Common Core Correlations – Grade 9

[Pages:11]Common Core Correlations ? Grade 9

Reading Literary (RL) Grades Nine/Ten

Standard Number

Standard

Where Taught

ELACC9-10RL1

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

Grade 9: Unit 1: Activity 1.3, 1.5, 1.5 (p24); Unit 2: Activity 2.4, 2.5, 2.6, 2.7, 2.8, 2.14; Unit 3: Activity 3.10, 3.11, 3.12, 3.13, 3.15, 3.16, 3.17, 3.18, 3.23, EA 2 (p249250); Unit 4: Activity 4.2, 4.7, 4.15, 4.16, 4.18, EA 2 (p315-316); Unit 5: Activity 5.2, 5.3, 5.4, 5.5, 5.6, 5.8, 5.14, EA 1 (p366-367); Unit 1: Activity 1.3 (p8), 1.3 (p. 11), 1.5 (p14), 1.5 (p21), 1.8 (p33); Unit 2: Activity 2.4 (p94), 2.5 (p96-97), 2.6 (p101-102), 2.14 (p136-138); Unit 3: Activity 3.10 (p207), 3.10 (p 210), 3.11(p211-212), 3.12 (p213-214), 3.12 (p217-218), 3.13 (p219-221), 3.14 (p222), 3.15 (p224-226), 3.16 (p229), 3.17 (p230), 3.18 (p233), 3.19 (p235-237), 3.20 (p238-240), 3.22 (p243), 3.23(p247248); Unit 4: Activity 4.2 (p257-258), 4.5 (p272-273), 4.6 (p274), 4.7 (p276-277), 4.8 (p279-280), 4.10 (p285), 4.10 (p287), 4.11 (p290), 4.12 (p 290), 4.13 (p297), 4.14 (p298), 4.15 (p300-301), 4.16 (p301), 4.16 (p304), 4.17 (p308), 4.17 (p310-311), 4.18 (p312), 4.19 (p313); Unit 5: Activity 5.2 (p321-323), 5.3 (p324), 5.4 (p327), 5.4 (p330), 5.5 (p331), 5.7 (p337), 5.7 (p340), 5.8 (p343), 5.9 (p349), 5.10 (p352), 5.12 (p357-358), 5.13 (p361-362), 5.14 (p363-364)

ELACC9-10RL2

Determine a theme or central idea of text and

Grade 9: Unit 2: Activity 2.5, 2.6, 2.10; Unit 3: Activity

analyze in detail its development over the course of 3.13, 3.14, 3.16, 3.17, 3.20, 3.21, 3.23, EA 2 (p249-250);

the text, including how it emerges and is shaped and Unit 4: EA 1 (p253-254), Activity 4.6, 4.8, 4.10, 4.15

refined by specific details; provide an objective summary of the text.

4.18, EA 2 (p315-316); Unit 5: Activity 5.2, 5.5, 5.11, 5.12, EA 1 (p366-367); Unit 1: Activity 1.8 (p37); Unit 2: Activity 2.5 (p97), 2.6 (p99), 2.10 (p125); Unit 3: Activity

3.13 (p219-221), 3.14 (p223), 3.15 (p226), 3.16 (p228),

3.17 (p231), 3.20 (p238-239), 3.21 (p241), 3.23 (p247);

Unit 4: Activity 4.6 (p275), 4.8 (p281), 4.10 (p285), 4.10

(p287), 4.12 (p293), 4.15 (p301), 4.17 (p311), 4.18 (p312);

Unit 5: Activity 5.2 (p322), 5.4 (p327), 5.7 (p340), 5.8

(p342), 5.9 (p348), 5.11 (p355-356), 5.12 (p359), 5.13

(p360), 5.14 (p363), 5.16 (p375)

ELACC9-10RL3

Analyze how complex characters (e.g., those with Grade 9: Unit 1: Activity 1.3, 1.5, 1.7; Unit 2: Activity

multiple or conflicting motivations) develop over the 2.2, 2.6, 2.7; Unit 3: Activity 3.10, 3.11, 3.12, 3.15, 3.18,

course of a text, interact with other characters, and 3.21, 3.23; Unit 4: Activity 4.5, 4.18; Unit 5: Activity 5.3,

advance the plot or develop the theme.

