prentice hall literature common core edition - pearson

A Correlation of

Prentice Hall Literature Common Core Edition

©2012

to the

Common Core State Standards

for English Language Arts

Grade 9

A Correlation of Prentice Hall Literature Common Core Edition ©2012 To the

Common Core State Standards for English Language Arts Grade 9

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Prentice Hall Literature Common Core Edition ©2012 meets the objectives of the Common Core State Standards for English Language Arts. Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.

Prentice Hall Literature Common Core Edition

Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You’ll find everything you need to provide differentiated instruction combined with powerful progress monitoring.

Prentice Hall Literature 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 State Standards • 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.




Table of Contents

Reading Standards for Literature ........................................................................... 4 Reading Standards for Informational Text ............................................................. 6 Writing Standards .................................................................................................. 8 Speaking and Listening Standards ....................................................................... 14 Language Standards............................................................................................. 16 Language Progressive Skills................................................................................. 19




Common Core State Standards for English Language Arts

Grade 9

Prentice Hall Literature Common Core Edition ©2012

Reading Standards for Literature Key Ideas and Details Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Make Inferences, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279; also see: 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, 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

Standard 2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SE/TE: 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; 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

Standard 3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343; 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; also see: 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; 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





Grade 9


Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

SE/TE: Dialect, 347, 351, 355, 359, 367, 371; Figurative language, 610, 614, 617, 625, 627, 629, 633, 637, 639, 693; Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Imagery, 608, 610, 676; Vocabulary Workshop: Connotation and Denotation, 764–765; Dialogue, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829, 831; Satire, 986, 989, 1001; Epic simile, 1087, 1093, 1109, 1111, 1112, 1114, 1115

Standard 5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

SE/TE: Common Core Literary Analysis Workshop: Plot Structure in a Short Story, 197, How Characters Advance the Plot, 198, Analyzing Structure and Theme, 199; also see: Suspense, 43, 50, 57, 69; Plot, 43, 46, 60, 57, 69; Narrative Poetry, 693, 699, 702; 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; Flashback, 1041, 1048, 1079, 1082

Standard 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

SE/TE: Comparing Points of View, 80, 83, 84, 85, 87, 89, 93; Comparing setting chart (place, time, culture), 290, 305; Themes in Literature (Oral Tradition), 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

Integration of Knowledge and Ideas Standard 7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

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).

Standard 8 (Not applicable to literature)

(Not applicable to literature)





Grade 9


Standard 9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

SE/TE: Comparing Archetypal Theme, 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 Standard 10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: 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

Reading Standards for Informational Text Key Ideas and Details Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 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

Standard 2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SE/TE: 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; Critical Thinking: Summarize, 510; Reading for Information: paraphrase a text (main idea), 742–747, analyze text information, logic, sequence, 938–943

Standard 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SE/TE: Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 481, 483, 485, 486, 487; Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Informational Texts: Evaluate credibility (and argument), 566–571; Propaganda, evaluate, 934; for related activities, also see: Bias, 428





Grade 9


Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

SE/TE: Building Academic Vocabulary (Word in Context), CC58–CC63; 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: Vocabulary (for nonfiction selections), 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561; Informational Texts: Technical Document, Web Article, 492–497; Vocabulary Workshop: Connotation and Denotation, 764–765, Idioms, Jargon, and Technical Terms, 1242–1243

Standard 5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

SE/TE: 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; Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 483, 485, 487; also see: Reading Informational Materials: analyze text structure, features, format, 154–159, 376–381, analyze text information, logic, sequence, 938–943

Standard 6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

SE/TE: 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

Integration of Knowledge and Ideas Standard 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; also see: Making Connections, 476; “The News”, 477–487





Grade 9


Standard 8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

SE/TE: 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; also see: Communication Workshop: Evaluating a Speech, 412–413, Comparing Media Coverage, 1244–1245

Standard 9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

SE/TE: 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 Standard 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: 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

Writing Standards Text Types and Purposes Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SE/TE: Common Core Workshop: Composing an Argument, CC76–CC77; Writing Workshop: Problem-and-solution Essay (Write an Argument), 172–179, Editorial (Write an Argument), 582–589; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933, Communications Workshop: Persuasive Speech, 592–593

Standard 1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: 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





Grade 9


Standard 1.b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SE/TE: 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

Standard 1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Problem-and-solution Essay: cause-effect organizer, 174; Editorial: organizing your arguments, 584; Communications Workshop: parallel structures, 592

Standard 1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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

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

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

Standard 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.

