Grade 9 - McDougal · PDF fileCE 1.1.6 Reorganize sentence elements as needed and choose ... and create artistic representations to express ... Students can evaluate their effectiveness

correlated to the

MichiganHigh School ELAContent Standardsand Expectations

Grade 9

McDougal LittellThe Language of Literature

Grade 9

correlated to

MichiganHigh School ELA

Content Standards and Expectations

STRAND 1: WRITING, SPEAKING, AND PRESENTING

Writing and speaking involve a complex process of inquiry and the discovery of meaning.Through writing, speaking, and visually representing, students understand themselves,communicate with others, advance personal and professional goals, and participate in ademocratic society. Effective communication requires an understanding of purpose andaudience, and reflects well-developed ideas using appropriate conventions of genre,content, form, style, voice, and mechanics.

STANDARD 1.1 Understand and practice writing as a recursive process.

CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies forplanning, drafting, revising, and editing complex texts.

PE/TE: 134-135, 223-224, 317-318, 393-394, 510-511, 579-580, 647-648,719, 723-724, 809-810, 877-878, 979-980, 1142-1145

CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, andorganize ideas (e.g., free writing, clustering/mapping, talking with others,brainstorming, outlining, developing graphic organizers, taking notes,summarizing, paraphrasing).

PE/TE: 134, 223, 317, 393, 510, 579, 647, 723, 809, 877, 977, 1142-1143

CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, ortechnical) for the purpose, audience, and context of the text, speech, orrepresentation (e.g., letter to editor, proposal, poem, or digital story).

PE/TE: Activities found on the Choices and Challenges pages and in theWriting Workshop assignments can be used to meet this standard.See the following example pages: 134-135, 223-224, 256, 303,317-318, 341, 393-394, 464, 510, 556, 579-580, 612, 647-648,661, 677, 685, 709, 719, 723-724, 809-810, 848, 877-878, 979-980, 1142-1143, 1149-1150

McDougal Littell, The Language of Literature, Grade 9 correlated to theMichigan High School ELA Content Standards and Expectations

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CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise aquestion, argue a position, explore a topic, tell a story, or serve anotherpurpose, while simultaneously considering the restraints and possibilities (e.g.,structure, language, use of conventions of grammar, usage, and mechanics) ofthe selected form or genre.

PE/TE: Students can practice writing drafts from various genres in all the“Writing Options” and “Writing Workshop” assignments. See thefollowing example pages: 86, 220-224, 286, 464, 720-724, 755,806-810, 874-878, 974-980, 1151-1168

CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing onresponse from others, self-reflection, and reading one’s own work with the eyeof a reader; then refine the text—deleting and/or rearranging ideas, andaddressing potential readers’ questions.

PE/TE: 135, 223, 318, 394, 580, 648, 724, 810, 878, 980, 1142-1143

CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylisticoptions that provide sentence variety, fluency, and flow.

PE/TE: 135, 224, 318, 394, 580, 648, 724, 810, 878, 980, 1142-1143,1196-1197

CE 1.1.7 Edit for style, tone, word choice (specificity, variety, accuracy,appropriateness, conciseness) and for conventions of grammar, usage andmechanics that are appropriate for audience.

PE/TE: 135, 223, 224, 318, 394, 580, 648, 724, 810, 878, 980, 1143-1144

CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for apublic audience.

PE/TE: 135, 224, 318, 394, 580, 648, 735, 810, 878, 980, 1143-1144


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STANDARD 1.2 Use writing, speaking, and visual expression for personalunderstanding and growth.

CE 1.2.1 Write, speak, and use images and graphs to understand and discover complexideas.

PE/TE: Activities found on the Choices and Challenges and Reading forInformation pages can be used to meet this standard. See thefollowing example pages: 96, 171, 183, 218, 303, 437, 464, 506,556, 841; Additional opportunities to address this objective can befound by using the word webs and charts on the following pages:172, 242, 680, 708, 843, 886, 1176-1177

Add’l TE: 606

CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight(e.g., diary, journal writing, portfolio self-assessment).

PE/TE: 86, 227, 292, 397, 449, 583, 727, 881, 1117

CE 1.2.3 Write, speak, and create artistic representations to express personal experienceand perspective (e.g., personal narrative, poetry, imaginative writing, slampoetry, blogs, webpages).

PE/TE: 59, 86, 131-135, 183, 242, 256, 286, 292, 341, 372, 548, 556, 612,617, 685, 848

CE 1.2.4 Assess strengths, weaknesses and development as a writer by examining acollection of own writing.

PE/TE: 135, 217, 224, 227, 318, 394, 397, 505, 580, 583, 648, 718, 724, 727,810, 878, 881, 1117


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STANDARD 1.3 Communicate in speech, writing, and multimedia using content,form, voice, and style appropriate to the audience and purpose (e.g.,to reflect, persuade, inform, analyze, entertain, inspire).

CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres(e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction,summary, literary analysis essay, research report, or work-related text): piecesthat serve a variety of purposes (e.g., expressive, informative, creative, andpersuasive) and that use a variety of organizational patterns (e.g.,autobiography, free verse, dialogue, comparison/contrast, definition, or causeand effect).