5.5, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, EA 1 (p366367); Unit 1: Activity 1.3 (p10-11), 1.5 (p14), 1.5 (p18-23),

1.7 (p29-30), 1.8 (p33-34), 1.8 (p38-49); Unit 2: Activity

2.2 (p90), 2.6 (p99), 2.14 (p139-140); Unit 3: Activity 3.10

(p207-212), 3.12 (p213-218), 3.13 (p220-222), 3.15 (p225-

226), 3.17 (p230), 3.18 (p232-233), 3.19 (p234), 3.19

(p237), 3.20 (p238-239), 3.21 (p241-242), 3.23 (p247);

Unit 5: Activity 5.3 (p326), 5.4 (p327), 5.4 (p329), 5.5

(p331), 5.5 (p332), 5.7 (p340) 5.8 (p343), 5.8 (p347), 5.9

(p348-349), 5.10 (p350-352), 5.11 (p355-356), 5.12 (p358),

5.13 (p360-362), 5.14 (p363-364)

ELACC9-10RL4

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

Grade 9: Unit 1: Activity 1.5, 1.5 (p24), 1.7, 1.8; Unit 2: Activity 2.5, 2.6, 2.8, 2.9, 2.10; Unit 3: Activity 3.18; Unit 4: Activity 4.2, 4.3, 4.10, 4.11, 4.14, 4.15, 4.17, EA 2 (p315-316); Unit 5: Activity 5.3, 5.4, EA 1 (p366-367); Unit 1: Activity 1.2 (p5), 1.5 (p14-15), 1.8 (p35); Unit 2: Activity 2.4 (p94), 2.5 (p97), 2.9(p 117-120), 2.9 (p123), 2.10 (p 124), 2.14 (p137-139); Unit 3: Activity 3.10 (p207208), 3.18 (p233), 3.22 (p243); Unit 4: Activity 4.2 (p257258), 4.5 (p272), 4.7 (p276), (p277-278), 4.8 (p281), 4.10 (p285-286), 4.11 (p288), 4.11 (p290), 4.13 (p297), 4.14 (p298-299), 4.15 (p301), 4.17 (p310-311), 4.18 (p312); Unit 5: Activity 5.2 (p321), 5.3 (p324-325), 5.12 (p358)

ELACC9-10RL5

Analyze how an author's choices concerning how to Grade 9: Unit 1: Activity 1.5, 1.8, 1.9; Unit 2: Activity

structure a text, order events within it (e.g., parallel 2.7; Unit 3: Activity 3.21; Unit 4: Activity 4.6, 4.17, EA

plots), and manipulate time (e.g., pacing,

2 (p315-316); Unit 5: Activity 5.10, 5.11, 5.14; Unit 1:

flashbacks) create such effects as mystery, tension, Activity 1.5 (p15-16), 1.8 (p34), 1.8 (p 42), 1.8 (p 44); Unit

or surprise.

2: Activity 2.6 (p100), 2.7 (p111), 2.14 (p137); Unit 3: Activity 3.10 (p207), 3.17 (p230), 3.21 (p241), 3.22 (p243),

3.23 (p 247); Unit 4: Activity 4.6 (p275), 4.7 (p277), 4.17

(p308), 4.17 (p310); Unit 5: Activity 5.10 (p350), 5.11

(p355) 5.14 (p363-364)

ELACC9-10RL6 ELACC9-10RL7

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.

Integration of Knowledge and Ideas Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Mus?e de Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Grade 9: Unit 5: EA 1 (p366-367); Unit 2: Activity 2.7 (p107), 2.7 (p112); Unit 5: Activity 5.3 (p325), 5.4 (p329)

Grade 9: Unit 2: Activity 2.14, 2.17, 2.22, 2.23; Unit 3: Activity 3.14, 3.17, 3.19; Unit 4: Activity 4.13; Unit 5: Activity 5.6, 5.7, 5.8, 5.10 5.14, EA 1 (p366-367); Unit 2: Activity 2.6 (p103), 2.14 (p142-143); Unit 3: Activity 3.8 (p199), 3.10 (p208), 3.14 (p223), 3.17 (p231), 3.19 (p 237); Unit 4: Activity 4.6 (p275), 4.13 (p297); Unit 5: Activity 5.6 (p334-335), 5.7 (p337), 5.7 (p340), 5.8 (p342343), 5.8 (p341), 5.8 (p345), 5.10 (p353-354), 5.14 (p365)

ELACC9-10RL8 ELACC9-10RL9

(Not applicable to literature) 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).

