SOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course
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1 SOUTH DAKOTA Reading and Communication Arts Standards Literature: The Reader s Choice Course OBJECTIVES Reading Goals and Indicators Ninth Grade Reading Goal 1: Students are able to read at increasing levels of complexity for a variety of reasons. Indicator 1: Students are able to apply various reading strategies to comprehend and interpret text. 9.R.1.1 Students are able to use various reading and study strategies to increase comprehension. To meet this standard students may: demonstrate use of close reading skills (for example: double entry journal, notation techniques); SE: 4, 106, 453, R84-R85, R93, R97 TWE: RJ 4, 438, 564 RM 119 demonstrate use of pre-reading strategies (for SE: 4, 7, 16, 244, 498, R82, R85, R93 example: word webbing, skimming, scanning, TWE: RM 49, 80 questioning). Indicator 2: Students are able to evaluate text structures, literary elements, and literary devices within various genres to develop interpretations and form responses. 9.R.2.1 Students are able to analyze and summarize an author s use of complex literary elements. To meet this give examples of the use of foreshadowing and flashback to reveal character and plot (for example: The Secret Life of Walter Mitty, The Odyssey, Romeo and Juliet, To Kill a Mockingbird, Great Expectations, Our Town); compare the use of time and sequence in a novel or a play and its film adaptation (for example: The Glass Menagerie, To Kill a Mockingbird, Of Mice and Men, Romeo and Juliet, The Miracle Worker). 9.R.2.2. Students are able to analyze and describe the effect of figurative language and other literary devices in various genres. To meet this Explain the function of personification, simile, metaphor, and alliteration in a work (for example: Of Mice and Men, The Diary of Anne Frank, The Miracle Worker, poetry). SE: 123 Literary Elements 64 TWE: IC 33 LE 33, 61, 68, 73, 91, 136 RM 59 The following pages discuss adapting stories for the screen: TWE: RWC 10, 37, 63, 81 SE: 39, 326 #6, 444 #11 Literary Elements 551 TWE: WM 13 LE 36, 100, 143, 182
2 Indicator 3: Students are able to interpret and respond to diverse works from various cultures and time periods. 9.R.3.1. Students are able to analyze the quality of reading materials for their practical, informational, or aesthetic value relative to specific cultures and historical periods. To meet TWE: RM 125 IC 167 The following pages ask students to evaluate the accuracy and reliability of sources: this SE: 830, R65, R100-R103 classify various websites in terms of accuracy and reliability (for example: Mankato s college web site, Civil War Homepage, How Things Work); TWE: RM 953 appraise the literary merit of contemporary song lyrics (for example: Jewel, Leonard The following pages ask students to analyze contemporary songs: Cohen, Bruce Springsteen, Alanis Morisette, SE: 470, 884 Paul Simon). TWE: RM 470, 884 Indicator 4: Students are able to retrieve, analyze, synthesize, and evaluate a variety of informational texts. 9.R.4.1 Students are able to compile and evaluate potential sources for research projects. To meet this compare research tools and recommend the most useful sources among them (for example: computerized data, cataloging systems, Reader s Guide, reference books); SE: 65, , 292, 311, 366, , R65- R66, R104-R105 TWE: MME 54 IC 75 RWC 369 use the media center for study and research SE: 65, , 311, 366, 895, R105 (for example: computerized data, cataloging systems, Reader s Guide, reference books). TWE: MME 54 RWC 369 Goals and Indicators Writing Standards Ninth Grade Writing Goal 1: Students will write effectively for different audiences and specific purposes. Indicator 1: Students are able to use appropriate content, organization, form, and style in technical, business, creative, and personal writing. 9.W.1.1 Students are able to analyze speaker, audience, and purpose when planning, writing, and revising various essays. To meet this modify tone to fit purpose and audience (for example: descriptive, narrative, expository, and persuasive writing). SE: 108, 192, 196, 270, 346, 426, 475, R58 Literary Elements 474 Indicator 2: Students are able to use various strategies and techniques to improve writing quality. 9.W.2.1 Students are able to use language and SE: 53, 154, 554 visuals to enhance characterization, plot development, and reader response. To meet this TWE: ELL 20, 786 WM 554, R109 select words for their sensory qualities; SOUTH DAKOTA 2 Literature: The Reader s Choice
3 compose sentences containing words with negative, neutral, and positive connotations. SE: R81 Skill Minilesson 311 Literary Elements 988 TWE: ELL 520, 889 WM 554 WoC R119 Indicator 3: Students are able to use appropriate mechanics, usage, and conventions of language. 9.W.3.1 Students are able to demonstrate an SE: 107, 124, 165, 339, 383, 497, 659 understanding of proper English usage and control of grammar, paragraph and sentence TWE: GLM 36 WM 107, 124 structure, diction, and syntax. To meet this distinguish between clearly written sentences and sentences that contain errors in expression or construction; understand sentence construction and standard English usage (for example: parallelism, subordination, modifier placement, subject/verb agreement, consistency of verb tense). SE: 16, 165, 339, 383, 497, 659, 693, 918 TWE: GLM 146 WM 497 SSV R117 Indicator 4: Students are able to write across content areas to clarify and enhance understanding of information. 9.W.4.1 Students are able to present SE: 15, 105, 113, 323, 485, 525, 537, 831 information and ideas from primary and TWE: ELL 831 secondary sources accurately and clearly. To meet this conduct interviews for a specific purpose; summarize information from text(s); SE: 178, 511, R91 TWE: RM 49, 391, 538, 605, 687 SN 183 document sources accurately; SE: R68-R69 Drafting Tip 702 TWE: InC 895 WC R68 WM R117 cite sources using both direct and indirect quotations. C R119, R121 The following pages address citing sources: SE: R68-R69 Drafting Tip 702 TWE: InC 895 WC R68 WM R117 C R119, R121 SOUTH DAKOTA 3 Literature: The Reader s Choice
