A Correlation of - Pearson...

A Correlation of

Pearson Literature Grade 9 ©2015

To the

Oklahoma (PASS) Priority Academic Student Skills

For Language Arts

A Correlation of Pearson Literature, Grade 9, ©2015 to the Oklahoma Priority Academic Student Skills for Language Arts

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Reading/Literature: ............................................................................................... 3 Standard 1: Vocabulary .......................................................................................... 3 Standard 2: Comprehension: .................................................................................. 4 Standard 3: Literature ............................................................................................ 9 Standard 4: Research and Information: ............................................................... 14 Standard 1: Writing Process. ................................................................................ 16 Standard 2: Modes and Forms of Writing. ............................................................ 21 Standard 3: Grammar/Usage and Mechanics. ...................................................... 27 Oral Language/Listening and Speaking ................................................................ 30 Standard 1: Listening ........................................................................................... 30 Standard 2: Speaking ........................................................................................... 31 Visual Literacy: .................................................................................................... 31 Standard 1: Interpret Meaning ............................................................................. 31 Standard 2: Evaluate Media .................................................................................. 32 Standard 3: Compose Visual Messages ................................................................. 32



Oklahoma Priority Academic Student Skills (PASS)

Pearson Literature Grade 9, ©2015

LANGUAGE ARTS Grade 9 Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a variety of texts. Apply knowledge of word origins (words from other languages, history, or literature) to determine the meaning of new words encountered in reading and use of those words accurately. Standard 1: Vocabulary - The student will expand vocabulary through word study, literature, and class discussion. 1. Apply a knowledge of Greek (e.g., tele/phone, micro/phone), Latin (e.g., flex/ible), and Anglo-Saxon (e.g., un/friend/ly) roots, prefixes, and suffixes to determine word meanings.

SE/TE: Language Study: add or remove suffix, 145; Suffixes, 46, 90; Prefixes, 58, 370, 386, 532, 560, 612, 632, 794, 824; Roots, 76, 212, 226, 236, 248, 352, 592; Language Study Workshop: Etymology: Word Origins and Modern Meanings, 264–265

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

SE/TE: Language Study, 46, 58, 76, 90, 108–109, 140, 154, 160, 166, 176, 212, 226, 236, 248, 264–265, 290, 296, 306, 316, 352, 370, 386, 400, 412–413, 436, 446, 458, 466, 503, 532, 560, 592, 612, 632, 654–655, 682, 694, 700, 708, 714, 794, 824, 840–841, 864, 876, 884, 890, 896, 902

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

SE/TE: Building Academic Vocabulary, xlvi–li; Analyzing Arguments, lx–lxi; The Art of Argument, lxii–lxii; Unit Opener: Vocabulary, 3, 189, 329, 481, 727; Language Study Workshop, 108–109, 264–265, 412–413, 654–655, 840–841; Close Reading Activities: Selection Vocabulary, 46, 90, 140, 145, 154, 160, 166, 176, 290, 296, 306, 316, 436, 446, 458, 466, 682, 694, 700, 708, 714, 864, 876, 884, 890, 896, 902; Building Knowledge: Vocabulary, 22, 80; Constructed Response, 125; Writing to Sources, 215, 250; Assessment: use new vocabulary, 320; Writing Process: evaluate your vocabulary, 420; Assessment: reading informational text, 426; Academic Vocabulary, 447





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

SE/TE: Language Study Workshop: Using a Dictionary and Thesaurus, 108–109, Etymology: Word Origins and Modern Meanings, 264–265, Idioms, Technical Terms, and Jargon, 840–841; Gather Vocabulary Knowledge, 189; Academic Vocabulary, 290

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

SE/TE: Language Study Workshop: Using a Dictionary and Thesaurus, 108–109, Connotation and Denotation, 654–655; Academic Vocabulary, 290; also see: Synonyms/Antonyms, li, 50, 62, 166, 206, 316, 390, 466, 592, 682, 694, 864, 876; Revising Strategies: Synonym Banks, lxxii; Analogies, 90, 236, 248, 352, 386; Write (word connotations in poet’s work), 337; Analyzing Poetic Language (Denotative and Connotative Meanings), 342; Connotations and denotations, 594, 682

Standard 2: Comprehension: The student will interact with the words to construct an appropriate meaning. Read and understand grade-level-appropriate material. Analyze the organizational patterns and evaluate author’s argument and positions. At Grade 9, in addition to regular classroom reading, read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information as well as expository (informational and technical) texts. 1. Literal Understanding

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

SE/TE: Analyzing Arguments, lx–lxi; The Art of Argument, lxii–lxii; Media: Visual Timeline: Images of a Tragedy, 468–471; American Blood Donation, 904–905; also see: Content-Area Essays and Articles: “The Case for Fitting In,” David Berreby, 156; “The News,” Neil Postman, 218; Opinion Pieces and Speeches: “Libraries Face Sad Chapter,” Pete Hamill, 232; “Address Before a Joint Session of the Congress,” Lyndon Baines Johnson, 460

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

SE/TE: Building Knowledge, 22-23, 50-51, 62-63, 80-81, 206-207, 216-217, 230-231, 240-241, 344-346, 356-358, 374-376, 392-394, 506-507, 534-535, 562-563, 594-595, 614-615, 754-755, 798-799





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

SE/TE: Close Reading Activities, 47, 59, 77, 91, 140–141, 145, 154, 179, 213, 227, 237, 249, 290–291, 296, 306, 316, 319, 371, 387, 401, 436, 437, 458, 533, 561, 593, 613, 633, 682, 683, 694, 790, 795, 825, 865, 876

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

SE/TE: Structure, 19, 21, 202, 902; Close Reading Activities: craft and structure, 22, 23, 26, 28, 36, 38, 42, 45, 47, 154, 160, 166, 176, 291, 296, 306, 316, 446, 466, 700, 708, 714, 884, 902; Analyze the Development, Organization, and Communication of Ideas, 204–205; Archetypal story/narrative patterns, 639, 742, 744, 890

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

SE/TE: Timed Writing (based on reading), 107, 121, 263, 277, 411, 425, 653, 667, 839, 853; Research notes, taking, lxx, 143, 293, 439, 637, 685, 695, 701, 709, 867; also see: Close Reading Focus, 22-23, 50-51, 62-63, 80-81, 206-207, 216-217, 230-231, 240-241, 344-346, 356-358, 374-376, 392-394, 506-507, 534-535, 562-563, 594-595, 614-615, 754-755, 798-799; Close Reading Activities, 47, 59, 77, 91, 140–141, 145, 154, 179, 213, 227, 237, 249, 290–291, 296, 306, 316, 319, 371, 387, 401, 436, 437, 458, 533, 561, 593, 613, 633, 682, 683, 694, 790, 795, 825, 865, 876





2. Inferences and Interpretation a. Analyze characteristics of text,

including its structure, word choice, and intended audience.

