standard 1: reading sixth grade - web viewcommon core standards forenglish ......

Project Success: Level 5correlated to

College and Career Readiness Anchor Standards Common Core Standards for ELA (Grades 9-10) GED Reasoning through Language Assessment (RLA) Targets

College and Career Readiness Anchor

Standards

Common Core Standards forEnglish Language Arts, Grade

9-10

GED Testing Service’s Reasoning Through Language Arts Assessment Targets

(RLAs)

Project Success, Level 5

Reading: LiteratureKey Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.

Project Success 5: For related material see: Reading (text, activities, and skill): making inferences, 96–97Active Teach DVD: Use Audio Bank of article about body language.


CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

R.2.6 Identify a theme, or identify which element(s) in a text support a theme.R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.R.3.5 Analyze the roles that details play in complex literary or informational texts.

Project Success 5: Students can use the following skills to explore literary selections: Reading (text, activities, and skill): main idea, 12–13; summarize, 124–125; interacting with a text, 138–139; Writing: main idea and details chart, 99Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

Project Success 5: For related material see: Model biography, 14; Write biography of friend or family member, 15

Craft and Structure


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

Project Success 5: Vocabulary Study: connotation, 125, context clues, 83, idioms, 97; Vocabulary Learning Strategy: group by function, 74, learn words that go together, 32, use familiar words or images to remember phrases, 46, use word webs, 18, write personal sentences, 60; Vocabulary: descriptive words, 88, group by positive or negative meanings, 144, learn words that have different meanings in different contexts, 102, use vocabulary cards, 116; Unit Vocabulary: Word List, 161–164Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.


CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

R.3.1 Order sequences of events in texts.R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

Project Success 5: For related material see: Reading: Between Related Information, 40–41; Sequence or Order of Events, 68–69;Paraphrasing, 54–55; Summarize, 124–125


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Project Success 5: For related material see: Little Havana: A Unique Cultural Experience, 82; After You Read, 83; Writing: Write a biography (students can explore their personal cultural experience), 14–15Active Teach DVD: Students listen to an audio recording of Little Havana: A Unique Cultural Experience.MyEnglishLab: An online component providing additional practice of reading skills and writing skills.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.R.7

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Project Success is a digital and print English program focusing on students’ future aspirations and on their current realities. Audio accounts of each literary selection are seamlessly integrated in the multimedia platform.

Project Success 5: Reading, 12–13, 26–27, 40–41, 54–55, 68–69, 82–83, 96–97, 110–111, 124–125, 138–139Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

(RL.9-10.8 not applicable to literature)


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Project Success 5: For related material see: Make connections between related information, 40–41

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10

CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Each lesson in Project Success includes readings focusing on real-world activities of students in our dynamic world. Students can use the reading skills developed in the program to analyze fiction.Project Success 5: Reading: Identify the main idea, 12–13; Identify supporting details, 26–27; Make connections between related information, 40–41; Paraphrasing, 54–55; Understand sequence of events, 68–69; Identify a writer’s purpose, 82–83; Make inferences, 96–97; Differentiate between fact and opinion, 110–111; Summarize, 124–125; Interact with a text, 138–139Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Reading: Informational TextKey Ideas and Details


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

R.2.3 Make sentence level inferences about details that support main ideas.R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).W.1 Determine the details of what is explicitly stated and make logical inferences or valid claim that square with textual evidence.

Project Success 5: Reading (text, activities, and skill): Make Connections Between Related Information, 40–41; Making inferences, 96–97; also see all: After You Read activities, 12, 27, 41, 54, 69, 83, 97, 111, 125, 139Project Success 5: In the What do you think? activity at the end of most lessons, students analyze, evaluate, and infer the content of the lesson to other contexts and situations. See pages: 6, 9, 10, 12, 16, 20, 23, 24, 27, 30, 34, 36, 38, 41, 48, 51, 52, 54, 58, 62, 65, 66, 69, 72, 76, 79, 80, 83, 86, 93, 94, 97, 100, 107, 108, 111, 114, 118, 121, 122, 125, 128, 132, 135, 136, 139, 142

Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

R2.1 Comprehend explicit details and main ideas in text.R.2.2 Summarize details and ideas in text.R.2.4 Infer implied main ideas in paragraphs or whole texts.R.2.5 Determine which detail(s) support(s) a main idea.R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.R.3.5 Analyze the roles that details play in complex literary or informational texts.