PE/TE: Activities found on the Choices and Challenges pages and in theWriting and Communication Workshops can be used to meet thisstandard. See the following example pages: 86, 150, 183, 190, 218,220-224, 303, 314-318, 347, 372, 390-394,507-511, 548, 556, 709, 785, 806-810, 848, 874-878, 974-980,1151-1168, 1174-1175, 1178

Add’l TE: 94, 214, 566, 606, 836

CE 1.3.2 Compose written and spoken essays or work-related text that demonstratelogical thinking and the development of ideas for academic, creative, andpersonal purposes: essays that convey the author’s message by using anengaging introduction (with a clear thesis as appropriate), well-constructedparagraphs, transition sentences, and a powerful conclusion.

PE/TE: 86, 130, 242, 341, 506, 507-511, 556, 873, 966, 974-980, 966,1155-1158, 1161-1166, 1174-1175

Add’l TE: 36, 670-671

CE 1.3.3 Compose essays with well-crafted and varied sentences demonstrating aprecise, flexible, and creative use of language.

PE/TE: Activities found on the Choices and Challenges pages and in theWriting and Communication Workshops can be used to meet thisstandard. See the following example pages: 150, 183, 190, 218,220-224, 303, 314-318, 347, 372, 390-394, 507-511, 548, 556,709, 785, 806-810, 848, 874-878, 974-980,1151-1168, 1174-1175,1178

Add’l TE: 94, 214, 566, 606, 836


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CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzingdiffering perspectives and employing a structure that effectively conveys theideas in writing (e.g. resolve inconsistencies in logic; use a range of strategiesto persuade, clarify and defend a position with precise and relevant evidence;anticipate and address concerns and counterclaims; provide a clear andeffective conclusion).

PE/TE: 168, 220-224, 437, 464, 507-511, 548, 709, 1159-1160Add’l TE: 566, 606, 670-671, 783

CE 1.3.5 From the outset, identify and assess audience expectations and needs, considerthe rhetorical effects of style, form, and content based on that assessment, andadapt communication strategies appropriately and effectively.

PE/TE: 72, 134, 168, 183, 190, 286, 303, 437, 464, 506, 507-511, 579,647, 877, 1143, 1151, 1159, 1167, 1174-1175, 1178

Add’l TE: 94, 606, 506, 715, 719, 773, 783, 794, 836, 900, 908, 962, 1006,1026, 1078

CE 1.3.6 Use speaking, writing, and visually presentations to appeal to audiences ofdifferent social, economic, and cultural backgrounds and experiences (e.g.,include explanations and definitions according to the audience’s background,age, or knowledge of the topic; adjust formality of style; consider interests ofpotential readers).

PE/TE: 72, 101, 134, 168, 190, 270, 303, 464, 506, 507-511, 579, 647,877, 1143, 1151, 1159, 1167, 1174-1175

Add’l TE: 94, 386, 715, 773, 900, 908, 962, 1006, 1026, 1078

CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups,work teams, discussion groups, and committees)— fulfilling roles andresponsibilities, posing relevant questions, giving and following instructions,acknowledging and building on ideas and contributions of others to answerquestions or to solve problems, and offering dissent courteously.

PE/TE: Activities found on the Preparing to Read, Thinking ThroughLiterature, and Choices and Challenges pages can be used to meetthis standard. See the following example pages: 22, 35, 62, 218,241, 285, 506, 636, 719, 847, 880, 1103, 1116

Add’l TE: 107, 193, 292, 309, 347, 355, 428-429, 434, 475, 575, 643, 690,748, 803, 853, 908, 922-923, 972, 1106, 1108


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CE 1.3.8 Evaluate own and others’ effectiveness in group discussions and formalpresentations (e.g., considering accuracy, relevance, clarity, and delivery; typesof arguments used; and relationships among purpose, audience, and content).

PE/TE: Students can evaluate their effectiveness in group discussions byusing activities on the Preparing to Read, Thinking ThroughLiterature, and Author Study pages. See the following examplepages: 37, 58, 74, 112, 359, 660; Also see pages: 510-511, 1114,1175, 1176

Add’l TE: 36, 49, 201, 214, 250, 292, 431, 444, 526, 606, 614, 670-671, 715,748, 794, 900, 962, 1006, 1026, 1078

CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety ofgenres in speaking, writing, and multimedia presentations.

PE/TE: Activities found on the Choices and Challenges pages and in theWriting Workshop assignments can be used to meet this standard.See the following example pages: 86, 183, 218, 220-224, 303, 314-318, 347, 372, 507-511, 548, 556,785, 806-820, 848, 974-980, 1151-1168, 1174-1175, 1178

Add’l TE: 94, 214, 506, 566, 606, 719, 836

STANDARD 1.4 Develop and use the tools and practices of inquiry andresearch—generating, exploring, and refining important questions;creating an hypothesis or thesis; gathering and studying evidence;drawing conclusions; and composing a report.

CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research.

PE/TE: 86, 101, 129, 160, 168, 190, 256, 303, 347, 386, 449, 464, 506,536, 548, 606, 700, 755, 977, 1104, 1161

Add’l TE: 48, 844

CE 1.4.2 Develop a system for gathering, organizing, paraphrasing, and summarizinginformation; select, evaluate, synthesize, and use multiple primary andsecondary (print and electronic) resources.

PE/TE: The “Inquiry and Research” activities on the “Choices andChallenges” pages can be used to meet this objective. See thefollowing example pages: 72, 86, 101, 123, 129, 145, 150, 160;Additionally see the following pages for strategies: 550, 551, 579-580, 679, 843-844, 1163, 1170-1171


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CE 1.4.3 Develop and refine a position, claim, thesis, or hypothesis that will be exploredand supported by analyzing different perspectives, resolving inconsistencies,and writing about those differences in a structure appropriate for the audience(e.g., argumentative essay that avoids inconsistencies in logic and develops asingle thesis; exploratory essay that explains differences and similarities andraises additional questions).