4 Listening and Viewing Standards Ninth Grade Listening and Viewing Goal 2: Students are able to use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 1: Students are able to use various listening and viewing strategies in social, academic, and occupational situations. 9.L.1.1 Students are able to determine the effect of verbal cues on a message. To meet this describe the speaker s use of diction, syntax, tone, rate, pitch, and volume (for example: peer presentations, comedians, great speeches). 9.L.1.2 Students are able to analyze how nonverbal communication can influence the credibility and interpretation of the message. To meet this determine the use and effect of eye contact, facial expression, gestures, and posture (for example: speeches by peers, guest speakers, talk shows, music videos, soap operas). SE: 243, 531 TWE: MME 215, 233 RM 303 LSM 482, 747 SE: 207, 243, 403, 892 TWE: MME 48, 76, 215, 233, 403 ELL 312 Indicator 2: Students are able to use strategies to retrieve, interpret, and evaluate ideas/information from various auditory/visual sources. 9.L.2.1 Students are able to evaluate evidence SE: 42-43, 830, 949, R65, R100-R103 in informational text. To meet this standard students may: TWE: RM 125, 288, 953 IC 167 determine credibility, validity, and relevance of CT 637 a message (for example: statistics, testimonies, anecdotes). 9.L.2.2 Students are able to use note-taking SE: 303, 367, 868, R90 techniques to record, synthesize, and retrieve TWE: RM 512 information. To meet this identify main ideas and transitions (for example: history lecture, guest speakers, political cartoons, famous speeches, news stories). Speaking Standards Ninth Grade Speaking Goal 3: Students are able to speak effectively in a variety of formal and informal situations. Indicator 1: Students are able to use appropriate structure and sequence to express ideas and convey information. 9.S.1.1 Students are able to choose logical The following pages discuss outlines: patterns of organization to inform, persuade, or SE: 17, 701, 795, 895, R67 unite audiences. To meet this standard students TWE: MME 895 may: outline the main ideas of the body of a speech (for example: informative, persuasive); SOUTH DAKOTA 4 Literature: The Reader s Choice
5 recognize and identify development by spatial, SE: R100 chronological, topical, or cause/effect order (for example: famous speeches, news TWE: RM 42, 59, 114, 185, 239, 333, 384 WM 119, R113 stories). 9.S.1.2 Students are able to clarify and defend positions with precise and relevant evidence. SE: , 312, 830, 895, 957, R65, R100- R103 To meet this TWE: InC 167 find expert opinion, fact, and statistics to RM 953 support arguments (for example: group discussion, persuasive speech). 9.S.1.3 Students are able to monitor audience SE: 207, 243, 403, 892 for non-verbal feedback. To meet this standard students may: TWE: MME 48, 76, 215, 233, 403 ELL 312 recognize the emotional and cultural significance of specific facial expressions and body postures (for example: slouching, frowning, nodding, smiling). Indicator 2: Students are able to use appropriate language and presentation style for formal and informal situations. 9.S.2.1 Students are able to analyze vocabulary SE: 312, 475 and terminology appropriate for the audience. To meet this TWE: WM 107 GLM 475, 570 choose level of language and degree of formality for communication (for example: speaking before an elementary classroom, before peers); WS 475 use appropriate grammar, sentence structure, and syntax in various speaking situations (for example: public service speaking, sales). 9.S.2.2 Students are able to contribute effectively in group discussions to solve specific problems. To meet this standard students may: solve a problem in a roundtable discussion (for example: listening, constructive comments). 9.S.2.3 Students are able to use visual aids and technology to support presentations. To meet this create a presentation using at least one multimedia aid (for example: PowerPoint, graph, chart, recording). The following pages address principles of grammar, sentence structure, and syntax that may be applied to a variety of audiences and writing contexts: SE: TWE: GLM 62, 102, 607 ELL 117 WS 475 LSC R63 106, 475, R14-R24, R28-R36 SE: 39, 52, 65, 85, 93, 122, 133, 148, 164, 190 SE: 197, 207, 479, 511, , TWE: IC 361, 519 MME 518 SOUTH DAKOTA 5 Literature: The Reader s Choice
6 Codes Used for TWE Pages C CT ELL GLM IC InC LE LSC LSM MME RJ RM RWC SN SSV WC WoC WM WS Conventions Critical Thinking English Language Learners Grammar and Language Minilesson Interdisciplinary Connection Internet Connection Literary Elements Listening and Speaking Connection Listening and Speaking Minilesson Multiple Modes of Expression Reading Journal Reading Minilesson Real-World Connection Special Needs Sentence Style and Variety Writing Connection Word Choice Writing Minilesson Writing Skills SOUTH DAKOTA 6 Literature: The Reader s Choice
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