SE/TE: Elements of a Short Story, 18–19; Analyzing Character, Structure, and Theme, 20–21; Elements Of Essays, Articles, and Speeches, 202–203; Analyzing the Development, Organization, and Communication of Ideas, 204–205; Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Elements of Drama, 494-495; Figurative Language, 344–345, 351, 353, 360, 361, 363, 364, 367, 369, 371; Dialogue and Dramatic Speeches, 562, 563, 566, 572, 573, 576, 580, 587, 588, 589, 593; Archetypal story/narrative patterns, 639, 742, 744, 890; also see: Close Reading Activities: craft and structure, 22, 23, 26, 28, 36, 38, 42, 45, 47, 154, 160, 166, 176, 291, 296, 306, 316, 446, 466, 700, 708, 714, 884, 902; Constructed Response: use of rhetorical devices, 280, analyze diction, syntax, and tone, 281; figurative language, 428, sound devices, 429

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

SE/TE: Make inferences, 22, 23, 29, 30, 36, 37, 38, 41, 47, 50, 53, 59; Predictions, making and verifying, 80, 84, 89, 91; Close Reading Activities: Comprehension & Key Ideas and Details, 249, 291, 306, 316, 447, 458, 466, 708, 714, 890, 896

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

SE/TE: Introducing the Big Question: Collaboration & Connecting to the Literature, 2, 188, 328, 480, 726; Cultural Perspective 95; Comparing Contemporary Interpretations, 829





3. Summary and Generalization a. Identify the main idea and supporting

details by producing summaries of text.

SE/TE: Objective Summary, lii–liii; Close Reading Workshop: key ideas and details, 4, 5, 6, 15, 160, 166, 176, 291, 296, 306, 316, 884, 330, 331, 337, 446, 466, 482, 483, 484, 491, 700, 708, 714, 728, 729, 739, 902; main idea, 206, 207, 210, 213, 216, 217, 221, 226, 227; Write objective summary of the text, 140, 154, 160, 166, 176, 290, 296, 306, 316, 436, 446, 458, 466, 682, 694, 700, 708, 714, 864, 876, 884, 890, 896, 902; Close Reading Focus: paraphrase, 390–391, summarize, 506–507; Summarize, 436, 682, 694; also see: Constructed Response: analyze the development of theme, 280, determine the main idea, 281; Close Reading Activities: key ideas and details

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

SE/TE: Make inferences, 22, 23, 29, 30, 36, 37, 38, 41, 47, 50, 53, 59; also see: Structure, 19, 21, 202, 902; Close Reading Activities: craft and structure, 22, 23, 26, 28, 36, 38, 42, 45, 47, 154, 160, 166, 176, 291, 296, 306, 316, 446, 466, 700, 708, 714, 884, 902; Analyze the Development, Organization, and Communication of Ideas, 204–205; Archetypal story/narrative patterns, 639, 742, 744, 890

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

SE/TE: Objective Summary, lii–liii; Write objective summary of the text, 140, 154, 160, 166, 176, 290, 296, 306, 316, 436, 446, 458, 466, 682, 694, 700, 708, 714, 864, 876, 884, 890, 896, 902; Close Reading Focus: paraphrase, 390–391, summarize, 506–507; Summarize, 436, 682, 694; also see: Close Reading Workshop: key ideas and details, 4, 5, 6, 15, 160, 166, 176, 291, 296, 306, 316, 884, 330, 331, 337, 446, 466, 482, 483, 484, 491, 700, 708, 714, 728, 729, 739, 902; main idea, 206, 207, 210, 213, 216, 217, 221, 226, 227





4. Analysis and Evaluation a. Discriminate between fact and

opinion and fiction and nonfiction. SE/TE: Reliability Checklist, lxx; Supporting evidence, 160; Persuasive essay & evaluate Persuasion, 230, 231, 233, 237, 240, 241, 243, 244, 245, 246, 249; Constructed Response: determine an author’s purpose and point of view, 280; Facts, checking, lxxii, lxxiv, 867

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

SE/TE: Common Core Workshop: analyzing arguments, lx– lxi; rhetorical devices and persuasive techniques, lxii–lxiii; Persuasive essay & evaluate Persuasion, 230, 231, 233, 237, 240, 241, 243, 244, 245, 246, 249; Listening and Speaking: Evaluating a Speech, 110–111; Comparing Media Coverage, 842–843

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

SE/TE: Elements of a Short Story, 18–19; Analyzing Character, Structure, and Theme, 20–21; Elements Of Essays, Articles, and Speeches, 202–203; Analyzing the Development, Organization, and Communication of Ideas, 204–205; Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Elements of Drama, 494-495; Dialogue and Dramatic Speeches, 562, 563, 566, 572, 573, 576, 580, 587, 588, 589, 593; Archetypal story/narrative patterns, 639, 742, 744, 890; also see: Close Reading Activities: craft and structure, 22, 23, 26, 28, 36, 38, 42, 45, 47, 154, 160, 166, 176, 291, 296, 306, 316, 446, 466, 700, 708, 714, 884, 902; Constructed Response: determine an author’s purpose and point of view, 280





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

SE/TE: Common Core Workshop: analyzing arguments, lx– lxi; rhetorical devices and persuasive techniques, lxii–lxiii; Close Reading Workshop: ideas, craft, structure, 190, 191, 199; Focus on Craft and Structure: elements of essays, articles, and speeches, 202–203, analyzing the development, organization, and communication of ideas, 204–205; Persuasive essay & evaluate Persuasion, 230, 231, 233, 237, 240, 241, 243, 244, 245, 246, 249; Assessment: Selected Response, 276–277; Constructed Response: determine an author’s purpose and point of view, 280; Close Reading Activities, 154, 160, 166, 176, 291, 296, 306, 466, 700, 714, 884, 902

Standard 3: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms. Read and respond to grade-level-appropriate historically or culturally significant works of British, American, and world literature. Conduct in-depth analysis of themes, styles, and trends of these works across historical periods. Participate productively in self-directed work teams to create observable products. 1. Literary Genres - Demonstrate a knowledge of and an appreciation for various forms of literature.