PE/TE: 72, 171, 190, 220-224, 640, 844, 974-980, 1161-1166Add’l TE: 258

CE 1.4.4 Interpret, synthesize, and evaluate information/findings in various print sourcesand media (e.g., fact and opinion, comprehensiveness of the evidence, bias,varied perspectives, motives and credibility of the author, date of publication)to draw conclusions and implications.

PE/TE: 183, 190, 218, 256, 259, 612, 844, 978, 1162, 1170Add’l TE: 563, 566, 640

CE 1.4.5 Develop organizational structures appropriate to the purpose and message, anduse transitions that produce a sequential or logical flow of ideas.

PE/TE: 394, 452, 506, 579, 978-979, 1148, 1163, 1172

CE 1.4.6 Use appropriate conventions of textual citation in different contexts (e.g.,different academic disciplines and workplace writing situations).

PE/TE: 979, 1161, 1164, 1171Add’l TE: 386

CE 1.4.7 Recognize the role of research, including student research, as a contribution tocollective knowledge, selecting an appropriate method or genre through whichresearch findings will be shared and evaluated, keeping in mind the needs ofthe prospective audience. (e.g., presentations, online sharing, written productssuch as a research report, a research brief, a multi-genre report, I-Search,literary analysis, news article).

PE/TE: 36, 86, 101, 168, 242, 256, 303, 341, 347, 437, 491, 499, 506, 536,570, 700, 769, 940, 980

Add’l TE: 386, 566


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STANDARD 1.5 Produce a variety of written, spoken, multigenre, and multimediaworks, making conscious choices about language, form, style, and/orvisual representation for each work (e.g., poetry, fiction and creativenonfiction stories, academic and literary essays, proposals, memos,manifestos, business letters, advertisements, prepared speeched,group and dramatic performances, poetry slams, and digital stories).

CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative andcritical messages.

PE/TE: Activities found on the Choices and Challenges andCommunication Workshop pages can be used to meet thisstandard. See the following example pages: 36, 86, 145, 150, 168,190, 218, 242, 286, 292, 303, 341, 437, 491, 499, 507-511, 548,556, 570, 606, 612, 617, 661, 685, 700, 709, 719, 755, 769, 806-810, 841, 848, 862, 872, 927, 966, 1110-1114, 1178

Add’l TE: 56, 82, 250, 423, 488, 496, 606, 634, 706, 836, 924

CE 1.5.2 Prepare spoken and multimedia presentations that effectively addressaudiences by careful use of voice, pacing, gestures, eye contact, visual aids,audio and video technology.

PE/TE: 59, 72, 86, 101, 129, 150, 168, 190, 218, 256, 286, 341, 347, 437,464, 472, 491, 506, 507-511, 606, 719, 785, 822, 841, 848, 927,966, 1110-1114, 1174-1175, 1177-1178

Add’l TE: 49, 94, 201, 214, 250, 292, 369, 428-429, 431, 566, 606, 614, 670-671, 707, 715, 748, 783, 794, 836, 900, 908, 962, 1006, 1026, 1078

CE 1.5.3 Select format and tone based on the desired effect and audience, using effectivewritten and spoken language, sound, and/or visual representations (e.g., focus,transitions, facts, detail and evidence to support judgments, skillful use ofrhetorical devices, and a coherent conclusion).

PE/TE: Activities found on the Writing Workshop and Choices andChallenges pages can be used to meet this standard. See thefollowing example pages: 59, 72, 86, 101, 131-132, 150, 168, 218,220-224, 314-318, 341, 390-394, 437, 507-511, 576-580, 719, 720-724, 822, 841, 874-878, 927, 974-980, 1110-1114, 1176-1178

Add’l TE: 49, 214, 292, 566, 606, 670-671, 707, 715, 794, 1006, 1026, 1078


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CE 1.5.4 Use technology tools (e.g, word processing, presentation and multimediasoftware) to produce polished written and multimedia work (e.g., literary andexpository works, proposals, business presentations, advertisements).

PE/TE: 135, 218, 224, 318, 394, 507-511, 580, 648, 719, 724, 810, 878,980, 1114, 1144, 1176-1178

Add’l TE: 303, 506, 719

CE 1.5.5 Respond to and use feedback to strengthen written and multimediapresentations (e.g., clarify and defend ideas, expand on a topic, use logicalarguments, modify organization, evaluate effectiveness of image, set goals forfuture presentations).

PE/TE: 134-135, 223-224, 317-318, 393-394, 511, 579-580, 647-648, 724,810, 877-878, 979-980, 1114, 1145

Add’l TE: 250, 431, 566, 614, 836


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STRAND 2: READING, LISTENING, AND VIEWING

In constructing meaning while reading, listening, or viewing, students draw upon priorknowledge and engage complex skills and strategies of comprehension andinterpretation. They develop skill, confidence, and independence in understandingnarrative and expository texts, including aural, visual, and multimodal works. Studentssynthesize information through reading, listening, and viewing, and generate newthinking.

STANDARD 2.1 Develop critical reading, listening, and viewing strategies.

CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge ownprior knowledge, make connections, generate questions, make predictions, scana text for a particular purpose or audience, analyze text structure and features)to make conscious choices about how to approach the reading based onpurpose, genre, level of difficulty, text demands, and features.

