Pearson Common Core Literatureassets.pearsonschool.com/correlations/OR_GR_9_PLIT2015_CCSS Literacy... · Pearson Common Core Literature, ©2015, is an exciting literature program

A Correlation of

Pearson Common Core Literature

©2015 Grade 9

To the

Oregon Common Core State Standards for Literacy in History/Social Studies,

Science and Technical Subjects Grades 9-10

A Correlation of Pearson Common Core Literature, Grade 9, ©2015 to the Oregon Common Core State Standards

for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10

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Introduction

This document demonstrates how Pearson Common Core Literature, ©2015, meets the objectives of the Oregon Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. Correlation page references are to the Student Edition and are cited by activity and page number. Pearson Common Core Literature, ©2015, is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary.

The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text with related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis.

Additionally, an instructional focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources.



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Table of Contents

Reading Standards for Literacy in History/Social Studies ...................................... 4 Writing Standards for Literacy in History/Social Studies ..................................... 11 Reading Standards for Literacy in Science and Technical Subjects ....................... 21 Writing Standards for Literacy in Science and Technical Subjects ........................ 24



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Science and Technical Subjects, Grades 9-10

Pearson Common Core Literature Grade 9, ©2015

Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Common Core Workshop Comprehending Complex Texts, liv–lix Informational Text from The Federalist No. 2 by John Jay, lvii from “Farewell Address” by General Douglas MacArthur, lix from “State of the Union Address” by Andrew Johnson, lix from “Remarks on East-West Relations at the Brandenburg Gate in West Berlin,” June 12, 1987 by Ronald Reagan, lxi from “Remarks to the Senate in Support of a Declaration of Conscience” by Margaret Chase Smith, lxiii Reading Informational Text: History of the Bicycle, 122 Reading Informational Text: from “State of the Union Address (1941)” by Franklin D. Roosevelt, 276 Reading Informational Text: Encyclopedia Entry, Biography and Public Document, 854 (Bill of Rights and James Madison Text) “I Am An American Day Address” by Learned Hand, 191 “I Have a Dream”, 242–248 “First Inaugural Address” by Franklin Delano Roosevelt, 284–289 Nothing to Fear: Lessons in Leadership from FDR by Alan Axelrod, 294–295 From Americans in the Great Depression by Eric Rauchway, 298–305 “Women on the Breadlines” by Meridel Le Sueur, 308–315 Photograph: Bread Line, New York City, 1932, 318 The Assassination of John F. Kennedy, 432–435 From A White House Diary, 440–445 American History, 448–457



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(Continued) 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

(Continued) Address Before a Joint Session of the Congress by Lyndon Baines Johnson, 460–465 Visual Timeline: Images of Tragedy, 468–470 Of Altruism, Heroism and Nature’s Gifts in the Face of Terror, 898–901 (Issues and Events of 9/11) Preparing to Read Historical Background: Elizabethan England, 498–503 Historical Background: Ancient Greece, 746–751 Historical Fiction, Myths, and Legends The Adventures of Odysseus, 757–761, 762–781, 783–794, 800–815, 817–824 Excerpt from Bulfinch’s Mythology by Thomas Bulfinch, 852 From the Ramayana, 860–863 Myth: Perseus by Edith Hamilton, 868–875 The Hero’s Quest, 876 The Washwoman, 878–883 Literature in Context Geography Connection, 790; History Connection, 31, 43, 235, 512, 550, 574, 620; Cultural Connection, 55, 609, 805; Social Studies Connection, 105 Responses Questions Model Activities, 191; Literary Analysis, 249, 825; Close Reading Activities, 241, 290, 296, 306, 316, 319, 436, 446, 458, 466, 471, 864, 884, 901; Critical Thinking, 761, 781, 794, 815



