prentice hall literature, grade 9, © 2010 common core...

Prentice Hall Literature, Grade 9, © 2010 Correlated to:

Arkansas English Language Arts Curriculum Frameworks Grade 9 Common Core Curriculum draft

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Arkansas Curriculum Framework

Common Core Curriculum- Draft

Pages and Resources

Strand: Oral and Visual Communication

Standard 1: Speaking

Students shall demonstrate effective oral communication skills to express ideas and to present information.

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE.

Grade 9

Speaking to share understanding and information

OV.1.9.1 Adjust oral language to audience and appropriately apply the rules of standard English

SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating a command of formal English when indicated or appropriate.

SL.4. Plan and deliver relevant and sufficient evidence in support of findings and claims such that listeners can follow the reasoning, adjusting presentation to particular audiences and purposes.

PH Lit: Listening and Speaking: Voice register, use appropriate, 667, Voice, use appropriate, 717, Verbal techniques, use, 1085



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OV.1.9.2 Prepare and participate in structured discussions, such as panel discussions

SL.1. Initiate and participate effectively in group discussions on grades 9–10 topics, texts, and issues being studied in class.

SL.1.a. Prepare for discussions by reading and researching material under study and explicitly draw on that preparation in discussions.

SL.1.b. Cooperate with peers to set clear goals and deadlines and to establish roles.

SL.1.c. Build on essential information from others’ input by asking questions and sharing comments that enrich discussions.

SL.1.d. Acknowledge the ideas and contributions of others in the group, reach decisions about the information and ideas under discussion, and complete the task.

SL.1.e. Evaluate whether the team has met its goals.

PH Lit: Debate, 281, 1117; Interview, 41; Panel discussion, 463, 739, 1207; Listen carefully, 41; also see: Critical Thinking: Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204

OV.1.9.3 Use appropriate visual aids in presentations

SL.5. Make strategic use of digital media elements and visual displays of data to enhance understanding.

SL.2. Synthesize information presented visually or multimodally with other information presented orally, noting any discrepancies between the data that emerge as a result.

PH Lit: Communications Workshop: Multimedia Presentation of a Research Report, 1018; also see: Research and Technology: Multimedia presentation, 123, 935, Brochure, informative, 345, Comparative chart, 537, Timeline, 439, Testimonial poster, 1039; Listening and Speaking: Illustrated presentation, 667



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Speaking for literary response, expression and analysis

OV.1.9.4 Participate in a variety of such speaking activities as scenes from a play, oral book reports, monologues, memorization of lines, character analysis, and literary reviews

PH Lit: Communication Workshop: Oral Interpretation of Literature, 768, Multimedia Presentation of a Research Report, 1018; also see: Oral presentation, 181, 255; Dialogue, 373, 717, 783; Oral response to Big Question, 591; Poetry reading, 609; Staged performance, 934; Conversations, improvise everyday, 1085; Interpretive speech, 1243

Standard 2: Listening

Students shall demonstrate effective listening skills in formal and informal settings.


Grade 9

Listening for information, interpretation, critical analysis, and evaluation

OV.2.9.1 Analyze how the conventions of English affect oral expressions

SL.3. Determine a speaker’s or presenter’s position or point of view by assessing the evidence, word choice, points of emphasis, and tone used.

PH Lit: Sentences, vary structure of, 641; Styles, use conventional, 717; Quotations, use, 1246

OV.2.9.2 Establish a purpose for listening and identify relevant information


PH Lit: Communication Workshop: Analyzing Broadcast Media, 184, Evaluating a Speech, 414; also see: Listen carefully, 41; Debate, 281, 1117; Panel discussion, 463, 739, 1207

OV.2.9.3 Identify barriers to listening and generate methods to overcome them

PH Lit: Debate, 281, 1117; also see: Distortion, identify, 181; Position, clarify and defend, 463; Counter arguments, anticipate, 594; Comments, interpret others', 739; Propaganda, evaluate, 934; Position, restate, 1015; Audience, plan for, 1085; Respect, show, 1207



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OV.2.9.4 Demonstrate attentive, reflective, and critical listening skills to respond to and interpret speaker’s message


PH Lit: Debate, 281, 1117; Interview, 41; Panel discussion, 463, 739, 1207; Listen carefully, 41; also see: Critical Thinking: Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204

Strand: Oral and Visual Communication

Standard 3: Media Literacy

Students shall demonstrate knowledge and understanding of media as a mode of communication.


Grade 9

Analyzing media

OV.3.9.1 Compare the advantages and disadvantages of various types of media

R-IT.7. Synthesize information presented in different formats (e.g., text, video, mutimedia) to generate a coherent understanding of an issue.

PH Lit: Communication Workshop: Analyzing Broadcast Media, 184, Comparing Media Coverage, 1246; also see: Research and Technology, 21, 123, 151, 209, 345, 439, 489, 537, 537, 615, 935, 977, 1008, 1039, 1191

OV.3.9.2 Articulate personal response to such media as editorials, news stories, and advertisements


PH Lit: Communication Workshop: Analyzing Broadcast Media, 184, Comparing Media Coverage, 1246

Evaluating media credibility

OV.3.9.3 Identify and evaluate a media source for bias and point of view


PH Lit: Communication Workshop: Analyzing Broadcast Media, 184, Comparing Media Coverage, 1246; also see: Electronic media, use, 935; Web Source, cite, 1008; Informational Texts: Web Site, Web Encyclopedia Entry, 980–985



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Strand: Writing

Standard 4: Process

Students shall employ a wide range of strategies as they write, using the writing process appropriately.


