9th Grade - Gateway 2

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

The materials include texts that are connected by a grade-appropriate cohesive theme or topic. In each unit, the first lesson, Explore the Theme Overview, introduces the theme or topic. This one-day lesson includes instruction where students set goals, preview and analyze the theme or topic, and review the Essential Question. They may also engage in a poll, create a concept map, and analyze art, images, or quotations related to the theme or topic. Texts build knowledge and the ability to comprehend and analyze complex texts across a school year. While students engage with the texts in each unit to explore the theme’s or topic’s Essential Question, they also build skills in vocabulary and standards-based reading analysis of craft and structure and author’s style. Texts at various complexity levels help build comprehension across the school year.

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:

• Each of the seven units includes a variety of texts to illustrate and develop the theme or topic and Essential Question. Unit foci include: “Where Are You From?,” “How Do Communities Connect Safely?,” “How Do We Make Difficult Decisions?,” “How Does Food Impact the Environment?,” “What Is This Thing Called Love?,” “ What Interests You?,” and “Does the Odyssey Endure?” Each unit contains seven to nine grade-appropriate modules connected by the theme or topic.

• In Unit 1, the topic is “Where Are You From?” and the Essential Question is, “How can certain memories, places, and experiences shape who we become?” Students read four texts related to the theme. In “Once More to the Lake” by E.B. White, students consider how locations can help develop identity. In Annie Dillard’s “An American Childhood,” students analyze themes about childhood development. While reading the poem “Mango No. 61” by Richard Blanco, students make inferences about how the author is shaped by his culture and community. In “My Favorite Photograph” by Veera Hiranandani, students analyze themes to better understand the idea of growing and becoming. Additional selections in the Read Across Genres section include poetry, informational texts, and a media literacy selection, “NPR’s Morning Edition: Where I’m From” by Kwame Alexander and Rachel Martin. As students listen to the audio broadcast, they answer, “How does the crowdsourced poem illustrate the idea that objects and ideas come together and illustrate who we are in life?”

• In Unit 2, the topic  is “How Do Communities Connect Safely?” and the Essential Question is, “How do we ensure that we build and become members of healthy virtual communities?” Students use four texts to complete close reading and academic writing tasks. In “You Can Track Almost Everything Your Kids Do Online. Here’s Why That May Not Be a Good Idea” by Lisa Damour, students journal, determine and trace central ideas, analyze the author’s craft and structure, draft a paragraph, and build vocabulary. In “Influencers Aren’t Going Anywhere, So What Does That Mean for Today’s Teens?” by Cristianna Silver, students journal, cite text evidence in a discussion, analyze the author’s craft coherence and audience appeal, draft a paragraph, and build vocabulary. In “Green Teen Memes: How TikTok Could Save the Planet '' by Yasemin Craggs Mersinoglu, students journal, analyze text features, draft a paragraph, and build vocabulary. In “It Was a Mistake to Let Kids on Social Media. Here’s What to Do Now” by Yuval Levin, students journal, analyze issues and appeals, draft a paragraph, and build vocabulary. Four additional texts are available for students to read across genres. 

• In Unit 6, the theme is “What Interests You?” and the Essential Question is, “How do your interests help you further your own future?” Students read four texts to complete close reading and academic writing tasks. In the “Shonda Rhimes Commencement Address” speech by Shonda Rhimes, students journal, plan their future, use text examples and anecdotes to explain ideas, appreciate the author’s craft, draft a paragraph, and build vocabulary. In the magazine article “How Colleges Weigh High School Extracurriculars” by Tiffany Sorensen, students journal, plan their future, examine the author’s choices of selecting and arranging details, draft a paragraph, and build vocabulary. In the magazine article, “Top Ten Benefits of Extracurricular Activities for High School Students,” by Crimson Staff, students journal, plan their future, examine the author’s choice of words and images, draft a paragraph, and build vocabulary. In the magazine article “Pros, Cons of High School Jobs for College Applications” by Alexandra Pannoni, students journal, analyze informational text connections, draft a paragraph, plan research, and build vocabulary. Three additional texts are available for students to read across genres.

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

The materials include opportunities for students to analyze the key ideas, details, craft, and structure within texts, though opportunities across multiple texts are limited. The questions and tasks are sequenced and sufficient to help students analyze, though they follow a similar pattern across all units and grade levels. In each unit, as students read the texts in Modules 1-4, they complete the Student Guide worksheet, Apply Your Learning, where they practice either a key ideas and details task or a craft and structure task. These tasks include a Direct Instruction slideshow lesson on the standard, often an informational or literary reading passage from the text, and questions tied to the standard being addressed. The questions and tasks support students in understanding the content of the texts and prepare them to complete the culminating Your Portfolio writing task. 

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 1, Module 1, students read “Once More to the Lake” by E.B. White. In the Student Guide, Apply Your Learning, Citing Evidence to Write About Literary Texts, students review the online slideshow, Citing Evidence to Write about Literary Texts, then read a passage from the text. Student instructions state: “In this excerpt, White provides a rich description of his summertime experience at the lake with his son. Identify two pieces of evidence that show how the author conveys his values and emotions through descriptions of his childhood vacation spot.” Students gather the evidence and answer a final question, “Based on your evidence, how does the author convey how he feels and what he values through these descriptions of his childhood vacation spot?”

• In Unit 3, Module 3, students read “The Paper Menagerie” by Ken Liu. In the Student Guide, Apply Your Learning, Developing Point of View in Literature, students review the online slideshow, Developing Point of View in Literature, and read a passage and reflect on Point of View and Perspective in Literature. Students answer the following questions, “Identify and describe the different perspectives that are present in this passage. How is the narrator’s mother described by others in this passage? How might the narrator’s first-person point of view impact the retelling of these perspectives? How would you describe the family’s connection with each other and with their neighbors?” Students cite evidence from the passage. 

