9th Grade - Gateway 1

The materials reviewed for Grade 9 meet the criteria for Indicator 1a. 

Materials provide opportunities for students to read a wide variety of texts, including classics by well-known authors. The texts are well-crafted and content-rich and should build students’overall vocabulary and knowledge base. Materials provide six units across the grade level with different themes and multiple texts to engage students.

Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy, which builds student understanding of immigrants’ roles in the development of American society. In Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan, a novel about a Chinese-American family.

• In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, an award winning Japanese author whose works have been the most translated of any Japanese author of his era. The adventure story teaches students the power of a typhoon. In Small-Group Learning, students read an excerpt from Life of Pi by Yann Martel. Themes of survival and figurative language contribute to complex layers of meaning.

• In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker, the first African American to win the Yale Younger Poets Prize in 1942. Students also view “Remembering Civil Rights History, When ‘Words Meant Everything’” by PBS NewsHour, which provides historical contexts in multimedia format.

• In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read “Pyramus and Thisbe” by Ovid, as retold by Edith Hamilton, which inspired The Tragedy of Romeo and Juliet by William Shakespeare. Edith Hamilton’s 1942 versions of myths are rich in language but accessible for modern students. Students also read The Tragedy of Romeo and Juliet by William Shakespeare. In Small-Group Learning, students read “Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet” by Gordana Sandić-Hadžihasanović, which provides background information on the Bosnian Civil War through a real-life, ill-fated relationship. 

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 1 by Homer, translated by Robert Fitzgerald, a classic adventure tale that will stretch students and build academic vocabulary. Students also read from The Odyssey, A Graphic Novel by Gareth Hinds, a modern adaptation of a classical work.

• In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét, a coming-of-age post-apocalyptic short story on the detriment of war. In Small-Group Learning, students listen to “Radiolab: War of the Worlds” by NPR. This podcast walks students through the well-known 1938 broadcast of “War of the Worlds.” Students listen to both the original broadcast and the commentary provided by hosts Jad Abumrad and Robert Krulwich. Students also read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow, which provides students with a counter-argument to the 1938 “War of the Worlds” broadcast. 

The materials reviewed for Grade 9 meet the criteria for Indicator 1d.  

The materials provide a series of texts at a variety of appropriate complexity levels for the grade band, which support students’ literacy growth. The complexity is mixed throughout the units. Overall, the quantitative measures generally increase across the year, and the qualitative measures are moderately complex throughout the year. The overall quantitative complexity measures across the year range from 520L–1320L. Over the course of the year, 46% of texts lack quantitative ratings. The qualitative measures increase through the first five units, though they decrease in the last unit. While this decrease in qualitative data suggests a decrease in complexity, the student tasks all meet or exceed the standards. All units consistently provide an opportunity for students to grow their skills with additional support during Whole-Class Learning activities as they engage in reading and writing in relation to the Essential Question. In Small-Group Learning, students have opportunities for repeated reading of texts accessible for the grade level. Students also have opportunities to read and analyze texts independently. In all activities, students have access to models of literacy skills which help them complete tasks that require appropriate application of depth of knowledge and work toward the speaking and listening performance task and Performance-Based Assessment. The text pairings work together to scaffold the student tasks with the scaffolding suggestions provided in the Teacher’s Edition. The students read and annotate the texts while teachers guide them with text-specific scaffolding options throughout the units. The scaffolding suggestions are found in clearly identified locations and are consistent, including providing specific suggestions for various student populations, such as English Language Learners, below level learners, on level learners, and above level learners. While the general scaffolding options remain static throughout units, the Teacher’s Edition provides specific options related to the texts. 

The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• In Unit 1, the Lexile range is 770L–1320L. The qualitative range is Slightly Complex to Very Complex. In Unit 2, the Lexile range is 870L–1230L. The qualitative range is Slightly Complex to Moderately Complex. In Unit 3, the Lexile range is 820L–1190L.  The qualitative range is Slightly Complex to Very Complex. In Unit 4, the Lexile range is 870L–1310L. The qualitative range is Slightly Complex to Exceeding Complex. In Unit 5, The Lexile range is 670L–1210L. The qualitative range is Slightly Complex to Exceedingly Complex. In Unit 6, The Lexile range is 520L–1280L. The qualitative range is Moderately Complex to Moderately Complex. The overall quantitative complexity measures across the year range from 520L–1320L. The overall qualitative range across the year is Slightly Complex to Exceedingly Complex.

• In Unit 1, American Voices, Whole-Class Learning, students read "A Quilt of a Country” by Anna Quindlen (1310L) and determine author’s point of view with a first read, close read, and analysis of the text with teacher guidance, which meets grade level expectations. In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read “Traveling” from Just as I Thought by Grace Paley (820L) and analyze point of view during small-group work as a close reading activity, which meets grade level expectations. The Teacher’s Edition suggestion states: “Circulate among groups and ask students to ‘make details in paragraphs 4–7 that reveal the author’s point of view.’” In Unit 5, Journeys of Transformation, Small-Group Learning, students read a poetry collection, including “The Narrow Road of the Interior” by Matsuo Bashō, translated by Helen Craig McCullough, and two other poems, “Courage” by Anne Sexton and “Ithaka” by C.P. Cavafy. Students complete a Read It activity individually, completing a chart to identify the point of view in each poem, including textual evidence. Then, students complete a Write It activity: “Write a paragraph using either the first-person or the second-person point of view.” As the units progress, the tasks connected to tracing point of view increase in complexity.

• In Unit 2, Survival, Whole-Class Learning, students read the short story “The Seventh Man” by Haruki Murakami (910L). In the Analyze the Text section, students interpret with two questions: “What does the wave symbolize, or represent, to the seventh man? What do K’s watercolors symbolize to him?” In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton (870L). In the Analyze the Text section, students interpret with the question: “What does ‘The more that flame is covered up, the hotter it burns’ mean?” This task meets grade level expectations. In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét (810L). In the Analyze the Text section, students interpret with the questions: “(a) What phrase does John repeat in the beginning of paragraph 52? (b) What does this repetition suggest about his realizations in that particular moment? Explain.” This task meets grade level expectations. As the units progress, the tasks connected analyzing word choice increase in complexity.

As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:

• In Unit 2, Survival, Small-Group Learning, students read “The Value of a Sherpa Life” by Grayson Shaffer (1230L), which is near the top end of the grade level band. In the Teacher’s Edition, page 216b, a chart shows the available resources and supports for the text, such as English and Spanish versions of an audio, first read extension questions, and a mini-lesson and re-teaching materials for author’s craft. On page 216c, a text complexity rubric and a graphic organizer provide suggestions for support based on the text’s rubric scores. On page 216d, a flow chart assists teachers in identifying the standards being taught and what supports to use for students below and above the standard. 

