectiveness of sentences SE/TE: Sentence structure as element of voice, 101, 111, 121; 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, Revising to Correct Fragments and Runons, 1141, Varying Sentence Structure and Length, 1239 19
Compare and contrast the presentation of a theme or topic SE/TE: Comparing Literary Works (nonfiction): Theme, 160, 162, 163, 165, 166, 167, 170, 171, Humorous Writing, 572, 575, 576, 578, 580, 581 CC.9-10.RI.6 Determine an author s point of view or purpose in a text and analyze how the author uses rhetoric to advance that point of view or purpose. MA.9-10 R 13.23 Distinguish between the concepts of theme in a literary work and author s purpose in an expository text. Author's purpose and rhetoric SE/TE: Common Core Workshop: Analyzing Arguments, CC71 CC73, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC74 CC75; Author s Purpose, 101, 105, 109, 118, 125, 436, 1193, 1199, 1205; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Persuasive speech, 539, 546, 555, 556, 559; Rhetorical devices, 594 Theme in literary work SE/TE: Common Core Literary Analysis Workshop: Analyzing Structure and Theme (Short Story), 199, Themes in Literature (Oral Tradition), 1030 1039; Comparing Themes, 160, 171; Theme, 20
162, 163, 165, 166, 199, 200, 610, 782; Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959 Integration of Knowledge and Ideas CC.9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person s life story both in print and multimedia) determining which details are emphasized in each account. CC.9-10.RI.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. MA.9-10 M 26.5 Analyze visual or oral techniques used in a media message for a particular audience and evaluate their effectiveness. MA.9-10 M 27.7 Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films or other forms of electronic communication. MA.9-10 R 13.24 Analyze the logic and use of evidence in an author s argument. Analyze techniques and messages in a variety of media SE/TE: Communication Workshop: Comparing Media Coverage, 1244 1245; also see: Making Connections, 476; The News, 477 487 Argument and claims SE/TE: Common Core Workshop: The Art of Argument: Analyzing Arguments, CC71 CC73, Rhetorical Devices and Persuasive Techniques, CC74 CC75; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; Evaluate Persuasion, 519, 522, 524, 526, 527, 535; Evaluate Persuasive Techniques, 539, 546, 549, 554, 561; Reading Informational Materials: Evaluate credibility (and argument), 566 571; 21
also see: Communication Workshop: Evaluating a Speech, 412 413, Comparing Media Coverage, 1244 1245 CC.9-10.RI.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. See MA Appendices A and B, Author Lists. Documents of historical and literary significance SE/TE: Literary Analysis: Persuasive Speech, 539, 561; I Have a Dream, 542 548; First Inaugural Address, 552 560; from Nothing to Fear, 567 570 Range of Reading and Level of Text Complexity CC.9-10.RI.10 By the end of grade 9, See MA Appendices A and B, Author read and comprehend literary nonfiction Lists. in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. Independent reading and comprehension SE/TE: Comprehending Complex Texts, CC66 CC67; Common Core Independent Reading, 190, 420, 600, 774, 1024, 1252; Preparing to Reading Complex Texts, 191, 421, 601, 775, 1025, 1253 22
Grade 9: Writing Writing (W) Composition Text Types and Purposes CC.9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. MA.9-10 C.19.26 For informational/expository writing: Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure. Introduce precise claims SE/TE: Common Core Workshop: Composing an Argument (introduce claim), CC76; Problem-and-solution Essay: outline problem clearly, 174; Editorial: Ideas, generate, 582; Issues, consider all sides of, 583; Testimonials, provide, 584; Readers' concerns, address, 586; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933, Communications Workshop: Persuasive Speech, 592, 593 b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships among claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. MA.9-10 C.19.27 For informational/expository writing: Write well-organized research papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure. MA.9-10 C.23.13 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well constructed paragraphs that build an effective argument, transition sentences to link paragraphs into a coherent whole, and a conclusion. Develop claims and counterclaims SE/TE: Common Core Workshop: Composing an Argument (develop claim), CC76; Problem-and-solution Essay: select convincing details, 174, support generalizations, 176; Editorial: Issues, consider all sides of, 583; Statistics, provide, 584; Testimonials, provide, 584; Readers' concerns, address, 586; also see: Writing: Editorial, 667, Communications Workshop: Persuasive Speech, 592, 593 23
