9th Grade - Gateway 2

The materials reviewed for Grade 9 meet the criteria for Indicator 2a. 

The materials are organized around a cohesive topic(s)/theme(s) that build students’ ability to read and comprehend complex texts independently and proficiently. The materials include six units, each focusing on a topic related to the Essential Question, which can be found in the Teacher’s Edition Table of Contents and Frontmatter. Each section has a guiding question that builds to an answer for the unit Essential Question; texts are tied to these questions through a unifying theme. Students complete readings during Whole-Class Learning, Small-Group Learning, and Independent Learning. A variety of texts are provided with varying levels of complexity to build students’ knowledge and ability to navigate complex text independently and proficiently by the end of the year. Each text builds knowledge in either the topic, literary skill, or historical time period the text represents. Historical, biographical, cultural, or textual references are included to build and support student comprehension of the anchor texts. The Teacher’s Edition notes several areas of support for background knowledge and scaffolding support in vocabulary and knowledge acquisition, close reading annotations, and discussions. Texts are followed by a set of questions and activities divided into consistent sections: Before Reading includes Concept Vocabulary and First Read Strategies; After Reading includes Comprehension Check, Research, Close Read the Text, Analyze the Text, Analyze Craft and Structure, Concept Vocabulary, and Author’s Style. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials consistently share how students engage with text around each unit topic. A Launch Text “introduces a perspective on the unit topic.” During Whole-Class Learning, teachers are directed to “lead the shared reading experience providing modeling and support, as students begin exploring perspectives on the unit topic.” The next step is for students to “encounter diverse perspectives on the unit topic, working in collaborative teams.” Finally, during Independent Learning, students choose “a text to explore an aspect of the unit topic and share their learning with the class.”

• In Unit 2, Survival, the Essential Question is “What does it take to survive?” and students read multiple texts that connect to the topic, such as a Launch Text, “The Cost of Survival” (author not cited); a Whole-Class Learning text, “The Moral Logic of Survivor Guilt” by Nancy Sherman; a Small-Group Learning text, “I Am Offering This Poem” by Jimmy Santiago Baca; and, an Independent Learning text selection, such as “Seven Steps to Surviving a Disaster” by Jim Y. Kim.

• In Unit 3, The Literature of Civil Rights, the Essential Question is “How can words inspire change?” and students read multiple texts in small-Group Learning that connect to the topic, such as “Remembering Civil Rights History, When ‘Words Meant Everything’” by PBS NewsHour; a poetry collection, including “For My People” by Margaret Walker; “Lessons of Dr. Martin Luther King, Jr.” by Cesar Chavez; and “Traveling” from Just as I Thought by Grace Paley. 

• In Unit 5, Journeys of Transformation, the Essential Question is, “What can we learn from a journey?” and students read multiple texts in Whole-Class Learning that connect to the topic, such as The Odyssey, by Homer, translated by Robert Fitzgerald; from The Odyssey, A Graphic Novel by Gareth Hinds; “Application for a Mariner’s License” by the United States Government. 

The materials reviewed for Grade 9 meet the criteria for Indicator 2b. 

The materials include high-quality questions and tasks in which students analyze key ideas, details, craft, and structure within individual texts as well as across multiple texts. The materials are organized in a consistent pattern across all units with multiple after-reading activities. The First-Read Guide requires students to note what they notice, annotate the text, connect ideas with other selections, and respond by writing a brief summary. The Close-Read Guide provides students with reminders to revisit sections and annotate what they notice. The Close-Read Guide includes the Analyze the Text and Analyze Craft and Structure sections in which they analyze key ideas and details as well as consider the author’s choices of patterns, structure, and techniques. All of the activities require students to revisit the text and use specific text evidence in their answers. In the Teacher’s Edition, the sample answers also include the depth of knowledge levels for questions; most are at DOK 2 or 3. For some texts, the questions lead to the subsequent Writing or Speaking and Listening activities. These questions also build toward the various Performance Tasks embedded after Whole-Class Learning, Small-Group Learning, and at the end of the unit. Students keep an evidence log and notebook throughout each unit to record responses and help them prepare for the culminating tasks. 

For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman. In Analyze the Text, students answer a series of questions labeled with the analysis skill and use text evidence: 

  • “Make Inferences: Why do many people consider survivor guilt to be irrational or unreasonable? 

  • Draw Conclusions: How does Sherman respond to this opinion? Explain. Interpret: What does Sherman mean when she refers to ‘moral logic’ in the title of her essay? 

  • Compare and Contrast: How are Captain Bonenberger’s and Captain Prior’s experiences similar and different?

  •  Connect: What idea do both of their stories support? Explain.” 

