california english-language arts content standards and...

A Correlation of

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To the

California English-Language Arts Content Standards and

English Language Development Standards, Grade 9

Grade 9 Standards for Literature

STANDARD CODE Standard Print and Interactive Editions

Key Ideas and Details

RL.9–10.1 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: The Seventh Man: 146,The Voyage of the Jame Caird: 199, Romeo and Juliet: 397, Whole Class Performance Task: 496, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 766,

RL.9–10.2 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: Music for My Mother: 8, Rules of the Game: 75, I Am Offering This Poem; The Writer; Hugging the Jukebox: 237, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 767,

RL.9–10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Rules of the Game: 75, The Seventh Man: 147, Life of Pi: 213, Romeo and Juliet: 397, 492, The Odyssey, Part 1: 592, The Odyssey: A Graphic Novel: 631, By the Waters of Babylon: 719,

Craft and Structure

RL.9–10.4 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.

SE/TE: Morning Talk; Immigrant Picnic 98, 108, The Seventh Man: 132, Life of Pi: 202, I Am Offering This Poem; The Writer; Hugging the Jukebox: 236, The Return: 657, There Will Come Soft Rains: 731, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 768,

RL.9–10.5 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: Morning Talk; Immigrant Picnic 106, The Seventh Man: 147, For My People; Incident: 318, Romeo and Juliet 397, 421, 447, 463, The Odyssey, Part 1: 592, The Return: 656, By the Waters of Babylon: 716, There Will Come Soft Rains: 730, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 768,

RL.9–10.6 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: Life of Pi: 212, The Odyssey, Part 1: 592, Romeo and Juliet: 397, Twenty Years On: 516, The Odyssey, Part 2: 618, The Return: 656, Ithaka; The Narrow Road of the Interior: 680, A Song on the End of the World: 766,

Correlation to myPerspectivesTM English Language ArtsThe following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address standards through Personalize for Learning notes and additional resources available only in the Interactive Teacher’s Edition.

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Standards Correlation

Grade 9 Standards for Literature (continued)


Integration of Knowledge and Ideas

RL.9–10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

SE/TE: The Odyssey:A Graphic Novel: 631–632, Romeo and Juliet: 485, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 768,

RL.9–10.8 (Not applicable to literature)

RL.9–10.9 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: I Have a Dream: 267, Romeo and Juliet: 375, Pyramus and Thisbe: 492, The Odyssey:A Graphic Novel: 632, Ithaka: 678,

Range of Reading and Text Complexity

RL.9–10.10 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: Morning Talk; Immigrant Picnic 98, First Read Guide: 114, 242, 348, 534, 686, 790, Close Read Guide: 115, 243, 349, 533, 687, 791, The Seventh Man: 132, Life of Pi: 202, I Am Offering This Poem; The Writer; Hugging the Jukebox: 224, Romeo and Juliet Act I: 374, Act II: 400, Act III: 424, Act IV: 450, Act V: 466, Pyramus and Thisbe: 486, The Odyddey, Part I: 558, The Odyssey, Part 2: 594, The Odyssey:A Graphic Novel: 624, The Return: 650, Courage; Ithaka; The Narrow Road of the Interior: 668, By the Waters of Babylon: 704, There Will Come Soft Rains: 722, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 758,

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Grade 9 Standards for Informational Text


Key Ideas and Details

RI.9–10.1 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: The Writing on the Wall: 85, The Endurance and the James Caird in Images: 199, I Have a Dream: 266, The Nuclear Tourist: 751, 754, Radiolab “War of the Worlds”: 773, American Experience: War of the Worlds: 777, The Myth of the “War of the Worlds Panic”: 784,

RI.9–10.2 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: The Immigrant Contribution: 31, The Writing on the Wall: 85, The Moral Logic of Survival Guilt: 158, The Value of a Sherpa Life: 222, Radiolab “War of the Worlds”: 773, American Experience: War of the Worlds: 777,

RI.9–10.3 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: Rules of the Game: 74, With a Little Help From My Friends: 94, The Voyage of the Jame Caird: 191, Letter From Birmingham Jail: 288, Traveling: 341, Romeo and Juliet is a Terrible Play…;In Defense of Romeo and Juliet: 514, The Hero’s Adventure: 664, Radiolab “War of the Worlds”: 773, American Experience: War of the Worlds: 777,

Craft and Structure

RI.9–10.4 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 specific word choices on meaning and tone

SE/TE: The Immigrant Contribution: 30, 32, The Writing on the Wall: 86, With A Little Help From My Friends: 96, The Voyage of the Jame Caird: 193, Twenty Years On: 516, Courage; Ithaka; The Narrow Road of the Interior: 680,

RI.9–10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text

SE/TE: A Quilt of a Country: 18, The Immigrant Contribution: 30, 32 American History: 46, The Moral Logic of Survivor Guilt: 159, The Value of a Sherpa Life: 220, Traveling: 340, The Nuclear Tourist: 755,

RI.9–10.5a Analyze the use of text features in functional workplace documents. SE/TE: Application for a Mariner’s License: 638–639,