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Link sections of the text SE/TE: Problem-and-solution Essay: cause-effect organizer, 174; Editorial: organizing your arguments, 584; Communications Workshop: parallel structures, 592 Formal style and objective tone SE/TE: Problem-and-solution Essay: powerful diction, 172, expert opinions, 174, word choice, 175; Editorial: appeal to logic and emotion, 583, expert opinions and statistics, 584, choose powerful words, 586, Parallelism, create, 587 Concluding statement SE/TE: Common Core Workshop: Composing an Argument (concluding statement), CC76; Problem-and-solution Essay: model of final paragraph, 178; Editorial: model of restatement of thesis, 588 Expository/informational essays SE/TE: Cause-and-Effect Essay, 402 409; Comparison-and-Contrast Essay, 24
1234 1241; also see: Timed Writing (informative / explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250; Integrated Language Skills: Writing, 401, 755, 1117 Research papers SE/TE: Writing Workshops: Research Report, 1002 1013; also see: Research and Technology, 123, 151, 345, 489, 537, 935, 977, 1191 Research/response to literature SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature and informational texts, 188, 418, 598, 772, 1022, 1250; Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215 25
Text Types and Purposes CC.9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify relationships among complex ideas and concepts. d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. MA.9-10 C.19.26 For informational/expository writing: Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure. MA.9-10 C.19.27 For informational/expository writing: Write well-organized research papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure. MA.9-10 C.23.13 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well constructed paragraphs that build an effective argument, transition Expository/informational essays SE/TE: Cause-and-Effect Essay, 402 409; Comparison-and-Contrast Essay, 1234 1241; also see: Timed Writing (informative / explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250; Integrated Language Skills: Writing, 401, 755, 1117 Develop topic SE/TE: Cause-and-Effect Essay: TRI method, 404; Research Report: Thesis Statement, 1005; Comparison-and- Contrast Essay: specify your purpose, 1235; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Research and Technology, 123, 345, 935; Integrated Language Skills: Writing, 401, 755, 1117 Link sections of text/organize SE/TE: Cause and Effect Essay: examine current events & chart causes and effects, 403, use logical evidence, 26
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). sentences to link paragraphs into a coherent whole, and a conclusion. 404, showing cause and effect, 405, clarify cause and effect, 406; Research Report: Gathering Details, 1003 1004; Comparison and Contrast Essay: support generalizations with specifics, 1236 Precise language, domain-specific vocabulary, formal style and objective tone SE/TE: Cause and Effect Essay: TRI (restatement and illustration), 404; Research Report: revise to vary word choice, 1006; Comparison and Contrast Essay: specify your purpose, 1235, support generalizations with specifics, 1236, comparisons/contrasts clear, 1238; Research and Technology, 123, 345 Research papers SE/TE: Writing Workshops: Research Report, 1002 1013; also see: Research and Technology, 123, 151, 345, 489, 537, 935, 977, 1191 27
Research/response to literature SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature and informational texts, 188, 418, 598, 772, 1022, 1250; Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215 Text Types and Purposes CC.9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. a. Engage and orient the reader by setting up a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. MA.9-10 C.19.24 For imaginative/literary writing: Write wellorganized stories or scripts with an explicit or implicit theme and details that contribute to a definite mood or tone. MA.9-10 C.23.12 Integrate all elements of fiction to emphasize the theme and tone of the story. MA.9-10 C.19.24 For imaginative/literary writing: Write wellorganized stories or scripts with an Write narratives SE/TE: Writing Workshop: Autobiographical Narrative, 94 99, Descriptive Essay, 686 691; also see: Writing: Anecdote, 41, Journal entry, 123, 1191 Setting up a problem, situation, or observation SE/TE: Autobiographical Narrative: identify your main point, 96; Short Story: developing the plot, 307; Point of View, 308 28
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. explicit or implicit theme and details that contribute to a definite mood or tone. MA.9-10 R.12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. MA.9-10 R.12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. Narrative techniques SE/TE: Autobiographical Narrative: pace the action, 96; Short Story: develop characters, 306, developing the plot, 307; Point of View, 308; Dialogue, 308 Sequence/structure SE/TE: Autobiographical Narrative: structure the sequence, 94, pace the action, 96; Short Story: developing the plot, 307; Maintain an effective sequence of events, 308; Writing Lessons, 255, 1085 Precise words and details SE/TE: Autobiographical Narrative: choosing details, 95; Short Story: show, don t tell, 308; verb tenses, inconsistent, 309; Writing Lessons, 255, 1085 Conclusion SE/TE: Autobiographical Narrative: structure the sequence, 94; Short Story: developing the plot, 307; Writing Lessons, 255, 1085 29