Grade 9: Unit 2: Activity 2.6 (p99); Unit 5: Activity 5.8 (p343), 5.8 (p347)

Range of Reading and Level of Text Complexity

ELACC9-10RL10 By the end of grade 9, read and comprehend

Grade 9: Unit 1: Activity 1.5; Unit 2: Activity 2.1; Unit

literature, including stories, dramas, and poems, in 4: Activity EA 1 (p253-254), EA 2 (p315-316); Unit 5:

the grades 9-10 text complexity band proficiently, EA 1 (p366-367); Unit 1: Activity 1.1 (p4), 1.5 (p15), 1.7

with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend

(p29); Unit 2: Activity 2.1 (p88), 2.5 (p96), 2.6 (p99-103), 2.9 (p122), 2.10 (p124), 2.11(p128); Unit 3: Activity 3.1 (p172), 3.6 (p193), 3.10 (p207), 3.12 (p213), 3.15 (p224), 3.16 (p228), 3.19 (p233), 3.21 (p241); Unit 4: Activity 4.2

literature, including stories, dramas, and poems, in (p257), 4.5 (p272), 4.6 (p274), 4.7 (p276), 4.8 (p280), 4.9

the grades 9-10 text complexity band proficiently, (p282), 4.10 (p286), 4.14 (p298), 4.15 (p300), 4.16 (p302),

with scaffolding as needed at the high end of the 4.17 (p308-310); Unit 5: Activity 5.1 (p320), 5.3 (p324),

range.

5.4 (p329), 5.7 (p337-339), 5.10 (p352) 5.13 (p361) 5.15

(p366)

Reading Informational (RI) Grades Nine/Ten

Standard

Standard

Where Taught

Number

Key Ideas and Details ELACC9-10RI1 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 9: Unit 1: Activity 1.2, 1.9, 1.10, 1.13, 1.16, 1.17; Unit 2: Activity 2.8, 2.13; Unit 3: Activity 3.3, 3.5, 3.6, 3.9, 3.22; Unit 4: Activity 4.3; Unit 5: Activity 5.16, 5.19, 5.21, EA 2 (p405-406); Unit 1: Activity 1.2 (p5), 1.2 (p7), 1.9 (p40), 1.9 (p43-44), 1.10 (p45), 1.11 (p51), 1.13 (p58), 1.14 (p60), 1.16 (p69), 1.16 (p71-72), 1.17 (p73-74), 1.18 (p77); Unit 2: Activity 2.8 (p114-115), 2.13 (p133); Unit 3: Activity 3.3 (p176-178), 3.5 (p186-191), 3.6 (p192), 3.9 (p204), 3.9 (p206), 3.22 (p243), 3.22 (p245); Unit 4: Activity 4.3 (p260); Unit 5: Activity 5.16 (p372-373), 5.16 (p376), 5.17 (p378379), 5.17 (p381), 5.17 (p383), 5.18 (p384), 5.18 (p388), 5.19 ( p390-392), 5.20 (p396-401), 5.21 (p402-403);

ELACC9-10RI2 Determine a central idea of a text and analyze its

Grade 9: Unit 1: Activity 1.11, 1.15, 1.17, 1.18; Unit 2:

development over the course of the text, including how Activity 2.13; Unit 3: Activity 3.3; Unit 4: Activity 4.3;

it emerges and is shaped and refined by specific

Unit 5: Activity 5.16, 5.18; Unit 1: Activity 1.11 (p50), 1.13

details; provide an objective summary of the text.

(p56), 1.15 (p 62), 1.15 (p 64), 1.16 (p 68), 1.17 (p75), 1.18 (p 77-80); Unit 2: Activity 2.13 (p133); Unit 3: Activity 3.3

(p176-178), 3.3 (p181), 3.9 (p206), 3.22 (p244); Unit 4.3

(p261) , 4.3 (p264); Unit 5: Activity 5.2 (p323), 5.16 (p372-

373), 5.16 (p376), 5.17 (p379-380), 5.17 (p383), 5.20 (p398-

401)

ELACC9-10RI3 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.

Grade 9: Unit 1: Activity 1.9, 1.11; Unit 3: Activity 3.3; Unit 1: Activity 1.9 (p41-42), 1.9 (p44), 1.16 (p67-68), 1.17 (p 76), 1.18 (p77), 1.18 (p82); Unit 3: Activity 3.3 (p176), 3.3 (p179), 3.5 (p186); Unit 5: Activity 5.17 (p383), 5.20 (p397401)

Craft and Structure

ELACC9-10RI4 Determine the meaning of words and phrases as they Grade 9: Unit 3: Activity 3.5; Unit 4: Activity 4.4; Unit 5:

are used in a text, including figurative, connotative, Activity 5.20; Unit 1: Activity 1.2 (p5), 1.2 (p7), 1.4(p61),

and technical meanings; analyze the cumulative

1.15 (p61), 1.16 (p69), 1.17 (p73-74); Unit 2: Activity 2.8;

impact of specific word choices on meaning and tone Unit 3: Activity 3.3 (p176), 3.3 (p178), 3.5 (p187), 3.5

(e.g., how the language of a court opinion differs from

(p189), 3.9 (p204), 3.22; Unit 4: Activity 4.3 (p265), 4.3 (p267), 4.4 (p269); Unit 5: Activity 5.16 (p372), 5.16 (p374),

that of a newspaper).