RI.9–10.6 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: A Quilt of a Country: 19, The Immigrant Contribution: 30, Rules of the Game: 62, The Writing on the Wall: 86, The Value of a Sherpa Life: 222, I Have a Dream: 260, The Nuclear Tourist: 755,

Integration of Knowledge and Ideas

RI.9–10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

SE/TE: The Endurance and the Jame Caird in Images: 194, 201, Lessons of MLK, Jr.: 322, Romeo and Juliet is a Terrible Play…; In Defense of Romeo and Juliet: 512, Tragic Romeo and Juliet Offers Bosnia Hope: 524, 527, 528, Radiolab “War of the Worlds”: 770, American Experience: War of the Worlds: 774, The Myth of the “War of the Worlds Panic”: 784,

RI.9–10.8 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: The Moral Logic of Survivor Guilt: 158, The Value of a Sherpa Life: 222, Romeo and Juliet is a Terrible Play…; In Defense of Romeo and Juliet: 515, The Myth of the “War of the Worlds Panic”: 778,

RI.9–10.9 Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

SE/TE: The Moral Logic of Survival Guilt: 158, I Have a Dream: 260, Letter From Birmingham Jail: 288, Lessons of MLK, Jr.: 322,

Range of Reading and Level of Text Complexity

RI.9–10.10 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: A Quilt of a Country: 12, The Immirgrant Contribution: 22, American History: 36, The Writing on the Wall: 78, With a Little Help From My Friends: 88, First Read Guide: 114, 242, 348, 534, 686, 790, Close Read Guide: 115, 243, 349, 535, 687, 791, The Moral Logic of Survivor Guilt: 152, The Voyage of the Jame Caird: 178, The Value of a Sherpa Life: 216, I Have a Dream: 260, Letter From Birmingham Jail: 270, Romeo and Juliet is a Terrible Play…;In Defense of Romeo and Juliet: 504, Twenty Years On: 516, Application for a Mariner’s License: 634, The Hero’s Adventure: 660, The Nuclear Tourist: 746, The Myth of the “War of the Worlds Panic”: 778,

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Grade 9 Writing Standards


Text Types and Purpose

W.9–10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SE/TE: Whole Class Performance Task: 168, Romeo and Juliet: 464, Tragic Romeo and Juliet Offers Bosnia Hope: 529, The Odyssey:A Graphic Novel: 633, The Myth of the “War of the Worlds Panic”: 785,

W.9–10.1a 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: The Seventh Man: 150, Whole Class Performance Task: 168, 169, 494, Life of Pi: 215, Performance Based Assessment: 245–246, 537–538. Romeo and Juliet is a Terrible Play…; In Defense of Romeo and Juliet: 515,

W.9–10.1b 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: The Seventh Man: 150, Whole Class Performance Task: 168, 169, 494, 496, 497, Performance Based Assessment: 246, 538, Lessons of MLK Jr.: 331,

W.9–10.1c 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: Whole Class Performance Task: 168, 171, 494, Performance Based Assessment: 246, Lessons of MLK Jr.: 331,

W.9–10.1d 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: The Seventh Man: 150, Whole Class Performance Task: 168, 172, 494, 496, 498, Performance Based Assessment: 246, Lessons of MLK Jr.: 333,

W.9–10.2 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: With a Little Help From My Friends: 97, Letter From Birmingham Jail: 293, Lessons of MLK Jr.: 331, Performance-Based Assessment: 351, 689, 690, Whole Class Performance Task: 640-642, The Return: 658,

W.9–10.2a Introduce a topic or thesis statement; 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: The Moral Logic of Survival Guilt: 162, Letter From a Birmingham Jail: 293, Whole Class Performance Task: 298, 299, 640, 641, Lessons of MLK Jr.: 331, Performance-Based Assessment: 352, Romeo and Juliet: 493,

W.9–10.2b 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: With a Little Help From My Friends: 97, The Seventh Man: 150, The Moral Logic of Survivor Guilt: 162, Life of Pi: 215, Letter From a Birmingham Jail: 293, Remarks on the Assassination of Martin Luther King, Jr.: 297, Whole Class Performance Task: 298–299, 640, 641, Performance-Based Assessment: 352,

W.9–10.2c 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: Letter From a Birmingham Jail: 293, Whole Class Performance Task: 298, 302, 640, 644, Lessons of MLK, Jr.: 332, Romeo and Juliet is a Terrible Play…; In Defense of Romeo and Juliet: 514,

W.9–10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: Letter From a Birmingham Jail: 293, Remarks on the Assassination of Martin Luther King, Jr.: 297, Whole Class Performance Task: 298, 302, 640, 642, 643,

W.9–10.2e 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: The Key to Disaster Survival? Friends and Neighbors: 167, Remarks on the Assassination of Martin Luther King, Jr.: 297, Whole Class Performance Task: 302, 640, 644, Romeo and Juliet: 493,

W.9–10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Whole Class Performance Task: 298, 300, 640, Lessons of MLK Jr.: 331, Romeo and Juliet: 493,

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Grade 9 Writing Standards (continued)


Text Types and Purpose (continued)