• In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read "Lessons of Dr. Martin Luther King, Jr." by Cesar Chavez (1060L), which is below grade level. The Teacher’s Edition suggests addressing hyperbole as a scaffold for English Language Learners and provides suggestions to “unpack the language” of the more complex sentences to access the effect of the language on the meaning. 

• In Unit 6, World’s End, Small-Group Learning, students read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow. In the Teacher’s Edition, page 774b, a chart shows the available resources and supports available for the text, such as English and Spanish versions of an audio, first read extension questions, and an accessible leveled text. On page 774c, there is a text complexity rubric and a graphic organizer providing suggestions for support based on the text’s rubric scores. On page 774d, a flow chart assists teachers in identifying the standards being taught and what supports to use for students below and above the standard.

The materials reviewed for Grade 9 meet the criteria for Indicator 1e.  

The materials provide opportunities for students to engage in a range and volume of reading, including accountability structures of independent reading. Six units offer a variety of texts for whole-class, small-group, and independent reading that encourage independent reading goals. Texts connect to a common topic or theme and the Essential Question for the unit. Teacher lesson plans include selection resources and explain the connections of the text to the Essential Question and to the performance task. Throughout the year, students engage with texts of a variety of types and genres, and the consistent structure of the materials provides support for students as they grow their skills and ability to read grade level texts. Each unit starts with a launch text which models a specific type of writing, followed by whole group reading and activities, small group reading and activities, and independent reading. There is sufficient guidance to foster independence for all readers, including independent reading procedures and texts for students to read independently. The Frontmatter also provides a selection of trade books with suggestions for how to incorporate them in each unit. Lesson plans for the trade books can be found on myPerspectives+. 

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 2, Survival, Whole-Class Learning, students read three texts, including a short story “The Seventh Man” by Haruki Murakami, an editorial “The Moral Logic of Survival Guilt” by Nancy Sherman and listen to a radio broadcast “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vedantam. There are also six independent reading selections available from which to choose.

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read an epic poem, a graphic novel, and a functional work document. In Small-Group Learning, students read an interview, a short story, and a poetry collection. The students choose between poetry, a short story, a photo essay, or a memoir tied to the unit’s theme in the independent reading section. 

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter and the Teacher’s Edition for each unit, the time for students to engage with texts during the Unit Introduction, Whole-Class learning, Small-Group learning, and Independent Learning is similar. There is one day for the Launch Text during the Unit Introduction, 14 days for the Whole Class Learning, 11 days for Small-Group Learning, and two days for independent learning. The Teacher’s Edition for each unit also notes, “Pacing is suggested for a 40- to 50-minute class period. If you use block scheduling, you may combine days to meet your schedule needs.” These opportunities to engage with multiple texts and a volume of reading are consistent across the school year. 

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read four texts over 14 classes or seven blocks. In Small-Group Learning, students read four texts over eight regular classes or four blocks. Students end the unit by reading one independent text choice over two classes or one block before the final performance task. The Teacher’s Edition provides a pacing guide for each unit and suggests supports for various student needs in the wrap-around materials. 

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:

• The Teacher’s Edition Table of Contents and Frontmatter state: “Students self-select a text to explore an aspect of the unit topic and share their learning with the class.” Each unit includes options for students to choose an independent reading selection via the Interactive Student Edition, and the activity takes place over two days. Independent Learning strategies are available in the Teacher’s Edition, including a video. Students can use the “Create a schedule” strategy to track completion and “Assess whether you need to adapt your plan to meet all your goals and deadlines.” 

• In each unit, independent reading selections are listed at the end of the unit.  The section provides guidance for students to pick an independent text. In the “Look Back” section, students review the texts already read in the unit for topics of interest, “Look Ahead” includes titles to see which is of interest, and “Look Inside” allows students to scan the selection they choose to be sure it meets their needs. A graphic organizer helps students plan their reading and study of the text. First Read and Close Read guides are included for students during reading to prepare for sharing with the class at the end of the independent reading.

• In Unit 4, Star-Crossed Romances, Independent Learning, students can choose to read “Annabel Lee” by Edgar Allan Poe. Resources such as text questions, audio summaries, and a selection test are available. The materials include the connection to the Essential Question, including but not limited to “This poem encourages students to consider the Essential Question ‘Do we determine our own destinies?' Outside forces may have slew Annabel Lee. But, the narrator tells us, their love was so strong that even angels and demons could not separate them.”

The materials reviewed for Grade 9 meet the criteria for Indicator 1f. 

Text-specific and text-dependent questions and tasks support students in making meaning of the core understanding of the texts being studied. Text-based questions require students to cite specific evidence as well as draw inferences and conclusions using the cited evidence to support their responses to questions with every story in each unit. The uniform structure includes comprehension check questions, research prompts based on the anchor and exemplar texts, close reading tasks, analysis of craft and structure tasks and questions, vocabulary tasks and questions, author style analysis tasks, writing tasks that ask students to draw on their understanding of the texts, and core writing or speaking assessments that center around understanding from multiple texts in the unit. The questions following each text align with unit Essential Questions and text-specific guiding questions.

The Teacher’s Edition for each unit includes a list of Lesson Resources that include guidance for Making Meaning. The teacher materials provide support for planning and implementation of text-specific and/or text-dependent questions, tasks, and assignments. Guides are provided for choosing appropriate supports and additional text-based questions for students who need scaffolding to access the grade-level material or challenges to go beyond the grade-level material. 

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following: 

• In Unit 1, American Voices, Whole-Class Learning, students read “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. Students answer questions: “1. According to Kennedy, why is it impossible to speak about a particular ‘immigrant contribution’ to the United States?; 5. According to Kennedy, what qualities in American culture impressed Alexis de Tocqueville?”

• In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird” from The Endurance by Caroline Alexander and answer the Comprehension Questions: “Which details help explain why Shackleton would call Photo 2 ‘The Beginning of the End’? What is happening to the Endurance in Photo 3? In Photo 5, which details show the conditions of the surf when the James Caird was launched?”

• In Unit 6, World’s End, Whole-Class Learning, students read “There Will Come Soft Rains” by Ray Bradbury. In the Research section, students answer: “Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the story?”

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following: 

• In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami. In the Teacher’s Edition, Close Reading, teacher instructions state: “Walk students through the annotation model on the student page. Encourage them to complete items 2 and 3 on their own. Review and discuss the sections students have marked. If needed, continue to model close reading by using the Annotation Highlights in the Interactive Teacher’s Edition.” 

• In Unit 5, Journeys of Transformation, Small-Group Learning, students read a poetry collection, including “The Narrow Road of the Interior” by Matsuo Bashō, translated by Helen Craig McCullough. The Teacher’s Edition includes additional guidance before beginning the text collection by posing questions: “What are some reasons people choose to travel? How does one prepare to take a long journey to a new place? What may be gained from such a trip? Modeling the questions readers might ask as they read the poetry collection for the first time brings the text alive for students and connects it to the Small-Group Performance Task assignment.” In another Facilitating section, teacher instructions include: “Point out that in this text, the author is telling the story of his travels and includes a haiku related to his experience. Use this question to spark discussion: Why does poetry fit well in a travelogue format?” Possible responses are available for the teacher.