Grade 9

Prewriting

W.4.9.1 Generate, gather, and organize ideas for writing

W.5. Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific task and context.

PH Lit: Writing Workshop: Prewriting, 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235; Work In Progress (Prewriting for workshops), 41, 71, 123, 151, 255, 281, 345, 373, 424, 463, 489, 537, 563, 563, 594, 600, 641, 667, 717, 756, 933, 977, 986, 1085, 1117, 1191, 1207

W.4.9.2 Plan and organize writing to address a specific audience and purpose with emphasis on narration

W.3. Write narratives in which they:

W.3.a. Engage the reader by establishing a problem, situation, or observation and purposefully organize a progression of events or experiences.

PH Lit: Descriptive Essay: Audience, consider, 688; also see: Autobiographical Narrative, 94–99; Readers' concerns, address, 586

Drafting

W.4.9.3 Communicate clearly the purpose of the writing

W.4. Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.

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

PH Lit: Main point, identify, 96; Problem, outline, 174; Thesis, identify, 758; Thesis, underline, 760; Clarity, provide, 962; Thesis statement, propose, 1005; Specifics, support generalizations with, 1236



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W.4.9.4 Write clear and varied sentences

W.2.c. Use varied transitions and sentence structures to create cohesion, clarify information and ideas, and link major sections in the text.

PH Lit: 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

W.4.9.5 Elaborate ideas clearly and accurately through word choice, vivid description, and selected information

W.1.c. Use precise words, phrases, and clauses to make clear the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.

W.2.b. Develop a complex topic through well-chosen, relevant, and sufficient facts, concrete details, quotations, extended definitions, or other information and examples.

PH Lit: Word choice, 95, 687, 933; Words, choose powerful, 586; Sensory words list, 641, 667; Figurative language, use, 686; Vivid words, choose, 687; Word choice, revise to vary, 1006; Word choice, review, 1140

W.4.9.6 Adapt content vocabulary, voice, and tone to audience, purpose, and situation

W.1.d. Sustain an objective style and tone while attending to the norms and conventions of the specific discipline as well as to the audience’s knowledge of the issue.

W.4. Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.

PH Lit: Audience, consider, 688, 758; Purpose, clarify, 757, specify, 1235; Audience, teach, 1139; Audience, consider, 1140; also see; Language, use active, 308; Voice, create, 513; Voice, highlight, 514; Words, choose powerful, 586; Revise to vary word choice, 1006; Word choice, review, 1140



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W.4.9.7 Arrange paragraphs into a logical progression with appropriate transition


W.2.a. Introduce a topic and organize information under broader concepts and categories to make clear the connections and distinctions between key ideas appropriate to the purpose; include formatting (e.g., headings) and graphics (e.g., figures, tables) when useful to clarify ideas.

PH Lit: Paragraph development, use TRI method, 404; also see: Details, add paragraphs providing, 281

Revising

W.4.9.8 Revise content of writing for central idea, elaboration, unity, and organization


PH Lit: Main point, identify, 96; Problem profile, create, 173; Point of view, develop, 308; Consistency, maintain, 513; Voice, highlight, 514; Position, state, 582; Thesis statement, write, 583; Words, choose powerful, 586; Impression, strengthen main, 688; Topic, decide on, 739; Thesis, underline, 760; also see: Details: use significant, 41, select, 174, personality traits, 373, list / itemize / identify, 512, provide, 584, eliminate irrelevant, 688, jot down, 717, response to literature, 757, provide supporting, 758, revise, 760, discuss, 977

W.4.9.9 Revise style of writing for selected vocabulary, selected information, sentence variety, tone and voice


PH Lit: Writing Workshop: 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



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W.4.9.10 Revise sentence formation in writing for completeness, coordination, subordination, standard word order, and absence of fused sentences



Editing

W.4.9.11 Apply grammatical conventions to edit for standard inflections, agreement, word meaning, and conventions


L.1. Observe conventions of grammar and usage.

L.3.a. Write and edit work so that it conforms to the guidelines in a style manual.

PH Lit: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

W.4.9.12 Apply grammatical conventions for capitalization, punctuation, formatting, and spelling

L.2. Observe conventions of capitalization, punctuation, and spelling.

L.2.c. Spell correctly.

PH Lit: Nouns, common / proper, 40; Spelling, focus on, 179, 311, 589; Conjunctions: coordinating, 406, subordinate, 1009; Quotations, 761; Commas, Dashes, 1190; Spelling skills, use basic, 1143; Colons, Semicolons, 1206; Handbook: Capitalization, R52; Punctuation, R53–R54



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Publishing

W.4.9.13 Refine selected pieces frequently to publish for intended audiences and purposes

W.6. Use technology, including the Internet, to produce, publish, and collaborate on a shared writing product, incorporating diverse and sometimes conflicting feedback.

PH Lit: Writing Workshop: Publishing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

W.4.9.14 Maintain a writing portfolio that exhibits growth and reflection in the progress of meeting goals and expectations

PH Lit: Reflecting on Your Writing & Publishing and Presenting, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

W.4.9.15 Use available technology for all aspects of the writing process

W.6. Use technology, including the Internet, to produce, publish, and collaborate on a shared writing product, incorporating diverse and sometimes conflicting feedback.