PE/TE: Students can practice using pre-reading and previewing strategiesby responding to the questions and information provided in theConnect to Your Life and Build Background sections on thePreparing to Read pages that precede each selection. See thefollowing example pages: 151, 288, 759; Also see: 25, 140, 235,411, 550, 1124, 1125, 1128-1129, 1130, 1131, 1138-1141, 1216-1221, 1234-1246

Add’l TE: 482, 818, 824, 858, 894, 990

CE 2.1.2 Make supported inferences and draw conclusions based on informational printand multimedia features (e.g., prefaces, appendices, marginal notes,illustrations, bibliographies, author’s pages, footnotes, diagrams, tables, charts,maps, timelines, graphs, and other visual and special effects) and explain howauthors and speakers use them to infer the organization of text and enhanceunderstanding, convey meaning, and inspire or mislead audiences.

PE/TE: 86, 160, 170, 235, 270, 341, 550, 606, 637, 785, 797, 862, 915,927, 1122-1123, 1124, 1125, 1128-1131, 1216-1223, 1234-1235,1236-1239, 1242-1243

Add’l TE: 30, 34, 41, 44, 46, 65, 68, 77, 80, 92, 96, 155, 178, 213, 247, 263,275, 282, 297, 301, 328, 334, 336, 345, 368, 377, 381, 384, 406,422, 426, 432, 467, 482, 485, 495, 559, 586, 596, 602, 609, 622,625, 632, 656, 658, 673, 695, 746, 774, 776, 782, 788, 819, 825,827, 858, 866, 905, 909, 919, 934, 938, 950, 956, 963, 1074


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CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurativelanguage, idiomatic expressions, and technical meanings of terms throughcontext clues, word roots and affixes, and the use of resource materials such asprint and electronic dictionaries.

PE/TE: 36, 59, 86, 103, 139, 140, 146, 149, 183, 191, 219, 256, 288, 303,305, 351, 437, 453, 463, 473, 536, 548, 570, 572, 661, 677, 719,769, 785, 798, 872, 973, 1109, 1126-1127

Add’l TE: 27, 39, 75, 89, 113, 148, 163, 173, 186-187, 212, 244-245, 261,280-281, 294-295, 367, 374-375, 414-415, 424, 449, 454, 458,460, 518-519, 528-529, 539, 558, 567, 593, 597, 619, 655, 696-697, 703, 712, 743, 750-751, 760-761, 771, 789, 818, 824, 857,904, 917, 920-921, 929-930, 931, 942-943, 946-947, 952, 992,996-997, 1021, 1054, 1098

CE 2.1.4 Identify and evaluate the primary focus, logical argument, structure, and styleof a text or speech and the ways in which these elements support or confoundmeaning or purpose.

PE/TE: 61, 170-171, 235, 258-259, 387, 439, 448, 451-452, 550-551, 639-640, 679, 757-758, 843-844, 1123

Add’l TE: 440, 442, 444, 446

CE 2.1.5 Analyze and evaluate the components of multiple organizational patterns (e.g.,compare/contrast, cause/effect, problem/solution, fact/opinion,theory/evidence).

PE/TE: 26, 29, 35, 235, 236, 241, 258-259, 439-450, 618, 639-640, 843-844, 1123, 1132-1137, 1224, 1225, 1226-1227, 1228-1229, 1230-1231, 1232-1234

Add’l TE: 28, 32, 238, 620, 624, 626, 628

CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, andmultimedia presentations (e.g., documentaries and research presentations) andelements of expository texts (e.g., thesis, supporting ideas, and statisticalevidence) ; critically examine the argumentation and conclusions of multipleinformational texts.

PE/TE: 101, 130, 171, 242, 256, 341, 386, 389, 390-394, 507-511, 556,570, 700, 769, 874-878, 1155-1158, 1174-1175, 1178

Add’l TE: 670-671


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CE 2.1.7 Demonstrate understanding of written, spoken, or visual information byrestating, paraphrasing, summarizing, critiquing, or composing a personalresponse; distinguish between a summary and a critique.

PE/TE: 288, 291, 464, 500, 504, 556, 617, 637, 644-648, 679, 709, 711,717, 978, 1106-1107, 1122-1123, 1163

Add’l TE: 36, 290, 369, 502, 712, 716

CE 2.1.8 Recognize the conventions of visual and multimedia presentations (e.g.,lighting, camera angle, special effects, color, and soundtrack) and how theycarry or influence messages.

PE/TE: 36, 218, 270, 286, 437, 449, 491, 822, 1104, 1177, 1178Add’l TE: 431, 719, 1100

CE 2.1.9 Examine the intersections and distinctions between visual (media images,painting, film, and graphic arts) and verbal communication.

PE/TE: 36, 217, 218, 270, 286, 437, 449, 491, 1104Add’l TE: 86, 526-527, 626, 922-923

CE 2.1.10 Listen to and view speeches, presentations, and multimedia works to identifyand respond thoughtfully to key ideas, significant details, logical organization,fact and opinion, and propaganda.

PE/TE: 270, 449, 506, 718, 940, 1114, 1175, 1176, 1177Add’l TE: 86, 444, 566, 606, 922-923

CE 2.1.11 Demonstrate appropriate social skills of audience, group discussion, or workteam behavior by listening attentively and with civility to the ideas of others,gaining the floor in respectful ways, posing appropriate questions, andtolerating ambiguity and lack of consensus.