• In Unit 6, World’s End, Independent Learning, students view the newscast, “A Visit to the Doomsday Vault” by Scott Pelley. In the Teacher’s Edition, Independent Reading, Author’s Perspective, the Advising section provides a brief overview of how to ask students good questions with examples of various types of questions: “Where in the text do you see that? Can you give me an example?” 

The materials reviewed for Grade 9 meet the criteria for Indicator 1g. 

The materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. The Teacher’s Edition provides suggestions to support student skills and growth, which includes a standard protocol for working in groups and developing presentations and various prompts and strategies to assist growth in both the content and the speaking and listening skills. Speaking and listening instruction for teachers includes facilitation, monitoring, evaluation guides, rubrics, and support. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• Materials include a Conversation and Discussion guide for high school. This web-based tool gives specific guidelines and directions on discussions such as:

  • Leading a Group Discussion

  • Formal Group Discussion Guidelines

  • Informal Group Discussion Guidelines

  • Debates

• In the Conversation and Discussion guide, materials provide the following guidance for leading a group discussion: “Here are some guidelines for leading a group discussion: 

  • Introduce the topic and purpose of the discussion.

  • Lay out any ground rules for the discussion.

  • Be objective when summarizing the group’s discussion.

  • Make sure that no one dominates the discussion. Invite and encourage contributions from all participants.

• In the Conversation and Discussion guide, materials provide the following guidance for Formal Group discussion guidelines: “Here are tips for successful discussions and an exchange of ideas in a structured setting

  • Do not use an excessive amount of informal or colloquial speech in a formal discussion.

  • Manners are important in any discussion; make sure you allow others to speak, and do not interrupt.

  • Use exclamatory language, or dramatic language, sparingly; a little goes a long way.

  • Diction, or the proper use of vocabulary related to the topic of the discussion, is an important element of any discussion.

  • Stay focused on the subject under discussion.”

• In the Conversation and Discussion guide, materials provide the following guidance for Informal Group discussion guidelines: “Informal discussion is open-ended and participants are free to speak in a more conversational manner, but most rules still apply.

  • Speech may be more colloquial but should still maintain a professional code of conduct.

  • Dramatic and exclamatory remarks help emphasize one's point of view, but overuse weakens their effectiveness.”

• In the Conversation and Discussion guide, materials provide the following guidance for Practices that make for good Debates: “During the debate, be sure to adhere to these practices:

  • Be courteous and listen to your opponent's point of view; allow others the opportunity to speak.

  • If you are debating as a team, support your team members.

  • Speak only when it is your turn, and follow the moderator's instructions.

  • Speak clearly, slowly, and loudly enough to be heard and understood by the audience.

  • Speak with spirit, enthusiasm, and conviction.”

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• In Unit 2, Survival, students read the Launch Text, “The Cost of Survival” (author not cited). The Teacher’s Edition provides teacher support for the Four-Corner Debate Launch Activity, reminding students that “they should be able to support their positions with evidence from the material.” Later in the Small-Group Learning, Performance Task, students read “The Seventh Man” by Haruki Murakami and present a retelling from a different point of view. Students use guidance to develop their presentation using the following structure: standard brainstorm (Choose a character), develop (Plan Your Retelling), practice (Prepare Your Delivery), and evaluate (Evaluate Retellings). The Teacher’s Edition also suggests “If… then…” style scaffolds for students who need support.

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students view “Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy and engage in a speaking and listening task by adapting their newspaper reports into a newscast. Teacher instruction states: “As students are practicing or recording their report, remind them to pay attention to speech patterns and pausing. Encourage them to check if they are using phrases like ‘um,’ ‘you know,’ or ‘like’ to fill the gaps in their report. These behaviors will take away from the professional tone of the report and should be avoided. For more support see, Speaking and Listening: Newscast.”

• In Unit 5, Journeys of Transformation, Small-Group Learning, Performance Task, students deliver a multimedia presentation with a speaking and listening focus. In the Teacher’s Edition, Facilitating notes are available with details to assist students as they prepare to deliver the multimedia presentation, plan and rehearse with the group, and present and evaluate each other’s work. Teacher support includes, but is not limited to, “Before groups begin work on their projects, have them clearly differentiate the role each group member will play. Remind groups to consult the schedule for Small-Group Learning to guide their work during the Performance Task. Students should complete the assignment using presentation software to take advantage of text, graphics, and sound features.”

The materials reviewed for Grade 9 meet the criteria for Indicator 1h. 

The materials provide multiple opportunities over the school year for students to demonstrate what they are reading and researching through varied speaking and listening tasks. While not all sub-standards for speaking and listening are explicitly outlined in the Teacher’s Edition, varied opportunities are included to collaborate and synthesize ideas as a group. Opportunities are present during speaking and listening work for students to utilize, apply, and incorporate evidence from texts and/or sources. Students regularly speak and listen in Whole-Group Learning and Small-Group Learning with activities such as small-group discussions, oral presentations, and collaborative dramatic interpretations. Speaking and Listening activities are varied and included as a recurring component in the after-reading activities throughout the units. Small-Group Learning uses informal student discussions for each selection. There are protocols for students to establish norms and roles within the small group. When completing activities, students draw evidence and information from the texts they read and their prior knowledge or research. Each unit includes a speaking and listening-based Performance Task as a part of Small-Group Learning. The Teacher’s Edition includes suggestions for supporting students in successfully participating in these activities, such as guidance on incorporating structure to meet the requirements of the tasks and facilitate the successful demonstration of standards. 

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• 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. Examples include, but are not limited to, the following:

  • In Unit 2, Survival, Small-Group Learning, Performance Task, students read “The Seventh Man” by Haruki Murakami and present a “retelling” from a different point of view of the story. Students collaborate in pairs to answer the following questions: “How does your character see the story differently from the seventh man? What fresh perspective does he or she offer? Make a list of the story events as experienced by your character. Then, weave those events into a coherent retelling. Choose language that is appropriate to the character you chose. For example, a child would choose simple words and sentences and may not fully understand what he [sic] or she is observing.” Students must comprehend the text and show a nuanced understanding of the point of view in the story.

  • In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read Traveling by Grace Paley and work in small groups to present “a debate about a question raised by Paley’s memoir.” Independently, students “identify at least three specific supporting reasons” for their position on the topic and share them with peers. The group must come to a consensus about their position on the debate questions and reach a conclusion.

• 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. Examples include, but are not limited to, the following:

  • All units begin Small-Group Learning with an overview of how to work as a small group. Students practice taking a position on a question, sharing their views, and listening to others’ perspectives. Students then decide on group rules, apply the rules to a discussion of their prior learning on the topic, give their group a name, create a group communication plan, make a schedule for reading the texts, and assign roles for the culminating project.