PH Lit: For related content see: Writing Workshop: Publishing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Communications Workshop: Multimedia Presentation of a Research Report, 1018, Research and Technology: Multimedia presentation, 123, 935; also see: Technologies, use, 123; Internet, use, 151, 209, 439, 489; Electronic media, use, 935; 21st Century Skills, R42–R47

Strand: Writing

Standard 5: Purposes, Topics, Forms, and Audiences

Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms.


Grade 9

Purposes and Audiences

W.5.9.1 Adjust levels of formality, style, and tone when composing for different audiences

SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating a command of formal English when indicated or appropriate.




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Topics and Forms

W.5.9.2 Write biographies or autobiographies that

• communicate the significance of the events and characters

• specify scenes and incidents in specific places

• describe using sensory details

• pace time and mood

• maintain consistency in point of view

PH Lit: Writing Workshop: Autobiographical Narrative, 94–99; Biography, 1117



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W.5.9.3 Write expository compositions, including analytical essays and research reports that

• assemble and convey evidence in support of the thesis

W.2. Write informative/explanatory texts in which they:

W.2.a. Introduce a topic and organize information under broader concepts and categories to make clear the connections and distinctions between key ideas appropriate to the purpose; include formatting (e.g., headings) and graphics (e.g., figures, tables) when useful to clarify ideas.



W.2.d. Use precise language and domain-specific and technical wording (when appropriate) to manage the complexity of the topic in a style that responds to the specific discipline and context as well as to the expertise of likely readers.

W.2.e. Provide a conclusion that follows logically from the information or explanation provided and articulates the implications or significance of the topic.

PH Lit: Writing Workshop: Problem-and-solution Essay, 172–179, Cause-and-Effect Essay, 402–409, Response to Literature, 756–763, How-to Essay, 960–965, Research Report, 1002–1013, Comparison-and-Contrast Essay, 1234–1241; also see: Essay, 581, 690, 755; Research Report, 977



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W.5.9.4 Write using rhetorical strategies with special emphasis on definition, narration, description, exemplification, and compare / contrast

PH Lit: For related content see: 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

W.5.9.5 Write a variety of letters including letter of apology that

• follow a conventional format

• address the intended audience

• provide clear, purposeful information

PH Lit: Writing Workshop: Business Letter, 512–517; Writing Handbook: Writing Letters, R33–R34; also see: Letter, 179, 373, 381, 463, 600, 1207

W.5.9.6 Write poems using a range of poetic techniques, forms, and figurative language, emphasizing narrative poetry

PH Lit: Poem, 739



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W.5.9.7 Write responses to literature that

• articulate the significant ideas of literary works

• support important ideas with evidence from text

R-L.2. Analyze in detail the development and refinement of a theme or central idea in a text, including how it emerges and how it is shaped and refined by specific details.

W.9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

W.9.a. Apply grades 9–10 reading standards to literature (e.g., “Analyze a wide range of nineteenth- and early-twentieth-century foundational works of American literature, comparing and contrasting approaches to similar ideas or themes in two or more texts from the same period.”).

W.9.b. Apply grades 9–10 reading standards to literary nonfiction (e.g., “Assess the truth of an argument’s explicit and implicit premises by determining whether the evidence presented in the text justifies the conclusions”).

PH Lit: Writing Workshop: Response to Literature, 756–763; also see: Writing: Critique, 71, Character profile, 151, Comparing symbolism, 401, Comparing lyric forms, 755, Analysis, 756, Contemporary interpretations, 1137

W.5.9.8 Write on demand to a specified prompt within a given time frame

PH Lit: Timed Writing, 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215

W.5.9.9 Write across the curriculum

PH Lit: For related content see: Learning log, 151; Multimedia presentation, 123, 935; Brochure, informative, 345; Film Review, 935; Research report, 977, 1008



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W.1. Write arguments which they:

W.1.a. Introduce a precise claim, distinguish it from alternate or opposing claims, and provide an organization that establishes clear relationships among the claim, reasons, and evidence.

W.1.b. Develop a claim and counterclaim fairly, supplying evidence for each, while pointing out the strengths of their own claim and the weaknesses of the counterclaim.

W.1.c. Use precise words, phrases, and clauses to make clear the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.

W.1.d. Sustain an objective style and tone while attending to the norms and conventions of the specific discipline as well as to the audience’s knowledge of the issue.

W.1.e. Provide a concluding statement or section that follows logically from the argument and offers a reflection or recommendation.

PH Lit: Writing Workshop: Editorial, 582–589; Writing: Critique, 71; Abstract, 537; Proposal, 563; Editorial, 667; Communications Workshop: Deliver a Persuasive Speech, 594; Editorial, 933



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W.3.b. Develop narrative elements (e.g., setting, event sequence, complex characters) with well-chosen, revealing details.

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

W.3.d. Use precise language to develop a picture of how the events, experiences, and ideas emerge and unfold.

W.3.e. Provide a satisfying conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.

PH Lit: Writing Workshop: Autobiographical Narrative, 94–99, Short Story, 306–311, Descriptive Essay, 686–691; also see: Writing: Anecdote, 41, Journal entry, 123, 1191

Strand: Writing

Standard 6: Conventions

Students shall apply knowledge of Standard English conventions in written work.