• In Unit 4, Star-Crossed Romances, Small-Group Learning, students read “Romeo and Juliet is a Terrible Play and David Leveaux Can’t Change That” by Alyssa Rosenberg and “In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness” by Noah Berlatsky. In Writing to Sources, students answer the following prompt: “Join the conversation between Rosenberg and Berlatsky by writing responses to these two essays about Shakespeare’s play The Tragedy of Romeo and Juliet.” Students analyze the different points the authors make to draw a conclusion.

• In Unit 5, Journeys of Transformation, Small-Group Learning, students read from “The Hero’s Adventure” by Joseph Campbell and Bill Moyers. In Making Meaning, students analyze key ideas and details through analysis of how the author unfolds the events. The First Read asks students to annotate and “mark passages that are strong examples of the author’s use of diction when describing heroes in mythological stories.” During a Close Read, students consider: “What is an advantage of reading an interview with the author? How does this help you interpret the text? Are there any drawbacks to hearing what the author has to say about his or her work?” In the Teacher’s Edition, students take a Closer Look at the text and answer questions as teachers facilitate: “Guide students to consider what these details might tell them. Ask what a reader can infer from the author’s comparison…Ask students why the author might have included these details.” 

For most texts, students analyze craft and structure (according to grade-level standards). 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. In Analyze Craft and Structure, students consider Complex Characters and review the ways in which readers can identify complex characters. Students can use a supplemental worksheet to guide their thinking and organize evidence from the text that focuses on the main characters. Students complete a chart and discuss their ideas in a group for the following task: “Identify at least two conflicts Waverly and her mother face. Do Waverly and Mrs. Jong change or grow as a result of their experiences? If so, in what ways? If not, why? What central ideas do Waverly and her mother’s conflict emphasize? What insights about life or the human condition does the story express?” 

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr., and analyze craft and structure in persuasive speeches: “Strong persuasive speakers present information and supporting evidence clearly and logically so listeners can follow the reasoning. Persuasive speakers may use charged language—language that appeals to emotions. In addition, they often use rhetorical devices—patterns of words and ideas that create emphasis and emotion.” In their notebooks, students answer questions such as “1. In this speech, what is King attempting to persuade his listeners to think or do? 4. This speech has become an iconic part of American history. Do you think it deserves this standing? Support your answer with text evidence and your analysis of King’s use of rhetoric.” During the close read, students also answer questions, such as “What effect do these references have on both the meaning and the emotional impact of the speech?” When students analyze the text, they answer the following question: “5. Essential Questions: How can words inspire change? What have you learned about the power of words by reading this speech?”

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald. Students complete the Close Read task: “Identify details in lines 1048–1050 that relate to the concept of identity. Why do you think Homer places such emphasis on the idea of identity? How do these words emphasize Odysseus’ message to his son?” In lines 1120–1132, the instructions state: “Identify details related to how Odysseus tells his son what he should do if the suitors abuse Odysseus. What do these words suggest about Telemachus’ emotions? How do these words express Odysseus’ sense of his son’s love for him?”

• In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét. After reading, students analyze the figurative language choices and how that impacts the text by answering the following question set: “(a) What does John compare his knowledge to in paragraph 26? (b) interpret How does this metaphor help you understand how John feels at this point in the story?” 

The materials reviewed for Grade 9 meet the criteria for Indicator 2c. 

The materials include multiple opportunities for students to analyze the integration of knowledge and ideas within individual texts and across multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and/or text-dependent questions and tasks. The materials provide related questions as students comprehend and analyze texts and complete culminating tasks. Most sets of questions and tasks require students to analyze the integration of knowledge and ideas across the unit to build knowledge around a topic/theme and the essential question. In some instances, the materials pair two or more texts, and students practice the same skills across all texts. Multiple texts connect to the essential question in preparation for the end-of-unit assessment. In this assessment, students synthesize ideas based on various text-dependent prompts that align with grade-level standards. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. 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. In a Close Read box, student instructions state: “In paragraph 5, mark words and phrases related to temperature.” Students answer, “Why is the narrator so focused on feelings of hot and cold? How do these details help readers understand Elena’s feelings of isolation?” In Analyze the Text, students answer the following questions in their notebooks: “In what ways does this story reflect social issues facing America in the 1960s? What subject is Elena planning to study with Eugene? What other reasons might Ortiz Cofer have for calling this story ‘American History’? Essential Question: What does it mean to be ‘American’? What have you learned about American identity from reading this section?”

• In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman. In Analyze Craft and Structure, students delineate and evaluate the argument and specific claims of the text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. Students answer questions in their notebooks, such as, “What key question does Sherman ask early in this editorial? In your own words, briefly state her answer, which is her central idea. In paragraph 8, Sherman compares survivor guilt to ‘a zero-sum game.’ Define a zero-sum game. How does Sherman’s use of this mathematical term support her argument? Is Sherman’s claim and support well-reasoned and convincing? Explain, citing specific details to support your opinion.”