W.9–10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SE/TE: American History: 50, Whole Class Performance Task: 52, 736, Performance-Based Assessment: 118, 794, By the Waters of Babylon: 720, There Will Come Soft Rains: 734, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 769,

W.9–10.3a 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: American History: 51, Whole Class Performance Task: 53–54, 737 Remarks on the Assassination of Martin Luther King, Jr.: 297, The Return: 656, By the Waters of Babylon: 720,

W.9–10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Whole Class Performance Task: 53–54, 738, The Return: 656, By the Waters of Babylon: 719–720,

W.9–10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: The Return: 656, By the Waters of Babylon: 720, Whole Class Performance Task: 738, 740,

W.9–10.3d 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: Whole Class Performance Task: 53, 56, 739, The Return: 656, By the Waters of Babylon: 720, There Will Come Soft Rains: 734,

W.9–10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: American History: 50, Whole Class Performance Task: 54, The Return: 656, By the Waters of Babylon: 720,

Production and Distribution of Writing

W.9–10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Whole Class Performance Task: 55, 172, 645, The Moral Logic of Survivor Guilt: 162, Letter From Birmingham Jail: 293, The Odyssey, Part 2: 622, The Return: 656, By the Waters of Babylon: 721,

W.9–10.5 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.

SE/TE: Whole Class Performance Task: 57, 172, Small Group Performance Task: 110–111, Letter From Birmingham Jail: 293, Romeo and Juliet: 493,

W.9–10.6 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: Whole Class Performance Task: 57, The Writing on the Wall: 87, Small Group Performance Task: 238, Romeo and Juliet: 485, The Hero’s Adventure: 667, By the Waters of Babylon: 721,

Research to Build and Present Knowledge

W.9–10.7 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: The Writing on the Wall: 87, Whole Class Performance Task: 298, Remembering Civil Rights History, “When Words Meant Everything”: 311, Lessons of MLK, Jr.: 332, Performance-Based Assessment: 352, 538, The Hero’s Adventure: 666, The Nuclear Tourist: 757,

W.9–10.8 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 including footnotes and endnotes.

SE/TE: The Writing on the Wall: 87, The Endurance and the James Caird in Images: 201, Whole Group Performance Task: 301, Performance-Based Assessment: 352, 538, The Odyssey: A Graphic Novel: 633, The Hero’s Adventure: 667,

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Grade 9 Writing Standards (continued)


Research to Build and Present Knowledge (continued)

W.9–10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SE/TE: Performance-Based Assessment: 118, 246, 352, 538, The Seventh Man: 150, Lessons of MLK, Jr.: 330, Romeo and Juliet: 493, The Odyssey: A Graphic Novel: 633, The Hero’s Adventure: 666, The Nuclear Tourist: 757, The Myth of the “War of the Worlds Panic”: 785,

W.9–10.9a Apply grades 9–10 Reading standards to literature. SE/TE: Rules of the Game: 75, Pyramus and Thisbe: 493, Morning Talk; Immigrant Picnic 98, The Seventh Man: 150, Life of Pi: 213, I Am Offering This Poem; The Writer; Hugging the Jukebox: 234

W.9–10.9b Apply grades 9–10 Reading standards to literary nonfiction. SE/TE: American History: 46–47, The Writing on the Wall: 85, With a Little Help From My Friends: 96, The Moral Logic of Survivor Guilt: 158, Whole Class Performance Task: 168, Lessons of MLK, Jr.: 322, 330

Range of Writing

W.9–10.10 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: Whole Class Performance Task: 53–54, 168–173, With a Little Help From My Friends: 97, Remembering Civil Rights History, “When Words Meant Everything”: 311, Romeo and Juliet: 493,

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Grade 9 Speaking and Listening Standards


Comprehension and Collaboration

SL.9–10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: Rules of the Game: 74, Share Your Independent Learning: 116, 244, 350, 536, 688, 792, Traveling: 343, The Odyssey, Part 1: 593, The Odyssey, Part 2: 623, Courage; Ithaka; The Narrow Road of the Interior: 681,

SL.9–10.1a 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: American History: 51, The Voyage of the James Caird: 192, I Am Offering This Poem; The Writer; Hugging the Jukebox: 237, Traveling: 343, The Odyssey, Part 1: 593,

SL.9–10.1b 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: Morning Talk; Immigrant Picnic 109, Traveling: 343, The Odyssey, Part 1: 593, The Odyssey, Part 2: 623, Courage; Ithaka; The Narrow Road of the Interior: 681,

SL.9–10.1c 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: Music for My Mother: 8, Morning Talk; Immigrant Picnic 109, The Voyage of the James Caird: 191, Traveling: 343, Application for a Mariner’s License: 639,

SL.9–10.1d 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: With a Little Help From My Friends: 94, Morning Talk; Immigrant Picnic 109, The Key to Disaster Survival? Friends and Neighbors: 166,The Voyage of the James Caird: 192, Traveling: 343, The Odyssey, Part 2: 623,

SL.9–10.2 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: The Key to Disaster Survival? Friends and Neighbors: 164, Remarks on the Assassination of Martin Luther King, Jr.: 297, Remembering Civil Rights History, “When Words Meant Everything”: 310, By the Waters of Babylon: 721, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 769,