Grade 9

Sentence Formation

W.6.9.1 Use knowledge of types of clauses (main, subordinate)

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

PH Lit: Subordinating clauses, 406; Clauses, main, subordinate, 976; Adverb clauses, 1009, 1239

W.6.9.2 Use parallel structures

L.1.a. Use parallel structure in writing.

PH Lit: Parallel constructions, 587

W.6.9.3 Use knowledge of types of verbals (gerunds, infinitives, participles)

PH Lit: Infinitives, 738; Gerund, Participle, 932



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Usage

W.6.9.4 Apply rules for the parts of a sentence, including subject / verb, direct / indirect object, predicate nominative / predicate adjective, objective complement, and pronoun case


L.1. Observe conventions of grammar and usage.

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

W.6.9.5 Distinguish between active and passive voice

PH Lit: Voice, active, passive, 372, 514

W.6.9.6 Maintain consistent verb tense within a writing product

PH Lit: Verb tenses, 254, 280

W.6.9.7 Select appropriate pronouns when writing

PH Lit: Pronouns, 122, 150, 407

Spelling

W.6.9.8 Apply conventional spelling to all pieces


L.2.c. Spell correctly.

PH Lit: Spelling, focus on, 179, 311, 589; Spelling skills, use basic, 1143

Capitalization

W.6.9.9 Apply conventional rules of capitalization in writing


PH Lit: Nouns, common / proper, 40; Handbook: Capitalization, R52

Punctuation

W.6.9.10 Use commas and semicolons to distinguish and divide main and subordinate clauses

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

PH Lit: Clauses, main, subordinate, 976; Commas, 1190; Semicolons, 1206

W.6.9.11 Use colons and dashes effectively in writing

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

PH Lit: Colons, 1206



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W.6.9.12 Use punctuation correctly and recognize its effect on sentence structure


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

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

PH Lit: Quotations, punctuating, 761; Commas, Dashes, 1190; Semicolons, 1206

Strand: Writing

Standard 7: Craftsmanship

Students shall develop personal style and voice as they approach the craftsmanship of writing.


Grade 9

Purposefully shaping and controlling language

W.7.9.1 Use figurative language effectively with emphasis on simile and personification

PH Lit: Figurative language, use, 686

W.7.9.2 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest





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W.7.9.3 Consider purpose, speaker, audience, and form when completing assignments emphasizing narration




W.7.9.4 Demonstrate organization, unity, and coherence by using direct transitions and sequencing

W.3.b. Develop narrative elements (e.g., setting, event sequence, complex characters) with well-chosen, revealing details.

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

PH Lit: Sequence of events, maintain effective, 308; Cause-and-effect chart, 403; Chronological order, use, 404; Organizational pattern, establish, 582; Transitions, 691, 962; Ideas, organize, 758; Information, organize, 962; Cause-effect sequences, add, 1085; Instructions, organize, 1140

W.7.9.5 Use extension and elaboration to develop an idea emphasizing the use of appositives

PH Lit: Appositive phrase, 716, 963; also see: Comparable situations, describe, 174; Chart, positive / negative, 563; Issues, consider all sides of, 583; Expert opinion, provide, 584; Readers' concerns, address, 586; Audience, consider, 688, 758; Praise, check words of, 760

W.7.9.6 Use concrete information for elaboration


PH Lit: Details: use significant, 41, select, 174, list / itemize / identify, 512, provide, 584, eliminate irrelevant, 688, jot down, 717, provide supporting, 758, revise, 760, discuss, 977



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W.7.9.7 Use precise word choices that convey specific meaning

W.2.d. Use precise language and domain-specific and technical wording (when appropriate) to manage the complexity of the topic in a style that responds to the specific discipline and context as well as to the expertise of likely readers.

L.3. Make effective language choices.

PH Lit: Word choice, 95, 687, 933; Words, choose powerful, 586; Sensory words list, 641, 667; Figurative language, use, 686; Vivid words, choose, 687; Word choice, revise to vary, 1006; Word choice, review, 1140

W.7.9.8 Personalize writing to convey voice in formal and informal pieces

PH Lit: Voice, create, 513; Voice, highlight, 514; Words, choose powerful, 586; Revise to vary word choice, 1006; Word choice, review, 1140

W.7.9.9 Evaluate own writing to determine the best features of a piece of writing

PH Lit: Reflecting on Your Writing & Publishing and Presenting, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

Strand: Reading

Standard 9: Comprehension

Students shall apply a variety of strategies to read and comprehend printed material.


Grade 9

Literal and inferential understanding

R.9.9.1 Connect own background knowledge, including personal experience and perspectives shaped by age, gender, class, or national origin, to determine author’s purpose

PH Lit: Background knowledge, use, 492, 496; also see: Big Question: Do our differences define us? 797, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1014; Is conflict necessary? 209, 236, 252, 266, 278, 297, 304, 328, 344, 358, 370, 395, 400,410; Is knowledge the same as understanding? 439, 452, 460, 474, 486, 507, 526, 534, 548, 560, 576, 580; How does communication change us? 605, 650, 664, 702, 714, 728, 736, 751, 753, 754,764



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R.9.9.2 Identify specific ways an author accomplishes purpose, including organization, narrative and persuasive techniques, style, literary forms or genre, portrayal of themes, tone, and intended audiences

R-L.4. Evaluate how an author’s use of language, including formality of diction, shapes meaning and tone in a text (e.g., how the language evokes a sense of time and place, how it sets a formal or informal tone).