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “Letter From Birmingham Jail” by Dr. Martin Luther King, Jr. In the Close Read the Text section, student instructions state: “Identify sections of text that demonstrate Dr. King’s non-confrontational approach” and “reveal what King is apologizing for” and answer questions, such as, “What can we infer about Dr. King’s attitude and mindset based on the language he uses? Why would King express his apology in this way? How does this approach emphasize what King believes is the real problem to address?” In the tenth paragraph of the text, students “mark the words that King repeats” and answer the following questions: “Why does King revisit this word? What is he trying to show or explain? What is the effect of King’s effort to clarify what he means in using this word?” In the Analyze the Text task, students analyze the argument using the following questions: “Reread paragraphs 13–18. How does Dr. King explain his decision to break the law? Why is Dr. King more concerned with the attitudes of ‘white moderates’ than he is with those of outright enemies of integration? Explain.”

• In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét. In the Close Read the Text section, students “mark a keyword that the narrator repeats” in paragraph 1 and answer the following questions: “What emotional quality or tone does this repetition create? What does this repeated word suggest about the narrator and his society?” In paragraphs 13–16, students identify examples of repetition and answer the following questions: “Why has the author chosen to repeat words and word patterns? What overall effect does the use of repetition create?” Students analyze paragraph 25, look for “contrasting details in John’s song,” and answer the following questions: “Why has the author chosen to emphasize contrasting ideas? What can you conclude about John from his song?”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 1, American Voices, Whole-Class Learning, students read “A Quilt of a Country” by Anna Quindlen and “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. In Writing to Compare, student instructions state: “Deepen your understanding of both texts by comparing each writer’s diction.” Students learn the definition of diction and the purposes for using different types of diction. The Assignment states: “Write an essay in which you consider how diction and tone reflect each author’s purpose, audience, and message.” In Prewriting for the assignments, students fill in a chart in their notes for both stories, listing two types of diction, and answer a question: “How does each author’s diction and tone reflect his or her purpose for writing and the audience he or she is trying to reach?”

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” and “Letter From Birmingham Jail” by Dr. Martin Luther King, Jr. Students compare and analyze the two texts and their literary significance, including how they address relates themes and concepts. As students analyze King’s speech, they answer questions such as the following: “Interpret: What does King mean when he refers to the African American as an ‘exile in his own land?’ Evaluate What idea is King trying to convey when he says that ‘unearned suffering is redemptive?’ Essential Question: How can words inspire change? What have you learned about the power of words by reading this speech?” As students read King’s letter, they analyze the text, answering questions such as the following: “Why is Dr. King more concerned with the attitudes of ‘white moderates’ than he is with those of outright enemies of integration? Explain. Essential Question: How can words inspire change? What have you learned about the power of words from reading this text?”

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald, and read from The Odyssey, A Graphic Novel by Gareth Hinds. In the Writing to Compare Assignment, student instructions state: “Write a review of the graphic novel in which you examine the choices Gareth Hinds made in adapting the scene in the land of the dead from Homer’s Odyssey. Evaluate how well Hinds captures the scene.” In Prewriting, students answer questions in their notebooks: “Is Hinds’s adaptation of the scene faithful, or true, to the original? Why or why not? Does Hinds’s adaptation add something new to Homer’s work? Explain. Does Hinds’s artwork do justice to the poem? Is his organization of the text effective? Explain. Does Hinds’s adaptation enhance Homer’s work or diminish it? Explain.”

• In Unit 6, World’s End, Small-Group Learning, students listen to “Radiolab: War of the Worlds” by NPR and read “The Myth of the War of the Worlds Panic” by Jefferson Pooley and Michael Socolow. Students work in their groups to address the following prompt: “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?” After working together to analyze the two arguments, students create either a podcast, radio essay, or radio play. Individually, students answer the following questions after giving their presentation: “What types of evidence does the radio broadcast include that the magazine article does not? What types of evidence does the magazine article include that the radio broadcast does not? In what ways does the medium of each selection affect the types of evidence it uses? Does one account do a better job than the other of supporting its claim? Explain.”

The materials reviewed for Grade 9 meet the criteria for Indicator 2d. 

The materials include multi-faceted culminating tasks that require students to show their knowledge and understanding of a topic through integrated literacy skills. Each unit across the grade level includes an essential question connecting to a topic/theme. The units include Whole-Class Learning and Small-Group Learning opportunities. Students build knowledge of the topic/theme under study by reading various texts, completing writing tasks, and engaging in speaking and listening with peers. The Whole-Class Learning Performance Task, Small-Group Learning Performance Task, and Performance-Based Assessments in each unit provide students with an opportunity to demonstrate comprehension and knowledge of the topic/theme through various means addressing several different standards. The Whole-Group Learning Performance Tasks assess writing, and the Small-Group Learning Performance Tasks assess speaking and listening skills. Throughout the unit, shorter culminating tasks following each reading also provide practice opportunities for multiple skills. Teachers can provide feedback to support students with mastery by the end of the unit. The Teacher Resources includes an Assessment section that provides online and PDF versions of selection tests, extension selection tests, unit tests, extension unit tests, and beginning-, middle-, and end-of-year tests. Each exam includes multiple choice and short answer questions testing various standards.