SL.9–10.3 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: The Key to Disaster Survival? Friends and Neighbors: 164, 166, I Have a Dream: 267, Remarks on the Assassination of Martin Luther King, Jr.: 297, Remembering Civil Rights History, “When Words Meant Everything”: 308, The Odyssey, Part 2: 623,

Presentation of Knowledge and Ideas

SL.9–10.4 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: Small Group Performance Task: 110–111, 238, 344, 530, 682, 786, Peformance-Based Assessment: 120, 354, 540, 692, 693, Remarks on the Assassination of Martin Luther King, Jr.: 297, Romeo and Juliet Act IV: 465, By the Waters of Babylon: 721, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 769, The Myth of the “War of the Worlds Panic”: 785,

SL.9–10.4a Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points.

SE/TE: The Moral Logic of Survival Guilt: 163, The Key to Disaster Survival? Friends and Neighbors: 167, The Value of a Sherpa Life: 223, Remarks on the Assassination of Martin Luther King, Jr.: 297, Peformance-Based Assessment: 692,

SL.9–10.4b Plan, memorize, and present a recitation that: conveys the meaning of the selection and includes appropriate performance techniques to achieve the desired aesthetic effect.

SE/TE: Rules of the Game: 77, The Seventh Man: 151, The Value of a Sherpa Life: 222, I Am Offering This Poem; The Writer; Hugging the Jukebox: 237, For My People; Incident: 321, There Will Come Soft Rains: 735,

SL.9–10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of indings, reasoning, and evidence and to add interest.

SE/TE: The Writing on the Wall: 87, Small Group Performance Task: 110, 239, 345, 531, 683, 787, The Endurance and the James Caird in Images: 201, The Value of a Sherpa Life: 220, Performance-Based Assessment: 354, 540, 796, By the Waters of Babylon: 721, The Myth of the “War of the Worlds Panic”: 785,

SL.9–10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Small Group Performance Task: 110, 345, 683, 787, I Am Offering This Poem; The Writer; Hugging the Jukebox: 237, Small Group Performance Task: 239, For My People; Incident: 321, Performance-Based Assessment: 352, 542, Romeo and Juliet Act II: 423,

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Grade 9 Language Standards


Conventions of Standard English

L.9–10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: The Seventh Man: 150, The Moral Logic of Survivor Guilt: 161, The Hero’s Adventure: 666, Courage; Ithaka; The Narrow Road of the Interior: 680, Whole Class Performance Task: 740,

L.9–10.1a Use parallel structure. SE/TE: I Have a Dream: 267, The Value of a Sherpa Life: 222, Romeo and Juliet: 483, There Will Come Soft Rains: 733,

L.9–10.1b Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: American History: 48, The Seventh Man: 148, Whole Class Performance Task: 171, 739, The Voyage of the Jame Caird: 193, The Life of Pi: 214, Twenty Years On: 523, The Return: 658,

L.9–10.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: American History: 51, Rules of the Game: 76, The Moral Logic of Survival Guilt: 160, Traveling: 342, By the Waters of Babylon: 718, The Return: 658,

L.9–10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SE/TE: The Moral Logic of Survival Guilt: 161, For My People; Incident: 321,

L.9–10.2b Use a colon to introduce a list or quotation. SE/TE: The Moral Logic of Survival Guilt: 161, For My People; Incident: 321,

L.9–10.2c Spell correctly. SE/TE: Whole Class Performance Task: 645, 740,

Knowledge of Language

L.9–10.3 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: American History: 49, The Seventh Man: 148, Whole Class Performance Task: 172, I Have a Dream: 267, Twenty Years On: 522, The Hero’s Adventure: 664, The Nuclear Tourist: 756,

L.9–10.3a Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

SE/TE: The Seventh Man: 150, Life of Pi: 95, Whole Class Performance Task: 497–499, The Nuclear Tourist: 757, Research: R30–33,

Vocabulary Acquisition and Use

L.9–10.4 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: Morning Talk; Immigrant Picnic 98, 106, The Voyage of the Jame Caird: 191, Life of Pi: 202. I Am Offering This Poem; The Writer; Hugging the Jukebox: 224, Unit 2 Performance Task: 238, For My People; Incident: 312,

L.9–10.4a Use context as a clue to the meaning of a word or phrase. SE/TE: Rules of the Game: 62, The Writing on the Wall: 78, With a Little Help From My Friends: 88, The Moral Logic of Survivor Guilt: 152, The Voyage of the Jame Caird: 178, Life of Pi: 202, The Value of a Sherpa Life: 216, The Return: 650, The Hero’s Adventure: 660, Courage; Ithaka; The Narrow Road of the Interior: 668, The Myth of the “War of the Worlds Panic”: 778,

L.9–10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech and continue to apply knowledge of Greek and Latin roots and affixes.