SE/TE: Cause-and-Effect Essay, 402–409; Research Report, 1002–1013; Comparison-and-Contrast Essay, 1234–1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Research and Technology, 123, 345, 935; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250; Integrated Language Skills: Writing, 401, 755, 1117; Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017

Standard 2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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





Grade 9


Standard 2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Cause–and–Effect Essay: examine current events & chart causes and effects, 403, use logical evidence, 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

Standard 2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: Cause–and–Effect Essay: TRI method to develop paragraphs & chronological, 404, clarify cause–and–effect relationships, 406; Comparison–and–Contrast Essay: add transitions, 1236, revising for to make comparisons and contrasts clear, 1238, varying sentence structure, 1239; Research and Technology, 123, 345

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

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

Standard 2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Cause–and–Effect Essay: peer review for revision, 406, clarify cause–and–effect relationships, 406, subject–verb agreement, 407; Research Report: Create a text structure, 1005; Follow a consistent research format, 1006; Comparison–and–Contrast Essay: specifying purpose, 1235, point–by–point/subject–by–subject, 1236, comparisons/contrasts clear, 1238; Research and Technology, 123, 345, 935; Communications Workshop, 1018

Standard 2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: Cause-and-Effect Essay, 402–409; Research Report, 1002–1013; Comparison-and-Contrast Essay, 1234–1241; Research and Technology, 345

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

SE/TE: Writing Workshop: Autobiographical Narrative, 94–99, Descriptive Essay, 686–691; also see: Writing: Anecdote, 41, Journal entry, 123, 1191





Grade 9


Standard 3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Autobiographical Narrative: identify your main point, 96; Short Story: developing the plot, 307; Point of View, 308

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

SE/TE: Autobiographical Narrative: pace the action, 96; Short Story: develop characters, 306, developing the plot, 307; Point of View, 308; Dialogue, 308

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

SE/TE: Autobiographical Narrative: 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

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

SE/TE: Autobiographical Narrative: choosing details, 95; Short Story: show, don’t tell, 308; verb tenses, inconsistent, 309; Writing Lessons, 255, 1085

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

SE/TE: Autobiographical Narrative: structure the sequence, 94; Short Story: developing the plot, 307; Writing Lessons, 255, 1085





Grade 9


Production and Distribution of Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop: Autobiographical Narrative (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

Standard 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 up to and including grades 9–10 on page 54.)

SE/TE: Prewriting (includes choosing topic, narrowing topic and gathering details), 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235; Drafting (includes shaping writing, providing elaboration): 96, 174, 308, 404, 514, 584, 687, 758, 962, 1005, 1140, 1236; 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; Editing/proofreading, 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241; Reflecting/Assessing (Journal/Rubric): 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241

Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: 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





Grade 9


Research to Build and Present Knowledge Standard 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Workshops: Research Report, 1002–1013; also see: Research and Technology, 123, 151, 345, 489, 537, 935, 977, 1191

Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: 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

Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

Standard 9.a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

SE/TE: Writing Workshops: Response to Literature, 756–763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature, 188, 418, 598, 772, 1022, 1250

Standard 9.b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SE/TE: Writing Workshops: Response to Literature, 756–763; 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 about informational texts, 188, 418, 598, 772, 1022, 1250





Grade 9


Range of Writing Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SE/TE: Writing Workshop: Autobiographical Narrative (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

Speaking and Listening Standards Comprehension and Collaboration Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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; Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251