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

SE/TE: Close Reading Workshop, 4–15, 190-193, 330–333, 482-486, 728-732; also see: Elements of a Short Story, 18–19; Analyzing Character, Structure, and Theme, 20–21; Elements Of Essays, Articles, and Speeches, 202–203; Analyzing the Development, Organization, and Communication of Ideas, 204–205; Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Elements of Drama, 494-495; Analyzing Character Development, 496-497; Theme and the Oral Tradition, 742–743; Analyzing Theme and Cultural Experience, 744-745

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

SE/TE: Elements of a Short Story, 18–19; Elements Of Essays, Articles, and Speeches, 202–203; Elements of Poetry, 340–341; Elements of Drama, 494-495; Theme and the Oral Tradition, 742–743





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

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

SE/TE: Theme, 18, 20, 259, 261, 263, 494, 496, 497; Analyzing Character, Structure, and Theme, 20–21; Archetypal/Universal themes, 639, 742, 772, 810; Analyzing Theme and Cultural Experience, 744–745; Reading to Compare Themes or Central Ideas, 252-253, 263

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

SE/TE: Reading to Compare Points of View, 94-95, 96, 97, 98, 99, 101, 103, 107; also see: Focus on Craft and Structure: characters, 18; Analyzing Character, Structure, and Theme, 20–21; Close Reading Focus: characters and characterization, 62, 63, 66, 67, 68, 69, 72, 77, 506, 507, 614; conflict and structure, 22, 23, 26, 28, 36, 38, 42, 45, 47; Close Reading Workshop: character questions, 4, 5, 6, 15, 482, 483, 484, 491; Assessment: Reading Literature, 121; Constructed Response: characters, 124, 125; Analyzing Character Development, 496–497

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

SE/TE: Figurative language/figure of speech, 115, 202, 205, 344–345, 353, 374, 532, 751, 798; Symbolism, 141; Image/imagery (sensory detail/language), 176, 342, 344, 742, 845; Alliteration, 437; Analyzing Poetic Language, 342–343; Allusion, 550, 829; Archetypal themes, 639, 742; Analyzing Theme and Cultural Experience, 744–745





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

SE/TE: Close Reading Workshop: character questions, 4, 5, 6, 15, 482, 483, 484, 491, epic hero, 754, 755, 759, 760, 761, 763, 765, 766, 769, 771, 772, 775, 783, 784, 786, 788, 789, 791, 793, 795; Focus on Craft and Structure: characters, 18; Analyzing Character, Structure, and Theme, 20–21; Close Reading Focus: characters and characterization, 62, 63, 66, 67, 68, 69, 72, 77, 506, 507, 614; Assessment: Reading Literature, 121; Constructed Response: characters, 124, 125; Close Reading Activities, 141, 458, 533, 561, 682, 683, 694, 739, 825, 876; Analyzing Character Development, 496–497

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

SE/TE: Reading to Compare Points of View, 94-95, 96, 97, 98, 99, 101, 103, 107; also see: Close Reading Workshop: character questions, 4, 5, 6, 15, 482, 483, 484, 491, epic hero, 754, 755, 759, 760, 761, 763, 765, 766, 769, 771, 772, 775, 783, 784, 786, 788, 789, 791, 793, 795; Focus on Craft and Structure: characters, 18; Analyzing Character, Structure, and Theme, 20–21; Close Reading Focus: characters and characterization, 62, 63, 66, 67, 68, 69, 72, 77, 506, 507, 614; Constructed Response: characters, 124, 125; Analyzing Character Development, 496–497

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

SE/TE: Elements of a Short Story, 18–19; Analyzing Character, Structure, and Theme, 20–21; Elements Of Essays, Articles, and Speeches, 202–203; Analyzing the Development, Organization, and Communication of Ideas, 204–205; Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Elements of Drama, 494-495; Analyzing Character Development, 496-497; Theme and the Oral Tradition, 742–743; Analyzing Theme and Cultural Experience, 744-745





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

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

SE/TE: Figurative language/figure of speech, 115, 202, 205, 344–345, 353, 374, 532, 751, 798; Symbolism, 141; Image/imagery (sensory detail/language), 176, 342, 344, 742, 845; Alliteration, 437; Analyzing Poetic Language, 342–343; Allusion, 550, 829; Archetypal themes, 639, 742; Analyzing Theme and Cultural Experience, 744–745

b. Identify and explain sound devices including alliteration, onomatopoeia, and rhyme.

SE/TE: Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Sound Devices, 356–357, 371; Rhyme, Rhyme scheme, Rhythm, 391, 405; Alliteration, 437; Constructed Response: sound devices, 429

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

SE/TE: Rhyme, Rhyme scheme, Rhythm, 391, 405; also see: Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Sound Devices, 356–357, 371; Rhyme, Rhyme scheme, Rhythm, 391, 405; Alliteration, 437; Constructed Response: sound devices, 429

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

SE/TE: Personification, 205, 343, 344; Elements of Poetry, 340–341; Analyzing Poetic Language, 342–343; Sound Devices, 356–357, 371; Rhyme, Rhyme scheme, Rhythm, 391, 405; Alliteration, 437; Constructed Response: sound devices, 429





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

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

SE/TE: Building Knowledge: historical and cultural context, 754–755, 760, 762, 764, 768, 774, 776, 779, 780, 784, 788, 795, 798, 799,802, 804, 808, 809, 811, 817, 818, 820, 825; also see: “I Am An American Day” Address, Learned Hand, 191; “I Have a Dream,” Martin Luther King, Jr, 242; “First Inaugural Address,” Franklin Delano Roosevelt, 284; “Address Before a Joint Session of the Congress,” Lyndon Baines Johnson, 460; from ”Silent Spring,” Rachel Carson, 254; “Of Altruism, Heroism, and Nature’s Gifts in the Face of Terror,” Natalie Angier, 898; from ”Americans in the Great Depression,” Eric Rauchway, 298; “Women on the Breadlines,” Meridel LeSueur, 308; from ”A White House Diary,” Lady Bird Johnson, 440

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

SE/TE: Theme and the Oral Tradition, 742–743; Analyzing Theme and Cultural Experience, 744–745; Historical Background: Ancient Greece, 746–747; Greek Mythology and Customs, 748–749; Building Knowledge: historical and cultural context, 754–755, 760, 762, 764, 768, 774, 776, 779, 780, 784, 788, 795, 798, 799,802, 804, 808, 809, 811, 817, 818, 820, 825; Literature in Context, 105, 805; Comparing Points of View, 84, 95, 107; also see: “Sally Ann Thunder Ann Whirlwind Crockett,” Caron Lee Cohen, 729; “Pecos Bill: The Cyclone,” Harold W. Felton, 733; “The Jade Peony,” Wayson Choy, 9; from “the Ramayana,” R. K. Narayan, 860; “Uncoiling,” Pat Mora, 334; “Dream Deferred,” Langston Hughes, 347; “Dreams,” Langston Hughes, 348; “Meciendo/Rocking,” Gabriela Mistral, 350; “Slam, Dunk, & Hook,” Yusef Komunyakaa, 366; “Women,” Alice Walker, 408





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

SE/TE: Comparing Texts, 94–107, 252–263, 404–411, 638–653, 826-839

Standard 4: Research and Information: The student will conduct research and organize information. 1. Accessing Information - Select the best source for a given purpose.