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9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Common Core Workshop Writing an Objective Summary, lii–liii; Comprehending Complex Texts, liv–lix Informational Text from The Federalist No. 2 by John Jay, lvii from “Farewell Address” by General Douglas MacArthur, lix from “State of the Union Address” by Andrew Johnson, lix from “Remarks on East-West Relations at the Brandenburg Gate in West Berlin,” June 12, 1987 by Ronald Reagan, lxi from “Remarks to the Senate in Support of a Declaration of Conscience” by Margaret Chase Smith, lxiii Reading Informational Text: History of the Bicycle, 122 Reading Informational Text: from “State of the Union Address (1941)” by Franklin D. Roosevelt, 276 Reading Informational Text: Encyclopedia Entry, Biography and Public Document, 854 (Bill of Rights and James Madison Text) Instruction and Questions Close Reading Focus Instruction: Main Idea, 206, 207 Literature in Context, 31, 43, 55, 105, 235, 512, 550, 574, 609, 620, 790, 805 Model Activities: Key Idea and Details 191 Literary Analysis: Key Idea and Details, 249, 825 Close Reading Activities: Key Idea and Details, 241, 290, 296, 306, 316, 319, 436, 446, 458, 466, 471, 864, 884, 901 Constructed Response Write and Deliver Oral Report: Determine the Main Idea, 281 Research Investigate the Topic Write Summary on Blood Banks, 905



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9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Common Core Workshop Comprehending Complex Texts, liv–lix Literary Analysis, 249, 825; Close Reading Activities, 241, 290, 296, 306, 316, 319, 436, 446, 458, 466, 471, 864, 884, 901; Visual Timeline: Images of Tragedy, 468–470; Research: Create a Timeline Illustrating the Civil Rights Movement or the Women’s Movement, 701 Historical and Cultural Context, 754, 755, 764, 768, 774, 776, 779, 780, 784, 788, 798, 799, 802, 804, 807, 808, 809, 811, 817, 818, 820; Historical Context, 458

Craft and Structure 9-10.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Common Core Workshop: Building Academic Vocabulary, xlvi–li Language Study 248, 824; Close Reading Activities, 241, 290, 296, 306, 316, 319, 436, 446, 458, 466, 471, 864, 884, 901; Language Study Workshops: Using a Dictionary and Thesaurus, 108–109; Etymology: Word Origins and Modern Meanings, 264–265; Idioms, Technical Terms, and Jargon, 840–841 See all vocabulary and literary side notes for The Tragedy of Romeo and Juliet– examples, 514, 517, 521, 545, 548; The Odyssey – examples, 759, 762, 766, 769; Constructed Response: Analyze Diction, Syntax, and Tone, 281



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9-10.RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Common Core Workshop Analyzing Arguments, lx– lxi; Rhetorical Devices and Persuasive Techniques, lxii–lxiii Instruction and Questions Focus on Craft and Structure: Elements of Essays, Articles, and Speeches, 202–203; Analyzing the Development, Organization, and Communication of Ideas, 204–205; Author’s Style, 206, 207, 209, 210, 212; Expository Essay, 216, 217, 219, 220, 223, 225; Persuasive Speech, 230, 231, 233, 240, 241, 243, 244, 245, 249; Reportage, 316; Memoir, 446; Historical Context, 458; Parallelism, 466; The Epic Form, 751 Constructed Response Analyze Characteristics of Expository and Persuasive Texts, 280

9-10.RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Reading Informational Text: Encyclopedia Entry, Biography and Public Document, 854 (Bill of Rights and James Madison Text); Comparing Themes, 252–263; Comparing Contemporary Interpretations, 829–839; Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280; Debate, 292 (Debate Roosevelt Speech)

Integration of Knowledge and Ideas 9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Reading a Statistical Table, 158; Map of Ancient Greek World, 747; Literature in Context: Geography Connection (map), 790; Social Studies Connection: Country Profile: Ghana, 105; Graphic Representation of American Blood Donation, 904; Visual Timeline: Images of Tragedy, 468–470; Research: Create a Timeline Illustrating the Civil Rights Movement or the Women’s Movement, 701; Writing: Make a Map, 845