• In Unit 6, Module 4, students read “Pros, Cons of High School Jobs for College Applications” by Alexandra Pannoni. Students complete the online lesson, Analyzing Connections within Informational Texts. Students participate in a group discussion to identify key ideas using the following questions: “According to Trout’s comments, how can students’ part-time jobs function similarly to extracurricular activities? How does the example of the best college admission essay help support the idea that jobs can be significant to college admission? How does Strickler’s quote help support the idea that part-time jobs can reflect just as positively on college applications as other experiences?”

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

• In Unit 3, Module 3, students read Ken Liu’s “The Paper Menagerie.” Students view the Direct Instruction slideshow, Developing Point of View in Literature. In the Student Guide, Apply Your Learning, Developing Point of View in Literature, students read a passage from the text and complete a chart with three tasks: “Identify and describe the different perspectives that are present in this passage. How is the narrator’s mother described by others in this passage? How might the narrator’s first-person point of view impact the retelling of these perspectives? After reading the passage, how would you describe this family’s connection with each other and with their neighbors?”

• In Unit 4, Module 1, students read “Is Grass-Fed Beef Really Better for the Planet? Here’s the Science” by Nancy Matsumoto. In the Student Guide, Apply Your Learning, Analyze the Connotation of Words lesson, students review the Direct Instruction slideshow, Determining the Meanings of Words and Phrases, then read a passage from the text in which the author discusses the impact of grass-fed beef on the environment using connotation to influence the readers’ perceptions about the topic. The instructions state: “Reread the passage. Determine the denotation and then the connotation of words in the passage using context clues. How might the connotation of words reflect what the author wants the reader to understand about grass-fed beef?” On the worksheet, students write the connotation and denotation of the word holistic and analyze how the connotation influences the reader’s perception. They are instructed to find more words that create a positive or negative connotation.

• In Unit 6, Module 2, students read “How Colleges Weigh High School Extracurriculars” by Tiffany Sorensen. In the Student Guide, Apply Your Learning, The Impact of an Author’s Choices: Selecting and Arranging Details, students review the Direct Instruction slideshow, The Impact of an Author’s Choices: Selecting and Arranging Details, and apply the learning to a close reading passage. The passage focuses on one of the author’s considerations for the value of extracurriculars in the college admission process. Students answer the questions, “How does the author explain and interpret the idea of ‘degree of commitment’ to extracurriculars? How does the author provide practical advice for what students should do? Why is this important for readers? Why do you think the author chose to organize the article in this way?” 

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

The materials provide opportunities for students to analyze the integration of knowledge and ideas within individual texts and sometimes across multiple texts. In the Student Guide, Apply Your Learning task, standards related to Integration of Knowledge are practiced with a focused lesson using coherently sequenced, high-quality text-specific and/or text-dependent questions and tasks. Students use the questions and tasks to analyze the content of the text(s) and to prepare for the completion of the Your Portfolio writing task; however, there are limited opportunities for students to practice analysis. The questions and tasks are similar across units and grade levels. Students analyze these standards across multiple texts in each unit’s Read Across Genre module.

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Module 4, students read the argumentative essay, “It Was a Mistake to Let Kids Onto Social Media Sites. Here’s What to Do Now,” by journalist Yuval Levin. After reviewing the online slideshow, Analyzing Issues and Appeals, students answer questions about how the author structured information and his argument. In the Student Guide, Apply Your Learning, Analyzing Issues and Appeals, students answer the following questions: 

  • “What is the issue the author wants you to understand?

  • Why do you think he used this appeal to begin his argument?

  • How does this lead to questions about whether or not regulation works?

  • What other issues does the author want you to understand?

  • Do you agree or disagree with his idea that platforms need to change the model to be effective in protecting kids?

  • How well does he make that case with the evidence he provided throughout the article?

  • Do you feel that the options for reforming it that the author suggests could or should be done? Why or why not?” 

  In the Student Guide, Share Your Argument Builder, students answer the following prompt: “Trace the issue that seems to be at stake for readers surrounding the debate about children and social media. How does the author appeal to the audience?” Students document the claim, evidence, examples, reasoning, elaboration, and analysis explaining why they chose the evidence.  

• In Unit 5, Module 5, students compare the written text to film production after reading Romeo and Juliet. They review the online slideshow, Compare and Contrast Literature in Different Mediums, and watch a clip from  Baz Luhrmann’s 1996 adaptation of Romeo and Juliet. In the Student Guide, Apply Your Learning, Compare and Contrast Literature in Different Mediums, the student instructions state, “Use the guiding questions below to compare elements in the text that the playwright intended with the choices that the actors, directors, and designers made in the film production.” Students complete a chart with questions, such as

  • “Characters - Consider who the characters are and how they are directed to interact by the playwright. Do the characters in the film production appear and interact as you visualized them in the text? 

  • Setting - What is the setting of the scene as intended by the playwright? How is it different from the set in the film production?” 

  The lesson continues with the following instructions: “After discussing the text and the multimedia, find at least two pieces of evidence to explain how the elements that are unique to each genre affect the meaning.” They complete a chart with evidence and reasoning for both the text and film version to answer the questions: “How do the details and interactions in the play illustrate the characters’ relationships, setting, and events in this scene? How do the actors’ choices (movement, delivery) and the film’s production elements (lighting, props, sound) convey the characters’ relationships, setting, and events?”