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

SE/TE: Common Core Workshop: Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix; Sources, gathering and synthesizing, 7, 143, 192, 293, 439, 459, 485, 637, 685, 709, 867, 897, 903, 905; also see: Research and Technology, 79, 229, 239, 367; Close Reading Activities: Research, 15, 140, 154, 160, 166, 176, 199, 290, 296, 306, 316, 436, 446, 458, 466, 491, 682, 694, 700, 708, 714, 739, 864, 876, 884, 890, 896, 902; Constructed Response: Research, 125, 281, 429, 671, 857; Writing Process: Focus on Research, 112, 268, 416, 658, 844

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

SE/TE: Research, following a process for conducting, 7, 192, 332, 485, 731; Sources, gathering and synthesizing, 143, 293, 439, 459, 637, 685, 709, 867, 897, 903, 905

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

SE/TE: Common Core Workshop: analyzing arguments, lx– lxi; rhetorical devices and persuasive techniques, lxii–lxiii; Focus on Craft and Structure: elements of essays, articles, and speeches, 202–203, analyzing the development, organization, and communication of ideas, 204–205; Close Reading Workshop: craft and structure, 190, 191, 199; Close Reading Focus: main idea, 206, 207, 210, 213, 216, 217, 221, 226, 227; Close Reading Activities: craft and structure, 154, 176, 291, 296, 316, 446, 708, 902; Persuasive essay & evaluate Persuasion, 230, 231, 233, 237, 240, 241, 243, 244, 245, 246, 249





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

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

SE/TE: Write objective summary of the text, 154, 160, 166, 176, 290, 296, 306, 316, 446, 708, 714, 896, 902; Writing to Sources: cite passages, 49, choose details from the text, 215, introductory phrase followed by quotation, 438, direct quotations, 459; also see: Cite Research Correctly, 183, 323, 475, 721, 909

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

SE/TE: Writing Process: use logical evidence, 270, find critical texts or articles, 658, choose the best evidence, 660; Writing to Sources: evaluate content, 323, evaluate support, 721

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

SE/TE: Publishing and presenting, 119, 275, 423, 665, 851; Constructed Response: Deliver Multimedia Presentation, 429; Speaking and Listening: Illustrated presentation, 373, Deliver Multimedia Presentation, 656–657; Writing to Sources: Blog Post, 903; also see: Use Visual Aids, 419

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

SE/TE: Common Core Workshop: Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix; Sources, gathering and synthesizing, 7, 143, 192, 293, 439, 459, 485, 637, 685, 709, 867, 897, 903, 905; also see: Americans in the Great Depression (text set and famous photographs), 298, 301, 303, 305; Photograph: Bread Line, New York City, 318, 319; The Assassination of John F. Kennedy (photographs and poems), 432, 433, 434, 435; Photographs: Visual Timeline, 468–471; Comparing Media Coverage, 842–843





e. Draw conclusions from information gathered.

SE/TE: Research and Technology, 79, 229, 239, 367; Research Investigate the Topic, 143, 155, 161, 167, 177, 293, 297, 307, 317, 439, 447, 459, 467, 471, 685, 695, 701, 709, 715, 867, 877, 885, 891, 897, 903, 905; Close Reading Activities: Research, 15, 140, 154, 160, 166, 176, 199, 290, 296, 306, 316, 436, 446, 458, 466, 491, 682, 694, 700, 708, 714, 739, 864, 876, 884, 890, 896, 902; Constructed Response: Research, 125, 281, 429, 671, 857; Writing Process: Focus on Research, 112, 268, 416, 658, 844; Close Reading Workshop: Research, 7, 192, 322, 485, 731; Incorporate Research, 182, 322, 474, 720, 908; Cite Research Correctly, 183, 323, 475, 721, 909

Writing/Grammar/Usage and Mechanics. The student will express ideas effectively in written modes for a variety of purposes and audiences. Discuss ideas for writing with other writers. Write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Use the stages of the writing process. Work independently and in self-directed writing teams to edit and revise. Standard 1: Writing Process. The student will use the writing process to write coherently. 1.Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

SE/TE: Prewriting and planning, 113, 142, 182, 269, 292, 322, 417, 438, 474, 659, 684, 720, 845, 866, 908

b. determine main idea by evaluating results of prewriting activities to select an appropriate topic.

SE/TE: Topic, choosing and narrowing, lxiv, 113, 269, 417, 659, 845; Prewriting and planning, 113, 142, 182, 269, 292, 322, 417, 438, 474, 659, 684, 720, 845, 866, 908; Central idea, stating and developing, 322, 323, 720, 721, 846; Outlining, 418, 467, 684, 695, 709, 715, 797





c. identify audience and purpose for writing: i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, or share an experience or emotion

SE/TE: Purpose, specifying and clarifying, 113, 659; Solutions, providing and organizing, 418, 419; Counterclaims/counterarguments, addressing, lx, 114, 182, 183, 251, 418, 419, 475, 877, 908; Questions, answering and anticipating, 61, 373, 474; Audience, suiting language to, 420

ii. understand the characteristics of a specific audience for the writing task.

SE/TE: Counterclaims/counterarguments, addressing, lx, 114, 182, 183, 251, 418, 419, 475, 877, 908; Questions, answering and anticipating, 61, 373, 474; Purpose, specifying and clarifying, 113, 659; Solutions, providing and organizing, 418, 419; Audience, suiting language to, 420

d. identify appropriate mode/genre. SE/TE: Writing Process, 112–119, 268–275, 416–423, 658–665, 844–851; Writing to Sources, 49, 61, 79, 93, 145, 155, 161, 167, 177, 179, 215, 229, 239, 251, 297, 307, 317, 319, 355, 373, 389, 403, 438, 447, 459, 467, 471, 635, 695, 701, 709, 715, 717, 797, 827, 877, 885, 891, 897, 903; Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853; Assessment: Writing to Sources, 182–183, 322–323, 474–475, 720–721, 908–909; Write, 15, 142, 292, 438, 684, 866; Constructed Response: Writing, 124, 280, 428, 670, 856; Research Investigate the Topic, 867

e. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

SE/TE: Drafting, 114, 142, 183, 270, 292, 323, 418, 438, 475, 660, 684, 721, 846, 866, 909; Assessment: Drafting, 183, 323, 475, 721, 909

f. revise drafts. SE/TE: Revising, 115, 116, 142, 183, 272, 273, 292, 323, 420, 421, 438, 475, 662, 663, 684, 721, 847, 848, 849, 866, 909

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

SE/TE: Editing, 119, 142, 183, 275, 292, 323, 423, 438, 475, 665, 684, 721, 851, 866, 909





h. refine selected pieces to publish for general and specific audiences.