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9-10.RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Common Core Workshop Analyzing Arguments, lx–lxi; The Art of Argument, lxii–lxiii Informational Text from The Federalist No. 2 by John Jay, lvii from “Farewell Address” by General Douglas MacArthur, lix from “State of the Union Address” by Andrew Johnson, lix from “Remarks on East-West Relations at the Brandenburg Gate in West Berlin,” June 12, 1987 by Ronald Reagan, lxi from “Remarks to the Senate in Support of a Declaration of Conscience” by Margaret Chase Smith, lxiii “I Am An American Day Address” by Learned Hand, 191 “I Have a Dream”, 242–248 “First Inaugural Address” by Franklin Delano Roosevelt, 284–289 Instruction and Questions Persuasive Speech, 230, 231, 233, 240, 241, 243, 244, 245, 249; Evaluate Persuasion, 230, 231, 240, 241, 245, 249; Persuasive Appeals, 291; Author’s Perspective, 306; Reportage, 316 Responses Writing Process: Argument: Analytic Response to Literature, 112–119; Argument: Problem-and-Solution Essay, 416–423; Constructed Response-Writing: Determine an Author’s Purpose and Point of View, 280



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9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Constructed Response Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280 The Great Depression “First Inaugural Address” by Franklin Delano Roosevelt, 284–289; From Americans in the Great Depression, 298–305; “Women on the Breadlines”, 308–315; Photograph: Bread Line, New York City, 1932, 318 Kennedy Assassination The Assassination of John F. Kennedy, 432–435; From A White House Diary, 440–445; American History, 448–457; Historical Context, 458; Address Before a Joint Session of the Congress by Lyndon Baines Johnson, 460–465; Visual Timeline: Images of Tragedy, 468–470

Range of Reading and Level of Text Complexity 9-10.RH.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Independent Reading (Social Science Texts), 184–185, 324–325, 476–477, 722–723, 910–911. Also see Online Text Set and Comprehending Complex Texts, liv–lix.



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Writing Standards for Literacy in History/Social Studies The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 9-10.WHST.1 Write arguments focused on discipline-specific content.

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

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

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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

e. Provide a concluding statement or section that follows from or supports the argument presented.

Common Core Workshop Composing an Argument, lxiv–lxv Writing Process Argument: Analytic Response to Literature, 112–119; Argument: Problem-and-Solution Essay, 416–423 Writing to Sources Argumentative Text (Essay), 161; Argumentative Text (Write a Proposal to Create a “I Have a Dream Speech Day”), 251; Argumentative Text (Essay Analyzing Roosevelt), 297; Argumentative Text (Editorial), 373; Argumentative Text (Character Analysis of Lady Bird Johnson), 447; Argumentative Essay (The Kennedy Assassination and Communication), 474–475; Argumentative Text (Editorial), 635; Argumentative Text: (Write a Persuasive Letter as a Historical Character), 635; Argumentative Text (Advice Column), 701; Argumentative Text (Critical Response), 709; Argumentative Text (Response to Literature: Analyze Character of Perseus), 877; Argumentative Text (Essay), 908–909 Writing Model Student Mode: Environmental Un-Consciousness, 422 Research and Technology Write a Persuasive Speech, 239



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9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

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

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Common Core Workshop Writing an Objective Summary, lii–liii; Research Process Workshop, lxviii–lxxvii Constructed Response Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280; Analyze Characteristics of Literary Forms (myths and legends), 856; Analyze Cultural Perspective, 856 Writing Process Exposition: Cause-and-Effect Essay, 268–275; Exposition: Comparison-and-Contrast Essay, 658–665 Writing to Sources Informational Text (Essay Discussing Idioms), 155; Explanatory Text (Expository Essay to Examine News Sources), 229; Explanatory Essay (Essay about Plight of Urban Women in Depression), 317; Informative Text (Caption: The Great Depression), 319; Expository Text (Essay: The Great Depression), 322–323; Informational Text (Analytical Essay Describing Society and Kennedy Assassination) 459; Informational Text (Magazine Article About Kennedy Assassination), 471; Informative Text (Biography of Odysseus), 827; Informative Text (Article or Blog Post), 903 Timed Writing Explanatory Text (Essay Exploring “Silent Spring”) 263 Write Expository Text (Essay on Grief of Kennedy Assassination), 438; Informative Text (Comparison-and-Contrast Essay), 866 Research and Technology Annotated Flowchart (Structure of Nobility), 637; Multimedia Presentation (Renaissance Music), 637



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(Continued) 9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.