R-L.5. Analyze how an author structures a text, orders events within it (e.g., parallel plots), and manipulates time (e.g., pacing) to create mystery, tension, or surprise.

R-L.6. Analyze a case in which the author’s work takes a position or stance on a social issue or other topic and describe how the author carries out that purpose.

PH Lit: Writing Workshop: Response to Literature, 756–763; also see: Writing Applications: Critique, 71; Writing to Compare Literary Works, 93, 171, 305, 401, 511, 581, 685, 755, 959, 1137, 1233

R.9.9.3 Differentiate among strategies to aid comprehension, including skimming, scanning, note taking, outlining, questioning, creating graphic organizers, and annotating

PH Lit: Read fluently, 617, 621, 623, 629, 634, 639, 643, 649, 651, 659, 665; Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; 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, 975

R.9.9.4 Recognize how works of a given period reflect author’s background, historical events, and cultural influences

PH Lit: 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; also see: Historical Speeches, 472–475, 541–549; Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Themes in literature: cultural details, 1033, cultural context, 1038, 1039; Author's philosophical assumptions, 1193, 1199, 1205



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R.9.9.5 Draw inferences from a sentence or a paragraph (including conclusions, generalizations, and predictions) and support them with text evidence

R-L.1. Cite the evidence in the text that most strongly supports a specific analysis of what the text says explicitly as well as inferences drawn from the text.

R-IT.1. Cite evidence in the text that most strongly supports a specific analysis of what the text says explicitly as well as inferences drawn from the text.

PH Lit: Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359

R.9.9.6 Recognize the role of bias for both author and reader in the comprehension of a text

R-IT.8. Assess the truth of an argument’s explicit and implicit premises by determining whether the evidence presented in the text justifies the conclusions.

PH Lit: Bias, 428; Propaganda, evaluate, 934; also see: 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

R.9.9.7 Recognize how signal / transition words and phrases denote shifts that contribute to the meaning of the text

PH Lit: For related content see: Transitions, 209, 691, 962

R-L.7. Compare and contrast the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

PH Lit: For related content see: Script, visual elements, describe, 489; Film Review, 935

R-L.9. Analyze a wide range of nineteenth- and early-twentieth-century foundational works of American literature, comparing and contrasting approaches to similar ideas or themes in two or more texts from the same period.

PH Lit: For related content see: Comparing Literary Works, 80, 93, 160, 171, 290, 305, 382, 401, 498, 511, 572, 581, 676, 685, 748, 755, 944, 959, 1126, 1137, 1216, 1233



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R-L.10. In grade 9, read literature independently, proficiently, and fluently in the grades 9–10 text complexity band; read texts at the high end of the range with scaffolding as needed. In grade 10, read literature independently, proficiently, and fluently in the grades 9–10 text complexity band; read “stretch” texts in the grades 11–CCR text complexity band with scaffolding as needed.

PH Lit: Independent Reading, 185, 415, 595, 769, 1019, 1247

Summary and Generalization

R.9.9.8 Summarize and paraphrase structures in informational and literary texts, including relationships among concepts and details

PH Lit: Informational Texts: analyze text structure, features, format, 154–159; analyze text structure, features, format, 376–381; follow technical directions (analyze structure, features, format), 670–675; analyze text information, logic, sequence, 938–943; also see: Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891; 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, 975

Analysis and Evaluation

R.9.9.9 Discriminate between fact / opinion and fiction / nonfiction

PH Lit: Informational Texts: evaluate credibility (and argument), 566–571; Fact and opinion, distinguish between, 584; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561



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R.9.9.10 Analyze the structure and format of informational and literary documents and explain how authors use the features to achieve their purposes

R-L.5. Analyze how an author structures a text, orders events within it (e.g., parallel plots), and manipulates time (e.g., pacing) to create mystery, tension, or surprise.

R-IT.5. Evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

PH Lit: Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 483, 485, 487; also see: Informational Texts: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, logic, sequence, 938–943; Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913

R.9.9.11 Recognize and define various points of view (e.g., omniscient narrator, third person limited)

PH Lit: Point of view, 80, 83, 84, 85, 87, 89, 93

R.9.9.12 Define fallacies and identify fallacies in a text

R-IT.5. Evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

PH Lit: For related content see: Evaluate persuasive techniques, 539, 546, 549, 554, 561; Informational Texts: evaluate credibility (and argument), 566–571; Propaganda, evaluate, 934

R.9.9.13 Identify and discuss a position using concepts gained from reading. (e.g., debate, discussion, position paper, etc.)

SL.1.a. Prepare for discussions by reading and researching material under study and explicitly draw on that preparation in discussions.

R-L.6. Analyze a case in which the author’s work takes a position or stance on a social issue or other topic and describe how the author carries out that purpose.

PH Lit: Debate, 281, 1117; Panel Discussion, 463, 739, 1207; Discussion, 765; also see: Critical Thinking: Discuss, 134, 148, 278, 358, 370, 452, 526, 736, 858, 910, 974, 1082, 1198, 1204

R.9.9.14 Identify and categorize figures of speech and sound devices, including simile, metaphor, personification, hyperbole, oxymoron, and pun

L.4.c. Interpret various figures of speech (e.g., hyperbole, paradox) and analyze their role in a text.