  • In Unit 4, Star-Crossed Romances, Small-Group Learning, Performance Task, students present an argument. The Teacher’s Edition states, “Before groups begin work on their projects, have them clearly differentiate the role each group member will play.” Student instructions tell them to “come to a consensus” on what makes a tragic love story compelling. In the next step of the project, students should “allow all members of the group to make suggestions.” Students create and present a multimedia presentation, with each student actively taking part in choosing the media used, deciding on the order of presentation and evidence, and refining the presentation after practice.   

  • In Unit 5, Journeys of Transformation, Small-Group Learning, students read a poetry collection, including “The Narrow Road of the Interior” by Matsuo Bashō, translated by Helen Craig McCullough, and create a project plan with their group for a nomination, debate, or radio broadcast. The materials include instructions for group processes, including “Review your group’s rules for discussion: What methods do you have in place for taking and holding the floor? How do you ensure that diverse perspectives are represented in [the] discussion? Decide how you will assign discussion roles to group members, and use this chart to record the responsibilities of each.”

• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Examples include, but are not limited to, the following:

  • In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker, and create a multimedia presentation using one of the poems. There are three options for students to consider for this task: a soundtrack or playlist to “accompany an oral reading of one of the poems,” an oral report “that explains the circumstances” found in one of the poems, or an “annotated illustration” that connects to one of the poems.

  • In Unit 6, World’s End, Small-Group Learning, Performance Task, students create a podcast. After reading or listening to newspaper articles, poems, and a radio broadcast, students work in groups to create a podcast to answer the question, “What do stories about the future say about the present?” Students use specific evidence from the various texts they have read to support their answers. Each member of the group is assigned a specific role in the podcast. 

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• 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. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Small-Group Learning, students read a poetry collection that centers on a common theme and “organize a panel discussion of the poems.” Students have three options for the panel discussion and are directed to “ask and answer questions to clarify and politely challenge one another’s ideas” as they develop their thoughts and ideas. Students work independently to cite text evidence to support ideas before the discussion. During the discussion, students are encouraged to “summarize” the ideas of others to confirm their understanding. 

  • In Unit 3, The Literature of Civil Rights, Small-Group Learning, students read “Traveling” from Just as I Thought by Grace Paley and plan a debate. The materials provide guidance to arrive at a consensus: “Invite each member of your group to share their positions on the debate questions. Discuss one another’s positions, asking questions and clarifying your responses. Work together to reach a conclusion that identifies the strongest argument. This conclusion may draw on points from several group members.” Additional guidance is available in the Teacher Materials to prepare students for the debate and reminders to share with students for good speaking and listening skills.

  • In Unit 4, Star-Crossed Romances, Overview: Small-Group Learning, Working as a Group section, students begin by discussing the thematic concepts using the questions, “Is luck another way to talk about destiny? Or are luck and destiny totally different concepts?” Next, they set rules for the group, followed by practicing the rules by having a discussion of what they have already learned about destiny. The provided rules include “Everyone should participate,” and the Teacher’s Edition wrap-around material gives suggested reminders to provide students for Accountable Talk, such as, “Remember to ask clarifying questions, which sounds like I think you said ____. Did I understand you correctly?”

• 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. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Small-Group Learning, students read a poetry collection, including “Morning Talk” by Robert Hill Whiteman and “Immigrant Picnic” by Gregory Djanikian, and participate in a panel discussion. The materials provide a Participation Plan with expectations for students: “As you participate in the panel discussion, do not read your notes aloud, but use them to remind yourself of insights you had earlier. Speak clearly, using language that is appropriate for an academic setting. Make sure you understand one another’s points by summarizing them before contributing your own ideas. Ask follow-up questions respectfully.”

  • In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird” from The Endurance by Caroline Alexander and complete a chart with their descriptions of the people in the store and cite evidence from the story to support their description. A “Group Discussion Tip” suggests, “Keep in mind that members of your group might have different impressions of Shackleton and the other sailors than you do. There’s no right impression or conclusion, but talking out differing opinions and the reasons for them will help you clarify your thoughts and learn from one another.” 

• Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Small-Group Learning, Performance Task: Speaking and Listening Focus, students create and present a podcast to answer, “How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?” In the Plan With Your Group section, students complete a chart in the materials for the five texts to “identify key immigrant experiences and whether or not they reflect American ideals, such as fairness and equality of opportunity.” Students should “consider having group members research various aspects of the immigrant experience” to supplement the text. They organize their ideas, write a script, and present their work to the class. There is no evidence of additional guidance to assist students in evaluating the credibility and accuracy of each source. 

  • In Unit 2, Survival, Whole-Class Learning, students read “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In Effective Expression, the Speaking and Listening assignment states, “Consider this question: Does the radio broadcast present the full picture? With a partner, research disaster relief efforts. Consult primary and secondary sources: newspapers, broadcast media, and accounts written by disaster survivors. Plan, write, and present your findings in an informal oral presentation.” The Teacher’s Edition states: Remind students that there are many different types of evidence…In addition to ensuring they have sufficient evidence…students should evaluate the reliability of their evidence.” Three characteristics of reliable evidence are provided, including types of “reliable sources, the degree to which experts have reviewed the evidence for accuracy, and credibility of references and confirmation provided by the source of the evidence.”

  • In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét and create a multimedia timeline of the events: “Media, such as photographs, drawings, videos, audios, and so forth, highlight key events in the story. Be sure to choose high-quality examples, and give full credit to all your sources. Label each entry to explain what is being illustrated.” The materials provide examples of various media; however, there is no evidence of additional guidance to assist students in evaluating the credibility and accuracy of each source. Later in Unit 6, the materials ask students to create an oral presentation utilizing poetry from previous reading and label the activity to include integration of multiple sources and evaluating the credibility and accuracy of each source; however, students choose from one of those texts rather than incorporating evidence from all three, and it does not offer diverse media or formats.

• Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Examples include, but are not limited to, the following:

  • In Unit 2, Survival, Whole-Class Learning, students read “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In Effective Expression, the Writing to Sources assignment states: “Write a listener comment about this radio broadcast. In one to three paragraphs, explain how the show affected you and evaluate the points of view of the people documented in the broadcast, their reasoning, and their explanations.” Questions are provided for students to answer as part of their evaluation, such as: “How do you think professional rescue workers might respond to this broadcast? What do you think a government official would say?” The task requires students to evaluate point of view and reasoning; however, there is no evidence that students identify fallacious reasoning or exaggerated evidence.

