9th Grade - Gateway 1

The instructional materials reviewed for Grade 9 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

The texts are high quality and worthy of students’ attention due to literary richness, rhetorical technique, and/or topical relevance. A large number or texts come from authors that are well-known, award-winning or iconic. A number of undisputed classic texts are present, including works for male, female, and multicultural authors. There is sufficient effort to include texts on topics of current interest or select older texts that have a potential to resonate with contemporary students.

Examples include but are not limited to:

• In Unit 2, “The Necklace” by Guy de Maupassant, a short story rich with symbolism, characterization, and irony that invites careful analysis.
• In Unit 3, “Wilderness Letter” by Wallace Stegner, an informational/persuasive text with a complex and nuanced argument worthy of close analysis. The author is well-known and has won a Pulitzer Prize and US National Book Award. The topic of nature and wilderness preservation will appeal to interests of some students.
• In Unit 6, Testimony Before the Senate: Speech by Michael J. Fox to a congressional subcommittee on the need for more funding for Parkinson’s research. This research-based persuasive text is worth of careful reading and the topic will be of interest to students with interest in public policy, advocacy, and medical research.
• In Unit 8, “Where Have You Gone, Charming Billy” by Tim O’Brien, is a short story that is gritty, cynical, and includes a jaded view of war that may resonate with students and is written by an acclaimed and well-known author.
• In Unit 10, Romeo and Juliet by Shakespeare, written by a canonical author, and is an iconic text/story. The text is rich in theme, character, plot, and a wide range of literary devices, contains archaic language and poetic syntax which invite careful and repeated reading. The topics of teenage romance, failed communication, and doomed love resonate with teenagers.
• In Unit 11, Excerpts from The Odyssey by Homer, is rich in theme, character, plot, and literary devices. This iconic text with an adventure theme and episodic structure will interest students.

The instructional materials reviewed for Grade 9 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

The materials include a variety of texts that are appropriate for 9th grade students and range in complexity. Texts that are moderate in complexity are accompanied by tasks that increase the level of rigor by demanding higher order thinking skills and analyses. Texts that are exceedingly complex are accompanied by a variety of scaffolds such as graphic organizers and discussion questions. Texts range in quantitative measure from Lexile 660 to Lexile 1420 as well as challenging texts such as excerpts from The Odyssey.

Texts that fall below the Grade 9 quantitative band include qualitative features or reader and task considerations that make them appropriate for Grade 9 students. For example:

• In Unit 2, students read the short story, “The Necklace” by Guy de Maupassant. It has a quantitative measure of Lexile 920. The tasks require students to connect personal experiences with those of the characters, therefore deepening their understanding. Qualitatively students will encounter fairly complex vocabulary, and language use that requires students to infer and use context clues. Following this reading, the autobiography, from “I Know Why the Caged Bird Sings” by Maya Angelou measures at a Lexile 910. Students are to to connect to life experiences, intertextuality and cultural knowledge.
• In Unit 8, students read “Where Have You Gone, Charming Billy?” by Tim O’Brien Difficulty which measures at Lexile 930. The mature topic, content knowledge necessary, and the the task for students to compare multiple texts makes this text appropriate for Grade 9.

Texts that rise above the Grade 9 quantitative band include qualitative features or reader and task considerations that make them appropriate for Grade 9 students. For example:

• In Unit 11, The Odyssey is presented as “perhaps one of the most famous of epics,” alongside the concept that the “journey can be even more important than the destination.” To introduce the the more challenging text, students are provided with vocabulary and a list of descriptions of important characters in the poem.Before reading the epic, students are taught the language of Homer. In addition, students are provided with guidelines on reading the Epic and a model with close reading questions.

The instructional materials reviewed for Grade 9 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text; this may include work with mentor texts as well).

The materials include a range of text dependent questions and tasks throughout each unit. Questions and tasks cover a wide continuum of standards and strategies. Each unit offers many opportunities for students to engage in evidence-based discussions and activities. Most of the questions and tasks are text-dependent and ask students to engage with the text directly. Students are given opportunities to use evidence pulled directly from the text as well as make inferences.

Before each text, students are directed to take notes in the Reader/Writer Notebook as they read. Most questions in the margins of the text require students to note and interpret grammatical, literary, and rhetorical features. Each excerpt has close read questions which are on the page next to the text itself for students and teachers to reference directly. Key passages are outlined in a red box with text-dependent questions for the teacher. At the end of each selection or compared groups of selections there is a section of three to five questions sub-headed Text Analysis Questions. These questions guide students directly back to the text. Questions and tasks cover comprehension, summarizing, clarifying, drawing conclusions, making inferences evaluating, synthesizing ideas, and analyzing and identifying literary devices.