PH Lit: Hyperbole, 572, 581, 1216; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Personification, 615; Simile, 687



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R-IT.2. Analyze in detail the development and refinement of a central idea in a text, including how it emerges and is shaped and refined by specific details.

PH Lit: Informational Texts:

paraphrase, find main idea, 742–747; also see: Main idea, identify/determine, 441, 448, 453, 458, 461, 490, 453, 461, 465, 470, 475, 481, 487

R-IT.3. Analyze the interactions between and among ideas and events, including how ideas and events influence one another.

PH Lit: For related content see: Comparing Biographical Writing (events causes and effects in a life), 498, 503, 504, 506, 507, 510, 511

R-IT.4. Evaluate how an author’s use of language, including formality and type of diction, shapes meaning and tone in a text (e.g., the formality of a court opinion or a newspaper).

PH Lit: Tone, informal nonfiction, 16; Language, use active, 308; Formality, level of, nonfiction, 430; Voice, create, 513; Voice, highlight, 514; Words, choose powerful, 586; Revise to vary word choice, 1006; Word choice, review, 1140

R-IT.9. Analyze how authors argue with or otherwise respond to one another’s ideas or accounts of key events, evaluating the strength of each author’s interpretation.

PH Lit: For related content see: Comparing Satire, 986, 1001; Comparing Contemporary Interpretations, 1126, 1137; also see: Writing: Critique, 71, Character profile, 151; Writing Workshop: Response to Literature, 756–763;

Strand: Reading

Standard 10: Variety of Text

Students shall read, examine, and respond to a wide range of texts.


Grade 9

Practical Texts

R.10.9.1 Read across the curriculum a variety of such practical texts as advertisements, warranties, manuals, handbooks, agendas, labels, warnings and directions

PH Lit: Reading Informational Texts, 74–79, 154–159, 284–289, 376–383, 492–497, 670–675, 742–749, 938–943, 980–985, 1120–1127, 1208–1213



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R.10.9.2 Evaluate clarity and accuracy of information in practical texts

PH Lit: Informational Texts: analyze text structure, features, format, 154–159, critique logic of functional documents ( text features, graphics), 284–289, analyze text structure, features, format, 376–381, questions, generate relevant (use background knowledge), 492–497, evaluate credibility (and argument), 566–571, follow technical directions (analyze structure, features, format), 670–675, analyze text information, logic, sequence, 938–943, evaluate sources, 980–985

Poetry

R.10.9.3 Read a variety of narrative poetry, including ballad and epic

PH Lit: What is Poetry?, 606–607, Elements of Poetry, 608–609; Poetry, 611, 613, 620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754

R.10.9.4 Define and identify poetic conventions and structures, including line, stanza, imagery, rhythm, rhyme, and sound devices

PH Lit: Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Narrative poetry, 609, 693, 697, 698, 706, 708, 711; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687; Rhyme and Rhythm, 608; Rhyme, types, 719, 729, 737; Rhyme and meter, 725, 726, 732, 735

R.10.9.5 Identify the characteristics of narrative poetry

PH Lit: Narrative poetry, 609, 693, 697, 698, 706, 708, 711

R.10.9.6 Read traditional and contemporary works of poets from many cultures

PH Lit: What is Poetry?, 606–607, Elements of Poetry, 608–609; Poetry, 611, 613, 620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754



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R.10.9.7 Identify the concept of persona

PH Lit: For related material see: Elements of Poetry, 608–609; Narrative poetry, 609, 693, 697, 698, 706, 708, 711

R.10.9.8 Identify techniques poets use to evoke emotion in a reader

PH Lit: Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Narrative poetry, 609, 693, 697, 698, 706, 708, 711; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687; Rhyme and Rhythm, 608; Rhyme, types, 719, 729, 737; Rhyme and meter, 725, 726, 732, 735

R.10.9.9 Explain how word choice in a poem creates tone and voice

PH Lit: Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Personification, 615; Simile, 687

R.10.9.10 Paraphrase and interpret to find the meaning of selected poems, emphasizing the line

PH Lit: Paraphrase, 693, 702, 707, 709, 711, 712, 715, 721, 729, 737

Drama

R.10.9.11 Read a variety of dramatic selections, including an Elizabethan tragedy

PH Lit: What is Drama, 780–781, Elements of Drama 782–783; Drama, 785, 806, 834, 862, 895, 915, 970, 988, 996; Dialogue: drama, 780, 782, 787, 792, 795, 797, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829; Dramatic irony, 893, 896, 899, 900, 905, 906, 908, 911, 967, 975, R19; Dramatic speech, 783, 870, 878, 887, 891; Tragedy, 783, 913, 916, 919, 920, 921, 923, 925, 926, 928, 930, R26

R.10.9.12 Identify the two basic parts of drama: staging and scripting

PH Lit: Drama: script, 784, stage directions, 784, 786, 791, 797, staging, 788



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R.10.9.13 Define and identify examples of dramatic conventions, including soliloquy, aside, monologue, dialogue, and character types

R-L.3. Analyze how complex characters, including those with conflicting motivations or divided loyalties, develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

PH Lit: Elements of Drama 782–783; Dialogue: drama, 780, 782, 787, 792, 795, 797, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829; Monologue, Soliloquy, 783, 783, 861, 891

R.10.9.14 Compare and contrast the elements of character, setting, and plot in drama

PH Lit: Comparing Literary Works: Archetypal Themes, 944, 959; Satire, 986, 1001; also see: Drama, 785, 806, 834, 862, 895, 915, 970, 988, 996