5.16 (p376), 5.17 (p378), 5.18 (p388), 5.20 (p396), 5.20

(p398-401)

ELACC9-10RI5 Analyze in detail how an author's ideas or claims are Grade 9: Unit 1: Activity 1.9, 1.10, 1.16, 1.17, 1.18; Unit 5:

developed and refined by particular sentences,

Activity 5.16, 5.20, 5.21; Unit 1: Activity 1.9 (p42), 1.9

paragraphs, or larger portions of a text (e.g., a section (p44), 1.10 (p49), 1.16 (p67-72), 1.17(p75-76), 1.18 (p77-82);

or chapter).

Unit 3: Activity 3.5 (p187), 3.9 (p204), 3.22 (p243), 3.22 (p245); Unit 5: Activity 5.16 (p372-375), 5.17 (p380), 5.18

(p384-385), 5.18 (p388), 5.20 (p398-401), 5.21 (p402)

ELACC9-10RI6 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.

Grade 9: Unit 1: Activity 1.9, 1.16, 1.17, 1.18; Unit 3: Activity 3.5; Unit 5: Activity 5.16, 5.20, 5.21; Unit 1: Activity 1.9 (p42), 1.9 (p44), 1.15 (p64), 1.16 (p66), 1.16 (p68-72), 1.17(p75-76), 1.18 (p79-80), 1.18 (p82); Unit 3: Activity 3.3 (p178-182), 3.5 (p187), 3.9 (p204), 3.22 (p243); Unit 5: Activity 5.16 (p372-373), 5.16 (p376), 5.18 (p384386), 5.18 (p388), 5.20 (p396-401), 5.21 (p402)

Integration of Knowledge and Ideas

ELACC9-10RI7 Analyze various accounts of a subject told in different Grade 9: Unit 3: Activity 3.4, 3.8; Unit 5: Activity 5.17,EA

mediums (e.g., a person's life story in print and multimedia), determining which details are emphasized in each account.

2 (p405-406); Unit 3: Activity 3.4 (p183-184), 3.5 (p190), 3.8 (p199); Unit 5: Activity 5.2 (p323), 5.17 (p378), 5.17 (p381), 5.17 (p383)

ELACC9-10RI8 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.

Grade 9: Unit 1: Activity 1.15, 1.16, 1.17, 1.18; Unit 3: Activity 3.22; Unit 5: Activity 5.21, EA 2 (p405-406); Unit 1: Activity 1.15 (p64), 1.16 (p68-70), 1.16 (p72), 1.17 (p7576), 1.18 (p82); Unit 3: Activity 3.5 (p188-189), 3.22 (p244245); Unit 5: Activity 5.16 (p372), 5.17 (p378), 5.17 (p381), 5.20 (p398), 5.20 (p401)

ELACC9-10RI9 Analyze seminal U.S. documents of historical and Grade 9: Unit 1: Activity 1.16; Unit 3: Activity 3.5; Unit 1:

literary significance (e.g., Washington's Farewell

Activity 1.16 (p67); Unit 3: Activity 3.5 (p186-190)

Address, the Gettysburg Address, Roosevelt's Four

Freedoms speech, King's "Letter from Birmingham

Jail"), including how they address related themes and

concepts.

Range of Reading and Level of Text Complexity

ELACC9-10RI10 By the end of grade 9, read and comprehend literary Grade 9: Unit 1: Activity 1.16; Unit 1: Activity 1.9 (p41-

nonfiction in the grades 9-10 text complexity band 42), 1.15, 1.16 (p67-72), 1.17(p75-76), 1.18 (p78-79); Unit 2:

proficiently, with scaffolding as needed at the high end Activity 2.11 (p128), 2.13 (p133-134); Unit 3: Activity 3.1

of the range.

(p172), 3.3 (p177-182), 3.5 (p186-190, 3.6 (p193), 3.22

By the end of grade 10, read and comprehend literary

(p244); Unit 5: Activity 5.16 (p373), 5.17(p381), 5.18 (p385), 5.20 (p397), 5.21 (p403)

nonfiction in the grades 9-10 text complexity band

independently and proficiently.