  • In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act IV by William Shakespeare, then conduct a class debate. In this task, student instructions explain how to evaluate responses: “Listen carefully as your classmates deliver their responses. Use an evaluation guide like the one shown to evaluate their responses.” In this evaluation, students complete the following evaluation rubric: “Each debater presents an oral response to the question, stating a claim and supporting it with relevant details from the text. A panel of judges or the class as a whole can evaluate the arguments and decide which has the most effective support.” Students evaluate peers on a scale that includes the following criteria: “The claim was clearly stated in the response; The claim was supported with relevant text evidence.”  The task requires students to evaluate point of view and reasoning; however, there is no evidence that students identify fallacious reasoning or exaggerated evidence.

• 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. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan and present a scene that further develops the characters and events the author describes. The materials guide students in planning the project and practicing the scene with reminders, including the following: “Speak clearly and comfortably without rushing. Use your voice in a way that reflects your character’s emotions and situation. Vary your tone and pitch and avoid speaking in a flat, monotonous style. Make sure your body language is appropriate for the character and is neither too limited nor too exaggerated.” A project evaluation guide is also available to analyze their classmates’ scenes during presentations.

  • In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act IV by William Shakespeare. The Speaking and Listening activity is a classroom debate to resolve the question: “Is Juliet’s drinking of the potion a brave act or a foolish act?” Additional instruction with the assignment prompt states: “Each debater presents an oral response to the question stating a claim and supporting it with relevant details from the text.” The Evaluation Guide includes statements for peers to rate each other: “The claim was clearly stated in the response. The claim was supported with relevant text evidence. The debater communicated his or her ideas clearly and convincingly. The debater used appropriate facial expressions, gestures, and eye contact.”

The materials reviewed for Grade 9 meet the criteria for Indicator 1i. 

The materials include various on-demand and process writing opportunities. On-demand writing tasks are offered throughout the year, connecting to the Introduction, Whole-Class Learning, Small Group Learning, and Independent Learning sections. They include a mix of summaries, quick writes, and responses to texts. Process writing tasks include various types of essays using single or multiple texts as sources and following standard writing procedures from prewriting/planning to revising and/or editing. Students are provided step-by-step guidance for each task and a checklist or peer review process. At the end of each Whole-Class Learning section, students complete a writing Performance Task over the course of two days. A Performance-Based Assessment writing task is at the end of each unit with a Unit Reflection. Materials include digital resources where appropriate. The Teacher’s Edition provides guidance on how to model each type of writing, including a launch text to start the unit that functions as a model for the Performance-Based Assessment. The Teacher’s Edition also includes Digital Perspectives boxes in each unit that often suggest digital resources but do not provide the resource or links to the resources. 

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami. In the WriteNow: Express and Reflect, students write a one-page description of someone close to them, reflecting on what that person means to them. In the Teacher’s Edition, instructions state: “Remind students to include details that reveal the person’s personality, not just his or her appearance. Point out that the seventh man draws attention to K.’s physical attributes as well as his personality. Some of these details are positive, while others are somewhat negative. As a whole, they create a more complete picture of what K. was like.” 

• In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act lll, by William Shakespeare, and identify a foil found in the play and write a “dual character study in which you show how two characters in the play provide strong contrasts for one another.” Teachers review the nature of “the foil” in text. Students are encouraged to use the “concept vocabulary” in their writing, and the assignment is followed by a reflection on the process. 

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald, and complete a WriteNow on-demand activity in which they are asked to analyze and interpret an illustration: “Have students write a short analysis of the illustration showing Penelope weaving at her loom. Remind students to include details about her expression, the expression of the other women, and that of the young suitor on the right. Why does the artist depict Penelope standing and not sitting?”

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:

• In Unit 1, American Voices, Whole-Class Learning, Performance Task, students write a nonfiction narrative for the prompt: “Consider how the idea of American identity has changed over time. Then, use your own experience, or that of someone you know or have studied, to write a brief narrative that explores this question: How does your generation define what it means to be an American today?” Students complete the writing process with sections called prewriting/planning, drafting, revising, editing and proofreading, publishing and presenting, and reflecting. Each step includes directions and support.

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay over the course of two days to answer the question, “How did the selections in this section affect those who first heard them or read them?” The Teacher’s Edition provides Revision guidance including but not limited to: “1. Display your first draft on the screen. Use think-alouds as you use RADaR strategies for revision: REPLACE, ADD, DELETE, REORDER. For each change you implement, mark the type of change you made.” Students complete a full writing process, including editing for formal language and proofreading for accuracy.

• In Unit 6, World’s End, Small-Group Learning, students read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow. In the Writing to Compare section, student directions state: “Both accounts of the 1938 radio broadcast offer a claim, or main idea, supported by evidence, or supporting details. Compare and contrast the claims and evidence in each. Then, create a script for an audio production that answers the following question: Did the 1938 radio broadcast cause mass hysteria?” The task then directs students through prewriting, gathering evidence, drafting, reviewing, revising, and editing. The Teacher’s Edition includes instructional support throughout the assignment. 

Materials include digital resources where appropriate. Examples include, but are not limited to, the following:

• All units include interactive digital components such as a reader’s notebook for answering specific questions and making notes about selections, audio summaries, video and audio selections, online annotations, and online assessments. 

• In Unit 1, American Voices, Small-Group Learning, students read “Rules of the Game” from The Joy Luck Club by Amy Tan. In the Teacher’s Edition, Digital Perspectives states: “The 1993 feature film The Joy Luck Club contains scenes based on this excerpt from the novel. After the students complete their close read, show these clips from the movie−particularly the scene where Waverly argues with her mother. Have students compare them with the written text. Ask them how the movie scenes contribute to their understanding of the narrative. Preview all videos before showing them in class.” However, there is no link to the clips or a suggestion of how to access them. 

• In Unit 3, The Literature of Civil Rights, Performance-Based Assessment, students create a multimedia presentation using the informative essay as a foundation. Students choose audio clips and visuals to support their presentations. In the Teacher’s Edition, the Digital Perspectives box gives suggestions for how teachers can prepare students for the assignment: “To help students understand what an effective multimedia presentation looks and sounds like, find examples of a Silicon Valley event in which a new product is being unveiled. Note that even though they won’t be able to match the high production values of these events, students will still be able to learn something about the characteristics of a strong presentation.”

• In Unit 6, World’s End, Introduction, the Teacher’s Edition includes a link to a video on goal setting while reviewing the unit’s learning goals. The launch activity also states to show a video on “Refining Your Thinking” as a part of starting the unit. 

The materials reviewed for Grade 9 meet the criteria for Indicator 1j. 

The materials reflect a 35/39/26 balance of argumentative, informative or explanatory, and narrative writing, which mostly reflects the 40/40/20 distribution of writing modes as required by the standards. he Teacher’s Edition offers some guidance and includes explicit instruction within argumentative, informative, and narrative writing tasks. Where appropriate, writing opportunities are often connected to texts and/or text sets (either as prompts, models, anchors, or supports). 