SE/TE: A Quilt of a Country: 20, The Immigrant Contribution: 32, The Writing on the Wall: 84, With a Little Help From My Friends: 94, The Seventh Man: 148, The Moral Logic of Survival Guilt: 160, The Voyage of the Jame Caird: 191, Life of Pi: 202, I Am Offering This Poem; The Writer; Hugging the Jukebox: 224, 234, I Have a Dream: 268, 269, Letter From Birmingham Jail: 290, For My People; Incident: 312, 318, Lessons of MLK, Jr.: 322, Traveling: 340, Romeo and Juliet Act I: 397, Act II: 421, Act III: 447, Act IV: 463, Romeo and Juliet is a Terrible Play…; In Defense of Romeo and Juliet: 512, Twenty Years On: 516, 521, The Odyssey, Part 2: 620, The Return: 650, 656, Courage; Ithaka; The Narrow Road of the Interior: 678, By the Waters of Babylon: 718, There Will Come Soft Rains: 732, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 758, 766,

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Grade 9 Language Standards (continued)


Vocabulary Acquisition and Use (continued)

L.9–10.4c Consult general and specialized reference materials, 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: American History: 48, Rules of the Game: 74, With a Little Help From My Friends: 94, I Have a Dream: 268, Traveling: 340, Whole Class Performance Task: 498, 643, 645,

L.9–10.4d Verify the preliminary determination of the meaning of a word or phrase. SE/TE: A Quilt of a Country: 12, American History: 36, With a Little Help From My Friends: 96, I Have a Dream: 260, Letter From Birmingham Jail: 270, Traveling: 334, Twenty Years On: 516, The Nuclear Tourist: 754,

L.9–10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SE/TE: American History: 48, The Moral Logic of Survival Guilt: 160, I Am Offering This Poem; The Writer; Hugging the Jukebox: 236, I Am Offering This Poem; The Writer; Hugging the Jukebox: 237, I Have a Dream: 268, 269, Letter From Birmingham Jail: 290, Romeo and Juliet Act IV: 463, Pyramus and Thisbe: 491, Twenty Years On: 521,The Odyssey, Part 2 620, The Return: 656, The Hero’s Adventure: 664, Courage; Ithaka; The Narrow Road of the Interior: 679, By the Waters of Babylon: 718, There Will Come Soft Rains: 731, 733, the beginning of the end of the world; The Powwow at the End of the World; A Song at the End of the World: 758,

L.9–10.5a Interpret figures of speech in context and analyze their role in the text. SE/TE: Rules of the Game: 74, Morning Talk; Immigrant Picnic 108, I Have a Dream: 266, Romeo and Juliet: 399, 463,

L.9–10.5b Analyze nuances in the meaning of words with similar denotations. SE/TE: Rules of the Game: 74, The Seventh Man: 148, Remarks on the Assassination of Martin Luther King, Jr.: 294, The Nuclear Tourist: 756,

L.9–10.6 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: Unit Goals: 4, 124, 252, 358, 544, 696, The Key to Disaster Survival? Friends and Neighbors: 164, The Endurance and the James Caird in Imges: 194, Romeo and Juliet: 397, Tragic Romeo and Juliet Offers Bosnia Hope: 524, 527, The Odyssey:A Graphic Novel: 624, 631, Application for a Mariner’s License: 634, By the Waters of Babylon: 716, 719, The Nuclear Tourist: 756, Radiolab “War of the Worlds”: 770, 773, American Experience: War of the Worlds: 774, 777,

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English Language Development Standards

Part I. A. CollaborativeStandard Print and Interactive Editions1. Exchanging information/ideasPI.9.1.EM Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.

Personalize for Learning: Rules of the Game; 63; Morning Talk; Immigrant Picnic: 109; Romeo and Juliet: 465; The Odyssey: 592, 622; The Hero’s Adventure: 665English Language Support Lesson: Quilt of a Country: 12c; American History: 40c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; The Odyssey: 552c, 594c; By The Waters Of Babylon: 704c; There Will Come Soft Rains: 722c; The Myth of the War of the Worlds Panic: 778c

PI.9.1.EX Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

Personalize for Learning: Rules of the Game; 63; Morning Talk; Immigrant Picnic: 109; Romeo and Juliet: 465; The Odyssey: 592, 622; The Hero’s Adventure: 665English Language Support Lesson: Quilt of a Country: 12c; American History: 40c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c The Odyssey: 552c, 594c; By The Waters Of Babylon: 704c; There Will Come Soft Rains: 722c; The Myth of the War of the Worlds Panic: 778c

PI.9.1.BR Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.

Personalize for Learning: Rules of the Game; 63; Morning Talk; Immigrant Picnic: 109; Romeo and Juliet: 465; The Odyssey: 592, 622; The Hero’s Adventure: 665English Language Support Lesson: Quilt of a Country: 12c; American History: 40c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c The Odyssey: 552c, 594c; By The Waters Of Babylon: 704c; There Will Come Soft Rains: 722c; The Myth of the War of the Worlds Panic: 778c

2. Interacting via written EnglishPI.9.2.EM Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.

Personalize for Learning: Traveling: 342English Language Support Lesson: The Hero’s Adventure: 660c

PI.9.2.EX Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.


PI.9.2.BR Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.


3. Supporting opinions and persuading othersPI.9.3.EM Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions.

Personalize for Learning: The Immigrant Contribution: 33

PI.9.3.EX Negotiate with or persuade others in onversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions.