• In Unit 7, Module 8, Unit Reading Assessment and Reflecting: Why Does the Odyssey Endure, students first read an “Excerpt from The Odyssey” by Homer, Translated by Samuel Butler, and “Sirens” by James Russell Lowell. After reading, students answer 15 multiple-choice questions in which they analyze the texts for literary elements and occasionally compare the two texts. Questions include character development and figurative language elements, such as, “Which structural element of ‘Excerpt from The Odyssey’ best develops the character of Odysseus? How does the absence of any mention of Odysseus in ‘Sirens’ most significantly transform the poem from its source ‘Excerpt from The Odyssey’?” The questions address each text, but students do not complete a final task based on these two texts. This module contains the final reading assessment of the unit. In Module 6, students participate in a Socratic discussion around the Essential Question, “What makes the Odyssey such an enduring tale in world literature?”

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 2, Module 5, Read Across Genres, students examine a Photo Essay, “Removed,” and the informational text with text features, “The Impact of Social Media on Body Image” by Dove. In the Student Guide, Visualize Information, students review the online slideshow, Understanding Visual Sources. The instructions state, “After completing Understanding Visual Sources, take notes, describing what you notice about both texts, as well as what you can infer about the arguments as well as the ideas you challenge. Think about: What do I notice in the details? What does this make me think about? What argument is the text trying to make?” A chart is included for students to answer the questions about each source.

• In Unit 5, Module 7, Read Across Genres, students view a Romeo and Juliet film production and read two informational texts, “Romeo and Juliet Has No Balcony” by Lois Leveen and “The Infectious Pestilence Did Reign” by Ben Cohen. In the Student Guide, Build Context, students review the online slideshow, Using Historical Background to Build Context for Dramas. The instructions state, “Complete the Using Historical Background to Build Context for Drama lesson. After reading the informational texts, find evidence in the play to support the answers to the questions. Questions following “Romeo and Juliet Has No Balcony” include: “How can set pieces, like Juliet’s balcony, become symbols for large themes within a play? What lines from the play can you find to support your answer?” Questions following “The Infectious Pestilence Did Reign” include, “How did the plague that dominated Shakespeare’s world inspire and shape his work and career? What lines from the play can you find to support your answer?”

• In Unit 7, Module 7, Your Portfolio, students write an essay for the prompt, “Select one or two texts that build on or transform ideas about themes, plot points, or characters from The Odyssey. Make a claim about how each author conveys their own unique perspective on an idea from The Odyssey and support it with examples from the original text as well as the newer text. Be sure to focus on one idea or element they share in order to focus your argument.” In the Student Guide, Choose Your Texts for Comparison, student instructions state: “Keep in mind that you have already read, mapped comparisons, and written about each of these stories in detail, so you can pull from those past writings to help you develop your full comparative analysis.” Students are given five topics to choose for their essay, such as “Compare and contrast how Odysseus is characterized in The Odyssey versus one or more of the poems/texts that tell the story from Penelope’s perspective (The Penelopiad, Penelope). Develop a claim about what defines a hero.” Students complete charts for Compare Similarities, Analyze Differences, and Finalize Your Analysis before they start writing their claim. 

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

The materials include two culminating tasks for each unit: a speaking and listening task and a writing task that becomes part of the student’s portfolio. The materials include culminating tasks that integrate the topic/theme and readings from each unit in a process writing task at the end of each unit. Each unit includes a Your Portfolio module as the culminating writing task. Across the year, Your Portfolio tasks are varied, including personal narrative, short story, cause and effect essay, argument essay, personal statement, research paper, and literary analysis essay. Speaking and listening activities within these writing tasks are demonstrated through peer review of the essay during the writing process. In each culminating speaking and listening task, students participate in various speaking and listening activities as they explore each unit’s essential question(s) and knowledge. Student tasks are Socratic discussions, pitch decks, performances, debate games, and panel discussions. 

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 Unit 1, Modules 1-6, students read four narrative texts. The Essential Question is, “How can certain memories, places, and experiences shape who we become?” In Module 7, Your Portfolio, students process-write a personal narrative for the prompt, “Write a personal narrative that illustrates a moment within a specific place and time that has an impact on who you are becoming.” In preceding lessons, students preview the writing rubric, read a sample exemplar of the narrative and use the rubric to score it, and practice giving feedback by filling out a worksheet noting areas of success and areas that need growth in the exemplar. Guidance is provided for prewriting, including a graphic organizer to map the narrative. After writing the first draft, students meet with a peer and look for transitions in each other’s narratives. They also meet with another peer to share and listen to each other about what parts of the narrative need more development. Next, they work with a peer to edit each other’s draft before submitting. Finally, they reflect on their writing. 

• In Unit 2, Modules 1-6, students read four informational texts. The Essential Question is, “How do we ensure that we build and become members of healthy virtual communities?” In Module 7, Your Portfolio, students process-write an argumentative essay for the prompt, “Based on your readings, what changes would you make as a user and community member to build a healthier online experience for all?” In preceding lessons, students preview the informative writing rubric, read a sample exemplar of the essay, and use the rubric to score it, as well as practice giving feedback by filling out a worksheet noting areas of success and areas that need growth in the exemplar. Guidance is provided for prewriting, including a graphic organizer to map the essay. After writing the first draft of the essay, students meet with a peer and look for transitions in each other’s essays. They also meet with another peer to share and listen to each other about what parts of the essay need more development. Next, they work with a peer to edit each other’s draft before submitting the essay. Finally, they reflect on their writing. 