R.10.9.15 Describe how stage directions help the reader understand the setting, mood, characters, plot, and theme

PH Lit: Drama: script, 784, stage directions, 784, 786, 791, 797, staging, 788

R.10.9.16 Define and identify the elements of Elizabethan tragedy

PH Lit: Tragedy, 783, 913, 916, 919, 920, 921, 923, 925, 926, 928, 930

Literary and Content Prose

R.10.9.17 Read a variety of literary and content prose

PH Lit: Comparing Literary Works, 80, 93, 160, 171, 290, 305, 382, 401, 498, 511, 572, 581, 676, 685, 748, 755, 944, 959, 1126, 1137, 1216, 1233; Informational Texts, 74–79, 154–159, 284–289, 376–383, 492–497, 670–675, 742–749, 938–943, 980–985, 1120–1127, 1208–1213



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R.10.9.18 Recognize the influence of historical context on the form, style, and point of view of a written work

PH Lit: 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; also see: Historical Speeches, 472–475, 541–549; Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Themes in literature: cultural details, 1033, cultural context, 1038, 1039; Author's philosophical assumptions, 1193, 1199, 1205

R.10.9.19 Identify the characteristics that distinguish literary forms from different cultures

PH Lit: Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Universal themes in the oral tradition, 1032; Forms that express universal themes, 1033; also see: 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

R.10.9.20 Identify and define literary terms

PH Lit: Writing Workshop: Response to Literature, 756–763; also see: Writing Applications: Critique, 71; Writing to Compare Literary Works, 93, 171, 305, 401, 511, 581, 685, 755, 959, 1137, 1233



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R.10.9.21 Explain the relationship between the author’s style and literary effect

PH Lit: Author’s Style, 441, 445, 446, 449, 453, 457, 458, 460, 461; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001; Comparing Contemporary Interpretations, 1126, 1129, 1130, 1131, 1132, 1133, 1136, 1137

R.10.9.22 Identify literary elements in a work

PH Lit: Foreshadowing, short story, 43, 48, 51, 53, 57, 64, 69; Symbolism, comparing, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Bias, 428; Repetition, 539, 549, 561, 657; 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; Alliteration, 643, 656, 659; Imagery, 678, 679, 680, 676, 683, 684, 685; Simile, 687; Rhyme, types, 719, 729, 737; Rhyme and meter, 725, 726, 732, 735; Allusion, 861, 891, 1126, 1137; Flashback, 1041, 1048, 1079, 1082

R.10.9.23 Explain the use of verbal irony, dramatic irony, and situational irony

PH Lit: Situational irony, 257, 279; Irony in short story, 265, 267, 273, 274, 276, 277, 278; Dramatic irony, 893

R-IT.6. Analyze documents of historical and literary significance, including foundational U.S. documents (e.g., the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights) for their premises, purposes, and structure.

PH Lit: For related content see: Historical Speeches, 472–475, 541–549; for related activities, also see: Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Author's philosophical assumptions, 1193, 1199, 1205



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R-IT.10. In grade 9, read informational text independently, proficiently, and fluently in the grades 9–10 text complexity band; read texts at the high end of the range with scaffolding as needed.

In grade 10, read informational text independently, proficiently, and fluently in the grades 9–10 text complexity band; read “stretch” texts in the grades 11–CCR text complexity band with scaffolding as needed.

PH Lit: Independent Reading, 185, 415, 595, 769, 1019, 1247



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Strand: Reading

Standard 11: Vocabulary, Word Study, and Fluency

Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently.


Grade 9

Word Study and Vocabulary

R.11.9.1 Expand vocabulary through reading, listening, and discussing

L.6. Use grade-appropriate general academic vocabulary and English language arts–specific words and phrases taught directly and gained through reading and responding to texts.

PH Lit: Vocabulary Workshop, 182–183, 412–413, 592–593, 766–767, 1016–1017, 1244–1245; also see: Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205



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R.11.9.2 Use roots, prefixes, and suffixes to define words

PH Lit: 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

R.11.9.3 Use reference materials including glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage of words

L.4. Determine word meanings (based on grades 9–10 reading).

L.4.b. Verify the preliminary determination of a word’s meaning (e.g., by checking the inferred meaning in context or looking up the word in a dictionary).

PH Lit: Vocabulary Workshop: Using a Dictionary and Thesaurus, 182–183; for related activities, also see: Spanish-English Dictionary User Guide, 376, 377, 381

R.11.9.4 Distinguish between connation and denotation

L.5.b. Distinguish a word from other words with similar denotations but different connotations.

PH Lit: Vocabulary Workshop: Connotation and Denotation, 766–767



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L.4.a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using semantic clues (e.g., sentence, paragraph, and whole-text context; the organizational pattern of the text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; understanding the word’s etymology; and consulting reference materials, both print and digital.

PH Lit: Context clues, multiple meanings, 592

L.5. Understand word relationships.

PH Lit: Vocabulary Workshop, 182–183, 412–413, 592–593, 766–767, 1016–1017, 1244–1245

L.5.a. Trace the network of uses and meanings different words have and the interrelationships among those meanings and uses.