SE/TE: Revising, 115, 116, 142, 183, 272, 273, 292, 323, 420, 421, 438, 475, 662, 663, 684, 721, 847, 848, 849, 866, 909; Publishing and Presenting, 119, 275, 423, 665, 851

2. Use elaboration to develop an idea: a. draft a text with a clear controlling

idea or thesis. SE/TE: Topic, choosing and narrowing, lxiv, 113, 269, 417, 659, 845; Central idea, stating and developing, 322, 323, 720, 721, 846; Outlining, 418, 467, 684, 695, 709, 715, 797

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

SE/TE: Writing Process: organize your ideas 114, revising to clarify cause and effect, 272, outline the problem clearly, 418, clarify connections, 420, add transitions, 660, revising to make comparisons and contrasts clear, 662; Writing to Sources: use chart, sequence ideas and evidence, 182–183, 474–475, structure argument, 908–909, organize evidence, make connections, 322–323, 720–721

c. apply different methods of support, such as facts, reasons, examples, sensory details.

SE/TE: Writing Process: find supporting evidence, 113, address counterclaims, 114, 416, create problem profile, 417; Assessment: focus question, claims and counterclaims, 182–183, 474–475, 908–909; Argumentative essay, 161, 297; Position paper, 167; Proposal, 251; Persuasive essay, 292, 715, 891; Editorial, 373; Response to literature, 877; Composing an Argument, lxiv–lxv

d. apply a consistent and appropriate point of view.

SE/TE: Writing Process: clarify purpose and focus, 113; Position paper, 167; Assessment: focus question, claims and counterclaims, 182–183, 474–475, 908–909; Proposal, 251; Persuasive essay, 292, 715, 891; Engage audience and outline problem clearly, 418; Expressing your ideas, 419; Critical response, 709; Response to literature, 877; Composing an Argument, lxiv–lxv





3. Demonstrate organization, unity, and coherence by using transitions and sequencing: a. Read the draft from the intended

audience’s point of view to evaluate clarity of purpose.

SE/TE: Peer reviewing, lxxii, 116, 272, 420, 662, 848

b. Evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

SE/TE: Writing Process: organize your ideas 114, revising to clarify cause and effect, 272, outline the problem clearly, 418, clarify connections, 420, add transitions, 660, revising to make comparisons and contrasts clear, 662; Writing to Sources: use chart, sequence ideas and evidence, 182–183, 474–475, structure argument, 908–909, organize evidence, make connections, 322–323, 720–721

c. Evaluate whether topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth and coherent.

SE/TE: Topic, choosing and narrowing, lxiv, 113, 269, 417, 659, 845; Central idea, stating and developing, 322, 323, 720, 721, 846; Outlining, 418, 467, 684, 695, 709, 715, 797

d. Evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

SE/TE: Revising, 115, 116, 142, 183, 272, 273, 292, 323, 420, 421, 438, 475, 662, 663, 684, 721, 847, 848, 849, 866, 909

e. Evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

SE/TE: Writing Process: perfecting word choice, 115, setting your tone, 271, precise, sensory language, 844; Create vivid picture, 177; Use description effectively, 181, 907; Use focused, direct language, 321; List details that appeal to senses, 355, 473; Use precise words and phrases, 467, 719; Assessment: incorporate research and review language/word choice, 322–323, 720–721; Use precise, clear language, 239; Introductory phrases and quotations, 438; Vary sentence structures, 684





f. Evaluate whether sentence structures are varied in type, length, and complexity.

SE/TE: Sentences, combining, varying, and improving, 272, 275, 421, 663, 847; Vary sentence structures, 684; Writer’s Toolbox: Vary sentence length using phrases and clauses, 849; also see: Compound sentence, 665, 796, 864, R25; Compound–complex sentence, 826, R25

4. Editing, Proofreading, and Evaluating: a. Apply Standard English usage,

correct spelling and usage in text. Correct errors in grammatical conventions (e.g., complete sentences, independent and dependent (restrictive/nonrestrictive) clauses, conjunctions for subordination, correlation, and coordination, subject verb agreement, consistent verb tense, pronoun-antecedent relationship, noun and pronoun agreement, use of prepositional phrases, adverbs, and adjectives).

SE/TE: Editing, 119, 142, 183, 275, 292, 323, 423, 438, 475, 665, 684, 721, 851, 866, 909; also see: Writer’s Toolbox: Conventions, 117, 273; Writing and Language Conventions, 123, 279, 427, 669, 855; Grammar Application, 49, 61, 79, 93, 215, 229, 239, 251, 355, 373, 389, 403, 635, 797, 827; Colons, 238, 438; Writing to Sources: check capitalization, commas, and quotation marks, 307

b. Employ specified proofreading strategies and consults resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations

SE/TE: Proofreading, 117, 119, 142, 275, 292, 423, 438, 665, 684, 851, 866; Focus on Spelling, 275, 423

c. Use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited. Check against original source for accuracy

SE/TE: MLA style, citing sources using, lxxii–lxxiii, lxxvii, lxxviii–lxxix; Sources, citing/documenting, 117, 143, 439, 475, 685; Works Cited list, 293

d. Demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

SE/TE: Plagiarism, avoiding, lxxi, lxxiii, lxxiv, 475; Citing sources and preparing manuscript, lxxiii, lxxviii–lxxix; Quotations, using, lxxiii, lxxv–lxxvii, lxxviii, 117, 143, 293, 439; Paraphrasing, 439





5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

SE/TE: Sentences, combining, varying, and improving, 272, 275, 421, 663, 847; Vary sentence structures, 684; Writer’s Toolbox: Vary sentence length using phrases and clauses, 849; also see: Compound sentence, 665, 796, 864, R25; Compound–complex sentence, 826, R25

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

SE/TE: Peer reviewing, lxxii, 116, 272, 420, 662, 848

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Final drafts are formatted appropriately for the mode. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. 1. Compose fictional, biographical, or autobiographical narratives or short stories that:

a. create and develop characters including character motivation, gestures, and feelings.

SE/TE: Writing to Sources: Fictional Narrative, 307; Historical Narrative, 467; Retelling, 797; Short Story, 179, 717, 885; Timed Writing: Narrative 121

b. create and develop a plot utilizing the key elements: exposition, rising action, climax, falling action, resolution, and conclusion.

SE/TE: Progression of events, 177, 719; Establish conflict, 179, 717; Narrative techniques, 181, 907; Include dialogue and description, 307; Sequence events, 321; Assessment: Writing to Sources, 473

c. create and develop an appropriate point of view.