Standard Number

ELACC9-10W1

Writing (W) Grades Nine/Ten

Standard

Where Taught

Text Types and Purposes

Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) Grade 9: Unit 1: EA 2 (p83-84); Unit 3: Activity 3.22;

from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Unit 5: Activity 5.15, 5.16, 5.17, 5.18, 5.19, EA 2 (p405406); Unit 1: Activity 1.16 (p72), 1.17 (p73); Unit 3: Activity 3.22 (p246); Unit 5: Activity 5.10 (p354), 5.11 (p356), 5.15 (p371), 5.16 (p377), 5.17 (p381), 5.18 (p384), 5.18 (p388389), 5.19 (p394-395), 5.20 (p401)

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

Grade 9: Unit 1: EA 2 (p83-84); Unit 5: Activity 5.18, 5.19, EA 2 (p405-406); Unit 1: Activity 1.16 (p72), 1.17 (p76); Unit 3: Activity 3.22 (p246); Unit 5: Activity 5.8 (p343), 5.10 (p354), 5.15 (p369), 5.15 (p371), 5.16 (p377), 5.17 (p381), 5.17 (p383), 5.18 (p384), 5.18 (p388-389), 5.19 (p394-395), 5.20 (p398), 5.20 (p401)

c. Use words, phrases, and clauses to link the major Grade 9: Unit 1: EA 2 (p83-84); Unit 5: Activity 5.17,

sections of the text, create cohesion, and clarify the 5.19, EA 2 (p405-406); Unit 1: Activity 1.16 (p72); Unit 5:

relationships between claim(s) and reasons, between Activity 5.8 (p343), 5.10 (p354), 5.15 (p369), 5.16 (p377),

reasons and evidence, and between claim(s) and

5.17 (p381), 5.17 (p383), 5.18 (p389), 5.19 (p394-395)

counterclaims.

d. Establish and maintain a formal style and

Grade 9: Unit 1: EA 2 (p83-84); Unit 5: EA 2 (p405-406);

objective tone while attending to the norms and

Unit 1: Activity 1.18 (p 82); Unit 5: Activity 5.19 (p394)

conventions of the discipline in which they are

writing.

e. Provide a concluding statement or section that Grade 9: Unit 1: EA 2 (p83-84); Unit 5: EA 2 (p405-406);

follows from and supports the argument presented. Unit 1: Activity 1.18 (p 82); Unit 5: Activity 5.19 (p394)

ELACC9-10W2

Write informative/explanatory texts to examine and

convey complex ideas, concepts, and information

clearly and accurately through the effective selection,

organization, and analysis of content.

a. Introduce a topic; organize complex ideas,

Grade 9: Unit 1: EA 1 (p54-55); Unit 2: Activity 2.12,

concepts, and information to make important

2.13, 2.18, 2.19, 2.20, 2.21, 2.22, EA 2 (p167-168); Unit 3:

connections and distinctions; include formatting (e.g., Activity 3.2, 3.4, 3.6, EA 1 (p201-202), 3.11, 3.15, 3.20,

headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

3.23, EA 2 (p249-250); Unit 4: Activity EA 1 (p253-254), Activity 4.10, 4.17, 4.19, EA 2 (p315-316); Unit 1: Activity 1.5 (p 24), 1.6 (p27-28); Unit 2: Activity 2.12 (p132), 2.13

(p135), 2.14 (p143), 2.18 (p152-153), 2.19(p155),

2.20(p159), 2.20 (p161), 2.21 (p161), 2.22 (p163), 2.23

(p164-166); Unit 3: Activity 3.2 (p175), 3.4 (p185), 3.6

(p193), 3.7 (p196-197), 3.11(p212), 3.13 (p221), 3.14 (p223),

3.15 (p226), 3.16 (p229), 3.19 (p237), 3.20 (p240), 3.23

(p248); Unit 4: Activity 4.6 (p275), 4.9 (p284), 4.13 (p297),

4.14 (p299), 4.17 (p308), 4.17 (p311), 4.19 (p313-314); Unit

5: Activity 5.5 (p332), 5.7 (p340), 5.8 (p343)

b. Develop the topic with well-chosen, relevant, and Grade 9: Unit 1: Activity 1.7, EA 1 (p54-55); Unit 2:

sufficient facts, extended definitions, concrete details, Activity 2.9, 2.12, 2.13, 2.17, 2.18, 2.21, EA 2 (p167-168);

quotations, or other information and examples

Unit 3: EA 1 (p201-202), Activity 3.19, EA 2 (p249-250);

appropriate

to

the

audience's

knowledge

of

the

topic.