PE/TE: Activities found on the Preparing to Read , Thinking ThroughLiterature, and Choices and Challenges pages can be used to meetthis standard. See the following example pages: 72, 74, 100, 190,270, 286, 324, 438, 506, 612, 660, 700, 940

Add’l TE: 74, 100, 324, 438, 660


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CE 2.1.12 Use a variety of strategies to enhance listening comprehension (e.g., monitormessage for clarity and understanding, ask relevant questions, provide verbaland nonverbal feedback, notice cues such as change of pace or emphasis thatindicate a new point is about to be made; and take notes to organize essentialinformation).

PE/TE: 72, 190, 270, 286, 505, 511, 612, 700, 718, 1176Add’l TE: 36, 94, 183, 201, 341, 428-429, 444, 670-671, 836, 922-923, 1050

SSTANDARD 2.2 Use a variety of reading, listening, and viewing strategies toconstruct meaning beyond the literal level (e.g. drawing inferences;confirming and correcting; making comparisons, connections andgeneralizations; and drawing conclusions).

CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors conveyideas and readers make meaning (e.g., imagery, irony, satire, parody,propaganda, overstatement/understatement, omission, and multiple points ofview).

PE/TE: 61, 139, 149, 151, 159, 167, 185, 189, 235, 272, 285, 490, 505,515, 516, 535, 611, 613, 616, 739, 770, 784, 787, 796, 847, 1071,1173

Add’l TE: 152, 186, 188, 274, 276, 278, 280, 566, 614, 772, 776, 778, 780,782, 788, 790, 792, 794

CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect theunderstanding of written, spoken, or multimedia text.

PE/TE: Students can examine the effects prior knowledge has onunderstanding of texts by activating and analyzing prior knowledgeon the “Preparing to Read” pages preceding each selection. See thefollowing pages: 38, 151, 893, 939; Also see pages: 449, 1114


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CE 2.2.3 Interpret the meaning of written, spoken, and visual texts drawing on differentcultural, theoretical, and critical perspectives.

PE/TE: Students can interpret the meaning of various texts by answeringquestions on the Thinking Through the Literature pages followingthe selections. See the following example pages: 167, 448, 449,660, 708, 847, 861. Students can interpret the meaning of visualtexts using the following pages: 86, 160, 270, 341, 606, 637, 785,797, 862, 915, 927, 1176-1177

Add’l TE: See the following example pages: 444, 656, 658, 858

STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, andpolitical purposes, through independent and collaborative reading.

CE 2.3.1 Read, listen to, and view diverse texts for multiple purposes such as learningcomplex procedures, making work-place decisions, or pursuing in-depthstudies.

PE/TE: 36, 72, 101, 129, 160, 168, 183, 190, 218, 242, 256, 270, 286, 303,341, 347, 372, 386, 437, 449, 464, 506, 536, 556, 570, 606, 612,677, 679, 700, 755, 769, 822, 872, 915, 974-980, 1139, 1161-1165,1172, 1176, 1177

Add’l TE: 171, 258, 386, 388, 551, 844

CE 2.3.2 Read, view, and/or listen independently to a variety of fiction, nonfiction, andmultimedia genres based on student interest and curiosity.

PE/TE: 37, 60, 102, 104-110, 145, 161, 192-193, 228-229, 306-313, 352-357, 398-399, 549, 573-575, 584-585, 662, 687-690, 719, 728-729,799-805, 822, 842, 882-883, 970-972, 1118-1119

CE 2.3.3 Critically read and interpret instructions for a variety of tasks (e.g., completingassignments, using software, writing college and job applications).

PE/TE: 1138-1141, 1240-1241, 1244-1246


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CE 2.3.4 Critically interpret primary and secondary research-related documents (e.g.,historical and government documents, newspapers, critical and technicalarticles, and subject-specific books).

PE/TE: 36, 72, 101, 129, 160, 168, 183, 190, 218, 242, 256, 303, 341, 347,437, 449, 464, 506, 536, 556, 570, 571, 606, 677, 700, 755, 769,822, 872, 915, 974-980, 1124-1125, 1161-1165

Add’l TE: 171, 258, 386, 844

CE 2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoringcomprehension and using a variety of strategies to overcome difficulties whenconstructing and conveying meaning.

PE/TE: 6-7, 25, 140, 235, 288, 291, 411, 500, 504, 653, 741, 892, 988,1106-1107, 1122-1123, 1124, 1128-1129, 1176-1177

Add’l TE: 290, 502

CE 2.3.6 Reflect on personal understanding of reading, listening, and viewing; setpersonal learning goals; and take responsibility for personal growth.

PE/TE: 4-5, 135, 224, 226-227, 318, 394, 396-397, 511, 580, 582-583,648, 724, 728-729, 878, 882-883, 980, 1114, 1116-1117

CE 2.3.7 Participate as an active member of a reading, listening, and viewingcommunity, collaboratively selecting materials to read or events to view andenjoy (e.g., book talks, literature circles, film clubs).

PE/TE: 7, 37, 60, 102, 719, 822Add’l TE: 748

CE 2.3.8 Develop and apply personal, shared, and academic criteria to evaluate own andothers’ oral, written, and visual texts.

PE/TE: 131, 134, 220, 223, 314, 317, 390, 393, 449, 507, 511, 576, 579,644, 647, 720, 724, 806, 810, 874, 877, 974, 979, 1110, 1114

Add’l TE: 36, 201, 250, 369, 444, 526, 566, 606, 614, 626, 670-671, 715,783, 836, 1026, 1078


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STRAND 3: LITERATURE AND CULTURE

Students study and appreciate a rich and varied selection of classical and contemporaryliterary, cultural, and historical texts from American, British, and world traditions. Theylearn from the experiences, ideas, and emotions of others across the ages, applying theirunderstanding to contemporary circumstances.