• In Unit 3, Module 6, students participate in a Socratic Discussion. Students begin by independently reviewing the Socratic Discussion direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Prepare for the Discussion graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “How do our experiences shape our values and reveal the choices we have available to us?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 4, Module 7, students participate in a Panel Discussion. They begin by independently reviewing the Panel Discussion direct instruction slick deck. Then, they look at a list of texts they read throughout the unit that should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Plan Your Points graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “How can we make protein sources healthy and sustainable?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 5, Modules 1-6, students read Romeo and Juliet by Shakespeare. The Essential Question is, “What happens when adults get in the way of childhood?” In Module 9, Your Portfolio, students process-write a “cause-and-effect essay” to the prompt, “Choose one of the protagonists—either Romeo or Juliet. In your cause-and-effect essay, analyze the character traits, desires, personal choices, and external factors that ultimately lead to his or her final fate.” In preceding lessons, students preview the informative writing rubric, read a sample exemplar of the essay and use the rubric to score it, and practice giving feedback by filling out a worksheet noting areas of success and areas that need growth in the exemplar. Guidance is provided for prewriting, including a graphic organizer to map the essay. After writing the first draft of the essay, students meet with a peer and look for transitions in each other’s essays. They also meet with another peer to share and listen to each other about what parts of the essay need more development. Next, they work with a peer to edit each other’s draft before submitting the essay. Finally, they reflect on their writing. 

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

The materials provide writing instruction that aligns to the standards across the school year and meets the distribution required by the standards for argumentative, informative/explanatory, and narrative writing. Each unit includes lessons and activities that follow a consistent pattern for developing students’ writing. The modules provide guidance and protocols for students to practice writing summaries and argumentative paragraphs with respect to the readings. Over the school year, students focus on writing an argumentative paragraph for the modules within each unit. Still, they also write full-length essays in the form of a personal narrative, an argument, a short story, a research paper, a cause-and-effect essay, a personal statement, and a literary analysis. Within each instruction unit, students have opportunities to engage in direct instruction slide decks focused on composition skills related to the culminating writing task for the unit. The Student Guide allows students to complete graphic organizers to develop and organize ideas, analyze student examples, and participate in revising and editing tasks to improve writing. Each unit provides mentor texts that emphasize different writing techniques for students to reference and learn techniques to apply in their writing. Guidance is provided for students as they practice and apply writing standards. The standards can be located in each Unit-At-a-Glance, Scope and Sequence, and Teacher Guide. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies to support the tasks, and additional materials found in the Resources tab of the platform provide guidance for implementing and monitoring students’ writing development. Each culminating writing assignment includes a final rubric to evaluate student writing.

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In Units 2 and 7, argumentative writing is the culminating task in the Your Portfolio section. Students write an argumentative essay and a literary analysis essay, respectively. 

• In Units 4 and 5, informational/explanatory writing is the culminating task in the Your Portfolio section. Students write a research paper and a cause-and-effect essay, respectively. 

• In Units 1, 3, and 6, narrative writing is the culminating task in the Your Portfolio section. Students write a personal narrative, short story, and personal statement. 

• In all units, the Student Guide offers support in the form of a prewriting, drafting, and revising checklist, an informative writing rubric, a student model that students score using the rubric, and a worksheet to practice giving feedback to peers. The Student Guide includes a page with specific guidance for the writing task with instructions, the writing prompt, and notes on either collecting research or planning the writing task. Graphic organizers are provided to complete various tasks, such as goal-setting, mapping the task, gathering evidence, and proofreading evidence for mistakes and inconsistencies. For argumentative and informative/explanatory writing, the lesson, “Citing and Documenting Sources,” reviews citing sources, avoiding plagiarism, summarizing, paraphrasing, bibliography, and citation generators and style (MLA or APA). Lessons are provided to teach students how to use appropriate transitions, and then students are directed to pair with another writer to look for sentences that need transitions. Students share, edit, and reflect on their writing following guidance from additional worksheets in the Student Guide.

• In Unit 1, Module 7, during  the prewriting step, students read and score a student exemplar titled “Claire.” The student guide includes a worksheet with the following instructions: “When you have finished reading, use the online rubric (linked for students) for the lesson and give each aspect of the narrative a score. Use the sentence starter to describe your reasons for each score. If you are not sure of the score, ask yourself, is it closer to 1 or 5? Then, ask is it closer to 3 or 1? Or if it is a higher-scoring piece, is it closer to 3 or 5? That will help you discern between the different levels of achievement more easily.” Students then score in the categories of establishing setting, point of view and characters, narrative techniques, theme/message, coherence (organization), and audience appeal. In the Teacher Guide, Show and Tell, teacher instruction states, “Model for students how to engage with the scoring process and to understand the criteria used to determine quality writing. Point to an example from the text and share how it meets/doesn’t meet the criteria in the rubric. Pull examples from the text that exemplify aspects of the rubric.”

• In Unit 4, Module 8, students write an informational/explanatory research paper related to multiple texts on food’s impact on the environment for the prompt: “Based on the readings and other research, what are the most pressing issues surrounding meat sustainability?” Students start the unit by setting a Personal SMART goal using the graphic organizer in the Student Guide. Students explore the theme, key issues, and essential questions, review the purpose of research writing, and review the final portfolio rubric. In the first four Modules of the unit, students journal in the Before You Read section using a prompt in the Quick Journal graphic organizer in the Student Guide. In the Analyze section, students use the Share Your Argument Builder graphic organizer to answer the question, “How does the author give readers a clear understanding of the differences between grass-fed and feedlot-fed beef?” In the Write section, students use graphic organizers in the Student Guide to summarize the anchor text, Share Your Argument Builder. Students work online during the Develop step to plan an argument that answers the writing prompt. During the Draft step, students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt. In Module 5, students Read Across Genres. Using graphic organizers in the Student Guide, students Quick Journal for the question, “How can the US lead the world in sustainable farming?” and evaluate informational texts using Understanding a Topic through Multiple Texts graphic organizer. In Module 6, students Research Big ideas and complete multiple graphic organizers to Plan [Their] Research, including one to Create a Thesis Statement. In Module 7, students write the essay using pre-writing, writing, and revision tasks in the Student Guide and online. In the Teacher Guide, Teach Academic Writing Skills, teacher guidance states, “Students may need help integrating evidence smoothly. They sometimes copy large tracts of a source text into their papers, believing it is most valuable in the author’s own words. Let them know that the quotes they can integrate into their own writing should be effective and concise, while the larger direct quotations worth integrating will be fewer. Anything longer than 2-3 sentences might call for a conversation with you. Have students complete or review ‘Citing and Documenting Sources’ and leverage digital resources to complete the bibliography. Purdue’s Online Writing Lab is an excellent resource for tools and information in addition to the Direct Instruction provided.”