Project Success 5: Reading (text, activities, and skill): Main Idea, 12–13; Paraphrasing, 54–55; Summarize, 124–125; also see all: After You Read activities, 27, 41, 69, 83, 97, 111, 139Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

R.5.2 Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).

Project Success 5: Reading (text, activities, and skill): Make Connections Between Related Information, 40–41; Sequence or Order of Events, 68–69;Also see: Reading (text, activities, and skill): Paraphrasing, 54–55; Summarize, 124–125; Listening and Speaking: Give Instructions, 58; Writing: Write about steps in a process, 70–71; Practical Skills: Evaluate marketing strategies, 64–65; Interpret directions, 78–79Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.4

CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.R.4.2/L4.2 Analyze how meaning or tone is affected when one word is replaced with another.R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

Project Success 5: Vocabulary Study: connotation, 125, context clues, 83, idioms, 97; Vocabulary Learning Strategy: group by function, 74, learn words that go together, 32, use familiar words or images to remember phrases, 46, use word webs, 18, write personal sentences, 60; Vocabulary: descriptive words, 88, group by positive or negative meanings, 144, learn words that have different meanings in different contexts, 102, use vocabulary cards, 116; Unit Vocabulary: Word List, 161–164Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

Project Success 5: Reading (text, activities, and skill): Make Connections Between Related Information, 40–41; Sequence or Order of Events, 68–69;Paraphrasing, 54–55; Summarize, 124–125; Listening and Speaking: Give Instructions, 58; Writing: Write about steps in a process, 70–71; Practical Skills: Evaluate marketing strategies, 64–65Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

R.6.1 Determine an author's point of view or purpose of a text.R.6.2 Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpointsR.6.3 Infer an author's implicit as well as explicit purposes based on details in text.R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

Project Success 5: Reading: Identify a writer’s purpose, 82–83; Interact with a text, 138–139. Students can examine the purpose of each text with the following: Reading, 12–13, 26–27, 40–41, 54–55, 68–69, 96–97, 110–111, 124–125; Practical Skills: Evaluate marketing strategies, 64–65Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Integration of Knowledge and Ideas


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

R.9.1/R.7.1 Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.R.7.3 Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.R.7.4 Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.R.9.2 Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact.

Project Success is a digital and print English program focusing on students’ future aspirations and on their current realities. Audio accounts of each literary selection are seamlessly integrated in the multimedia platform.

Project Success 5: Reading, 12–13, 26–27, 40–41, 54–55, 68–69, 82–83, 96–97, 110–111, 124–125, 138–139Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument's claims build on one another.R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.R.8.6 Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.

Project Success 5: Differentiate between fact and opinion, 110–111; Interact with a text, 138–139; Writing: Write a statement of opinion, 126–127; Writing Tip: Persuasive language, 127; Practical Skills: Evaluate marketing strategies, 64–65Active Teach DVD: Students listen to a blog concerning donating online.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Project Success 5: Students can use the following skills to analyze significant documents from U.S. history. Reading: Identify the main idea, 12–13; Identify supporting details, 26–27; Make connections between related information, 40–41; Paraphrasing, 54–55; Understand sequence of events, 68–69; Identify a writer’s purpose, 82–83; Make inferences, 96–97; Differentiate between fact and opinion, 110–111; Summarize, 124–125; Interact with a text, 138–139Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10

CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Project Success 5: Reading, 12–13, 26–27, 40–41, 54–55, 68–69, 82–83, 96–97, 110–111, 124–125, 138–139; Practical Reading, 8–9, 22–23, 36–37, 50–51, 64–65, 78–79, 92–93, 106–107, 120–121, 134–135Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Writing


Standards


9-10


(RLAs)


Text Types and Purposes


Standards


9-10


(RLAs)


CCSS.ELA-Literacy.CCRA.W.1

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.CCSS.ELA-Literacy.W.9-10.1c 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.CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are

W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

Project Success 5: Writing: Write about a problem and solutions, 28–29; Write a statement of opinion, 126–127Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex 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.CCSS.ELA-Literacy.W.9-10.2b 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.CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the

W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

Project Success 5: Writing: Write a business letter, 42–43; Write about cause and effect, 56–57; Write about steps in a process, 70–71; Write a description, 84–85; Write about unexpected consequences, 98–99Write a memo, 112–113; Write a self-evaluation, 140–141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


9-10


(RLAs)


complexity of the topic.CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.9-10.2f 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).