(Continued) Research Investigate the Topic Blog Entry on Language Barrier Faced by Immigrants, 155; Short Biography, 167; Write Oral Presentation on Bankers and the Great Depression, 293; Research Report About Roosevelt’s Handling of Economic Crisis, 297; Short Essay on The Dust Bowl, 307; Research Report on Media and the Kennedy Assassination, 459; Research Report on an Ancient Culture, 715; Research Report on Rama as Hero, 867; Multimedia Presentation: Research About Origin Story, 891; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905



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9-10.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

Narrative Text (Narrative About the Great Depression), 307; Narrative Text (Historical Narrative about Johnson’s Speech), 467; Narrative Text (Retell the Odyssey), 797; Narrative Text (Short Story About Washwoman’s Life), 885

Production and Distribution of Writing 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Workshop: Research Process Workshop, lxviii–lxxvii Writing Workshop Argument: Analytic Response to Literature, 112–119; Exposition: Cause-and-Effect Essay, 268–275; Argument: Problem-and-Solution Essay, 416–423; Exposition: Comparison-and-Contrast Essay, 658–665 Writing to Sources Argumentative Text (Essay), 161; Informational Text (Essay Discussing Idioms), 155; Explanatory Text (Expository Essay to Examine News Sources), 229; Argumentative Text (Write a Proposal to Create a “I Have a Dream Speech Day”), 251; Argumentative Text (Essay Analyzing Roosevelt), 297; Explanatory Essay (Essay about Plight of Urban Women in Depression), 317; Informative Text (Caption: The Great Depression), 319; Expository Text (Essay: The Great Depression), 322–323; Argumentative Text (Editorial), 373; Argumentative Text (Character Analysis of Lady Bird Johnson), 447; Informational Text (Analytical Essay Describing Society and Kennedy Assassination) 459; Informational Text (Magazine Article About Kennedy Assassination), 471; Argumentative Essay (The Kennedy Assassination and Communication), 474–475; Argumentative Text (Editorial), 635; Argumentative Text:



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(Continued) 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

(Continued) (Write a Persuasive Letter as a Historical Character), 635; Argumentative Text (Advice Column), 701; Argumentative Text (Critical Response), 709; Informative Text (Biography of Odysseus), 827; Argumentative Text (Response to Literature: Analyze Character of Perseus), 877; Informative Text (Article or Blog Post), 903; Argumentative Text (Essay), 908–909 Research Investigate the Topic Short Biography, 167; Research Report About Roosevelt’s Handling of Economic Crisis, 297; Short Essay on The Dust Bowl, 307; Research Report on Media and the Kennedy Assassination, 459; Research Report on an Ancient Culture, 715; Research Report on Rama as Hero, 867; Multimedia Presentation: Research About Origin Story, 891; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905



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9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Research Process Workshop, lxviii–lxxvii; Writing Process: Argument: Analytic Response to Literature, 112–119; Exposition: Cause-and-Effect Essay, 268–275; Argument: Problem-and-Solution Essay, 416–423; Exposition: Comparison-and-Contrast Essay, 658–665; Writing to Sources: Argumentative Text (Essay), 161; Informational Text (Essay Discussing Idioms), 155; Explanatory Text (Expository Essay to Examine News Sources), 229; Argumentative Text (Write a Proposal to Create a “I Have a Dream Speech Day”), 251; Argumentative Text (Essay Analyzing Roosevelt), 297; Explanatory Essay (Essay about Plight of Urban Women in Depression), 317; Informative Text (Caption: The Great Depression), 319; Expository Text (Essay: The Great Depression), 322–323; Argumentative Text (Editorial), 373; Argumentative Text (Character Analysis of Lady Bird Johnson), 447; Informational Text (Analytical Essay Describing Society and Kennedy Assassination) 459; Informational Text (Magazine Article About Kennedy Assassination), 471; Argumentative Essay (The Kennedy Assassination and Communication), 474–475; Argumentative Text (Editorial), 635; Argumentative Text: (Write a Persuasive Letter as a Historical Character), 635; Argumentative Text (Advice Column), 701; Argumentative Text (Critical Response), 709; Informative Text (Biography of Odysseus), 827; Argumentative Text (Response to Literature: Analyze Character of Perseus), 877; Informative Text (Article or Blog Post), 903; Argumentative Text (Essay), 908–909