• In Unit 7, Module 7, students write an argumentative literary analysis essay after reading The Odyssey: “Select one or two texts that build on or transform ideas about themes, plot points, or characters from The Odyssey. Make a claim about how each author conveys their own unique perspective on an idea from The Odyssey and support it with examples from the original text as well as the new text. Be sure to focus on one idea or element they share in order to focus your argument.” Students start the unit by setting a Personal SMART goal using the graphic organizer in the Student Guide. Students Explore the Theme, Essential Questions, review the purpose of a Literary Analysis, and review the final Portfolio rubric. In the first four Modules of the unit, students read four mentor texts. For each text, they journal in the Before You Read section using a prompt in the Quick Journal graphic organizer in the Student Guide. In the Analyze section, students use the Write to Impress graphic organizer to respond to the writing prompt using text evidence. In the Write section, students use graphic organizers in the Student Guide to summarize the anchor text, Appreciate the Author’s Craft, and Share Your Argument Builder. Students work online during the  Develop step to plan an argument that answers the writing prompt. During the Draft section, students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt. In Module 5, students Read Across Genres. Using graphic organizers in the Student Guide, students complete a Quick Journal: “How is the hero’s journey represented in modern stories and works of art?,” analyze the poetic structure of two poems through online tasks, and Analyze and Compare two related texts using graphic organizers in the Student Guide. In Module 7, students write the essay using pre-writing, writing, and revision tasks in the Student Guide and online. In the Teacher Guide, Show and Tell, Literary Analysis, the teacher guidance states, “As students prepare to write their literary analysis, they should reflect on the various activities in this unit that strengthened their understanding of the author’s craft. Start by reflecting on how analyzing intentional choices in setting, theme, and character development (like in Toy Story 3) helped them identify key characteristics of characters and techniques that clarify the author’s themes. Consider how comparing characters, such as Simba and Scar from The Lion King, highlighted similarities and differences. Discuss the exploration of conflict resolution through complex characters with moral dilemmas, as seen in Star Wars, and how it deepened their understanding of storytelling. Reflect on the exploration of archetypes in The Lion King and how it revealed universal character types and themes. Encourage students to discuss how these insights will inform their literary analysis essays. Ask, ‘What will you draw from each activity? Which activity is most closely connected with the claim you plan to explore?’ Students should share specific activities that helped them identify and analyze characters, themes, and techniques more effectively across different texts.”

• Each Student Guide in the materials provides students with scaffolds and structures for writing practice. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies for the writing tasks, which provides teachers with support for modeling and scaffolding.  

Instructional materials include well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:

• In the Assessments tab, Writing Benchmarks are included for the beginning, middle, and end of the year. The stated purpose is “to personalize instruction for your students and track progress throughout the year.” Each benchmark test includes a text to read, ten multiple-choice questions to answer, and an argumentative writing prompt. Teacher directions state: “Assign lessons to introduce the CERCA framework and gain insight into student writing readiness. Evaluate completed student work and review results. Assign each student a personal growth focus.” In the Resources tab, training course videos show how to enter the rubric score. Benchmark summary reports in the Reports tab include performance by class, rubric category score, growth focus distribution by class, and individual student data. 

• In the Resources tab, implementation resources are available for teachers. Links are provided to Training Courses, the Help Center, the On-Demand Video Library, and a ThinkCERCA Blog. These links provide support from setup to assessment. 

• The Writing section has three sections in the Direct Instruction and Skills Practice tab, including 50 Argument and 20 Narrative slideshows. The third section is Informative Texts. There are no slideshows for informational/explanatory writing. The Direct Instruction slideshows cover various writing topics, including comprehension questions at the end. They are referenced in the Teacher Guide in multiple lessons when appropriate to the writing task. Topics include but are not limited to The Purpose of Arguments, Identifying Parts of Written Arguments, The Impact of an Author’s Choices: Words, Integrating Evidence, Tone, Characteristics of Formal Style, Characters in Narrative Writing, Developing Events in Narrative Writing, Using Time as a Storytelling Tool, Transitions and Linking words in a Narrative, Dialogue in Writing, Summarizing Informational Texts, Informative and Explanatory Writing, Developing Effective Paragraphs, and  Research Skills. Some of the slideshows are identical in Grades 6-12. The Skills Practice lessons offer various writing topics and lessons in interactive slideshows. The lessons are assigned online and include a mix of instructional slides and practice for the student, including matching definitions, highlighting text, and answering multiple-choice questions. Some of the topics include but are not limited to Organizing Arguments, Introductions in Arguments, Supporting Claims with Evidence, Conclusions in Arguments, Summarizing Informational Texts, and Citing Evidence to Support Analysis in Informational Texts.

• Under the Resources tab, Curriculum Resources, Writing, the materials include guidance documents on the following topics (not limited to): Feedback Guidance, Writing Revisions Strategies Toolkit, and Best Practices: Compare Writing. 

  • The Feedback Guidance document includes general guidance for using ThinkCERCA’s provided writing feedback banks across the three core writing types: argumentative, informational, and narrative. This document also links each feedback bank. 

  • The Writing Revision Strategies Toolkit document includes general guidance for teachers to provide student feedback on their writing. It links parts of the CERCA process and how teachers can respond to each student depending on their learning gap. The document also links a Personalized Growth Plan Document, which outlines and provides general guidance on the different settings teachers can use to give feedback (1:1, small group, whole class). This document also includes links to other resources for supporting students with specific action steps based on data from benchmark writing assessments. 