Standard 1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SE/TE: Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251





Grade 9


Standard 1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SE/TE: Exploring the Big Question (Collaboration): 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

Standard 1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SE/TE: Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Exploring the Big Question (Collaboration): Listen carefully and ask questions, 1028

Standard 1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SE/TE: Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207; Exploring the Big Question (Collaboration): Participate effectively by building on the ideas of others, 2, Listen carefully and ask questions, 1028

Standard 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017, Comparing Media Coverage, 1244–1245; also see: Research and Technology: Introduction for Multimedia Presentation, 123, Informative brochure, 345, Include relevant media, 537, Electronic media, use, 935, Research Report Informational Chart, 977, Photographs, include, 1039

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

SE/TE: Communication Workshop: Evaluating a Speech, 412–413, Comprehension and Collaboration, 593, 1017, Comparing Media Coverage, 1244–1245; also see: Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207, Evaluate oral report, 1191





Grade 9


Presentation of Knowledge and Ideas Standard 4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182–183, Delivering a Persuasive Speech, 592–593, Oral Interpretation of Literature, 766–767, Multimedia Presentation of a Research Report, 1016–1017; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251; Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207, Oral report, 1191

Standard 5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017; also see: Research and Technology: Introduction for Multimedia Presentation, 123, Informative brochure, 345, Include relevant media, 537, Electronic media, use, 935, Research Report Informational Chart, 977, Photographs, include, 1039

Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182–183, Delivering a Persuasive Speech, 592–593, Oral Interpretation of Literature, 766–767, Multimedia Presentation of a Research Report, 1016–1017; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251; Speaking and Listening: Oral presentation, 181, 255, Debate, 281, 1117, Radio news report, 563, Impromptu speech, 641, Illustrated presentation, 667, Oral report, 1191

Language Standards Conventions of Standard English Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Conventions, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Grammar, Usage, and Mechanics Handbook, R50–R54

Standard 1.a Use parallel structure.*

SE/TE: Parallelism, create, 587; also see: Parallelism, 429, 539, 546, 549, 561





Grade 9


Standard 1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: Revising: Subordinating clauses, 406; Writer’s Toolbox: prepositional phrase, 689, revising to combine sentences with phrases, 963, revising to combine sentences using adverb clauses, 1009, vary sentence structure and length, 1239; also see: Conventions: Prepositional phrase, 666, Infinitive phrase, 738, Participle, gerund phrase, 932, Clauses, 976, Adverb clauses, 1009, 1239

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

SE/TE: Common and Proper Nouns, 40; Editing: Proper names and places, 99; Spelling, focus on, 179, 311, 589; Using Quotations, 761; Spelling skills, use basic, 1143; Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R52–R54

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

SE/TE: Conventions: Semicolons, 1206

Standard 2.b Use a colon to introduce a list or quotation.

SE/TE: Conventions: Colon, Semicolons, and Ellipses, 1206

Standard 2.c Spell correctly.

SE/TE: Spelling, focus on, 179, 311, 589; Spelling skills, use basic, 1143; also see: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

Knowledge of Language Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Conventions, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Grammar, Usage, and Mechanics Handbook, R50–R54

Standard 3.a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241





Grade 9


Vocabulary Acquisition and Use Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

SE/TE: Vocabulary Workshop, 180–181, 410–411, 590–591, 764–765, 1014–1015, 1242–1243; also see: Vocabulary Development, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

Standard 4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Building Academic Vocabulary (Word in Context), CC58–CC63; Explain context cues, 237, 253; Context Clues, 590–591; also see: Common Core Assessment Workshop: Cumulative Review (Vocabulary), 185, 415, 595, 769, 1019, 1247

Standard 4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: Building Academic Vocabulary (related words), CC58–CC63; also see: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

Standard 4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181; Word Study, 57, 111, 121, 135, 279, 329, 359; for related activities, also see: Spanish-English Dictionary User Guide, 376, 377, 381