SE/TE: Writing Process: Realistic dialogue, 846; Explode a moment, 848; also see: Writing to Sources: Fictional Narrative, 307; Historical Narrative, 467; Retelling, 797; Short Story, 179, 717, 885; Timed Writing: Narrative 121





d. create and develop a setting with a narrative that is relevant to the overall meaning of the work.

SE/TE: Writing Process: precise, sensory language, 844, use words to categorize life moments, 845; Create vivid picture, 177; Use description effectively, 181, 907; Use focused, direct language, 321; List details that appeal to senses, 355, 473; Use precise words and phrases, 467, 719

e. use a range of narrative devices such as dialogue, suspense, foreshadowing, characterization, and flashback.

SE/TE: Writing Process: show, don’t tell, 846; Progression of events, 177, 719; Establish conflict, 179, 717; Narrative techniques, 181, 907; Include dialogue and description, 307; Sequence events, 321; Assessment: Writing to Sources, 473

2. Compose expository compositions, including analytical essays and research reports that:

a. integrates evidence in support of a thesis including information on all relevant perspectives.

SE/TE: Writing Process: research, 268, chart causes and effects, 269, logical evidence, 270, choose best evidence, 660; Point-by-point method, 142; Choose details, 215; Assessment: gather information, evidence, develop topic and ideas, 322–323, 720–721; Timed Writing, 411; Constructed Response: Writing, 428, 670, 856; Use quotations, 438; Examples from text, 684

b. quotes, summarizes, and paraphrases information and ideas from a variety of primary and secondary sources accurately and coherently.

SE/TE: Gathering Details Through Research: Evaluate Sources, lxx; Writing Process: research, 268, chart causes and effects, 269, logical evidence, 270, expert opinions, 418, choose best evidence, 660; Writing to Sources: evaluate content, 323, evaluate support, 721; also see: Reliability and validity, evaluating, 143, 637, 843, 867, 905; Write objective summary of the text, 154, 160, 166, 176, 290, 296, 306, 316, 446, 708, 714, 896, 902

c. integrates a variety of suitable, valid reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic.

SE/TE: Workshop: Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Research Investigate the Topic, 143, 155, 161, 167, 177, 297, 307, 317, 439, 447, 459, 467, 471, 685, 695, 701, 709, 715, 867, 877, 885, 891, 897, 903, 905; Constructed Response: Research, 125, 281, 429, 671, 857; Writing Process: Focus on Research, 112, 268, 416, 658, 844





d. integrates visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.

SE/TE: Deliver Multimedia Presentation, 656–657; also see: Use Visual Aids, 419; Constructed Response: Deliver Multimedia Presentation, 429; Speaking and Listening: Illustrated presentation, 373, Writing to Sources: Blog Post, 903

e. identifies and addresses reader's potential misunderstandings, biases, and expectations.

SE/TE: Writing Process: address counterclaims, 114, 416, create problem profile, 417; Assessment: focus question, claims and counterclaims, 182–183, 474–475, 908–909

f. uses technical terms and notations accurately.

SE/TE: Language Study Workshop: Idioms, Technical Terms, and Jargon, 840–841; also see: Writing Process: revising for clarity, 662; Assessment: incorporate research and review language/word choice, 322–323, 720–721; Use precise, clear language, 239

3. Compose persuasive/argumentative compositions that: a. include a well-defined thesis that

makes a clear and knowledgeable appeal in a sustained and effective fashion.

SE/TE: Writing Process: clarify purpose and focus, 113; Position paper, 167; Assessment: focus question, claims and counterclaims, 182–183, 474–475, 908–909; Proposal, 251; Persuasive essay, 292, 715, 891; Engage audience and outline problem clearly, 418; Expressing your ideas, 419; Critical response, 709; Response to literature, 877; Composing an Argument, lxiv–lxv

b. use exposition, narration, and description to support the main argument.

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: Response to Literature, 112–119, Problem-and-Solution Essay, 416–423; Writing to Sources: critique, 93, response, 145, argumentative essay, 161, 297, position paper, 167, proposal, 251, essay, 317, 866, editorial, 373, character analysis, 447, advice column, 701, critical response, 709, persuasive essay, 292, 715, 891; Assessment: Writing to Sources, 182–183, 474–475, 908–909





c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.

SE/TE: Writing Process: find supporting evidence, 113, create problem profile, 417; Argumentative essay, 161, 297; Position paper, 167; Proposal, 251; Persuasive essay, 292, 715, 891; Editorial, 373; Response to literature, 877; Composing an Argument, lxiv–lxv

d. effectively address reader's concerns, counterclaims, biases, and expectations

SE/TE: Writing Process: counterclaims, 114, 416; Assessment: focus question, claims and counterclaims, 182–183, 474–475, 908–909; Argumentative essay, 161, 297; Position paper, 167; Proposal, 251; Persuasive essay, 292, 715, 891; Editorial, 373; Response to literature, 877; Composing an Argument, lxiv–lxv

4. Create documents related to career development that: a. use a conventional format to write a

formal letter, email, or memorandum.

SE/TE: Letter, 423, 635; Writing informal/friendly letters, R19; Writing business letters, R20

b. present information purposefully and in brief to meet the need of the intended audience.

SE/TE: Writing to Sources: Abstract, 239, Explanatory Caption, 319, Expository Text, 438, Magazine Article, 471; Writing business letters, R20

c. use appropriate vocabulary and professional writing etiquette (e.g. formal language, appropriate salutation, and closing, etc.).

SE/TE: Writing Process: objective tone, 270, setting your tone, 271, support generalizations with specifics, 660, revising for clarity, 662; Assessment: response, review language/word choice, 322–323, 720–721; Timed Writing, 263; Conventions, 438, 684





5. Write reflective papers that may address one of the following purposes: a. express the individual's insight into

conditions or situations, detailing the author’s role in the outcome of the event.

SE/TE: Writing Process: Autobiographical Narrative, 844–851; Assessment: Writing: Autobiographical Narrative, 181; Memoir, 473; Personal Narrative, 718; Writing: Autobiographical Narrative, 181; Reflective Essay, 321, 907; Writing to Sources: Autobiographical Narrative, 177

b. connect lessons from literature, history, current events, and movies/media to personal experiences and ideas.

SE/TE: Writing Process: Response to Literature, 112–119; also see: Constructed Response: Writing, 124, 280, 428, 670, 856

c. complete a self-evaluation on a class performance.

SE/TE: Self-Evaluation Rubric, 119, 275, 423, 665, 851

6. Write responses to literature that: a. demonstrate the significant ideas of

literary works. SE/TE: Writing Process: Response to Literature, 112–119; also see: Constructed Response: Writing, 124, 280, 428, 670, 856

b. support important ideas and viewpoints through accurate and detailed reference to the text or to other works.