  • The Best Practices: Compare Writing document provides general guidance for a strategy teachers can use to support students in comparing two pieces of writing to analyze and evaluate the “techniques employed by writers.”

• In the Teacher Guide of each unit, guidance includes Support for English Language Learners, Support for Students with Exceptional Needs, and Support for Further Exploration and Thinking.

• In Unit 6, Module 7, Teacher Guide, instructional resources for personal narrative writing development are available. The Teacher Guide Pre-Writing guidance states: 

  • “Explain that the personal statement is useful for applying for programs, scholarships, jobs, and leadership positions. While it is a narrative, it has a persuasive and informational purpose. Like most writing in the real world, this is a text that brings all aspects of the writing together.

  •  Instruct students to review the evaluation criteria for ‘Your Portfolio.’

  • Instruct students to complete the reading ‘Writing and the Joys of Creativity’ by Gabriella Deckard and answer the Check questions.

  •  Explain that students will practice giving feedback about the Student Exemplar. 

  • Guide students in sharing one area of growth, a success, or an insight about the Student Exemplar draft.”

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

The materials spend the majority of instructional time on tasks and assessment questions aligned to grade-level standards, including instruction delivered through online slideshows that students complete at their own pace, followed by short multiple-choice quizzes and PDF worksheets. Teachers have access to the Unit Planning Tools that provide support for guidance, planning, and explicit instruction for each unit, as well as a Teacher Guide for each unit. These include clarification of directions and notes to direct students into the online program or Student Guide, suggestions for teacher modeling of aspects of lessons, and opportunities to conduct think-alouds. Assessment questions are multiple-choice and only include reading standards. In other parts of the program, most standards are repeatedly addressed within and across the units to ensure students have multiple opportunities to demonstrate mastery of the standard; however, some standards are covered only once.

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

• Each unit of instruction includes a Unit-At-a-Glance, a Teacher Guide, a Student Guide, a Diverse Learners Guide, and an Answer Key. While each module in the online portal is labeled with the primary standard focus, the explicit instruction for meeting each standard does not appear in the materials. The Unit-At-a-Glance overviews the skills addressed with key standards identified. The Teacher Guide includes a Skills Students Will Know, Understand, and Apply Section listing some of the unit's key standards. The units consistently include close reading and academic writing, which are facilitated through an online slide deck presentation labeled Direct Instruction. In the Student Guide, students have various activities aligned to the standards, but the connection to the standard is not directly labeled. Each module in the Student Guide contains the following lessons: Apply Your Learning, Appreciate the Author’s Craft, Draft Your Argument, Building Vocabulary, and Write to Impress; however, the standards are not identified with each activity.

• In Unit 2, Module 1, Apply Your Learning, Student Guide, students review the Direct Instruction slideshow, Determining and Tracing a Central Idea Through Details, then apply their learning to the task. Slides include the definition of the central idea, the difference between a topic and a central idea, where to find the central idea, how to look for evidence of the central idea, how to find evidence an author uses, and why it matters. In the five-question quiz, students read a passage and answer questions where they determine the central idea or evidence about the text. This task is aligned to standard RI.9-10.2. This same slideshow and quiz are used in Grade 10. In the Teacher Guide, the module timeline states that “Students will complete the Direct Instruction lesson independently.” Teacher materials state to conduct explicit reading instruction on annotating and close reading. Specific teacher directions are called out, including modeling how the details highlighted to support the central idea and highlighting exemplars with the class. Additionally, there are directions on how to model thinking about the prompts and how to look for details and evidence in the text.  The remaining teacher guidance states, 

  • Remind students that the Direct Instruction lesson is a useful resource.

  • Have students hear the prompts out loud before they begin working.

  • Facilitate pairs or groups for students to complete the tasks.

• In Unit 6, Module 3, students read “Top Ten Benefits of Extracurricular Activities for High School Students” by Crimson Education Staff. The Teacher Guide identifies that before the students read the text, the teacher facilitates two essential tasks, Quick Journal and Overview and Connection, and one recommended task, Vocabulary. Students complete the Read and Check tasks, answering five multiple-choice questions. In the Analyze step, students use a Direct Instruction slideshow, The Impact of an Author’s Choices: Words and Images, to complete tasks for Apply Your Learning: The Impact of an Author’s Choices: Words and Images, Write to Impress: Understand Word Nuances, and Share Your Argument Builder. These tasks align with standards RI.9-10.6 and W.9-10.2. In the Teacher Guide, the teacher guidance provide step-by-step lesson directions.Teacher materials for the Apply Your Learning provide an opportunity to model thinking about the prompt with a script. Additionally, there is explicit reading instruction for visualization. Teacher materials state: “Think about it this way: if you join a philosophy club, you’ll begin to look at the world through the eyes of a budding philosopher.” This sentence evokes the idea that participating in extracurricular activities can profoundly change one’s perspective and way of thinking, allowing students to see the world in new and insightful ways.“ 

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 Unit 3, Module 4, publisher materials list RL.9-10.3 and W.9-10.1 as focus standards. Students read “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell. During Share Your Argument Builder, students complete the online Develop section to plan an argument to answer the prompt, “What observations is the author making about adolescence in this story? Trace the main character’s development, and use details from the story to support your claim.” (W.9-10.1) Students share their argument builder with a partner. Students ask questions and provide feedback to help strengthen their partner’s reasons, evidence, and reasoning and incorporate the feedback they receive into improving their own writing. Next, students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt.  