MA.9-10.W.3a. Demonstrate understanding of the concept of point of view by writing short narratives, poems, essays, speeches or reflections from one s own or a particular character s point of view (e.g., the hero, anti-hero, or a minor character). MA.9-10 C.19.25 For imaginative/literary writing: Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurative language. MA.9-10 R.14.5 Identify, respond to, and analyze the effects of sound, form, figurative language, graphics, and dramatic structure of poems: sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance); form (ballad, sonnet, heroic couplets); figurative language (personification, metaphor, simile, hyperbole, symbolism); and dramatic structure. (Reading standards applied to writing) Write using point of view SE/TE: Writing Workshop: Autobiographical Narrative, 94 99, Short Story (Write a Narrative), 306 311, Editorial (Write an Argument), 582 589, Descriptive Essay, 686 691; also see: Writing: Anecdote, 41, Journal entry, 123, 1191, Appeal for action, 563, Argument, 538, 642, Editorial, 667, 933, Satire, perspective, 986, 1001 Write poems SE/TE: Writing: Poem, 739 Sound and poetic devices and forms SE/TE: Sound Devices, 607, 610, 611, 613, 614, 643, 649, 651, 656, 657, 659, 661, 663, 665; Narrative poetry, 606, 688, 693, 697, 698, 706, 708, 711; Rhyme, 607, 610, 611, 612; Rhyme and meter, 729, 737, 725, 726, 732, 735; also see: Elements of Poetry, 606 607; Analyzing Poetic Language, 608 609; Close Read: Poetic Language and Meaning, 610 615; Analyze the Structure in a Narrative Poem, 772 30
Production and Distribution of Writing CC.9-10.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.) MA.9-10 C.20.5 Use different levels of formality, style, and tone when composing for different audiences Produce writing SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94 99, Problem-and-solution Essay (Write an Argument), 172 179, Short Story (Write a Narrative), 306 311, Cause-and-Effect Essay (Write an Explanatory Text), 402 409, Business Letter (Write Explanatory Text), 512 517, Editorial (Write an Argument), 582 589, Descriptive Essay (Write an Informative Text), 686 691, Exposition: Response to Literature (Write an Explanatory Text), 756 763, Exposition: How-to Essay (Write an Explanatory Text), 960 965, Research Report (Write an Informative Text), 1002 1013, Technical Document (Write an Explanatory Text), 1138 1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250 31
Production and Distribution of Writing CC.9-10.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 conventions should demonstrate command of Language standards 1 3 on up to and including grades 9-10.) MA.9-10 C.21.8 Revise writing by attending to topic/idea development, organization, level of detail, language/style, sentence structure, grammar and usage, and mechanics. MA.9-10 C.25.5 Use group-generated criteria for evaluating different forms of writing and explain why these are important before applying them. Composing for audiences SE/TE: Audience, consider, 688, 758; Purpose, clarify, 757, specify, 1235; Audience, teach, 1139; Audience, consider, 1140; also see; Language, use active, 308; Voice, create, 513; Voice, highlight, 514; Words, choose powerful, 586; Revise to vary word choice, 1006; Word choice, review, 1140 Prewriting SE/TE: Prewriting (includes choosing topic, narrowing topic and gathering details), 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235 Drafting SE/TE: Drafting (includes shaping writing, providing elaboration): 96, 174, 308, 404, 514, 584, 687, 758, 962, 1005, 1140, 1236 Revising SE/TE: Revising, 96, 177, 308, 406, 514, 596, 688, 761, 962, 1006, 1140, 1238; Writer s Toolbox: Revising, 97, 177, 309, 407, 587, 689, 963, 1009, 1141 32
Editing/proofreading SE/TE: Editing/proofreading, 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241 Rubrics and peer review SE/TE: Reflecting/Assessing (Journal/Rubric): 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241 Production and Distribution of Writing CC.9-10.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. No equivalent standard at this grade level or below. Use technology SE/TE: Communication Workshop: Multimedia Presentation of a Research Report, 1016 1017; also see: Writing Workshop: Publishing and Sharing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Research and Technology, 123, 935; Creating an Effective Podcast, R47; Communication Workshop 33
Research to Build and Present Knowledge CC.9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. MA.9-10 C.19.27 For informational/expository writing: Write well-organized research papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure. MA.9-10 C.24.5 Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, documenting sources in a consistent and standard format, and presenting research. Research projects SE/TE: Writing Workshops: Research Report, 1002 1013; also see: Research and Technology, 123, 151, 345, 489, 537, 935, 977, 1191 Research question SE/TE: Research Report (Write an Informative Text):Identify an openended research question, 1003; propose thesis statement, 1005 Expository/informational essays SE/TE: Cause-and-Effect Essay, 402 409; Comparison-and-Contrast Essay, 1234 1241; also see: Timed Writing (informative / explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250; Integrated Language Skills: Writing, 401, 755, 1117 34