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9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Conducting Short-Term and Long-Term Research, lxvi–lxvii Research Activities: Multimedia Presentation (Renaissance Music), 637; Multimedia Presentation: Research About Origin Story, 891 also see: Research, 7, 15, 143, 167, 337, 439, 731; Research and Technology, 79, 229, 239, 637; Research Investigate the Topic, 155, 293, 297, 307, 317, 447, 459, 467, 471, 685, 695, 701, 709, 715, 867, 877, 885, 891, 903, 905 Speaking and Listening: Radio News Report on “I Have a Dream” Speech, 251; Multimedia Presentation of a Research Report, 656–657

Research to Build and Present Knowledge 9-10.WHST.7 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.

Common Core Workshop: Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix; Research, 7, 15, 143, 167, 337, 439, 731; Research and Technology, 79, 229, 239, 637; Research Investigate the Topic, 155, 293, 297, 307, 317, 447, 459, 467, 471, 685, 695, 701, 709, 715, 867, 877, 885, 891, 903, 905



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9-10.WHST.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.

Common Core Workshop Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix Research and Technology Research History of Chess, 79; Journal Entry – Compare News Programs, 229; Write a Persuasive Speech, 239; Annotated Flowchart (Structure of Nobility), 637; Multimedia Presentation (Renaissance Music), 637 Research Cultural Attitudes Toward Conformity, 143; Nonconformist Achievers, 167; Research a Specific War, 7; Research Traditional Chinese Tales, 15; What is Constitution Day, 192; Research Cultural Influences on Author, 337; Oral Research Report About Assassination of President Kennedy, 439; Research Davy Crockett, 731 Research: Investigate the Topic Research Language Barrier faced by Immigrants, 155; Bankers and the Great Depression, 293; Research Report About Roosevelt’s Handling of Economic Crisis, 297; The Dust Bowl, 307; Value of a Dollar During the Depression, 317; Research Causes of Jacqueline Kennedy or Lady Bird Johnson, 447; Media and the Kennedy Assassination, 459; Speeches by President Johnson, 467; Interview Who Remember Kennedys Assassination, 471; Annotated Bibliography on Social Class in Victorian England, 685; Infographic Social Order in Europe at Industrial Revolution, 695; Timeline: Civil Rights Movement or Women’s Movement, 701; Outline the Influence of Social Media, 709; Research Report on an Ancient Culture, 715; Rama as Hero, 867; Poster: Heroes in Greek Mythology, 877; Research: Emigration of Polish Jews, 885;



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(Continued) 9-10.WHST.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.

(Continued) Multimedia Presentation: Research About Origin Story, 891; Research Report on Relief Efforts after 9/11, 903; Research Blood Banks, 905

9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Research, 7, 15, 143, 167, 337, 439, 731; Research and Technology, 79, 229, 239, 637; Research Investigate the Topic, 155, 293, 297, 307, 317, 447, 459, 467, 471, 685, 695, 701, 709, 715, 867, 877, 885, 891, 903, 905