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In the Teacher’s Edition, each Introduction for the unit includes information about the Unit Goals, including goals for Reading, Writing, Research, Language, and Speaking and Listening. The Teacher’s Edition states, “These unit goals were backward designed from the Performance-Based Assessment at the end of the unit and the Whole-Class and Small Group Performance Tasks. Students will practice and become proficient in many more standards over the course of this unit.”

• In Unit 2, Survival, Whole-Class Learning, Performance Task, students write an argument after reading three selections, connecting to the essential question: “What does it take to survive?” The Teacher’s Edition includes guidance: “Explain to students that after they have finished reading the selections, they will write an argument about survivor guilt. To help them prepare, encourage students to think about the topic as they progress through both selections and as they participate in the Whole-Class Learning experience.” When students engage in the writing task, they use their knowledge of the texts to defend a position on the topic and question, “Should the narrator of ‘The Seventh Man’ forgive himself for his failure to save K.?” and address writing standards and present their work to peers.

• In Unit 3, The Literature of Civil Rights, Small-Group Learning, Performance Task, students create a multimedia presentation. After reading stories, poems, and a speech about the struggle for Civil Rights in the United States, student groups create and present a multimedia presentation answering the question, “Why do words and actions in some time periods produce meaningful change—and in others do not?” Groups analyze the texts to find evidence of ways words and actions associated with the selection did or could cause change. Groups organize ideas, write a script adding images, graphics, and sound to the written text on the presentation, and practice the presentation using a checklist for effective presentations before giving the presentation to the class. 

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 1 and Part 2 by Homer, translated by Robert Fitzgerald, and The Odyssey, A Graphic Novel by Gareth Hinds. In the Writing to Compare activity, students write a review of the graphic novel discussing how well the graphic novel represents the scene from the translated version. Students start by analyzing the characters, setting, conflicts, and imagery in both versions, followed by answering a series of questions analyzing the overall adaptation of the epic poem to the graphic novel format. After creating a rough outline, students draft, review, revise, and edit their review before turning in the final draft. The task addresses reading and writing standards.

• In Unit 6, World’s End, Performance-Based Assessment, students respond to a related prompt: “Which matters more—the present or the future?” that connects to the Essential Question of the entire unit: “Why do we try to imagine the future?” Students complete an Evidence Log throughout the unit when reading selections to prepare for the Performance-Based Assessment, which is completed independently. The Teacher’s Edition provides the following guidance: “Prior to beginning the Assessment, ask students to think about whether they put more thought into the present or future.” Students can refer to their previous work throughout the unit, including the Evidence Log and Word Network, as they write a short story. The task addresses writing standards and speaking and listening standards.

The materials reviewed for Grade 9 meet the criteria for Indicator 2f. 

The materials include research and writing activities and projects that are sequenced and encourage students to develop knowledge and understand different aspects of a topic. Materials provide opportunities for students to complete research activities tied to topics as a part of the research process to build mastery of the grade-level standards. The language of the standards is present in the student materials and often referenced in the directions for assignments to allow students to make connections to their learning. Research is integrated throughout the curriculum in regular short research activities associated with specific texts. Students synthesize multiple texts and source materials to gain knowledge and understanding of the topic. Regular features in the after-reading activities are Research to Clarify and Research to Explore tasks that allow students to practice research skills related to the texts or topic. The final Performance Task in most units requires that students use knowledge from the selections and their research to answer the prompt. The Reflection task in each unit addresses student research goals and understanding. Materials support teachers in employing projects, including a research toolkit. Guidance is available in the Teacher’s Edition, connecting with the topics and suggesting ways to assist students during the research process. Additional resources are available for teachers in the Research and Writing Center, including mini-lessons and a research PowerPoint. 

Research projects are sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to, the following:

• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 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 question: “How did the selections in this section affect those who first heard them or read them?” Students conduct research using a variety of sources, such as primary sources, secondary sources, digital sources, print sources, and original research. Evaluate Sources reminds students: “To ensure that the sources you use are reliable, evaluate them carefully by asking yourself the following types of questions: Is the writer an authority on the subject? Is the information current, and does the publisher have a good reputation? Do other sources confirm the information in this source?” The materials also remind students: “Keep a reference list of every source you use. Note each source’s author, title, publisher, city, and date of publication.”

  • In Unit 6, World’s End, Small-Group Learning, students read “The Nuclear Tourist” by George Johnson and complete research to learn more about the setting of the text. In small groups, students have three options for completing a project that builds on their understanding of the content. Student instructions state: “Consult a variety of reliable and trustworthy sources such as newspapers, peer-reviewed magazine and journal articles, encyclopedias, and books written about the subject.” Student instructions on using the Internet to research state: “Look for articles and studies that list their own sources” and use a checklist to “determine the quality and usefulness of the sources.” 

Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic via provided resources. Examples include, but are not limited to, the following:

• In the Teacher Resources, a Plagiarism Checker is provided for teachers to access via Safe Assign, which offers guidance for implementation, including Video Tutorials: “SafeAssign is effective as both a deterrent and an educational tool. Use SafeAssign to review assignment submissions for originality and create opportunities to help students identify how to properly attribute sources rather than paraphrase.” The tool will assist educators when assigning research projects and connects to W.9.8 when students avoid plagiarism.

• The materials offer Research Minilessons and a Writing and Research Center with a Research Writing PowerPoint Presentation that introduces research writing and provides prewriting tips to assist students in formulating a research question and making a Research Plan, such as “Once you have written your major research question, you are ready to make a research plan. As part of your plan, you will create a timeline for finishing your report. You also will find and evaluate sources of information.” The PowerPoint Presentation includes guidance relating to how to organize a research report and revise and edit the draft. A grammar mini-lesson follows, and student instructions for publishing the piece state: “When you’ve finished your final draft, publish it. Use this chart to identify a way to publish your informational research report for the appropriate audience.” The Teacher’s Edition: End Matter, Tool Kit: Research includes detailed guidance for Conducting Research, Reviewing Research Findings, and Incorporating Research Into Writing.

• In Unit 1, American Voices, Small-Group Learning, students read “The Writing on the Wall” by Camille Dungy. Teachers facilitate the Comprehension Check, and guidance is available to assist students during Research to Clarify and Research to Explore, such as “If groups struggle to come up with a research topic, you may want to suggest that they focus on one of the following topics: How were immigrants processed at Angel Island? What happened to the detainees after they left Angel Island?”

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. The Teacher’s Edition provides the following support: “Strategic Support: Gathering Information Students might have difficulty organizing all the information they discover during their research. Suggest they take notes on notecards while reading books and other print sources. For online research, encourage students to list the URLs of the helpful websites in a document and to copy and paste relevant passages into the document.”

Materials provide many opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process. Examples include, but are not limited to, the following:

• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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 Research practice task, students complete a short research project, working in groups to create a digital presentation on one of the following topics: Angel Island, the poetry of Angel Island, or Chinese immigration in the United States. 

  • In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “Letter from Birmingham Jail” by Dr. Martin Luther King, Jr. In the Teacher’s Edition, the Personalize for Learning box suggests that students use the Internet to research some of the events that transpired between 1960 and 1963 in Birmingham to understand how those events might have angered the African-American community. 

  • In Unit 5, Journeys of Transformation, Small-Group Learning, students read from “The Hero’s Adventure” by Joseph Campbell and Bill Moyers, and students research to create a multimedia presentation: “Incorporate charts, images, video, music, or any other media that help convey your ideas effectively to explain a subject.” Students can choose from three options for the research project, such as “Joseph Campbell’s philosophy is often summarized in his quote ‘Follow your bliss.’ Research what Campbell means by this quotation and consider whether or not this belief is consistent with the ideas he expresses in the interview.”

• Draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following:

  • In Unit 1, American Voices, Whole-Class Learning, students read “A Quilt of a Country” by Anna Quindlen and “The Immigrant Contribution” from A Nation of Immigrants by John F. Kennedy. Students complete a Writing to Compare task. The task asks students to apply grades 9–10 Reading standards to literary nonfiction as they draw evidence from the two texts to support their analysis and record observations in the chart for types of diction. After reading, students complete the Research to Clarify task by choosing one unfamiliar detail from the story to research in detail and then share how what they learned impacts their understanding of the detail. In the Research to Explore activity, students write research questions to learn more about something of interest to them in the text. 

  • In Unit 2, Survival, Performance-Based Assessment, students write an argument: “Use credible evidence from at least three of the selections you read and researched in this unit to support your claim.” The standards criteria are included in the assessment rubric, which students have access to before completing the assignment.

  • In Unit 4, Star-Crossed Romances, Performance-Based Assessment, student instructions state: “Write a literary criticism that explores how the selections in this unit address the following question: Should the opinions of others affect our own choices or destinies? Integrate text evidence from each of the selections you address in your essay and build a compelling argument.” The provided rubric assesses these standards, and students have access to the rubric from the beginning of the assessment.

The materials reviewed for Grade 9 meet the criteria for Indicator 2g. 

The materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards; however, not all instruction is aligned to grade-level standards with opportunities for explicit instruction. By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Most speaking and listening standards and most writing standards are covered in the Frontmatter of the Teacher’s Edition, but the student tasks do not always adequately address the full intent of the standard.

Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• In each unit, the Unit at a Glance section lists the standards for each student activity in one of three columns: Analyze Craft and Structure, Conventions/Author’s Style, and Composition/Research/Speaking and Listening. Page numbers are not listed next to these entries, though the Teacher’s Edition: End Matter PDF includes an Index of Skills where page numbers are provided. In the Teacher’s Edition Table of Contents and Frontmatter PDF, the materials provide the Correlation to myPerspectives® English Language Arts document with page numbers: “The following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address standards through Personalize for Learning notes and additional resources available only in the Teacher’s Edition.” The materials do not always provide explicit instruction on the grade-level standards. 

• In Unit 2, Survival, Whole-Class Learning, students read “The Moral Logic of Survivor Guilt” by Nancy Sherman, students address the standard RI.9-10.1: “Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text.” The Correlation to myPerspectives® English Language Arts document states: “Students will address this standard in Analyze the Text features which appear with every informational text selection.” When students complete the Analyze the Text questions, they answer questions: 

  • “Make Inferences: Why do many people consider survivor guilt to be irrational or unreasonable? 

  • Draw Conclusions How does Sherman respond to this opinion? Explain.” 

The Teacher’s Edition provides guidance for formative assessment as students analyze the text, including but not limited to: “If students fail to cite evidence, then remind them to support their ideas with specific information. If students struggle to identify the rationale for feelings of survivor guilt, then discuss the different types of guilt, then discuss the different types of guilt, and illustrate them with examples.” There are seven instances across the school year when the students have an opportunity to address standard RI.9-10.1, and teachers can engage in explicit instruction.

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, Performance Task, students write an informative essay. This task contains some instruction on W.9-10.8: “Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.” The first activity includes a review of the types of sources (primary, secondary, digital, print, and original), after which students list sources and possible search terms. The instruction states how to use their browser to conduct research. Next, students learn how to evaluate the credibility of sources with instructions telling them to ask themselves questions: “Is the writer an authority on the subject? Is the information current, and does the publisher have a good reputation? Do other sources confirm the information in this source?” There is limited information on how to find the answers to these questions or what to do if they can’t find the answers. According to the Standards Correlation chart, this standard is addressed only in Unit 3 Performance Tasks and one selection in Unit 6.

• In Unit 6, World’s End, Whole-Class Learning, Performance Task, students write a narrative and engage in Editing and Proofreading as part of the writing process. Student instructions state: “Read your draft carefully, correcting errors in spelling and punctuation.” The Teacher’s Edition includes some guidance: “As students proofread, they should check for grammar, spelling, and punctuation errors. Remind them that they should not rely on word processing programs to find all mistakes, as programs may fail to recognize that the wrong form of homonym was used, for example. Students should also be aware that it’s easy to misspell names of people and places.” Explicit instruction of the grade-level grammar and usage standards is limited.

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In each unit, a Whole-Class Learning Performance Task with a writing focus and a Small-Group Learning Performance Task with a speaking and listening focus is included consistently across the school year. Shorter tasks follow the reading of text selections. The questions throughout the Whole-Class Learning and Small-Group Learning connect to the Essential Question of each unit and help prepare students to complete the performance tasks.

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr. In the Analyze the Text activity, the paired questions align to RI.9-10.1 and are DOK 2 and DOK 3. Examples of questions include:

  • “When you paraphrase, you restate a text in your own words. Paraphrase King’s comments on the urgency of ‘Now.’ 

  • Speculate: To which group of people might King have been directing that part of his argument? Explain.”  

In Small-Group Learning, students read a poetry collection, including “For My People” by Margaret Walker. The Concept Vocabulary activity is aligned with standard L.9-10.4. The directions state: “Use a print or online dictionary to confirm your understanding of each concept vocabulary word. Then, use each word in an original sentence. What emotions might a person be feeling if he or she were trembling, bewildered, or blundering?” Later, students read “Traveling” from Just as I Thought by Grace Paley. The Analyze Craft and Structure questions align with RI.9-10.3 and RI.9-10.5. The directions state: “Explain how the changes in perspective in each section of the memoir follow the chronology of the author’s life. 

• What shift in the author’s perspective happens in paragraph 7? 

• How does this shift allow the author to clarify the memoir’s opening scene? Explain.”

• In Unit 4, Star-Crossed Romances, Whole-Class Learning, Performance Task, students write an argument, aligning with standard W.9-10.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence. The instructions state: “The Whole-Class readings are classic tales of true love thwarted by an array of different forces. Both raise questions about individual choice, destiny, and our paths through life. After reading, you will write an argument in the form of literary criticism.”

• In Unit 5, Journeys of Transformation, Whole-Class Learning, students read from The Odyssey, Part 2 by Homer, translated by Robert Fitzgerald. After reading, they complete a Speaking and Listening task that is aligned to SL.9-10.3: “Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.” Students conduct a debate using a mock trial format to decide Odysseus’ fate. A rubric is provided for the peer evaluation, but there is only some support for teacher instruction included in the materials.