Research to Build and Present Knowledge CC.9-10.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. MA.9-10 C.24.5 Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, documenting sources in a consistent and standard format, and presenting research. Research question SE/TE: Research Report (Write an Informative Text):Identify an openended research question, 1003; propose thesis statement, 1005 Integrate a variety of sources SE/TE: Writing Workshop, 1002 1013; Research and Technology, 123, 151, 345, 489, 537, 935, 977, 1191; Citing Sources and Preparing Manuscript, R36 R37; also see: Reading Informational Materials: evaluate sources, 980 985; texts, identify characteristics of types of (primary and secondary sources), 1120 1125; primary sources, analyze, 1210 1215 35
Research to Build and Present Knowledge CC.9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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] ). 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 ). MA.9-10 C.19.26 For informational/expository writing: Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure. Apply reading standards to literature SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature and informational texts, 188, 418, 598, 772, 1022, 1250; Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215 Apply reading standards to literary nonfiction SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about informational texts, 188, 418, 598, 772, 1022, 1250 Expository/informational essays SE/TE: Cause-and-Effect Essay, 402 409; Comparison-and-Contrast Essay, 1234 1241; also see: Timed Writing (informative / explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): 36
Writing, 188, 418, 598, 772, 1022, 1250; Integrated Language Skills: Writing, 401, 755, 1117 Range of Writing CC.9-10.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. No equivalent standard at this grade level or below. Write routinely over extended time frames SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94 99, Problem-and-solution Essay (Write an Argument), 172 179, Short Story (Write a Narrative), 306 311, Cause-and-Effect Essay (Write an Explanatory Text), 402 409, Business Letter (Write Explanatory Text), 512 517, Editorial (Write an Argument), 582 589, Descriptive Essay (Write an Informative Text), 686 691, Exposition: Response to Literature (Write an Explanatory Text), 756 763, Exposition: How-to Essay (Write an Explanatory Text), 960 965, Research Report (Write an Informative Text), 1002 1013, Technical Document (Write an Explanatory Text), 1138 1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 37
159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250 38
Grade 9: Speaking and Listening Speaking and Listening (SL) Language, Composition, Media Comprehension and Collaboration CC.9-10.SL.1 Initiate and participate effectively in a range of collaborative conversations (one-on-one and in groups) with diverse partners about grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. b. Work with peers to set rules for collegial discussion and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. No equivalent standard at this grade level. See grades 7-8 and below. No equivalent standard at this grade level or below. MA.9-10 L 1.5 Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve the productivity of group discussions. Collaborative conversations and discussions SE/TE: Exploring the Big Question: Collaboration (Discussion), 2, 194, 424, 604, 778, 1028; Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243; Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245 Communication workshops SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182 183, Evaluating a Speech, 412 413, Delivering a Persuasive Speech, 592 593, Oral Interpretation of Literature, 766 767, Multimedia Presentation of a Research Report, 1016 1017, Comparing Media Coverage, 1244 1245 Critical thinking SE/TE: Discuss, 134, 148, 278, 358, 370, 452, 526, 534, 736, 858, 910, 974, 1082, 1198, 1204 39
d. Respond thoughtfully to diverse perspectives, summarize points of agreement or disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. No equivalent standard at this grade level or below. Setting rules, establishing roles, and working with peers SE/TE: Exploring the Big Question (Collaboration): Participate effectively by building on the ideas of others, 2, Establish rules, 194, Set rules that will lead to a cooperative exchange, 424, Come to an agreement, 1028; also see: Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207 CC.9-10.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. MA.9-10 L 2.5 Summarize in a coherent and organized way information and ideas learned from a focused discussion. Evaluate sources in diverse media or formats SE/TE: Communications Workshop: Comparing Media Coverage, 1244 1245; also 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, Analyzing Arguments (evaluate credibility), 566 571, Follow Technical Directions (Analyze Structure, Features, Format), 670 675, Analyzing Functional and Expository Texts (analyze text 40