Unit 4: EA 1 (p253-254), Activity 4.14, EA 2 (p315-316); Unit 1: Activity 1.5 (p24), 1.7 (p30-31); Unit 2: Activity 2.12

(p132), 2.13 (p135), 2.14 (p143), 2.17 (p149), 2.18 (p152-

153), 2.19 (p155), 2.21 (p161), 2.23 (p164), 2.23 (p166); Unit

3: Activity 3.2 (p175), 3.4 (p185), 3.6 (p193), 3.11 (p211-

212), 3.13 (p221), 3.15 (p226), 3.16 (p229), 3.19 (p237),

3.20 (p240), 3.23 (p248); Unit 4: Activity 4.13 (p297), 4.14

(p299), 4.19(p313-314); Unit 5: Activity 5.5 (p332)

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

Grade 9: Unit 1: EA 1 (p54-55); Unit 2: EA 2 (p167-168); Unit 3: EA 1 (p201-202), EA 2 (p249-250); Unit 4: EA 1 (p253-254), EA 2 (p315-316); Unit 1: Activity 1.5 (p24); Unit 2: Activity 2.20 (p159), 2.21 (p161), 2.23 (p165); Unit 3: Activity 3.4 (p185), 3.15 (p227), 3.19 (p237), 3.20 (p240), 3.23 (p248); Unit 4: Activity 4.6 (p275), 4.19 (p313)

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

Grade 9: Unit 2: Activity 2.19, EA 2 (p167-168); Unit 3: EA 1 (p201-202), EA 2 (p249-250); Unit 4: EA 1 (p253254), EA 2 (p315-316); Unit 1: Activity 1.5 (p24); Unit 2: Activity 2.12 (p132), 2.13 (p135), 2.14 (p143), 2.19 (p159); Unit 3: Activity 3.4 (p185), 3.6 (p193), 3.11 (p212), 3.13 (p221); Unit 4: Activity 4.19 (p313); Unit 5: Activity 5.5 (p332)

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

Grade 9: Unit 1: EA 2 (p83-84); Unit 2: Activity 2.18, 2.19, EA 2 (p167-168); Unit 3: EA 2 (p249-250); Unit 4: EA 1 (p253-254), EA 2 (p315-316); Unit 2: Activity 2.13 (p135), 2.18 (p152-153), 2.19 (p155), 2.21 (p161); Unit 3: Activity 3.13 (p221)

f. Provide a concluding statement or section that Grade 9: Unit 1: EA 1 (p54-55), EA 2 (p83-84); Unit 2: EA

follows from and supports the information or

2 (p167-168); Unit 3: EA 1 (p201-202), Activity 3.13, EA 2

explanation presented (e.g., articulating implications (p249-250); Unit 4: EA 1 (p253-254), EA 2 (p315-316);

or the significance of the topic).

Unit 5: EA 1 (p366-367); Unit 1: Activity 1.5 (p24), 1.6 (p27); Unit 2: Activity 2.19 (p155), 2.20 (p158), 2.21 (p161),

2.23 (p164), 2.23 (p166); Unit 3: Activity 3.11 (p212), 3.13

(p221), 3.16 (p229), 3.23 (p248); Unit 4: Activity 4.19 (p313-

314)

ELACC9-10W3

Write narratives to develop real or imagined

experiences or events using effective technique, well-

chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a

Grade 9: Unit 1: EA 1 (p54-55); Unit 2: Activity 2.2, 2.3,

problem, situation, or observation, establishing one 2.4, EA 1 (p126-127); Unit 1: Activity 1.8 (p39), 1.11 (p51);

or multiple point(s) of view, and introducing a

Unit 2: Activity 2.2 (p90-91), 2.3 (p93), 2.4 (p95), 2.6 (p105)

narrator and/or characters; create a smooth

progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, Grade 9: Unit 1: Activity 1.8, EA 1 (p54-55); Unit 2:

description, reflection, and multiple plot lines, to Activity 2.3, 2.7, EA 1 (p126-127); Unit 1: Activity 1.8

develop experiences, events, and/or characters.

(p39), 1.11 (p51); Unit 2: Activity 2.3 (p93), 2.6 (p105), 2.7 (p113)

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

Grade 9: Unit 1: Activity 1.11, EA 1 (p54-55); Unit 2: Activity 2.3, EA 1 (p126-127); Unit 1: Activity 1.11 (p51); Unit 2: Activity 2.3 (p93)

d. Use precise words and phrases, telling details, and Grade 9: Unit 1: Activity 1.8, 1.11, EA 1 (p54-55); Unit 2:

sensory language to convey a vivid picture of the EA 1 (p126-127); Unit 1: Activity 1.11 (p51); Unit 2:

experiences, events, setting, and/or characters.

Activity 2.5 (p96), 2.6 (p105), 2.8 (p115)

ELACC9-10W4

e. Provide a conclusion that follows from and reflects Grade 9: Unit 1: EA 1 (p54-55); Unit 2: EA 1 (p126-127)

on what is experienced, observed, or resolved over

the course of the narrative.