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In each unit, a Performance-Based Assessment is included, and the unit activities are backward-designed to the Performance-Based Assessment. The materials offer Selection Tests, Extension Selections Tests, Unit Tests, Beginning-, Middle-, and End-of-Year Tests, Next Generation Practice Tests, Next Generation Performance Tasks, and Customizable Test Prep Banks. In the online Teacher’s Materials under Assessment, there is an Interpretation Guide for each Unit Test and an Answer Key for each Selection Test, which indicates the standard that is assessed for each question. All questions on all tests are aligned to one or more standards.  

• In Unit 2: Survival, Performance-Based Assessment, students write an argument that is aligned to standard W.9-10.10: “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.” Students answer the following prompt: “Should people in life-or-death situations be held accountable for their actions?” The prompt connects to the Essential Question of the unit: “What does it take to survive?” 

• In Unit 4, Star-Crossed Romances, Assessments, Unit 4 Test, students complete a Selected and Short Response, analyzing craft and structure. Students answer questions such as the following: “Which aspect of the passage is most often found in other works of dramatic or literary criticism?” This question aligns with standard RL.9-10.5.

• In Unit 6, World’s End, Performance-Based Assessment, students complete a narrative that is aligned to three standards: W.9-10.3: “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences,” W.9-10.13b: “Use a variety of techniques and descriptive language to depict the setting, events, and/or character,” and W.9-10.10: “Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.” Students respond to the following prompt:  “Write a short story in which you develop a theme related to the following question: Which matters more—the present or the future?”

By the end of the academic year, the majority of standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• In each unit, the Teacher’s Edition Table of Contents and Frontmatter PDF are available. The Standards Correlation document provides the Standard in the first column, and where those standards appear in the Print and Interactive Editions in the second column with corresponding page numbers. At times, the materials address standards multiple times across a school year to ensure students can reach mastery. For example, standard RL 9-10.1 is thoroughly addressed across all units. The Standards Correlation document lists the following texts and page numbers for this standard: “The Immigrant Contribution, 30; The Moral Logic of Survivor Guilt, 158; The Endurance and the James Caird in Images, 199; I Have a Dream, 266; Letter from Birmingham Jail, 288; Whole Class Performance Task: Unit 4, 496; Application for a Mariner’s License, 638; By the Waters of Babylon, 704; The Nuclear Tourist, 754.” Students address the standard in Analyze the Text activities that appear with every text. However, there are instances when specific standards appear rarely or are not addressed fully to ensure sufficient opportunities to practice and reach mastery by the end of the year. For example, standard W.9-10.8 is found in the following activities: “Whole Group Performance Task: Unit 3, 299, 301; Performance-Based Assessment: Unit 3, 352; The Nuclear Tourist, 757. Standard RI.9-10.2 is limited to the three following texts: The Writing on the Wall, 84; The Moral Logic of Survivor Guilt, 158; Radiolab: War of the Worlds, 773.”

• In Unit 4, Star-Crossed Romances, Whole-Class Learning, students read The Tragedy of Romeo and Juliet, Act I by William Shakespeare and address the standard RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. In the Analyze Craft and Structure task, students answer questions, such as “Cite two examples of dialogue in Act I, Scene I, that show Benvolio’s peace-making personality.” The Standards Correlation document lists four opportunities with the same text and 12 opportunities across the grade level to address the standard.

The materials reviewed for Grade 9 meet the criteria for Indicator 2h. 

The materials provide a suggested implementation schedule and alternative implementation schedule that aligns with core learning and objectives. The pacing for the units is reasonable and offers a systematic layout that allows multiple days for reading the texts and completing after-reading activities and a one-day Independent Learning choice text with more limited after-reading activities. Each unit is planned for 30 days in a 40-50 minute class resulting in 180 class periods of instruction but does not provide a cushion for optional activities, enrichment, or re-teaching for English Language Learners, special education students, or underperforming students. Teachers on a block schedule are guided to combine days to fit the length of their classes. The Pacing Guide appears in the Teacher’s Edition Table of Contents and Frontmatter. It consistently appears in the Unit Introduction, the Whole-Class Learning Overview, the Small-Group Learning Overview, and the Independent Learning Overview. The pacing allows students an opportunity to master content by the end of the year. The suggested implementation schedules can be completed in the time allotted; however, teacher discretion may be required to determine what materials to include considering the testing requirements of individual districts and states. Optional tasks do not distract from core learning. The optional tasks are meaningful and enhance core instruction. The Teacher’s Edition provides several options in the Hook & Inspire section to draw students into texts through visual representations, connections to ideas outside of the literature, extension activities, and Book Talk ideas. The Pacing Guide also offers suggestions when teaching with trade books, including being advised to look at the standards being taught in the unit or the texts being replaced and choose activities and tests from the trade book lesson plans which teach the same standards. Trade books align with the main topic and Essential Question. They do not distract from the primary focus of the unit and can be used in lieu of the provided texts.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials provide guidance when integrating trade books with the program. The trade books can be chosen to supplement a unit: “Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.” The trade books can be chosen to substitute for unit selections: “If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.” The trade books can be chosen to extend independent learning: “Extend the unit by replacing independent reading selections with one of these trade books.” 