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Range of Writing 9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Research Process Workshop, lxviii–lxxvii; Writing Process: Argument: Analytic Response to Literature, 112–119; Exposition: Cause-and-Effect Essay, 268–275; Argument: Problem-and-Solution Essay, 416–423; Exposition: Comparison-and-Contrast Essay, 658–665; Writing to Sources: Argumentative Text (Essay), 161; Informational Text (Essay Discussing Idioms), 155; Explanatory Text (Expository Essay to Examine News Sources), 229; Argumentative Text (Write a Proposal to Create a “I Have a Dream Speech Day”), 251; Argumentative Text (Essay Analyzing Roosevelt), 297; Explanatory Essay (Essay about Plight of Urban Women in Depression), 317; Informative Text (Caption: The Great Depression), 319; Expository Text (Essay: The Great Depression), 322–323; Argumentative Text (Editorial), 373; Argumentative Text (Character Analysis of Lady Bird Johnson), 447; Informational Text (Analytical Essay Describing Society and Kennedy Assassination) 459; Informational Text (Magazine Article About Kennedy Assassination), 471; Argumentative Essay (The Kennedy Assassination and Communication), 474–475; Argumentative Text (Editorial), 635; Argumentative Text: (Write a Persuasive Letter as a Historical Character), 635; Argumentative Text (Advice Column), 701; Argumentative Text (Critical Response), 709; Informative Text (Biography of Odysseus), 827; Argumentative Text (Response to Literature: Analyze Character of Perseus), 877; Informative Text (Article or Blog Post), 903; Argumentative Text (Essay), 908–909



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Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details 9-10.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Common Core Workshop Comprehending Complex Texts, liv–lix Informational Text Planet Protection: The EPA, 668 From Blue Nines and Red Words, 168–175 from “Silent Spring” by Rachel Carson, 254–257 MP3 Mania! 426 Student Model: Environmental Un-Consciousness, 422 Close Reading Activities, 176; Critical Thinking, 257 Science Connection International Space Station, 260; Almanacs, 646

9-10.RST.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Opportunities to address this objective may be found with the following: Common Core Workshop: Writing an Objective Summary, lii–liii; Comprehending Complex Texts, liv–lix Informational Text Planet Protection: The EPA, 668 From Blue Nines and Red Words, 168–175 from “Silent Spring” by Rachel Carson, 254–257 MP3 Mania! 426 Student Model: Environmental Un-Consciousness, 422 Science Connection International Space Station, 260; Almanacs, 646



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9-10.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Opportunities to address this objective may be found with the following: Common Core Workshop Comprehending Complex Texts, liv–lix Reading Informational Text Simple Instructions for MP3 Players, 426

Craft and Structure 9-10.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Common Core Workshop: Building Academic Vocabulary, xlvi–li Science Connection: International Space Station, 260; Almanacs, 646 Language Study Workshops: Using a Dictionary and Thesaurus, 108–109; Etymology: Word Origins and Modern Meanings, 264–265; Idioms, Technical Terms, and Jargon, 840–841; Selection Vocabulary: Mathematics, 176

9-10.RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Common Core Workshop: Comprehending Complex Texts, liv–lix Informational Text: Planet Protection: The EPA, 668; From Blue Nines and Red Words, 168–175; from “Silent Spring” by Rachel Carson, 254–257; MP3 Mania! 426 Constructed Response: Analyze Characteristics of Expository and Persuasive Texts, 280

9-10.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Planet Protection: The EPA, 668; From Blue Nines and Red Words, 168–175; from “Silent Spring” by Rachel Carson, 254–257 Constructed Response: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics



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Integration of Knowledge and Ideas 9-10.RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Reading a Statistical Table, 158; Graphic Representation of American Blood Donation, 904; Write Summary on Blood Banks, 905

9-10.RST.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Common Core Workshop Analyzing Arguments, lx–lxi; The Art of Argument, lxii–lxiii Informational Material Planet Protection: The EPA, 668 from “Silent Spring” by Rachel Carson, 254–257 Student Model: Environmental Un-Consciousness, 422

9-10.RST.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Opportunities to address this objective may be found with the following: Planet Protection: The EPA, 668; from “Silent Spring” by Rachel Carson, 254–257; Student Model: Environmental Un-Consciousness, 422; Write Summary on Blood Banks, 905

Range of Reading and Level of Text Complexity 9-10.RST.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Independent Reading (Science Texts), 324–325, 476–477, 722–723. Also see Online Text Set and Comprehending Complex Texts, liv–lix.