SE/TE: Constructed Response: Writing, 124, 280, 428, 670, 856; Write objective summary of the text, 140, 154, 160, 166, 176, 290, 296, 306, 316, 436, 446, 458, 466, 682, 694, 700, 708, 714, 864, 876, 884, 890, 896, 902; Writing Process: Response to Literature, 112–119

c. demonstrate awareness of author's style and an appreciation of the effects created.

SE/TE: Constructed Response: figurative language, 428, sound devices, 429; also see: Writing Process: Response to Literature, 112–119

d. identify and assess the impact of ambiguities, nuances, and complexities within the text.

SE/TE: Constructed Response: analyze the development of theme, 280, determine the main idea, 281; also see: Writing Process: Response to Literature, 112–119





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

SE/TE: Writing Process, 112–119, 268–275, 416–423, 658–665, 844–851; Writing to Sources, 49, 61, 79, 93, 145, 155, 161, 167, 177, 179, 215, 229, 239, 251, 297, 307, 317, 319, 355, 373, 389, 403, 438, 447, 459, 467, 471, 635, 695, 701, 709, 715, 717, 797, 827, 877, 885, 891, 897, 903; Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853; Assessment: Writing to Sources, 182–183, 322–323, 474–475, 720–721, 908–909; Write, 15, 142, 292, 438, 684, 866; Constructed Response: Writing, 124, 280, 428, 670, 856; Research Investigate the Topic, 867

8. Write friendly, formal letters, emails, and memorandum, and continue to produce other writing forms introduced in earlier grades.

SE/TE: Letter, 423, 635; Writing informal/friendly letters, R19; Writing business letters, R20

9. Use appropriate essay test-taking and time-writing strategies that: a. budget time for prewriting, drafting,

revising, and editing. SE/TE: Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853; Constructed Response: Writing, 124, 280, 428, 670, 856; Assessment: Writing to Sources, 182–183, 321, 322–323, 474–475, 720–721, 908–909

b. prioritize the question/prompt. SE/TE: Assessment: Prewriting and Planning, 182–183, 321, 322–323, 474–475, 720–721, 908–909; also see: Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853; Constructed Response: Writing, 124, 280, 428, 670, 856

c. identify the common directives from the prompt (identify command verbs: explain, compare, evaluate, define, and develop, etc.).

SE/TE: Constructed Response: Writing, 124, 280, 428, 670, 856; Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853

d. analyze the question or prompt and determine the appropriate mode of writing.

SE/TE: Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853; Constructed Response: Writing, 124, 280, 428, 670, 856; Assessment: Writing to Sources, 182–183, 321, 322–323, 474–475, 720–721, 908–909





e. apply appropriate organizational methods to thoroughly address the prompt.

SE/TE: Assessment: Drafting, 183, 323, 475, 721, 909; Constructed Response: Writing, 124, 280, 428, 670, 856; Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853

f. evaluate work using editing checklist or rubric if available.

SE/TE: Assessment: Self-Evaluation Rubric, 183, 323, 475, 721, 909; Constructed Response: Writing, 124, 280, 428, 670, 856; Timed Writing, 107, 121, 263, 277, 411, 425, 653, 667, 839, 853

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

SE/TE: MLA style, citing sources using, lxxii–lxxiii, lxxvii, lxxviii–lxxix; Sources, citing/documenting, 117, 143, 439, 475, 685; Works Cited list, 293

Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying grammatical knowledge to the revising and editing stages of writing and participate independently and in groups to create oral presentations. 1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing.

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

SE/TE: Language Study Workshop: etymology: Using a Dictionary and Thesaurus, 108–109; Words with Multiple Meanings, 412–413; Glossary of Common Usage, R38

b. Use correct verb forms and tenses. SE/TE: Verb tenses, 60, 140; Voice of verbs, 92

c. Use correct subject-verb agreement. SE/TE: Subject–verb agreement, 273, 849, R26

d. Use active and passive voice. SE/TE: Active/passive voice, 92

e. Identify and correctly use linking, transitive, and intransitive verbs.

SE/TE: For related material see: Linking Verbs, R24 Verb tenses, 60, 140; Voice of verbs, 92

f. Use nominative, objective, and possessive nouns and pronouns correctly.

SE/TE: Predicate Nominatives, 228, 229, 290; Noun phrase, 372; Compound predicate nominatives, 421; also see: Noun, 48, 1124; Pronoun, 273; Possessive Pronoun (mine), 412; Pronoun Case, R30

g. Use abstract, concrete, and collective nouns correctly.

SE/TE: For related material see: Noun, 48, 1124





h. Correct pronoun/antecedent agreement and clear pronoun reference.

SE/TE: Identify pronoun antecedents, lvi, lvii

i. Correct types, forms, and cases of pronouns

SE/TE: Pronoun, 48, 95, 96, 101, 214, 250, 273, 354, 388, R24

j. Use correct forms of positive, comparative, and superlative adjectives.

SE/TE: Adjective, 48, R24; Degrees of Comparison, 116; Adjective phrase, 354

2. Mechanics and spelling. Demonstrate appropriate language mechanics in writing. a. Apply capitalization rules

appropriately in writing. SE/TE: Proper noun, 48; Writing to Sources: check capitalization, commas, and quotation marks, 307

b. Use correct formation of plurals. SE/TE: Subject–verb agreement (singular and plural subjects), 273

c. Demonstrate correct use of punctuation and recognize its effect on sentence structure including: i. commas SE/TE: Comma, 117, 142, 796, R27;

Writing to Sources: check capitalization, commas, and quotation marks, 307

ii. quotation marks SE/TE: Writing to Sources: check capitalization, commas, and quotation marks, 307; also see: Quotation/quotation marks, lxxi, lxxiv, 117, 143, 238, 438, 684

iii. apostrophes, colons, and semicolons

SE/TE: Conventions: Colons, Semicolons, Ellipsis Points, 238; also see: Colon, 117, 438; Semicolon, 142, 665, 796; Apostrophe, R28

iv. hyphens, dashes, parentheses, and brackets

SE/TE: Parentheses, lxxiii, lxxviii, R28; Dash with absolute phrase, 388; Break down long sentences (that include a dash), 594; Hyphen, R28

d. Demonstrate correct use of punctuation in research writing including: (i) formal outline SE/TE: Outline, writing, lxxi, 709

(ii) parenthetical documentation SE/TE: Parentheses, lxxiii, lxxviii

(iii) works cited/bibliography SE/TE: MLA style, citing sources using,

lxxii–lxxiii, lxxvii, lxxviii–lxxix; Sources, citing/documenting, 117, 143, 439, 475, 685; Works Cited list, 293





e. Use correct spelling including: (i) commonly misspelled words and homonyms

SE/TE: Language Study Workshop: Etymology: Words with Multiple Meanings, 412–413; also see: Focus on Spelling, 275, 423; Editing and Proofreading, 292

(ii) spell consonant changes correctly Example: recede/recession; transmit/transmission.