PI.9.3.BR Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions.


Part I: Interacting in Meaningful Ways

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4. Adapting language choicesPI.9.4.EM Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).

Personalize for Learning: The Immigrant Contribution: 34; Romeo and Juliet: 472; Courage, Ithaka, The Narrow Road of The Interior: 679English Language Support Lesson: The Return: 650c

PI.9.4.EX Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).


PI.9.4.BR Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).


Part I. B. Interpretive5. Listening activelyPI.9.5.EM Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.

Personalize for Learning: Morning Talk; Immigrant Picnic: 99; The Key to Disaster Survival?: 165; The Voyage of the James Caird: 193; I Have a Dream: 264; Romeo and Juliet: 423; The Unfinished Lives of Bosnia’s Romeo and Juliet: 518; The Odyssey: 623; Application For A Mariner’s License: 639; By The Waters Of Babylon: 717; American Experience: War Of The Worlds: 775

PI.9.5.EX Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support.


PI.9.5.BR Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments, with light support.


6. Reading/viewing closelyPI.9.6.EM a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multi-media formats, using short sentences and a select set of general academic and domain-specific words.

Personalize for Learning: Quilt of a Country: 16; The Immigrant Contribution: 28; American History: 41, 47; The Seventh Man: 135; Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332, 372; Romeo and Juliet: 368, 372, 403, 434, 459, 471; Pyramus and Thisbe: 492; The Odyssey: 572, 596; The Odyssey: A Graphic Novel: 628; Application For A Mariner’s License: 637, 639;English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Letter From Birmingham Jail: 270c; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 322c; Traveling: 334c; The Odyssey: 552c

PI.9.6.EM b. Explain inferences and conclusions drawn from close reading of grade-ppropriate texts and viewing of multimedia using familiar verbs (e.g., seems that).

Personalize for Learning: Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; The Odyssey: 572, 596English Language Support Lesson: The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Letter From Birmingham Jail: 270c; Lessons Of Dr. Martin Luther King, Jr.: 322c

PI.9.6.EM c. Use knowledge of morphology (e.g., common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

Personalize for Learning: Quilt of a Country: 16; Life of Pi: 203; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; The Odyssey: 572, 596English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Letter From Birmingham Jail: 270c; Lessons Of Dr. Martin Luther King, Jr.: 322c

PI.9.6.EX a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing ariety of general academic and domain-specific words.

Personalize for Learning: Quilt of a Country: 16; The Immigrant Contribution: 28, American History: 41, 47; The Seventh Man: 135; Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; Pyramus and Thisbe: 492; The Odyssey: 572, 596; The Odyssey: A Graphic Novel: 628; Application For A Mariner’s License: 637, 639English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Lessons Of Dr. Martin Luther King, Jr.: 322c; Traveling: 334c; The Odyssey: 552c; The Myth of the War of the Worlds Panic: 778c

CorrelationsInteractive Teacher’s Edition: The highlighted text in the selections is linked to Digital inline notes, which provide deeper instruction on the richness of text’s structure and linguistic complexity. The highlighted feature at the bottom of the lessons is linked to a Digital Support Lesson, an expanded lesson, scaffolded for English Language learners.

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PI.9.6.EX b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g., indicates that, suggests, as a result).

Personalize for Learning: Quilt of a Country: 16; Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; The Odyssey: 572, 596; The Odyssey: A Graphic Novel: 628; Application For A Mariner’s License: 637, 639English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Letter From Birmingham Jail: 270c; Lessons Of Dr. Martin Luther King, Jr.: 322c; Traveling: 334c; The Odyssey: 552c; The Myth of the War of the Worlds Panic: 778c

PI.9.6.EX c. Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Personalize for Learning: Quilt of a Country: 16; Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; The Odyssey: 572, 596; The Odyssey: A Graphic Novel: 628; Application For A Mariner’s License: 637, 639; The Nuclear Tourist: 755English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Letter From Birmingham Jail: 270c; Lessons Of Dr. Martin Luther King, Jr.: 322c; Traveling: 334c; The Odyssey: 552c; The Myth of the War of the Worlds Panic: 778c

PI.9.6.BR a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.

Personalize for Learning: Quilt of a Country: 16; Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; Pyramus and Thisbe: 492; The Odyssey: 572, 596; The Odyssey: A Graphic Novel: 628; Application For A Mariner’s License: 637, 639; Courage, Ithaka, The Narrow Road of The Interior: 680; The Nuclear Tourist: 755; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 761English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Lessons Of Dr. Martin Luther King, Jr.: 322c; Traveling: 334c; The Odyssey: 552c; The Myth of the War of the Worlds Panic: 778c

PI.9.6.BR b. Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently).