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Writing Standards for Literacy in Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 9-10.WHST.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish

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

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

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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

e. Provide a concluding statement or section that follows from or supports the argument presented.

Common Core Workshop Composing an Argument, lxiv–lxv Writing Process Argument: Analytic Response to Literature, 112–119; Argument: Problem-and-Solution Essay, 416–423 Writing Model Student Mode: Environmental Un-Consciousness, 422 Research and Technology Write a Persuasive Speech, 239 Science Connection International Space Station, 260; Almanacs, 646



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9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.






Common Core Workshop Writing an Objective Summary, lii–liii; Research Process Workshop, lxviii–lxxvii Writing Process Exposition: Cause-and-Effect Essay, 268–275; Exposition: Comparison-and-Contrast Essay, 658–665 Constructed Response Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280 Timed Writing Essay Exploring “Silent Spring” 263 Research Investigate the Topic Short Essay on The Dust Bowl, 307; Outline the Influence of Social Media, 709; Write Summary on Blood Banks, 905 Science Connection International Space Station, 260; Almanacs, 646



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9-10.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

For related material see: Writing Process: Autobiographical Narrative, 844–851; Narrative Text (Narrative About the Great Depression), 307

Production and Distribution of Writing 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing Process: Argument: Analytic Response to Literature, 112–119; Exposition: Cause-and-Effect Essay, 268–275; Argument: Problem-and-Solution Essay, 416–423; Exposition: Comparison-and-Contrast Essay, 658–665 Research and Technology Write a Persuasive Speech, 239; Short Essay on The Dust Bowl, 307; Outline the Influence of Social Media, 709; Write Summary on Blood Banks, 905 Constructed Response Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280 Timed Writing Essay Exploring “Silent Spring” 263



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9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

For related material see: Writing Process: Argument: Analytic Response to Literature, 112–119; Exposition: Cause-and-Effect Essay, 268–275; Argument: Problem-and-Solution Essay, 416–423; Exposition: Comparison-and-Contrast Essay, 658–665



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Research to Build and Present Knowledge 9-10.WHST.7 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.

Common Core Workshop: Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix Research and Technology Write a Persuasive Speech, 239; Short Essay on The Dust Bowl, 307; Outline the Influence of Social Media, 709; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905 Speaking and Listening Comparing Media Coverage, 842–843 Writing Workshop – Focus on Research Argument: Analytic Response to Literature, 112; Exposition: Cause-and-Effect Essay, 268; Argument: Problem-and-Solution Essay, 416; Exposition: Comparison-and-Contrast Essay, 658 Science Connection International Space Station, 260; Almanacs, 646



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9-10.WHST.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.

Common Core Workshop: Conducting Research, lxvi–lxvii Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix Research and Technology Write a Persuasive Speech, 239; Short Essay on The Dust Bowl, 307; Outline the Influence of Social Media, 709; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905 Speaking and Listening Comparing Media Coverage, 842–843 Writing Workshop – Focus on Research Argument: Analytic Response to Literature, 112; Exposition: Cause-and-Effect Essay, 268; Argument: Problem-and-Solution Essay, 416; Exposition: Comparison-and-Contrast Essay, 658 Science Connection International Space Station, 260; Almanacs, 646

9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Research and Technology Write a Persuasive Speech, 239; Short Essay on The Dust Bowl, 307; Outline the Influence of Social Media, 709; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905 Science Connection International Space Station, 260; Almanacs, 646 Writing Workshop – Focus on Research Argument: Analytic Response to Literature, 112; Exposition: Cause-and-Effect Essay, 268; Argument: Problem-and-Solution Essay, 416; Exposition: Comparison-and-Contrast Essay, 658



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Range of Writing 9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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