Production and Distribution of Writing

Produce clear and coherent writing in which the Grade 9: Unit 1: Activity 1.6, 1.12, EA 1 (p 54-55), 1.17,

development, organization, and style are appropriate 1.18, EA 2 (p83-84); Unit 2: EA 1 (p126-127), Activity

to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1?3 above.)

2.21, EA 2 (p167-168); Unit 3: Activity 3.4, 3.7, 3.16, EA 2 (p249-250); Unit 4: Activity 4.2, EA 1 (p253-254), 4.5, EA 2 (p315-316); Unit 5: Activity 5.15, EA 2 (p405-406); Unit 1: Activity 1.5 (p14), 1.6 (p25), 1.6 (p28), 1.10 (p48-49) ,

1.12(p53), 1.17 (p76), 1.18; Unit 2: Activity 2.4 (p95),

2.13(p135), 2.21 (p161), 2.23 (p166); Unit 3: Activity 3.2

(p175), 3.4 (p184), 3.7 (p194), 3.16 (p229); Unit 4: Activity

4.2 (p259), 4.5 (p273), 4.7 (p278), 4.8 (p281), 4.11 (p291), 4.19 (p313-314); Unit 5: Activity 5.15 (p369), 5.15 (p371), 5.18 (p389), 5.19 (p394-395), 5.21 (p404)

ELACC9-10W5

Develop and strengthen writing as needed by

Grade 9: Unit 1: Activity 1.6, 1.10, 1.12, EA 1 (p 54-55),

planning, revising, editing, rewriting, or trying a new EA 2 (p83-84); Unit 2: Activity 2.2, 2.3, EA 1 (p126-127),

approach, focusing on addressing what is most

2.23, EA 2 (p167-168); Unit 3: Activity 3.16, EA 2 (p249-

significant for a specific purpose and audience.

250); Unit 4: EA 1 (p253-254), Activity 4.19, EA 2 (p315-

(Editing for conventions should demonstrate

316); Unit 5: Activity 5.21, EA 2 (p405-406); Unit 1: Activity 1.5 (p14), 1.6 (p25), 1.8 (p38), 1.10 (p48), 1.17

command of Language Standards 1?3 up to and

(p76); Unit 2: Activity 2.2 (p90), 2.3 (p93), 2.4 (p95), 2.9

including grades 9?10.)

(p122), 2.23 (p166); Unit 3: Activity 3.15 (p227), 3.16

(p229), 3.20 (p240); Unit 4: Activity 4.6 (p274), 4.19 (p313);

Unit 5: Activity 5.15 (p369-370), 5.16 (p376), 5.17 (p383),

5.18 (p389), 5.19(p394-395), 5.21 (p404)

ELACC9-10W6 ELACC9-10W7 ELACC9-10W8 ELACC9-10W9

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.

Research to Build and Present Knowledge

Grade 9: Unit 1: EA 2 (p83-84); Unit 2: EA 1 (p126-127); Unit 3: EA 1 (p201-202); Unit 4: EA 1 (p253-254); Unit 5: Activity 5.2 (p323)

Conduct short as well as more sustained research projects to answer a question (including a selfgenerate 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.

Grade 9: Unit 1: EA 1 (p 54-55); Unit 3: Activity 3.3, 3.4, 3.7, EA 1 (p201-202); Unit 4: EA 1 (p253-254), Activity 4.18; Unit 5: Activity 5.2; Unit 1: Activity 1.6 (p26); Unit 3: Activity 3.3 (p182), 3.4 (p183-184), 3.7 (p196-197); Unit 4: Activity 4.18 (p312); Unit 5: Activity 5.2 (p323), 5.7 (p340), 5.15 (p370)

Gather relevant information from multiple

Grade 9: Unit 1: EA 2 (p83-84); Unit 3: EA 1 (p201-202);

authoritative print and digital sources, using

Unit 5: EA 2 (p405-406); Unit 3: Activity 3.4 (p184), 3.7

advanced searches effectively; assess the usefulness of (p194-195), 3.7 (p197); Unit 5: Activity 5.2 (p323), 5.7

each source in answering the research question; integrate information into the text selectively to

(p340), 5.10 (p350), 5.10 (p 354), 5.12 (p358), 5.13 (p360), 5.13 (p362), 5.15 (p370)

maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.