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In Unit 2, Survival, Introduction, the Teacher’s Edition provides guidance: “Each day in this pacing calendar represents a 40–50 minute class period. Teachers using block scheduling may combine days to reflect their class schedule. In addition, teachers may revise pacing to differentiate and support core instruction by integrating components and resources as students require.” The pacing calendar uses a 30-day schedule that includes one day to introduce the unit, one day to introduce Whole-Class Learning, 11 days of Whole-Class Learning, two days of Performance Task for Whole-Class Learning, one day to introduce Small-Group Learning, nine days of Small-Group Learning, one day for the Performance Task for Small-Group Learning, one day to introduce Independent Learning, one day of Independent Learning, and two days for the final Performance Task. Students read three texts in Whole-Group learning, five texts in Small-Group Learning and choose one of six texts for Independent Learning. The Teacher’s Edition front matter includes an implementation guide for The Hunger Games by Suzanne Collins, The Call of the Wild by Jack London, and Lord of the Flies by William Golding. The Frontmatter explains how to implement the novels in place of the entire unit, parts of the unit, or as an independent, additional unit. The same structure and guidance are used for each unit across the grade level. There are six units, and each unit covers a period of 30 instructional days, for a total of 180 days, which is the minimum requirement for an average U.S. school year.

• In Unit 6, World’s End, Whole-Class Learning, students read “By the Waters of Babylon” by Stephen Vincent Benét. The suggested pace is six days for the text, which has an 810 Lexile and is 5,662 words. Students do a first read, followed by a close read making annotations and answering specific close-read questions, and then complete several after-reading activities to analyze the text and develop their language, writing, and speaking and listening skills. The after-reading activities include five Comprehension questions, two Research questions, three Close Read the Text questions, five Analyze the Text questions, four Analyze Craft and Structure questions, four Concept Vocabulary questions, two Word study questions, three Author’s Style questions, a Writing to Sources sequel to the story, and a Speaking and Listening activity of creating and presenting a multimedia presentation. The same structure and guidance are used for each unit across the grade level. 

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In Unit 2, Survival, Small-Group Learning, students read “The Voyage of the James Caird” from The Endurance by Caroline Alexander. In the Teacher’s Edition, the Personalize For Learning box, Strategic Support, states: “If group members struggle to comprehend the technical vocabulary, have each group find a domain-specific word and define it. Words include sextant, logarithm, and almanac. Have groups share their words with the class. Keep track of the words from each group, and compile them in a class dictionary that all class members can consult as they read.” 

• In Unit 3, The Literature of Civil Rights, Whole-Class Learning, students read “I Have a Dream” by Dr. Martin Luther King, Jr. The Teacher’s Edition provides Extension Questions that can be used in lieu of the Comprehension Check: “If your students would benefit from more rigorous critical-thinking questions, assign the First Read Extension Questions, found on Realize.” An example includes: “A key theme in Dr. King’s speech is that America has not lived up to its ideals. Reread paragraphs 4-5, and explain how King developed the theme in these paragraphs.” The grade-level standards are listed with the questions.

• In Unit 6, World’s End, Small-Group Learning, students read “The Nuclear Tourist” by George Johnson. In the Teacher’s Edition, the Digital Perspectives box, Illuminating the Text, recommends having students search the Internet for science videos on atomic energy to help them understand the process of nuclear fission. Students search for videos on safety procedures for nuclear power plants to avoid another Chernobyl. 

Optional tasks are meaningful and enhance core instruction. 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. In the Teacher’s Edition, Write Now Take a Stand boxes are included regularly and support the focus writing type of the unit. One box suggests having students reread paragraph 26, considering Pi is likely Hindu and vegetarian. After discussing why Hindus believe in vegetarianism, students write a one-page argument for the claim, “Everyone should be a vegetarian.” Their arguments should include a counterclaim and evidence. 

• In Unit 5, Journeys of Transformation, Small-Group Learning, students read “The Return” by Ngugi wa Thiong’o. The Teacher’s Edition provides guidance relating to adding an optional class discussion: “Students may not notice the personification in paragraph 3. Point out that personification means ‘to give human qualities to an inanimate object.’ Sometimes authors do this to give special meaning to an object or to give it agency in the story. Discuss with the class why the author chose to include the following sentence: ‘Perhaps the river would not recognize in his hardened features that same boy to whom the riverside world had meant everything.’ Why does the river’s opinion matter so much to Kamau?” The optional task enhances learning and is personalized for students to provide strategic support.