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing. Materials include an appropriate distribution of writing types with the following percentages for the different modes of writing: 35% argumentative, 39% informative, and 26% narrative. The number of writing opportunities in each mode is 11 argumentative, 12 informative, and eight narrative. Examples include, but are not limited to, the following:

• Percentage or number of opportunities for argumentative writing: Three units address argumentative writing. 35% of writing opportunities over six units are argumentative.

Unit 1: 0

Unit 2: 4

Unit 3: 0

Unit 4: 6

Unit 5: 0

Unit 6: 1

• Percentage or number of opportunities for informative/explanatory writing: Five units address informative/explanatory writing. 39% of writing opportunities over six units are informative/explanatory.

Unit 1: 2

Unit 2: 1

Unit 3: 4

Unit 4: 2

Unit 5: 3

Unit 6: 0

• Percentage or number of opportunities for narrative writing: Two units address narrative writing. 26% of writing opportunities over six units are narrative.

Unit 1: 3

Unit 2: 0

Unit 3: 0

Unit 4: 0

Unit 5: 0

Unit 6: 5

• Explicit instruction in argumentative writing:

  • In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. In the Performance Task, students argue a critical analysis based on the prompt: “Which has a greater impact on the characters in these texts: destiny or personal choices?” The text provides graphic organizers, sentence stems, and instruction in writing with literary analysis as a purpose. The Teacher’s Edition provides the suggestion to “Explain to students that the thesis is the building block of a piece of argumentative writing, noting that it’s called a ‘working’ thesis because it gives the writer something to work with.” The materials also provide instruction to focus on possible counterclaims to reinforce students’ own arguments. The performance task guides students to include appropriate textual evidence to support the claim they develop. 

• Explicit instruction in informative/explanatory writing:

  • In Unit 5, Journeys of Transformation, Whole-Class Learning, Performance Task, students write an explanatory essay answering the question, “How are personal strengths and weaknesses magnified during the course of a journey at sea?” The task walks students through the stages of the writing process with explicit instruction in all phases. Prior to starting the writing, students review the elements of the explanatory essay and a model essay. During prewriting, the focus is on writing a thesis and choosing effective evidence from multiple texts. While drafting, students receive instruction on organization, including what goes in the introduction, body, and conclusion, as well as choosing the right words to convey the writer’s thoughts and ideas. During revision, students are directed to look at their writing for logical organization, depth of evidence, and appropriate tone.    

• Explicit instruction in narrative writing:

  • In Unit 6, World’s End, Whole-Class Learning, students read There Will Come Soft Rains by Ray Bradbury and “By The Waters of Babylon” by Stephen Vincent Benet and write a narrative that answers the following question “At the end of the world, how do we begin again?” Prior to staring the writing, students preview the elements of a narrative and a model narrative. During prewriting, the focus is on “establishing a situation”by considering the key components of the narrative. While drafting, students receive instruction on the organization of their narrative and use a graphic organizer to clearly delineate the core components of their plot before creating a first draft. During revision, students are directed to edit their narratives for narrative techniques and the use of vivid details. Teachers walk students through a sequence of questions that they can ask themselves to make these revisions. 

Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:

• Students have opportunities to engage in argumentative writing. Examples include, but are not limited to, the following: 

  • 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. Examples include, but are not limited to, the following:

    • In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, “The Moral Logic of Survivor Guilt” by Nancy Sherman, and “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In the Performance Task, students write an argumentative paper answering the prompt: “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” As a part of the task, students create a claim, develop their ideas by exploring counterclaims through the completion of sentence stems, and organize ideas with a graphic organizer that develops an introduction, body, and conclusion. Students gather evidence from texts in the materials and outside sources. 

  • 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. Examples include, but are not limited to, the following:

    • In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. In the Performance Task, students argue a critical analysis based on the prompt: “Which has a greater impact on the characters in these texts: destiny or personal choices?” As a part of the writing process, the materials guide students to gather and evaluate evidence from the anchor texts, providing the following instruction: “Do not include any points that you cannot support with multiple pieces of evidence from each text. Likewise, select evidence from the texts that you can use to address a possible counterclaim in a persuasive way that your audience will understand.” This is explicit guidance to provide multiple pieces of evidence while evaluating the validity of the claim and evidence. 

  • 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. Examples include, but are not limited to, the following:

    • In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, “The Moral Logic of Survivor Guilt” by Nancy Sherman, and “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In the Performance Task, students write an argumentative paper answering the prompt: “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” In the writing process, students create transitions between ideas using appropriate words for the context of the transition needed. The textbook provides students with examples and choices for several scenarios of transitions. 

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Examples include, but are not limited to, the following:

    • In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid, retold by Edith Hamilton. In the Performance Task, students argue a critical analysis based on the prompt: “Which has a greater impact on the characters in these texts: destiny or personal choices?” As a part of the writing process, the materials guide students to revise their drafts to eliminate language “such as ‘I believe that’ and ‘My interpretation is.’ Replace them with straightforward claims and explanations, such as ‘The quote shows . . .’

  • Provide a concluding statement or section that follows from and supports the argument presented. Examples include, but are not limited to, the following:

    • In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami, “The Moral Logic of Survivor Guilt” by Nancy Sherman, and “The Key to Disaster Survival? Friends and Neighbors” by Shankar Vendantam. In the Performance Task, students write an argumentative paper answering the prompt: “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” As a part of the writing process, students are guided to include a concluding statement in their first draft that “logically [completes their] argument.” The text outlines this standard in this unit but gives little support or instruction for providing concluding statements 

• Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

  • Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

    • In Unit 1, American Voices, Small-Group Learning, students read “The Writing on the Wall” by Camille Dungy. In the after-reading section, Research, students conduct research to create a digital presentation on one of three topics. The Teacher’s Edition information tells teachers to remind students this should be based on the same evidence as would be used in a written, informative text. Students combine the evidence with visual evidence of the same information to create the digital presentation. 

    • In Unit 3, The Literature of Civil Rights, Small-Group Learning, Performance Task, students create a multimedia presentation for the prompt: “Explain how words have the power to provoke, calm, or inspire.” The Teacher’s Edition includes suggestions for instructing each part of the process. After writing the essay, students create a multimedia presentation based on the information. 

  • 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. Examples include, but are not limited to, the following:

    • In Unit 1, American Voices, Small-Group Learning, students read “With a Little Help from My Friends” from Funny in Farsi by Firoozeh Dumas. In Writing to Sources, students’ instructions state: “Write an essay in which you interpret an important detail or quotation from the selection. Explain what the quote you chose means and how it adds to the portrait Dumas paints of herself as a child, her family, and their relationship to their community in California.” The Teacher’s Edition suggests, “Have each student write their own rough draft. Then, partner students and have them read through each other’s essays with two colored pens. Using one pen, they should highlight the details from the text or important quotations. Then, in another color, they should highlight the explanations of these details.”

  • Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Examples include, but are not limited to, the following:

    • In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the prompt: “How did the selections in this section affect those who first heard them or read them?” In Revising for Focus and Organization, Use Transitions, instructions state: “Make sure the flow of your ideas is clear to your readers. Reread your draft, highlighting places where the addition of a transition word or phrase would clarify your thinking. Words or phrases such as in contrast, finally, additionally, and similarly serve as signposts for the next idea.”

  • Use precise language and domain-specific vocabulary to manage the complexity of the topic. Examples include, but are not limited to, the following:

    • In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the prompt: “How did the selections in this section affect those who first heard them or read them?” One section of the task focuses on revising for precise language. Student instructions state: “As you choose precise words, make sure you avoid overgeneralizations. Look through your draft for clue words, such as all, none, or never that suggest an overgeneralization. Circle these words in your draft and—if you can’t back them up with support—consider qualifying, or limiting, your statements.” The Teacher’s Edition provides additional information when instructing students on writing with precision and clarity.

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Examples include, but are not limited to, the following:

    • In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. In the final stages of the task, student instructions state: “Reread your draft to make sure that you did not use any slang or informal language. Also, keep in mind that informative writing requires an objective tone, so avoid adding personal opinions when presenting facts and information about the time period.”

  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Examples include, but are not limited to, the following:

    • In Unit 5, Journeys of Transformation, Whole-Class Learning, Performance Task, students write an explanatory essay using the texts in the unit to answer the question, “How are personal strengths and weaknesses magnified during the course of a journey at sea?” The task provides step-by-step support for students in the writing process, including a clear introduction, body, and conclusion. Student instructions state: “In the conclusion, restate your thesis and summarize the information that you have shared.” The student checklist includes Focus and Organization guidance: “Provides a conclusion that follows from the thesis and the body paragraphs.”

• Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

  • 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. Examples include, but are not limited to, the following:

  • In Unit 6, World’s End, Whole-Class Learning, students read By the Waters of Babylon by Stephen Vincent Benet and write a “sequel that begins after the last sentence” of the text. Students reflect on guiding questions that allow them to develop the context of the sequel. Student instructions state that the narrative must have “a beginning, a middle, and an end,” must have “realistic dialogue,” “detailed descriptions,” and “pacing that speeds up or slows down the action.” Students are reminded to “keep some constancy between the character in the original and the character in the sequel.”

• Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Performance-Based Assessment, students write a Nonfiction Narrative to the prompt, “How is an ‘American’ identity created?” Students use personal experiences as a reference for this assignment and should “consider geographical, social, legal, and emotional aspects of this question.” 

• Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Examples include, but are not limited to, the following:

  • In Unit 6, World’s End, Whole-Class Learning, Performance Task, students write a narrative that answers the question, “After the end of the world, how do we begin again?” Students write “three descriptions of a civilization that has been destroyed by extremely powerful weaponry.” Students are reminded that a narrative has a “smooth and logical sequence of events.” Although transition words are not specifically referenced in this assignment, there are tasks directly related to pacing and logical movement from one event to the next.

• Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Examples include, but are not limited to, the following:

  • In Unit 6, World’s End, Performance-Based Assessment, students write a short story that develops a theme related to the question, “Which matters more-the past, the present or the future?” Students  “introduce a main character and a situation or problem and establish a narrator’s point of view.” As students write the narrative, they are encouraged to “use a variety of techniques and descriptive language to depict the setting, events, and characters.” 

• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Whole-Class Learning, students read American History by Judith Ortiz Cofer and write an alternative ending to the story that picks up “after Elena knocks on Eugene’s door.” Students are advised that their new ending should “flow logically from the story’s earlier events” and be “consistent with your understanding of the characters.” In addition, the new ending should address the conflicts in the story to maintain consistency.

Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:

• In Unit 2, Survival, Small-Group Learning, students read from Life of Pi by Yann Martel and write an argument connecting to the text and the movie version. Students incorporate text evidence and complete an evidence log in which they record what they have learned from the text. 

• In Unit 5, Journeys of Transformation, Whole-Class Learning, Performance Task, students write an explanatory essay for the question, “When does the journey matter more than the destination?” The task requires students to “Use relevant evidence from at least three of the selections you read and researched in this unit to elucidate your ideas.”

The materials reviewed for Grade 9 meet the criteria for Indicator 1k.

The materials provide frequent opportunities for students to learn, practice, and apply writing using evidence. Writing opportunities are focused on students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. The writing opportunities include shorter specific writing aligned with a specific text or texts, longer process writing in the performance tasks, writing as a preparation for a speaking task, and short, informal written responses to questions. During Whole-Class Learning, most units end with a writing task that involves explicit instruction in the skills needed to complete the task. During Small-Group Learning, students work collaboratively to complete research assignments and other writing projects that reference the text and often require support from the text or other credible sources. Graphic organizers are available to help students organize textual evidence to support a claim. Students are required to go outside the texts and conduct research to add additional evidence for some activities. All units have multiple opportunities to write using evidence, although it is more limited in Unit 6, which focuses on students doing narrative writing. The Teacher’s Edition provides guidance to assist students when completing writing tasks and can offer additional support in the form of modeling and graphic organizers. 

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 2, Survival, Whole-Class Learning, students read  “The Cost of Survival” (author not cited). After reading, students write a summary of the text. The teacher is instructed to provide students with the following guidance for their summary paragraphs:

  • “Write in the the present tense.

  • Make sure to include a title of the work.

  • Be concise: a summary should not be equal in length to the original text.

  • If you need to quote the words of the author, use quotation marks.

  • Don’t put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author says, not to provide a critique.”

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay to answer the question, “How did the selections in this section affect those who first heard them or read them?” In the Pre-Writing section, teachers guide students through finding reliable evidence to support their answers. The Teacher’s Edition provides the following guidance for teachers as they give students feedback on their evidence selection “Tell students that there is a wealth of sources that could supply the information they’re seeking. Encourage them to be strategic when choosing sources for their research and to think about specific facts or details they would like to find” and “Remind students that their online sources should be credible and reliable.Help students see that all web addresses are not equally valid, and encourage students to review each site critically.” The rubric to evaluate the essay says the highest level of performance is using specific reasons, details, facts, and quotes to support the thesis. 

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey By Homer, translated by Robert Fitzgerald. After reading, they complete Writing to Sources activity in which they “write a short biography of Odysseus based on details presented in the Odyssey. Include the basic facts of the hero’s life and adventures, including his important relationships, and hold your reader’s attention by describing dramatic situations in detail.” The teacher is provided with the following guidance to provide students with feedback as they write:

  • “Explain to students that when they write a biography, they should focus on gathering factual information on a person’s life.

  • One way biographers can strengthen a biography is by including material about their subject’s youth, birthplace,and experiences. 