STANDARD 3.1 Develop the skills of close and contextual literary reading.

CE 3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor)while reading literary and expository works.

PE/TE: 139, 146, 149, 151, 272, 285, 288, 291, 373, 385, 448, 471, 474,490, 505, 515, 516, 517, 535, 569, 605, 611, 613, 616, 660,847, 891, 986, 1071

Add’l TE: 66, 148, 154, 156, 274, 276, 278, 280, 374, 376, 378, 380, 382,384, 518, 524, 602, 614, 1026

CE 3.1.2 Demonstrate an understanding of literary characterization, characterdevelopment, the function of major and minor characters, motives and causesfor action, and moral dilemmas that characters encounter by describing theirfunction in specific works.

PE/TE: 24, 25, 58, 62, 71, 85, 100, 112, 122, 124, 128, 141, 144, 159, 172,182, 285, 321-322, 323, 324, 332, 333, 335, 338, 340, 343, 344,346, 350, 359, 410, 411, 498, 500, 504, 592, 605, 611, 663, 676,768, 821, 855, 893, 914, 926, 939

Add’l TE: 44, 64, 114, 118, 142, 174, 176, 178, 180, 326, 328, 330, 336, 338,418, 502, 594, 596, 600, 604, 622, 664, 666, 668, 670, 672, 674,894, 896, 898, 906, 908, 912

CE 3.1.3 Recognize a variety of plot structures and elements (e.g., story within a story,rising action, foreshadowing, flash backs, cause-and-effect relationships,conflicts, resolutions) and describe their impact on the reader in specificliterary works.

PE/TE: 23, 24, 25, 29, 35, 38, 58, 71, 74, 85, 100, 112, 122, 124,182, 226, 235, 258-259, 285, 293, 302, 324, 359, 371, 385, 409,411, 412, 436, 590, 591, 605, 618, 636, 726, 742, 754, 768, 787,823, 840, 881, 941, 965, 1019, 1043, 1071

Add’l TE: 28, 32, 40, 42, 52, 56, 120, 126, 294, 296, 300, 360, 362, 366, 368,370, 432, 602, 620, 624, 626, 628, 634, 744, 746, 750, 752, 824,826, 832, 834, 942, 944, 946, 948, 950, 956, 964, 992, 996, 1004,1008, 1012


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CE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood, timesequence, author vs. narrator, stated vs. implied author, intended audience andpurpose, irony, parody, satire, propaganda, use of archetypes and symbols) andidentify basic beliefs, perspectives, and philosophical assumptions underlyingan author’s work.

PE/TE: 26, 61, 74, 85, 100, 144, 149, 151, 159, 167, 184, 189, 207, 216,217, 291, 302, 340, 346, 373, 385, 448, 451-452, 505, 514-515,535, 547, 552, 555, 569, 605, 616, 636, 651, 652, 654, 660, 663,676, 680, 684, 711, 717, 718, 739, 757-758, 770, 784, 787, 796,813, 845, 847, 861, 863, 871

Add’l TE: 152, 186, 188, 208, 210, 212, 294, 296, 300, 374, 376, 380, 382,384, 554, 558, 560, 562, 564, 566, 568, 600, 602, 664, 666, 668,670, 682, 712, 714, 772, 776, 778, 780, 782, 788, 790, 792, 794,846, 864, 866, 868

CE 3.1.5 Comparatively analyze two or more literary or expository texts, comparinghow and why similar themes are treated differently, by different authors, indifferent types of text, in different historical periods, and/or from differentcultural perspectives.

PE/TE: 216, 269, 285, 291, 346, 350, 358, 389, 448, 463, 471, 605, 616,676, 684, 699, 708, 784, 840, 855

CE 3.1.6 Examine differing and diverse interpretations of literary and expository worksand explain how and why interpretation may vary from reader to reader.

PE/TE: The “Critic’s Corner” section that can be found under “ExtendInterpretations” can be used to meet this objective. See thefollowing example pages: 35, 167, 216, 241, 255, 340, 535, 605,616, 676, 754, 965

CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures inliterature and other texts.

PE/TE: The selections in The Language of Literature portray a variety ofgroups, societies, and cultures. Students can study the followingexample selections to meet this standard: 74-87, 88-102, 293-304,358, 359-372, 373-386, 654-662, 663-678

Add’l TE: 360, 364, 366, 368, 370, 374, 376, 380, 384


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CE 3.1.8 Demonstrate an understanding of historical, political, cultural, andphilosophical themes and questions raised by literary and expository works.

PE/TE: Connect to Life questions on the Thinking Through Literaturepages can be used to meet this standard. See the following examplepages: 58, 122, 128, 144, 159, 182, 189, 269, 285, 291, 302, 346,350, 371, 436, 448, 463, 498, 504, 569, 660, 754, 784, 861, 965

CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issuesin literature and other texts reflect human experience.

PE/TE: Connect to Life questions on the Thinking Through Literaturepages can be used to meet this standard. See the following examplepages: 35, 58, 71, 85, 100, 167, 216, 241, 285, 385, 490, 582, 605,611, 616, 636, 676, 684, 699, 708, 717, 821, 871, 939

CE 3.1.10 Demonstrate an understanding of the connections between literary andexpository works, themes, and historical and contemporary contexts.