SE/TE: Focus on Spelling, 275, 423; Editing and Proofreading, 292

(iii) spell correctly Greek and Latin derivatives (words that come from a base or common root word by applying correct spelling of bases and affixes (prefixes and suffixes).

SE/TE: Word Study: Suffixes, 46, 90, 400, 560; Prefixes, 58, 370, 386, 532, 560, 612, 632, 794, 824, 896; Roots, 76, 212, 226, 236, 248, 352, 592

3. Sentence structure. Demonstrate appropriate sentence structure in writing. a. Identify and use parallel structure. SE/TE: Close Reading: parallelism, 466;

Craft and structure: explain use of parallelism, 141, 199; Conventions, 290

b. Correct dangling and misplaced modifiers.

SE/TE: Adding a modifying phrase to a sentence, 663

c. Correct run-on sentences. SE/TE: Avoid fragments and run-on sentences, 329

d. Correct fragments. SE/TE: Writer’s Toolbox: Vary sentence length using phrases and clauses, 849; also see: Craft and Structure: Distinguish (example of sentence fragment), 160; Avoid fragments and run-on sentences, 329

e. Correct comma splices. SE/TE: For related material see: Main (independent) clause, 142, 238, 250, 826, 847

f. Differentiate between dependent/independent and restrictive/nonrestrictive (essential/nonessential) clauses.

SE/TE: Main (independent) clause, 142, 238, 250, 826, 847; Subordinate (dependent) clause, 250, 826, 847





g. Write effective simple, compound, complex, and compound-complex sentences.

SE/TE: Compound sentence, 665, 796, 864, R25; Compound–complex sentence, 826, R25; also see: Sentences, combining, varying, and improving, 272, 275, 421, 663, 847; Vary sentence structures, 684; Writer’s Toolbox: Vary sentence length using phrases and clauses, 849

Oral Language/Listening and Speaking - The student will demonstrate thinking skills in listening and speaking. Formulate thoughtful judgment about oral communication. Deliver focused and coherent presentations that convey clear and distinct perspectives and solid reasoning. Deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. Use gestures, tone, and vocabulary appropriate to the audience and purpose. Use the same Standard English conventions for oral speech that are used in writing. Standard 1: Listening - The student will listen for information and for pleasure. 1. Focus attention on the speaker’s message.

SE/TE: Speaking and Listening Workshop: evaluating a speech, 110–111, delivering a persuasive speech, 266–267, comparing media coverage, 842–843; Speaking and Listening: radio news report, 251, debate, 827; From Text To Topic: Discuss, 467, 891; Speaking and Listening: debate, 61, 827

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

SE/TE: Speaking and Listening: debate, 61, 827; Speaking and Listening Workshop: evaluating a speech, 110–111, delivering a persuasive speech, 266–267, comparing media coverage, 842–843; Speaking and Listening: radio news report, 251, debate, 827; From Text To Topic: Discuss, 467, 891

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

SE/TE: Evaluate Oral Interpretation of Literature, 415; also see: Dramatic Reading of Poetry, 373; Staged Performance, 636

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

SE/TE: Speaking and Listening: debate, 61, 827, retell, 93, panel discussion, 403; From Text To Topic: Discuss, 459; Group Discussion, 142; Assessment: Group Discussion, 180, 320, 472, 906; Collaboration: Group Discussion, 726





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

SE/TE: Evaluating a Speech, 110–111; also see: Speaking and Listening Workshop: Comprehension and Collaboration (evaluate), 267, 415, 657, 843

Standard 2: Speaking - The student will express ideas and opinions in group or individual situations. 1. Use formal, informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task.

SE/TE: Research: Informal speech or presentation, 143, 161, 177, 897; Oral report/presentation, 293, 439, 885; Language Study Workshop: Idioms, Technical Terms, and Jargon, 840–841

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

SE/TE: Speaking and Listening Workshop: Multimedia Presentation of a Research Report, 656–657; Constructed Response: oral presentation, 125, oral report, 281, multimedia presentation, 429; Oral presentation, 49; Debate, 61; Research: oral presentation, 293; Summarize and present ideas, 320; Speech, 355; Oral research report, 439; Share your work, 467; Create and share info-graphic, 695; Share annotated timeline, 701; Present poster, 877; Share research report, 903

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

SE/TE: Speaking and Listening: Nonverbal techniques, using, 266, 355, 414, 636

Visual Literacy: The student will interpret, evaluate, and compose visual messages. Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning. 1. Document the use of stereotypes and biases in visual media (e.g., distorted representations of society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics, manner of speech, beliefs and attitudes).

SE/TE: Comparing Media Coverage, 842–843; also see: Americans in the Great Depression (text set and famous photographs), 298, 301, 303, 305; Photograph: Bread Line, New York City, 318, 319; The Assassination of John F. Kennedy (photographs and poems), 432, 433, 434, 435; Photographs: Visual Timeline, 468–471





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

SE/TE: Americans in the Great Depression (text set and famous photographs), 298, 301, 303, 305; Photograph: Bread Line, New York City, 318, 319; The Assassination of John F. Kennedy (photographs and poems), 432, 433, 434, 435; Photographs: Visual Timeline, 468–471; Comparing Media Coverage, 842–843

Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages. 1. Select people with special interests and expectations who are the target audience for particular messages or products in visual media.

SE/TE: Comparing Media Coverage, 842–843; also see: Constructed Response: Deliver Multimedia Presentation, 429; Speaking and Listening: Illustrated presentation, 373, Deliver Multimedia Presentation, 656–657; Writing to Sources: Blog Post, 903; also see: Use Visual Aids, 419

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

SE/TE: Americans in the Great Depression (text set and famous photographs), 298, 301, 303, 305; Photograph: Bread Line, New York City, 318, 319; The Assassination of John F. Kennedy (photographs and poems), 432, 433, 434, 435; Photographs: Visual Timeline, 468–471; Comparing Media Coverage, 842–843

Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea. 1. Create media products to include a billboard, cereal box, short editorials, and a three- minute documentary or print ad to engage specific audiences.

SE/TE: Speaking and Listening: Illustrated presentation, 373; Constructed Response: Deliver Multimedia Presentation, 429; Deliver Multimedia Presentation, 656–657; Writing to Sources: Blog Post, 903

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

SE/TE: Multimedia Presentation of a Research Report, 656–657; also see: Constructed Response: Deliver Multimedia Presentation, 429; Speaking and Listening: Illustrated presentation, 373; Writing to Sources: Blog Post, 903

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