• In Unit 4, Module 2, publisher materials list RI.9-10.5 and W.9-10.2 as focus standards. During Apply Your Learning, students use the article “How Cattle Can Help Save the Birds of the Great Plains” by Molly Loomis to analyze cause-effect text structure (RI.9-10.5). Students answer the questions, “According to Loomis, what has caused the dwindling of bird species in the Great Plains region? Look for signal words that indicate cause and effect. What is the effect of cattle grazing that mimics bison grazing techniques from the past? How does this technique improve the soil? As noted by rancher Milton, what obstacles to implementing sustainable grazing techniques might prevent a solution to the problem? Does the solution of sustainable grazing that mimics bison grazing sound like a viable solution to the problem? Why or why not?” In Module 4, publisher materials list RI.9-10.2 and W.9-10.2 as focus standards. In Apply Your Learning, Summarize an Informational Text, students read “Factory Farms Provide Abundant Food, But Environment Suffers” by John Flesher and answer the questions, “According to Flesher, what has caused the negative impact on the environment from factory farms? According to Flesher, what are the consequences of farming practices on our health and the environment? As noted by Flesher, how can factory farming practices be improved to reduce environmental harm?” (RI.9-10.2) 

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:

• Materials include Writing Benchmark Assessments. Writing benchmarks are intended for the beginning, middle, and end of the school year. However, they are not referenced in the Teacher Guide. These benchmarks include two reading passages. Students are given a highlighter tool and instructed to “Use blue to mark sentences that help you in this assessment.” After reading, they answer eight multiple-choice questions about the passages. Then, they are prompted to write an argumentative essay in response to the reading passages: “Be sure your response includes a clear and precisely articulated argumentative claim supported by evidence from the texts and acknowledges opposing or alternate viewpoints. It should be logically organized and articulate clear relationships among the claims, counterclaims, reasons, and evidence. Use well-chosen language and be sure to apply appropriate grammar conventions (punctuation, spelling, etc.).”

• In Unit 1, Module 8, students take the Unit 1 Core Assessment online. After reading two passages, “You Could Break Her!” by Sarah Miller and “Letters of a Woman Homesteader” by Elinore Stewart,” they answer 14 multiple-choice questions aligned to grade-level standards. Questions require students to determine the theme, determine important details for a summary of the text, analyze figurative language, select evidence to support the analysis of a character, meaning of words and phrases, analyze the tone, and determine the central idea.  Individual questions are not labeled by the standard being assessed. 

• In Unit 5, Modules 1-6, students read the six acts of Romeo and Juliet by Shakespeare. After reading each act, students answer five multiple-choice questions and answer a writing prompt, such as “How does Shakespeare use specific words and phrases to establish the time, place, and social dynamics of Romeo and Juliet’s Verona?” In Module 10, Unit Reading Assessment and Reflection, students complete a final assessment using two texts, “Excerpt from Pygmalion, Act II” and “Video Clip from My Fair Lady.” After reading, the students answer 16 multiple-choice questions. Twelve questions focus on Pygmalion (story structure, character development and motivation, and dramatic tension), and four questions focus on My Fair Lady. Individual questions are not labeled by the standard being assessed. 

By the end of the academic year, most 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:

• Standard RL.9-10.3, characterization, is addressed multiple times in the program. In Unit 3, Module 1, students read “The Most Dangerous Game” and answer the question, “In this passage, Connell explores Rainsford’s development as a character as he tries to escape from General Zaroff. What motivates Rainsford in these final moments?” Students answer questions about the character - what he is thinking and feeling and how his actions compare to his thoughts and feelings. In Module 2, students read “A White Heron” and answer the question, “Jewett develops the complexity of the characters in ‘A White Heron’ by revealing their values and motivations. While Sylvia mostly stays silent, the author vividly describes her inner world. The hunter, on the other hand, has much to say. What are some ways in which each of these characters’ motivations are revealed through what they say, think, and do?” In Unit 5, Module 2, students read Romeo and Juliet and answer, “What conclusions can be drawn about the characters below that have not been written directly on the page? Consider how they look, speak, behave, and interact with others.” 

• Standard W.9-10.2, argumentative writing, is addressed multiple times in the materials. In Unit 2, Module 4, students read “It Was a Mistake to Let Kids Onto Social Media Sites. Here’s What to Do Now” by Yuval Levin and write a CERCA paragraph answering the writing prompt, “Trace the issue that seems to be at stake for readers surrounding the debate about children and social media. How does the author appeal to the audience?” to write a CERCA paragraph meeting W.9-10.2. Students state a claim, add reasons, evidence, reasoning, and a counterargument. The standard is also addressed in Unit 4, Module 3, and in Unit 7, Module 2. 

• Other standards that are repeated at least two times in the program are RL.9-10.1, RL.9-10.4, RL.9-10.5, RI.9-10.1, RI.9-10.3, RI.9-10.4, RI.9-10.6, RI.9-10.7, RI.9-10.8, W.9-10.1, W.9-10.3, W.9-10.4, W.9-10.5, W.9-10.8, W.9-10.9, W.9-10.10, L.9-10.3, L.9-10.4, L.9-10.6, SL.9-10.1, SL.9-10.2, and SL.9-10.4.

• Standard L.9-10.5 is only addressed once in the program.

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

Each unit and module is accompanied by a Unit At-a-Glance that includes high-level pacing guides for a 50-minute or 90-minute class session. The pacing guides can also work with an online or a blended model. Task-specific timing guidance is found in the Teacher Guides. Tasks that are deemed essential are starred in the Unit-at-a-Glance document as well as the Teacher Guide. Most units are designed to be completed within 22-26 instructional days, so the seven units can reasonably be completed within a school year. Each unit includes complementary writing tasks that teachers can use to provide students with additional writing practice. The materials also provide Longer Works units, which are novel-centered and can be used to enhance units within the core curriculum. The provided optional Longer Work of Fiction novel study units are meaningful and follow the same pacing as a core unit. The publisher recommends these as optional units of study during a regular weekly choice period as independent exploration time, schoolwide WIN time, silent sustained reading, or at home independent reading.