Personalize for Learning: Quilt of a Country: 16; Life of Pi: 203; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; The Odyssey: 572, 596; The Odyssey: A Graphic Novel: 628; Application For A Mariner’s License: 637, 639; The Nuclear Tourist: 755English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; Letter From Birmingham Jail: 270c; Traveling: 334c; The Odyssey: 552c; The Myth of the War of the Worlds Panic: 778c

PI.9.6.BR c. Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

Personalize for Learning: Quilt of a Country: 16; Life of Pi: 203; Letter From Birmingham Jail: 285; For My People | Incident: 316; Lessons Of Dr. Martin Luther King, Jr.: 332; Romeo and Juliet: 368, 372, 403, 434, 459, 471; The Odyssey: 572, 596; The Odyssey; Application For A Mariner’s License: 637, 639; The Nuclear Tourist: 755English Language Support Lesson: Quilt of a Country: 12c; The Immigrant Contribution: 22c; American History: 40c; Rules of the Game: 62c; The Writing on the Wall: 78c; With a Little Help From My Friends: 88c; Morning Talk; Immigrant Picnic: 98c; I Have a Dream: 260c; Letter From Birmingham Jail: 270c; Traveling: 334c; The Odyssey: 552c; The Myth of the War of the Worlds Panic: 778c

7. Evaluating language choicesPI.9.7.EM Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.

Personalize for Learning: Quilt of a Country: 14; The Immigrant Contribution: 34; American History: 39; Rules of the Game; 69; The Writing on the Wall: 79, 82; The Seventh Man: 137, 147; The Moral Logic of Survival Guilt; 153; I Have a Dream: 266; Letter From Birmingham Jail: 275; Whole Class Performance Task: 301; Romeo and Juliet: 403, 418, 434, 459, 460, 471, 472; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 507; The Odyssey: 556, 605; Courage, Ithaka, The Narrow Road of The Interior: 674, 679; Gone and Back Again: A Traveler’s Advice: 547; By The Waters Of Babylon: 710, 713; There Will Come Soft Rains: 725; The Nuclear Tourist: 749, 755English Language Support Lesson: The Odyssey: 594c

PI.9.7.EX Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.


PI.9.7.BR Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.



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8. Analyzing language choicesPI.9.8.EM Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances and different effects on the audience.

Personalize for Learning: Quilt of a Country: 14, 19; The Seventh Man: 137; Life of Pi: 203, 210; Letter From Birmingham Jail: 275; Whole Class Performance Task: 301; Lessons Of Dr. Martin Luther King, Jr.: 323; Traveling: 335; Romeo and Juliet: 378, 380, 403, 423, 444, 459, 460, 471, 481 Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 507; The Odyssey: 575, 592, 605, 619; Courage, IthakaEnglish Language Support Lesson: Rules of the Game: 62c; The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c;; The Voyage of the James Caird: 178c; Life of Pi: 202c; For My People, Incident: 312c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; The Return: 650c; The Hero’s Adventure: 660c; Courage, Ithaka, The Narrow Road of The Interior: 668c; By The Waters Of Babylon: 704c; There Will Come Soft Rains: 722c

PI.9.8.EX Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.


PI.9.8.BR Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.


Part I. C. Productive9. PresentingPI.9.9.EM Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.

Personalize for Learning: The Writing on the Wall; 87; For My People, Incident: 321

PI.9.9.EX Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.


PI.9.9.BR Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and sound reasoning, and are delivered using an appropriate level of formality and understanding of register.


10. WritingPI.9.10.EM a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.

Personalize for Learning: With a Little Help From My Friends: 92; Romeo and Juliet: 449, 472; Whole Class Performance Task: 497; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 513; By The Waters Of Babylon: 721

PI.9.10.EM b. Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Personalize for Learning: With a Little Help From My Friends: 92; Romeo and Juliet: 449, 472; Whole Class Performance Task: 497; By The Waters Of Babylon: 721

PI.9.10.EX a. Write longer literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.


Interactive Teacher’s Edition: The highlighted text in the selections is linked to Digital inline notes, which provide deeper instruction on the richness of text’s structure and linguistic complexity. The highlighted feature at the bottom of the lessons is linked to a Digital Support Lesson, an expanded lesson, scaffolded for English Language learners.Correlations

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PI.9.10.EX b. Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).


PI.9.10.BR a. Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.


PI.9.10.BR b. Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).


11. Justifying/arguingPI.9.11.EM a. Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support. b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

Personalize for Learning: I Have a Dream: 269

PI.9.11.EX a. Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge. b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).


PI.9.11.BR a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register. b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).


12. Selecting language resourcesPI.9.12.EM a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts.

Personalize for Learning: Unit Introduction: 5, 125, 253, 359, 545, 697; Romeo and Juliet: 410, Whole Performance Task: 643; The Odyssey: 576; The Nuclear Tourist: 746c; Radiolab: War Of The Worlds: 771English Language Support Lesson: The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c; The Voyage of the James Caird: 178c; Life of Pi: 202c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 758c

PI.9.12.EM b. Use knowledge of morphology to appropriately select basic affixes (e.g., The skull protects the brain).

Personalize for Learning: Unit Introduction: 5, 125, 253, 359 545, 697; The Nuclear Tourist: 746c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 766English Language Support Lesson: The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c; The Voyage of the James Caird: 178c; Life of Pi: 202c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 758c

PI.9.12.EX a. Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words accurately and appropriately when producing increasingly complex written and spoken texts.