  • Discuss with students how examining social and environmental influences on a person helps biographers draw inferences about that person’s character and behavior when he or she becomes an adult. Ask students why focusing on key events in a subject’s life and examining how that person’s response to a crisis might be informative to readers.” 

Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. Examples include, but are not limited to, the following:

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay, and the materials ask students to provide adequate support: “One of the main ingredients of a strong informative essay is the evidence you assemble to support your ideas. For example, you might be making a point about how Kennedy’s speech affected the mood of the crowd. You could support that point with an exact quotation from an eyewitness or with details about the emotions that people in the crowd experienced, based on your sources.”

• In Unit 4, Star-Crossed Romances, Small-Group Learning, students view “Tragic Romeo and Juliet Offers Bosnia Hope” by Nic Robertson. In the analysis practice, students work in groups to respond to the prompt: “Review and Synthesize: With your group, review the entire newscast. What does the newscast convey about tragedy and about hope? Support your ideas with evidence from the media.”

• In Unit 5, Journeys of Transformation, Performance-Based Assessment, students write an explanatory essay about how strengths and weaknesses can affect a journey using relevant evidence from at least three of the selections they read and researched in the unit. 

The materials reviewed for Grade 9 meet the criteria for Indicator 1m. 

The materials provide a comprehensive year-long plan for students to acquire both academic and concept vocabulary in a systematic way. Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Materials include lessons and activities for vocabulary critical to understanding the text, the overall concept of the unit, and the genre of writing for each unit. Vocabulary is repeated in various contexts (before texts, in texts) and across multiple texts. Units systematically build vocabulary, as each unit includes academic vocabulary instruction before reading texts in the Introduction and builds during the reading of individual texts. Activities for demonstrating understanding of the Concept Vocabulary become more complex as the year progresses. Vocabulary is associated with the writing focus of the Performance Tasks, and students can incorporate vocabulary in authentic ways during the Performance Tasks and from their Word Networks during the Performance-Based Assessment. Stand-alone vocabulary assessments include a pre-test, mid-year assessment, and end-of-year assessment. The Vocabulary Center includes supplemental practice resources for students to work with common general academic and domain-specific words using Interactive Vocabulary Lessons, Word Study Worksheets, Domain-Specific Academic Vocabulary lessons, and General Academic Vocabulary lessons. Materials provide teacher guidance outlining a cohesive vocabulary development component.  

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials include a Standards Correlation, including Language: Conventions, Effective Use, and Vocabulary: “The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words, and phrases.” Each unit includes Vocabulary/Word Study, and the Unit at a Glance includes the academic vocabulary, concept vocabulary, and word study, such as the following: Latin Prefix, Latin Root, Cognates, Connotation and Denotation, and Multiple-Meaning Words. The materials include a consistent approach for students to interact with word relationships and build academic vocabulary regularly. Each unit offers information in the Introduction regarding the Academic Vocabulary for students to interact with and with teacher guidance, such as offering possible student responses. The materials offer Language Development consistently in the Whole-Class and Small-Group Learning sections with Word Networks and through annotations when close reading. The Teacher’s Edition End Matter also includes a Glossary: Academic Concept Vocabulary and the academic vocabulary appears in blue type. The Index also offers a list of the academic vocabulary and concept vocabulary with corresponding page numbers.

• In the Teacher’s Edition during the Launch text of each unit, the Vocabulary Development box provides teachers with additional Academic Vocabulary Reinforcement activities. 

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In each unit, academic and concept vocabulary are embedded throughout. In each unit Introduction, students view a chart with academic vocabulary for the unit, read mentor sentences with the words, and complete a chart for the predicted meaning and related words. Each text Introduction includes a Concept Vocabulary section where students rank words from least familiar to most familiar. All words are defined in the footnotes of the text. After reading, the Concept Vocabulary section includes activities with words from the Introduction, and the Word Study section includes practice with Latin and Greek word parts. The structure of the vocabulary lessons remains consistent throughout the year.

• In Unit 2, Survival, Whole-Class Learning, students read “The Seventh Man” by Haruki Murakami and encounter the vocabulary word desperate, ranking their familiarity before the reading, reading the word in context, and considering why the word is used after the reading. Later in the unit, during Small-Group Learning, students encounter the word again while reading “The Voyage of the James Caird” from The Endurance by Caroline Alexander. In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act III by William Shakespeare, and the vocabulary word desperate appears in the text. Students respond to questions as they analyze craft and structure, such as “2. What criticisms of Romeo does the Friar express in his Act III, Scene iii monologue beginning, ‘Hold thy desperate hand’? Cite details from the monologue in your response.” Students encounter the same vocabulary again in Act IV and V. They complete a Word Study: “1. Identify yet another word that belongs to the same family as desperate, despair, and desperation.”

• In Unit 4, Star-Crossed Romances, Introduction, recurrent is one of the academic vocabulary words introduced. It is also used again in the Whole-Class Learning, Performance Task, where students are encouraged to use the academic vocabulary in their argumentative essay. In the Performance-Based Assessment, students are reminded they will need to know the meaning of the academic vocabulary to successfully complete the assessment. The vocabulary is included in three activities in Unit 4 but is not formally revisited when it is used in other units.

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 1 by Homer, translated by Robert Fitzgerald, and encounter the vocabulary word craft. The word appears again during Part 2.

• In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét and study the Concept Vocabulary, including purified, bade, stern, fasting, customs, and summoned. The summary paragraph explains, “These concept words all help to describe the elaborate ceremonies and rituals that Jaoh’s people have created.” In the Why These Words section, students answer questions such as, “How does the concept vocabulary help readers understand John’s culture?” Students use each one in a sentence to answer questions about the word, such as “How might you feel after fasting for 24 hours?”

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 9–10 General Academic Vocabulary, the lesson includes Show It, Try It, and Apply It sections. Examples of Vocabulary Terms include, but are not limited to: allusion, empathy, hypothesis, suspense, chronicle, and integral. The Interactive lessons include the following student activity: “Drag each vocabulary word in the left-hand column to match it with the word in the right-hand column that has the same root as the vocabulary word.” 

• In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 9–10 Domain-Specific Academic Vocabulary, the lesson includes Show It, Try It, and Apply It sections. Examples of Vocabulary Terms include, but are not limited to: ideology, sovereignty, catalyst, monochrome, genetic mutation, local area network, and tangent. The Interactive lessons include the following student activity: “Identify the domain of each vocabulary word. Drag each word into the correct subject area column.” 

• In Unit 3, The Literature of Civil Rights, Introduction, the materials include academic terms that “appear in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful to you in this unit as you analyze and write informative texts.” Students complete a chart to predict meaning and write at least two related words for the following: disrupt, coherent, notation, aggregate, and express. 

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald. The materials provide the Tier II words, craft, dissemble, incredulity, bemusing, guise, and deceived. The word craft is a multiple-meaning word, and the others are Tier II, high-frequency academic words.