PH Lit: Vocabulary Development, 24, 33, 34, 39, 44, 57, 58, 69, 80, 93, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 290, 305, 314, 329, 330, 343, 348, 359, 360, 371, 382, 401, 442, 453, 453, 461, 466, 475, 476, 487, 498, 511, 520, 527, 528, 535, 540, 549, 550, 561, 572, 581, 618, 629, 630, 639, 644, 651, 652, 665, 676, 685, 694, 703, 704, 715, 722, 729, 730, 737, 748, 755, 804, 831, 832, 860, 891, 892, 911, 912, 931, 944, 959, 968, 975, 1042, 1083, 1088, 1115, 1126, 1137, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205



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Strand: Inquiring / Researching

Standard 12: Research / Inquiry Process

Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to communicate findings in ways that suit the purpose and audience.


Grade 9

Accessing Information

IR.12.9.1 Generate open-ended questions to select a topic

W.7. Perform short, focused research projects and more sustained research; synthesize multiple sources on a subject to answer a question or solve a problem.

PH Lit: Research Report: Identify open-ended research question, 1003; also see: Research and Technology: Report, prepare, 615, Research report, 935, 977

IR.12.9.2 Establish a focus for research and design a research plan to answer a specific question

W.7. Perform short, focused research projects and more sustained research; synthesize multiple sources on a subject to answer a question or solve a problem.

PH Lit: Research Report: identify open-ended research question, 1003; record and organize information, 1004; write an outline, 1005

IR.12.9.3 Determine the purpose of using different research tools to access multiple sources

W.8. Assemble evidence gathered from authoritative print and digital sources; assess the credibility and accuracy of the information and its strengths and limitations in terms of answering the research question; and integrate selected information into the text, avoiding overreliance on any one source and following a standard format for citation.

PH Lit: Writing Workshop: Research Report: Find appropriate sources, 1003, Question sources, 1004, Credit sources, 1005, 1006, Professional Model, 1007, Documenting sources, 1008, Student Model, 1010; Citing Sources and Preparing Manuscript, R36–R37; also see: Research and Technology: Report, prepare, 615, Research report, 935, 977; 21st Century Skills, R42–R47



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IR.12.9.4 Use a variety of electronic sources to access information


PH Lit: Communications Workshop: Multimedia Presentation of a Research Report, 1018, Research and Technology: Multimedia presentation, 123, 935; also see: Technologies, use, 123; Internet, use, 151, 209, 439, 489; Electronic media, use, 935; 21st Century Skills, R42–R47

Evaluating Credibility and Identifying Relevant Information

IR.12.9.5 Recognize ways to assess the credibility of authors and reliability of sources (e.g., author credentials, author biases, copyright dates, etc.)


PH Lit: Informational Texts: evaluate credibility (and argument), 566–571, evaluate sources, 980–985, texts, identify characteristics of types of (primary and secondary sources), 1120–1125, primary sources, analyze, 1210–1215; Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004

IR.12.9.6 Recognize ways to verify the accuracy and usefulness of information


PH Lit: Informational Texts: evaluate credibility (and argument), 566–571, evaluate sources, 980–985, texts, identify characteristics of types of (primary and secondary sources), 1120–1125, primary sources, analyze, 1210–1215; Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004



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IR.12.9.7 Distinguish between primary and secondary sources

PH Lit: Informational Texts: texts, identify characteristics of types of (primary and secondary sources), 1120–1125, primary sources, analyze, 1210–1215; Sources, identify primary and secondary, 739

IR.12.9.8 Define plagiarism and cite quoted sources to avoid plagiarism

PH Lit: Credit sources, 1005, 1006; Professional Model, 1007; Documenting sources, 1008; Student Model, 1010; Citing Sources and Preparing Manuscript, R36–R37

IR.12.9.9 Differentiate among paraphrasing, summarizing and plagiarizing

PH Lit: Credit sources, 1005, 1006; Professional Model, 1007; Documenting sources, 1008; Student Model, 1010; Citing Sources and Preparing Manuscript, R36–R37; also see: Paraphrase, 693; Summarize, 801, 833

Interpreting and Presenting Information

IR.12.9.10 Organize information and use a style manual such as MLA or APA to create



• Note cards PH Lit: Research Report: Source cards and notecards, 1004

• Formal outline PH Lit: Research Report: write an outline, 1005



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• Works cited page or resource sheet



• Thesis statement PH Lit: Research Report: propose a thesis statement, 1005

IR.12.9.11 Summarize, paraphrase, and / or quote relevant information


PH Lit: Research Report: record and organize information, 1004; write an outline, 1005; also see: Paraphrase, 693; Summarize, 801, 833

IR.12.9.12 Create research products such as

PH Lit: Research Report, 1002–1013; also see: Research and Technology: Brochure, informative, 345, Report, prepare, 615, Research report, 935, 977; Communication Workshop: Multimedia Presentation of a Research Report, 1018

• Oral presentation PH Lit: Communication Workshop: Multimedia Presentation of a Research Report, 1018



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• Reports PH Lit: Research Report, 1002–1013; also see: Research and Technology: Report, prepare, 615, Research report, 935, 977; Communication Workshop: Multimedia Presentation of a Research Report, 1018

• Essays PH Lit: Problem-and-solution essay, 173; Comparison-and-contrast essay, 305, 685, 959, 1233, 1253; Essay comparing symbolism, 401; Essay comparing lyric forms, 755

reference: http: / / arkedu.state.ar.us / pdf / ELA%20Framework%202003.pdf

prentice hall literature, grade 9, © 2010 common core...

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