PE/TE: Connect to Life questions on the Thinking Through Literaturepages can be used to meet this standard. See the following examplepages: 35, 58, 71, 128, 144, 159, 182, 189, 285, 302, 371, 448,463, 611, 504, 660, 754, 965, 1103

STANDARD 3.2 Read and respond to classic and contemporary fiction, literarynonfiction, and expository text, from a variety of literary genresrepresenting many time periods and authors (e.g., myth, epic,folklore, drama, poetry, autobiography, novels, short stories,philosophical pieces, science fiction, fantasy, young adult literature,creative non-fiction, hypertext fiction).

CE 3.2.1 Recognize a variety of literary genres and forms (e.g., poetry, drama, novels,short stories, autobiographies, biographies, multi-genre texts, satire, parody,allegory) and demonstrate an understanding of the way in which genre andform influence meaning.

PE/TE: 23-24, 25, 112, 122, 138-139, 140, 149, 233-234, 235, 236, 243,255, 272, 285, 409-410, 411, 412, 436, 439, 448, 453, 463, 480,490, 583, 651-652, 660, 890-891, 892, 941, 965

Add’l TE: 114, 238, 244, 250, 274, 276, 280, 282, 284, 414, 424, 426, 428,430, 454, 456, 458, 460, 462, 482, 486, 942, 948, 958


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CE 3.2.2 Identify different types of poetry (e.g., epic, lyric, sonnets, free verse) andexplain how specific features (e.g., figurative language, imagery, rhythm,alliteration, etc.) influence meaning.

PE/TE: 124, 128, 138-139, 140, 141, 144, 146, 149, 198, 204, 288, 291,346, 471, 474, 555, 608, 611, 613, 616, 847, 890-891, 965

Add’l TE: 126, 142, 148, 156, 200, 202, 290, 610, 614, 942, 948, 958

CE 3.2.3 Identify how elements of dramatic literature (e.g., dramatic irony, soliloquy,stage direction, and dialogue) illuminate the meaning of the text.

PE/TE: 189, 350, 409, 410, 411, 412, 436, 770, 784, 986-987, 988, 1071Add’l TE: 414, 416, 418, 420, 422, 424, 430, 772, 776, 778, 780, 782, 824,

826, 828, 832, 836

CE 3.2.4 Respond by participating actively and appropriately in small and large groupdiscussions about literature (e.g., posing questions, listening to others,contributing ideas, reflecting on and revising initial responses).

PE/TE: Students have numerous opportunities to participate in groupliterature discussions using Connect to Your Life activities onthe Preparing to Read pages, Paired and Co-Operative LearningActivities on the Thinking Through the Literature pages, andReflecting on Theme discussions at the conclusion of units. See the following example pages: 141, 172, 189, 439, 535, 582

CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation,reader’s theatre, literature circles, illustration, writing in a character’s voice,engaging in social action, writing an analytic essay) providing examples ofhow texts affect their lives, connect them with the contemporary world, andcommunicate across time.

PE/TE: Students can respond to literature in a variety of ways bycompleting the “Choices and Challenges” projects which followeach selection. See the following example pages: 36, 101, 168,256, 464, 506

Add’l TE: See the following example pages: 250, 369, 566


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SSTANDARD 3.3 Use knowledge of literary history, traditions, and theory to respondto and analyze the meaning of texts.

CE 3.3.1 Explore the relationships among individual works, authors, and literarymovements in English and American literature (e.g., Romanticism, Puritanism,the Harlem Renaissance, Postcolonial), and consider the historical, cultural,and societal contexts in which works were produced.

PE/TE: Opportunities to address this objective can be found on thefollowing pages: 124-129, 194-195, 215, 288-292, 467-468, 472,654-662, 983-1105

CE 3.3.2 Read and analyze classic and contemporary works of literature (American,British, world) representing a variety of genres and traditions and considertheir significance in their own time period as well as how they may be relevantto contemporary society.

PE/TE: The selections in The Language of Literature represent a widevariety of classic and contemporary works of literature. Studentscan analyze the following example selections to meet this standard:141-145, 198-204, 288-292, 412-438, 439-444, 592-607, 654-662,845-848, 983-1105

CE 3.3.3 Draw on a variety of critical perspectives to respond to and analyze works ofliterature (e.g., religious, biographical, feminist, multicultural, political).

PE/TE: Opportunities to address this objective can be found on thefollowing pages: 185, 189, 190, 439, 448, 449, 453, 463, 464, 850-853

Add’l TE: 186, 440, 442, 444, 446, 454, 456, 458, 460, 462

CE 3.3.4 Demonstrate knowledge of American minority literature and the contributionsof minority writers.

PE/TE: Students can interpret the following selections written by minorityauthors: 74-87, 88-102, 158, 185-190, 293-304, 439-450, 466-472,480-504, 557-571, 609, 615, 642-643, 654-662, 663-678, 680-682,694-717, 845-848, 854, 855-872


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CE 3.3.5 Demonstrate familiarity with world literature, including authors beyondAmerican and British literary traditions.

PE/TE: Students can become familiar with world literature by readingthese sample selections: 26-37, 162-169, 185-190, 854-872, 893-967

CE 3.3.6 Critically examine standards of literary judgment (e.g., aesthetic value, qualityof writing, literary merit, social significance) and questions regarding theinclusion and/or exclusion of literary works in the curriculum (e.g., canonformation, “classic” vs. “popular” texts, traditional vs. non-traditionalliterature, the place of literature by women and/or minority writers).