Students engage with and draw evidence from the texts through Tiered Discussion Prompts, After Reading Questions, Analyzing Visuals and Reading-Writing Connection questions and tasks. Examples of these include but are not limited to:

• In Unit 2, questions following “Richard Connell’s “The Most Dangerous Game” are text dependent/specific, directing students to details of character, plot, and setting: “Find at least three examples of foreshadowing in the story. How does this technique add to the suspense of the story? Cite evidence.”
• In Unit 4, students are asked to make a chart in their Reader/Writer Notebooks to record “signal words” indicating the use of comparison and contrast and chronological order in Jamaica Kincaid’s “Island Morning.” The activity is text-specific, directing attention to particular organizational strategies in the text.
• In Unit 6: Taking Sides student answer the question, “How Private is Your Private Life?” by answering the following tiered discussion prompts:
  • Connect: Where have you seem surveillance devices?
  • Analyze: How does the author contrast the use of hidden cameras on the corner of 45th street and Fifth Avenue with surveillance cameras used by the police?
  • Evaluate: How does the quotation from John Pike influence your views on the use of surveillance cameras?
• In Unit 7, the question connected to Theodore Roethke’s short lyric “My Papa’s Waltz,” is text specific and dependent: “How does the speaker feel about his bedtime waltz with his father? Use details from the poem to help explain why you think as you do.”
• In Unit 9, after reading Angela’s Ashes, students analyze visuals by answering, “What does this class photograph tell you about the time period and subject of this memoir?”
• In Unit 10, students study Romeo and Juliet. On p. 1067, “question B asks students to analyze a soliloquy; “to whom is Romeo speaking in lines 2 through 25? Explain what this soliloquy tells you about Romeo's thoughts.” On p. 1069, question C, “reread lines 75 to 78 and explain what Romeo means. Do you think he is seriously thinking of death here, or is he just exaggerating because he's head over heels in love? Explain.”

The materials reviewed for Grade 9 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).

The materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts and integrates strategies to help students build literacy skills. The materials contain sets of high-quality sequences of text-dependent/specific questions and activities which build to a variety of tasks, including, but not limited to: short, on-demand written responses, longer (processed) essays, storyboards, re-writing in the author’s style, and movie scripts. These tasks and activities often ask students to compare/contrast works that have been presented as sets or series or synthesize the meaning, themes, or central ideas of the text sets.

Additionally, tasks often connect to a non-traditional text form such as a news report or movie scene.

At the end of majority of the texts or text sets, a culminating activity is provided. Each of the culminating activities within the unit lead to a larger culminating task for the unit. At the end of each unit there is a Writing Workshop, including a Timed Writing Practice, along with a Multiple Choice Assessment Practice. While these culminating activities seem to build off of each other, the standards associated with the writing and speaking activities are not well-supported throughout the entire unit; either through other writing tasks nor the reading questions aligned with core passages . The questions in the end of unit assessment (based on the two new texts) are mostly aligned with the reading skills presented throughout the unit but do not represent a true assessment as they appear to be printed in the student edition along with the new selections to read.

• In Unit 2, students write a literary criticism at the end of the unit. Building to the literary analysis, culminating activities within the unit connect to the final writing assessment. For example on page 267, the Reading-Writing Connection states, Extended Constructed Response: Character Analysis: Think about the most important character traits Mrs. Flower’s exhibits. Then review the word web you created detailing the qualities a mentor should possess. Write three to five paragraphs describing Mrs. Flower’s traits and analyzing how these traits compare with the qualities you listed. Another task that prepares students within the unit is on page 236 for the story, The Necklace. The Teacher Edition states, “How would you characterize the relationship between Monsier and Madame Loisel at the beginning of the story? Use examples from the text, write one or two paragraphs to describe their marriage. Include details that show how they treat one another.” On page 301, there is a writing assessment that culminates in a comparison analysis across genres. Prompt: Compare how two authors treat the same subject. The final culminating writing activity for the unit is a literary analysis, students will take through the writing process. The Teacher Edition states,”Write a work of literary criticism in which you evaluate the believability of a specific character from literature. Use relevant evidence from the text to justify your claim.”

• In Unit 10, the text criticism questions at the end of each Act are culminating tasks for the Act that build to a Critical Review Writing Assignment at the end of the play. A few examples of text criticism questions provided are:

• On page 1087, after Act Two, the prompt reads “Shakespeare is often praised for his mastery of figurative language, or language that communicates ideas beyond the ordinary, literary meaning of words. Find two examples of particularly striking figurative language in Act Two and discuss what makes each example effective.
• On page 1129, the prompt culminates the reading of Act Four by asking, “How might older and younger audiences differ in their assessment of Romeo’s and Juliet’s actions? Explain your opinion, citing specific actions and interactions in the play.”

The Writer’s Workshop selection for this unit is: “Write a critical review of a key scene in a theater or movie adaptation of The Tragedy of Romeo and Juliet. Assert a claim, supported by evidence, that states whether the adaptation does justice to the original play.”

The instructional materials reviewed for Grade 9 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

The Grade 9 materials offer opportunities for students to write in both process and on-demand formats and incorporates technology when appropriate. Throughout the units, short-constructed, on-demand writings are found. In addition, the end of units provide a processed writing task in a Writing Workshop strategy. The Writing Workshop strategy provides guidance in the steps of the writing process. The process writing assignments include segments on: planning, drafting, revising and editing, publishing with several opportunities for publishing. Digital publishing is often encouraged. There are a variety of Short Constructed Responses and Extended Constructed Response at the end of text sets that are on-demand writing assignments. These responses connect to one or more selections in the previous text sets. The responses vary in mode and do offer revision tips and direct the students to the thinkcentral.com site for interactive support. The quick writes are placed at the beginning of text sets and connect to the Big question that focuses the students and provides a common theme to consider while reading the texts.