Personalize for Learning: Unit Introduction: 5, 125, 253, 359, 545, 697; Romeo and Juliet: 410; Whole Performance Task: 643; The Odyssey: 576; The Nuclear Tourist: 746c; Radiolab: War Of The Worlds: 771English Language Support Lesson: The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c; The Voyage of the James Caird: 178c; Life of Pi: 202c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 758c

PI.9.12.EX b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).

Personalize for Learning: Unit Introduction: 5, 125, 359, 545, 697; The Nuclear Tourist: 746c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 766English Language Support Lesson: The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c; The Voyage of the James Caird: 178c; Life of Pi: 202c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 758c


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PI.9.12.BR a. Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.

Personalize for Learning: Unit Introduction: 5, 125, 253, 359, 697; Romeo and Juliet: 410; Whole Performance Task: 643, 545; The Nuclear Tourist: 746c; Radiolab:War Of The Worlds: 771English Language Support Lesson: The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c; The Voyage of the James Caird: 178c; Life of Pi: 202c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 758c

PI.9.12.BR b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly).

Personalize for Learning: Unit Introduction: 5, 125, 253, 359, 545, 697; The Nuclear Tourist: 746c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 766English Language Support Lesson: The Seventh Man: 132c; The Moral Logic of Survival Guilt; 152c; The Voyage of the James Caird: 178c; Life of Pi: 202c; Romeo and Juliet: 366c, 400c, 424c, 450c, 466c; Pyramus and Thisbe: 486c Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 504c; The Unfinished Lives of Bosnia’s Romeo and Juliet: 516c; the beginning of the end of the world, The Powwow at the End of the world, A Song on the End of The World: 758c

Part II: Learning About How English WorksPart II. A. Structuring Cohesive Texts

1. Understanding text structurePII.9.1.EM Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.

Personalize for Learning: Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 513; The Myth of the War of the Worlds Panic: 780English Language Support Lesson: The Immigrant Contribution: 22c; The Writing on the Wall: 78c; Letter From Birmingham Jail: 270c; For My People | Incident: 312c; Traveling: 334c

PII.9.1.EX Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.


PII.9.1.BR Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.


2. Understanding cohesionPII.9.2.EM a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third) to comprehending and writing brief texts.

Personalize for Learning: Whole Class Performance Task: 739

PII.9.2.EX a. Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.



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PII.9.2.BR a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.


Part II. B. Expanding and Enriching Ideas3. Using verbs and verb phrasesPII.9.3.EM Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.

Personalize for Learning: The Immigrant Contribution: 33; American History: 48; The Seventh Man: 149; Traveling: 341; Romeo and Juliet: 395; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 507; The Odyssey: 614; The Return: 658; There Will Come Soft Rains: 733; The Nuclear Tourist: 756

PII.9.3.EX Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Personalize for Learning: The Immigrant Contribution: 33; American History: 48; The Seventh Man: 149; Traveling: 341; Romeo and Juliet: 395; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 507; The Odyssey: 614; The Return: 658; There Will Come Soft Rains: 733; The Nuclear Tourist: 756English Language Support Lesson:

PII.9.3.BR Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.

Personalize for Learning: The Immigrant Contribution: 33; American History: 48; Traveling: 341; Romeo and Juliet: 395; Romeo And Juliet Is A Terrible Play, In Defense Of Romeo And Juliet: 507; The Odyssey: 614; The Return: 658; There Will Come Soft Rains: 733; The Nuclear Tourist: 756

4. Using nouns and noun phrasesPII.9.4.EM Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.

Personalize for Learning: The Immigrant Contribution: 33; American History: 48; The Seventh Man: 149; The Nuclear Tourist: 756; The Myth of the War of the Worlds Panic: 780

PII.9.4.EX Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns; simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.

Personalize for Learning: The Immigrant Contribution: 33; American History: 48; The Seventh Man: 149; The Nuclear Tourist: 756 ; The Myth of the War of the Worlds Panic: 780

PII.9.4.BR Expand noun phrases in a variety of ways (e.g., more complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.

Personalize for Learning: The Immigrant Contribution: 33; American History: 48; The Nuclear Tourist: 756; The Myth of the War of the Worlds Panic: 780

5. Modifying to add detailsPII.9.5.EM Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.

Personalize for Learning: Rules of the Game: 76; The Seventh Man: 149; There Will Come Soft Rains: 733; The Nuclear Tourist: 756


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PII.9.5.EX Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.

Personalize for Learning: Rules of the Game: 76; The Seventh Man: 149; There Will Come Soft Rains: 733; The Nuclear Tourist: 756

PII.9.5.BR Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

Personalize for Learning: Rules of the Game: 76; There Will Come Soft Rains: 733; The Nuclear Tourist: 756

Part II. C. Connecting and Condensing Ideas6. Connecting ideasPII.9.6.EM Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system).

Personalize for Learning: The Moral Logic of Survival Guilt; 159; The Return: 657; By The Waters Of Babylon: 719; There Will Come Soft Rains: 733

PII.9.6.EX Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).


PII.9.6.BR Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce)


7. Condensing ideasPII.9.7.EM Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).

Personalize for Learning: Lessons Of Dr. Martin Luther King, Jr.: 332; Traveling: 335

PII.9.7.EX Condense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verbs or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared).


PII.9.7.BR Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building).



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