Standard 4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181, Etymology (sample dictionary entry), 410, foreign words (dictionary), 1014; Word Study, 57, 111, 121, 135, 279, 329, 359





Grade 9


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

SE/TE: Analogy, 57; Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181, Words With Multiple Meanings, 590–591, Connotation and Denotation, 764–765, Idioms, Jargon, and Technical Terms, 1242–1243; Hyperbole, 572, 581, 1216; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687

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

SE/TE: Figures of speech, 617, 629, 639

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

SE/TE: Vocabulary Workshop: Connotation and Denotation, 764–765; also see: Analyzing Poetic Language: Denotation, 608

Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Building Academic Vocabulary, CC58–CC63; Vocabulary Workshop, 182–183, 412–413, 592–593, 766–767, 1016–1017, 1244–1245; also see: Vocabulary Development, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

Language Progressive Skills The following skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Conventions of Standard English Standard 3.1.f Ensure subject-verb and pronoun-antecedent agreement.

SE/TE: Pronoun-antecedent agreement, 177; Subject-verb agreement, 407; also see: Writing (Grammar Application), 345





Grade 9


Standard 4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

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

Standard 4.1.g Correctly use frequently confused words (e.g., to/too/two; there/their).

SE/TE: Editing and Proofreading: Correcting common usage problems, 763; Glossary of Common Usage, R54

Standard 5.1.d Recognize and correct inappropriate shifts in verb tense.

SE/TE: Revising: Inconsistent Verb Tense, 309; also see: Verbs, 254, 255, 280, 281

Standard 6.1.c Recognize and correct inappropriate shifts in pronoun number and person.

SE/TE: Pronouns, 122, 150; Pronoun-antecedent agreement, 177

Standard 6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

SE/TE: Pronoun-antecedent agreement, 177; also see: Pronouns, 122, 150

Standard 6.1.e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

SE/TE: Dialect, short story, 347, 351, 355, 359, 367, 371; Impromptu Speech, 641; also see: Communication Workshop (note speaker’s language, 412, 413, 593

Standard 6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

SE/TE: Conventions: Commas and Dashes, 1190, Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R53–R54

Standard 7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

SE/TE: Writer’s Toolbox: Revising to Combine Sentences With Phrases, 963; also see: Writer’s Toolbox: Revising to Combine Sentences Using Adverb Clauses, 1009; Varying Sentence Structure and Length, 1239; Grammar, Usage, and Mechanics Handbook: Sentences, Phrases, and Clauses, R51–R52

Standard 8.1.d Recognize and correct inappropriate shifts in verb voice and mood.

SE/TE: Conventions: Active and Passive Voice, 372; Writing Workshop: Revising Strategy – Active and Passive Voice, 514





Grade 9


Knowledge of Language Standard 3.3.a Choose words and phrases for effect.

SE/TE: Painting a picture with words, 95; Vocabulary, evaluate, 176; Language, use active, 308; Words, choose powerful, 586; Sensory words list, 641, 667; Figurative language, use, 686; Perfecting Your Description, 687; Word choice, revise to vary, 1006; Word choice, review, 1140

Standard 4.3.b Choose punctuation for effect.

SE/TE: Writer’s Toolbox: Using Quotations, 761; Conventions: Commas and Dashes, 1190, Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R52–R54

Standard 6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

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

Standard 6.3.b Maintain consistency in style and tone.

SE/TE: Suspense, create, 96; Consistency, maintain, 513; Voice, highlight active, 514; Criticism, check words of, 760; Emotions, appeal to, 583; Words, choose powerful, 586; Impression, strengthen main, 688; Rhetorical questions, 933; Dramatic irony, create, 977

Standard 7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

SE/TE: Vague language, avoid, 95; Vocabulary, evaluate, 176; Language, use active, 308; Words, choose powerful, 586; Sensory words list, 641, 667; Figurative language, use, 686; Perfecting Your Description, 687; Word choice, revise to vary, 1006; Word choice, review, 1140

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