Examples of the mix of on-demand and process writing include, but are not limited to:

• In Unit 1, on page 183 students, “Write a personal narrative about a time you were nervous about an upcoming event and demonstrated courage that you may not have known you possessed. Use your narrative to describe a meaningful experience to classmates.”
• In Unit 2, on page 309, students are given an opportunity to complete a technology/multimedia extension, “publish your writing: in addition to other methods of publishing writing the book does suggest post your criticism on a blog and invite other classmates to post their viewpoints. It was it others opinions on the character in your claim.”
• In Unit 3, on page 388, students write on-demand, “With a small group, generate a list of adventures you’ve had or would like to have. Then select one adventure and write a short paragraph explaining how you would prepare for it”.
• In Unit 6, on page 697, the viewing guide for public service announcements provides the following prompt, “Evaluate emotional appeal: the PSA's in this lesson uses emotional appeal to persuade viewers. Choose one of the PSA’s and make a list of the techniques that are used to create emotional appeal. In your opinion, which of these elements is most effective? Produce your own media, create a PSA. The PSA shown in the professional model is from the national crime prevention council. It is part of the campaign that encourages teens to get involved by taking an activity day, enjoy it and using it to help others in their community. Your job is to create a PSA like the one shown that presents your own distinct point of view on an issue.”
• In Unit 7, on page 807 students, “Write an analysis of a haiku poem by explaining the effects of stylistic elements. Make sure to include textual evidence and quotations in your analysis. You will post your essay as a blog for fans of haiku poetry.”

The instructional materials reviewed for Grade 9 meet the criteria for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards. May include “blended” styles.

The 9th grade curriculum provides opportunities to meet the variety of writing styles mandated by the standards. These styles include: argumentative, explanatory, and narrative writing. Some of the styles could be considered “blended” writing styles.

Examples of opportunities for students to address the different types of writing reflected by the standards include, but are not limited to:

• Blended Style: In Unit 1 on p. 125, a blend of argumentative and explanatory writing is found. “Mrs. Wright left her two your sons alone during the day. She ordered Richard to bring home groceries even if he has to fight a gang to do so. Why did she act as she did? Write a three-to-five paragraph response, describing her actions and explaining her motives.”
• Argumentative: In Unit 3 on p.405, and example of argumentative writing is found. “Bill Bryant and Wallace Stegner, each in his own way, have written in favor of wilderness areas. How are the pieces similar in this regard? How are they different? Support your response with specific quotations, idea, and faces from Stegner’s letter and Bryson’s account.”
• Explanatory: In Unit 5 on p.551, an example of explanatory writing is found. “On the basis of the information in the textbook diagrams and Diane Ackerman’s essay, explain (1) the process of photosynthesis, (2) the reason leaves are green in summer, and (3) the reason leaves turn color in the fall. Define scientific terms in your explanation.To respond to this prompt, you will need to synthesize information from multiple sources having to do with photosynthesis and the color of leaves. Then you will need to paraphrase this information.”
• Narrative: In Unit 8 on p.839, an example of narrative writing is found. “Think about Paul Berlin’s deep desire to please his father and the fear he grapples with in this story. Using details from the text, pretend you are Paul and handwrite a one-or-two paragraph letter home. Describe your experience as a soldier, and be sure to write the letter legibly so that it can be easily read and understood.”

The instructional materials reviewed for Grade 9 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.

Throughout the materials, a variety of writing tasks provide opportunities for short response research-based, evidence-based writing. Materials include opportunities for formal and informal writing to support analysis of poetry and prose as well as composition of arguments in which students find evidence and research to support claims. Examples include but are not limited to the following:

• In Unit 2, an example of analytical writing is found. Materials state,“Both ‘Marigolds’ and ‘Sowing Change’ feature gardeners and their work. Write a brief analysis of the benefits of gardens. Use details from the short story and the article to support your ideas.”
• In Unit 4, an example of analytical writing involving evidence from multiple texts is found. Both Marigolds and Sowing Change feature gardeners and their work. Students are to “write a brief analysis of the benefits of gardens using details from the short story and the article to support your ideas.”

• In Unit 10, materials provide opportunities to develop an argument. Materials state, “In your opinion, is Zefferelli’s film version of the balcony scene appealing, believable, and complete? Why or why not? Cite specific examples from the clip to support your views.” In the same unit, students are to “Write a critical review of the key scene in a theater or movie adaptation of the tragedy of Romeo and Juliet. Assert a claim, supported by evidence, that states how the adaptation does justice to the original play.”

• In Unit 6, an example of synthesis is found. Materials state, “Write a letter to one of the author’s in which you explain how his or her piece could be made more convincing. In your critique, write three to five paragraphs describing your reaction to the article and your suggestions for improvement. Make sure your critique goes beyond a mere summary and includes your feelings and observations about the piece.”