PE/TE: Opportunities to address this objective can be found on thefollowing pages: 226, 582, 726, 1116

STANDARD 3.4 Examine mass media, film, series fiction, and other texts frompopular culture.

CE 3.4.1 Use methods of close and contextualized reading and viewing to examine,interpret, and evaluate print and visual media and other works from popularculture.

PE/TE: 36, 218, 242, 286, 437, 449, 491, 822, 842, 1104Add’l TE: 551, 844

CE 3.4.2 Understand that media and popular texts are produced within a social contextand have economic, political, social, and aesthetic purposes.

PE/TE: 36, 170-171, 218, 286, 437, 449, 491, 506, 822, 842, 1104, 1106-1107

CE 3.4.3 Understand the ways people use media in their personal and public lives.

PE/TE: 270, 449, 842, 1216-1217


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CE 3.4.4 Understand how the commercial and political purposes of producers andpublishers influence not only the nature of advertisements and the selection ofmedia content, but the slant of news articles in newspapers, magazines, andthe visual media.

PE/TE: Opportunities to address this objective can be found on thefollowing pages: 437, 449, 499, 1242-1243


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STRAND 4: LANGUAGE

Language is an evolving tool with powerful personal, cultural, economic, and politicalimplications. Knowledge of the structures of language (e.g., the history, meaning, and useof words; varying sentence structures and patterns of language; the conventions ofstandard English) is essential for the effective use of language for varying purposes (e.g.,the development of a rich vocabulary, sentence structures for different rhetoricalpurposes, appropriate speech patterns for different social contexts). Understanding thepolitical implications of language use is also critical for fostering a democratic society inwhich all voices are valued.

STANDARD 4.1 Understand and use the English language effectively in a variety ofcontexts and settings.

CE 4.1.1 Use sentence structures and vocabulary effectively within different modes (oraland written, formal and informal) and for various rhetorical purposes.

PE/TE: 59, 86, 123, 135, 150, 183, 242, 292, 303, 318, 341, 437, 464, 491,499, 505, 536, 548, 556, 570, 612, 617, 648, 677, 700, 709, 718,724, 822, 841, 848

Add’l TE: 36, 369, 444

CE 4.1.2 Use resources to determine word meanings, pronunciations, and wordetymologies (e.g., context, print and electronic dictionaries, thesauruses,glossaries, and others).

PE/TE: 305, 351, 572, 686, 849, 973, 1109Add’l TE: 52, 118, 152, 208-209, 273, 332, 449, 543, 567, 664, 775, 894,

931, 946-947, 996-997, 1028, 1073

CE 4.1.3 Use a range of linguistic applications and styles for accomplishing differentrhetorical purposes (e.g., persuading others to change opinions, conductingbusiness transactions, speaking in a public forum, discussing issues informallywith peers).

PE/TE: 168, 183, 190, 218, 220-224, 256, 286, 303, 341, 347, 437, 464,491, 506, 507-511, 536, 606, 617, 637, 640, 661, 677, 700, 709,785, 841, 966, 1167-1168

Add’l TE: 36, 183, 369, 438-439, 444, 566, 606, 620, 908, 1050


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CE 4.1.4 Control standard English structures in a variety of contexts (e.g., formalspeaking, academic prose, business, and public writing) using languagecarefully and precisely.

PE/TE: 59, 123, 168, 183, 190, 218, 220-224, 256, 270, 286, 303, 437,464, 491, 506, 507-511, 536, 548, 556, 606, 637, 661, 709, 769,785, 822, 841, 848, 892, 940, 1104

Add’l TE: 36, 94, 369, 438-439, 444, 566, 606, 670, 908, 1050

CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in writtentexts, including parts of speech, sentence structure and variety, spelling,capitalization, and punctuation.

PE/TE: Activities found in the Writing Workshop assignments can be usedto meet this standard. See the following example pages:135, 223,318, 394, 580, 648, 724, 810, 878, 980, 1143-1144

STANDARD 4.2 Understand how language variety reflects and shapes experience.

CE 4.2.1 Understand how languages and dialects are used to communicate effectively indifferent roles, under different circumstances, and among speakers of differentspeech communities (e.g., ethnic communities, social groups, professionalorganizations).

PE/TE: Opportunities to address this objective can be found on thefollowing pages: 410, 480-491, 505

CE 4.2.2 Understand the implications and potential consequences of language use (e.g.,appropriate professional speech; sexist, racist, homophobic language) .

PE/TE: Opportunities to address this objective can be found on thefollowing page: 490

CE 4.2.3 Recognize and appreciate language variety, understand that all dialects arerule-governed, and respect the linguistic differences of other speechcommunities.

PE/TE: Opportunities to address this objective can be found on thefollowing page: 410, 505, 480-491


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CE 4.2.4 Understand the appropriate uses and implications of casual or informal versusprofessional language; understand, as well, the implications of languagedesigned to control others and the detrimental effects of its use on targetedindividuals or groups (e.g., propaganda, homophobic language, and racial,ethnic, or gender epithets).

PE/TE: Opportunities to address this objective can be found on thefollowing pages: 1160, 1173

CE 4.2.5 Recognize language bias in one’s community, school, textbooks, the publicpress, and in one’s own use of language.

PE/TE: Opportunities to address this objective can be found on thefollowing page: 490

MI 190 2006 CC2

Documents

Grade 9 - McDougal · PDF fileCE 1.1.6 Reorganize sentence elements as needed and choose ... and create artistic representations to express ... Students can evaluate their effectiveness