Draw evidence from literary or informational texts to

support analysis, reflection, and research.

a. Apply grades 9?10 Reading Standards to literature Grade 9: Unit 2: Activity 2.14; Unit 3: Activity 3.15, 3.16,

(e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how

3.23, EA 2 (p249-250); Unit 4: Activity 4.14, 4.17, EA 2 (p315-316); Unit 1: Activity 1.8 (p39); Unit 2: Activity 2.6 (p105), 2.7 (p113), 2.9 (p122), 2.14 (p143); Unit 3: Activity

Shakespeare treats a theme or topic from Ovid or the 3.11 (p211-212), 3.13 (p221), 3.15 (p226), 3.16 (p229), 3.19

Bible or how a later author draws on a play by

(p237), 3.20 (p240), 3.23 (p248); Unit 4: Activity 4.6 (p275),

Shakespeare]").

4.8 (p281), 4.13 (p297), 4.14 (p298-299), 4.15 (p301), 4.17 (p311), 4.18 (p312), 4.19 (p313); Unit 5: Activity 5.16 (p375)

b. Apply grades 9?10 Reading Standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant

Grade 9: Unit 1: EA 2 (p83-84); Unit 2: Activity 2.13 (p135); Unit 3: Activity 3.3 (p176-180), 3.4 (p183), 3.5 (p187-191), 3.6 (p193), 3.22 (p246); Unit 5: Activity 5.16 (p377), 5.17 (p381), 5.18 (p384)#3, (p388)

and sufficient; identify false statements and fallacious reasoning").

Range of Writing

ELACC9-10W10

ELACCL9-10W10: 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.

Grade 9: Unit 1: Activity 1.7, 1.10, 1.12, EA 1 (p 54-55), EA 2 (p83-84); Unit 2: EA 1 (p126-127), Activity 2.15, 2.17, 2.19, 2.20, 2.22, 2.23, EA 2 (p167-168); Unit 3: Activity 3.1, 3.9; Unit 4: Activity 4.2, EA 1 (p253-254), EA 2 (p315-316); Unit 5: Activity 5.1, 5.15, 5.17; Unit 1: Activity 1.2 (p5), 1.2 (p5), 1.3 (p8), 1.3 (p11), 1.6 (p25-27), 1.7 (p29-31), 1.8 (p37), 1.8 (p39), 1.9 (p40), 1.10 (p49), 1.12 (p52-53), 1.14 (p57), 1.14 (p60), 1.16 (p66), 1.17 (p74), 1.18 (p77); Unit 2: Activity 2.4, 2.12 (p132), 2.13(p135), 2.13 (p144), 2.15 (p144), 2.17 (p148-149), 2.19 (p156), 2.20 (p159), 2.21 (p161), 2.22 (p163), 2.23 (p165); Unit 3: Activity 3.1 (p172), 3.2 (p175), 3.4 (p185), 3.6 (p193), 3.7 (p194-195), 3.9 (p203), 3.11 (p212), 3.13 (p221), 3.14 (p222), 3.15 (p226), 3.17 (p230), 3.22 (p243), 3.23 (p248); Unit 4: Activity 4.3 (p260), 4.3 (p265), 4.3 (p267), 4.5 (p271272), 4.7 (p276), 4.8 (p281), 4.11 (p 291), 4.12 (p293), 4.14 (p 298-299); Unit 5: Activity 5.7 (p340), 5.10 (p348), 5.10 (p352), 5.11 (p355), 5.12 (p359), 5.14 (p365), 5.15 (p368), 5.16 (p376-377), 5.18 (p384), 5.18 (p389), 5.21 (p404)

Speaking and Listening (SL) Grades Nine/Ten

Standard

Standard

Where Taught

Number

Comprehension and Collaboration

ELACC9-10SL1 Initiate and participate effectively in a range of

collaborative discussions(one-on-one, in groups, and

teacher-led) with diverse partners on grades 9?10

topics, texts, and issues, building on others' ideas and

expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and Grade 9: Unit 1: EA 1 (p 54-55); Unit 2: Activity 2.18;

researched material under study; explicitly draw on Unit 3: EA 1 (p201-202); Unit 5: Activity 5.1, 5.15, 5.17;

that preparation by referring to evidence from texts Unit 1: Activity 1.2 (p6), 1.2 (p7), 1.3 (p8), 1.6 (p26); Unit 2:

and other research on the topic or issue to stimulate a Activity 2.16 (p147), 2.18 (p150), 2.20(p158), 2.21 (p160-

thoughtful, well-reasoned exchange of ideas.

161); Unit 3: Activity 3.2 (p175), 3.4 (p184), 3.5 (p190), 3.8 (p200), 3.12 (p217), 3.14 (p222), 3.16 (p228); Unit 4:

Activity 4.3 (p260), 4.4 (p268), 4.5 (p273); Unit 5: Activity

5.2 (p321), 5.4 (p330) 5.5 (p332), 5.9 (p348), 5.12 (p359),

5.15 (p370)

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