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

• The Unit At-a-Glance includes a 50-minute Class Pacing Guide and a 90-minute Class Pacing Guide. The 50-minute Class Pacing Guide for one unit covers 22-26 days or blocks per unit, which would account for up to 182 school days to complete seven units. The 50-minute Class Pacing Guides include:

  • One block for previewing the unit theme and setting personal goals.

  • One block to explore the theme.

  • 12 to 16 blocks to read and analyze the texts for the unit. Individual core texts take three instructional blocks: Before you Read, Read and Analyze, and Write to a prompt.

  • Three to four blocks to read across genres. 

  • One to two blocks for an integrated speaking and listening activity, such as Socratic discussion, debate, etc.

  • Three to five blocks for the Your Portfolio process writing task.

  • One to two blocks for assessment and reflection.

• The Teacher Guide provides timing for each part of the lesson. Parts of lessons are labeled as “essential” in the Unit-At-a-Glance, Teacher Guide, and Module-At-a-Glance.

• Novel study units are optional choices and include a Unit Planner with 50-minute and 90-minute pacing guides. The 50-minute class schedule covers 31 blocks, and the 90-minute block schedule covers 18 blocks. 

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

• In each unit, the Unit-At-a-Glance lays out the schedule for the unit. 

• In Unit 1, Module 1, the Module-At-a-Glance states the estimated time to complete is three to four 50-minute sessions (one to two 90-minute sessions). Students complete a quick journal and vocabulary activity. Then, they read “Once More to the Lake” by E.B. White. Next, they complete the Analyze, Apply Your Learning, Write to Impress sections, and summarize the text. Lastly, students plan and draft a CERCA response. The suggested timing guidance for all tasks in the Teacher Guide totals 180 minutes; therefore, this module could be reasonably completed in four 50-minute sessions or two 90-minute sessions. 

• In Unit 6, Module 5, the Module-At-a-Glance states the estimated time is three to four 50-minute sessions (one to two 90-minute sessions). First, students watch a video, “Why Extracurricular Activities Are So Important,” and complete a journal entry. Then, they read and analyze two articles using various graphic organizers in the Student Guide. Last, students complete two extension activities that will “further their quest to build a strong postsecondary plan for themselves. The suggested timing guidance for all tasks in the Teacher Guide totals 164 minutes; therefore, this module could be reasonably completed in three 50-minute sessions or two 90-minute sessions. 

• As an added resource, the publisher provides teachers with a Class Planner and Pacing Calculator, which includes the following guidance:

  • “In the sheets that follow, you will find calculators that help you gauge the time it takes for your students to complete certain tasks.

  • We know each of the opportunities for learning that we provide takes time, and we want to empower you to make the most of your time by planning for your students’ needs efficiently and realistically.

  • Simply adjust the number of minutes per session and start recording your estimates or actual minutes spent on given tasks to gauge how long it takes your students to complete them. As they gain experience and practice, they will need less time, so consider adjusting throughout the year so you can plan carefully to meet your students’ needs.” 

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

• In the Unit Planning Tool, additional complementary writing prompts are provided as “practice options as students progress through the curriculum prior to the portfolio piece for each unit.” These prompts are aligned texts read in the unit. The Planning Tool includes student worksheets and graphic organizers to plan their writing as well as reflect on writing. There are no direct instruction notes for the teacher for these prompts. The teacher guidance says, “Make planning decisions based on schedule, your program, and your students’ needs. Use the complementary prompts to ensure appropriate levels of standards coverage in student experiences with the process of writing.”

• Longer Works of Fiction novel studies for Grades 9 and 10 include Animal Farm by George Orwell, Night by Elie Wiesel, and Of Mice and Men by John Steinbeck. These units include a Unit-at-a-Glance, Teacher Guide, Student Guide, and Diverse Learner Guide in the same format as the Core ELAR. 

• The publisher provides the Longer Works Units and some guidance on incorporating these units into the curriculum as part of the unit of instruction, independent reading, at-home enrichment, or schoolwide reading programs. 

• In each module throughout the program, there are “recommended” and “essential” tasks for each lesson. While the publisher suggests completing all activities in a lesson, the “recommended” tasks could be optional and cut when teachers are short on instructional time; however, cutting material repeatedly could affect the delivery of instruction essential to achieving grade-level standards.

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

• In each unit, complementary writing prompts are provided. Teachers are able to use these prompts to give students extra practice with different types of writing and standards. 

• Longer Works of Fiction novel studies include similar tasks as core units. The novel studies are supplemental for core instruction. The novel studies are intended to enhance core instruction. The materials for Animal Farm by George Orwell include eight modules that follow the same format as the Core ELAR units. In Module 1, What is the Russian Revolution, students are introduced to how informational texts can help them understand fictional texts and learn about the Russian Revolution by reading an article, “What Was the Russian Revolution?” by the BBC, and answering the prompt, “Using evidence from the text, what role did political leaders Lenin, Trotsky, and Stalin each have on the Russian revolution?” In Modules 2-5, students read the anchor text and complete Direct Instruction and Writing Lessons that follow a similar format as the Core ELAR units. In Module 6, Read Across Genres, students read and analyze poetry and understand dystopian literature. In Module 7, Socratic Discussion, students learn about and prepare to participate in a Socratic discussion for the prompt, “ How can we recognize and respond to abuses of power and control in our society?” In Module 8, Your Portfolio, students write a literary analysis essay for the prompt, “Identify three major themes from George Orwell’s Animal Farm. Use details from the text to analyze how the author uses the characters, conflicts, and/or setting to create a social commentary on each of these themes.” Module 9, Unit Reading Assessment and Reflection, which is found in the Core ELAR units, is not available in this unit.