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS.ELA-Literacy.W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced,

Project Success 5: Writing: Write a biography, 14–15Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


9-10


(RLAs)


Production and Distribution of WritingCCSS.ELA-Literacy.CCRA.W.4

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Project Success 5: Writing, 14–15, 28–29, 42–43, 56–57, 70–71, 84–85, 98–99, 112–113, 126–127, 140–141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


CCSS.ELA-Literacy.W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)

Project Success 5: Writing: Write a biography, 14–15; Write about a problem and solutions, 28–29; Write a business letter, 42–43; Write about cause and effect, 56–57; Write about steps in a process, 70–71; Write a description, 84–85; Write about unexpected consequences, 98–99; Write a memo, 112–113; Write a statement of opinion, 126–127; Write a self-evaluation, 140–141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.W.9-10.6 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.

Students are encouraged to use the ActiveTeach DVD and online materials to complete each writing activity.


Research to Build and Present KnowledgeCCSS.ELA-Literacy.CCRA.W.7

CCSS.ELA-Literacy.W.9-10.7 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.

Project Success 5: Research jobs, 31; Preparing for an interview, 101; On the Web, 12, 27, 31, 41, 54, 59, 69, 83, 97, 101, 111, 125, 139; also see: Company Research Worksheet, 169


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Project Success 5: Research jobs, 31; Preparing for an interview, 101; On the Web, 12, 27, 31, 41, 54, 59, 69, 83, 97, 101, 111, 125, 139; also see: Company Research Worksheet, 169


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).CCSS.ELA-Literacy.W.9-10.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Project Success 5: Reading: Identify the main idea, 12–13; Identify supporting details, 26–27; Make connections between related information, 40–41; Paraphrasing, 54–55; Understand sequence of events, 68–69; Identify a writer’s purpose, 82–83; Make inferences, 96–97; Differentiate between fact and opinion, 110–111; Summarize, 124–125; Interact with a text, 138–139Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Range of Writing


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Project Success 5: Writing: Write a biography, 14–15; Write about a problem and solutions, 28–29; Write a business letter, 42–43; Write about cause and effect, 56–57; Write about steps in a process, 70–71; Write a description, 84–85; Write about unexpected consequences, 98–99; Write a memo, 112–113; Write a statement of opinion, 126–127; Write a self-evaluation, 140–141

Speaking & ListeningComprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Project Success 5: Conversation, 6, 10, 16, 20, 24, 30, 33, 38, 44, 48, 52, 58, 62, 66, 72, 76, 80, 86, 90, 94, 99, 104, 108, 114, 118, 122, 128, 132, 136, 142; What Do You Think? 6, 9, 10, 12, 16, 20, 23, 24, 27, 30, 34, 36, 38, 41, 48, 51, 52, 54, 58, 62, 65, 66, 69, 72, 76, 79, 80, 83, 86, 93, 94, 97, 100, 107, 108, 111, 114, 118, 121, 122, 125, 128, 132, 135, 136, 139, 142

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

The Get Ready to Watch section of all Listening and Speaking activities ensures that students are ready to examine the lesson video. The What Do You Think Activity? provides opportunities for students to respond to the videos.

Project Success 5: Listening and Speaking: Get Ready to Watch & What Do You Think? 6, 10, 16, 20, 24, 30, 33, 38, 44, 48, 52, 58, 62, 66, 72, 76, 80, 86, 90, 94, 99, 104, 108, 114, 118, 122, 128, 132, 136, 142


Standards


9-10


(RLAs)


CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.


CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Project Success 5: Conversation, 6, 10, 16, 20, 24, 30, 33, 38, 44, 48, 52, 58, 62, 66, 72, 76, 80, 86, 90, 94, 99, 104, 108, 114, 118, 122, 128, 132, 136, 142;

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.



Standards


9-10


(RLAs)



CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

All Project Success materials are technologically integrated for seamless independent and classroom learning.

Project Success 5: See Video and audio icons associated with the following activities: Listening and Speaking, 6, 10, 16, 20, 24, 30, 33, 38, 44, 48, 52, 58, 62, 66, 72, 76, 80, 86, 90, 94, 99, 104, 108, 114, 118, 122, 128, 132, 136, 142; Writing, 14–15, 28–29, 42–43, 56–57, 70–71, 84–85, 98–99, 112–113, 126–127, 140–141; Reading, 12–13, 26–27, 40–41, 54–55, 68–69, 82–83, 96–97, 110–111, 124–125, 138–139Active Teach DVD: In class, the teacher uses the ActiveTeach DVD-Rom to project the lessons on the board. Video, audio, flashcards, conversation frameworks, and other learning material are available.eText: Students review the videos, audio, and eFlashcards from class.MyEnglishLab: An online component providing further practice online with new listenings and readings, additional practice exercises, and video-based exercises.


CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Project Success 5: For related material see: Differentiate between fact and opinion, 110–111; Writing: Write a statement of opinion, 126–127; Writing Tip: Persuasive language, 127; Practical Skills: Evaluate marketing strategies, 64–65

Presentation of Knowledge and Ideas


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Project Success 5: What Do You Think? 6, 9, 10, 12, 16, 20, 23, 24, 27, 30, 34, 36, 38, 41, 48, 51, 52, 54, 58, 62, 65, 66, 69, 72, 76, 79, 80, 83, 86, 93, 94, 97, 100, 107, 108, 111, 114, 118, 121, 122, 125, 128, 132, 135, 136, 139, 142. Students share the information they find in online searches. See On the Web, On the Web, 12, 27, 31, 41, 54, 59, 69, 83, 97, 101, 111, 125, 139


CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Students are encouraged to use the ActiveTeach DVD and online materials to complete each writing activity.



CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

Project Success 5: Listening and Speaking & Conversation, 6, 10, 16, 20, 24, 30, 33, 38, 44, 48, 52, 58, 62, 66, 72, 76, 80, 86, 90, 94, 99, 104, 108, 114, 118, 122, 128, 132, 136, 142; Practical Listening, 9, 23, 36, 51, 65, 79, 93, 107, 121, 135

LanguageConventions of Standard English


Standards


9-10


(RLAs)


CCSS.ELA-Literacy.CCRA.L.1

CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*

L.1.6 Edit to ensure parallelism and proper subordination and coordination.


CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Project Success 5: Grammar Lessons, 7, 11, 21, 25, 35, 39, 53, 63, 67, 77, 81, 91, 95, 105, 109, 119, 123, 133, 137; Grammar Review, 145–157Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.


CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Project Success 5: For related material see: Write a business letter, 42–43; Write a memo, 112–113

CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.

Project Success 5: For related material see: Write a business letter, 42–43; Write a memo, 112–113


Standards


9-10


(RLAs)


CCSS.ELA-Literacy.L.9-10.2c Spell correctly.

Teachers select ten words to create a Unit Spelling Test.

Project Success 5: Unit Vocabulary: Word List, 161–164; Unit Review Spelling, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

Knowledge of LanguageCCSS.ELA-Literacy.CCRA.L.3

CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.CCSS.ELA-Literacy.L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Project Success 5: Before You Write & Write, 15, 29, 43, 57, 71, 85, 99, 113, 127, 141Active Teach DVD: Additional support material exists for all writing activities.MyEnglishLab: An online component providing additional practice of writing skills.

Vocabulary Acquisition and UseCCSS.ELA-Literacy.CCRA.L.4

CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.


Standards


9-10


(RLAs)


CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Project Success 5: Vocabulary Study: Context Clues, 83; Vocabulary: Learn Words That Have Different Meanings in Different Contexts, 102

Project Success 5: Please note that students use context clues to complete the conversation exercises in the Listening and Speaking activities. See pages: Conversation, 6, 10, 16, 20, 24, 30, 33, 38, 44, 48, 52, 58, 62, 66, 72, 76, 80, 86, 90, 94, 99, 104, 108, 114, 118, 122, 128, 132, 136, 142Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Project Success 5: Grammar: Use the -ed or -ing forms of the verbs, 7, 145Active Teach DVD: See grammar video that accompanies this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.


Standards


9-10


(RLAs)


CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Project Success 5: Students explore definitions of unknown words in the following activities: Vocabulary Learning Strategy: Use Vocabulary Cards, 116; Vocabulary Study, 83Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

CCSS.ELA-Literacy.L.9-10.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Project Success 5: Students explore definitions of unknown words in the following activities: Vocabulary Learning Strategy: Use Vocabulary Cards, 116; Vocabulary Study, 83Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.


CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Project Success 5: Vocabulary Study: Figurative Language, 139; Connotation, 125

CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.

Project Success 5: For related material see: Vocabulary Study: Idiom, 97; Connotation, 125;


Standards


9-10


(RLAs)



CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Project Success 5: Vocabulary Study, 12, 27, 41, 54, 69, 83, 97, 111, 125, 139; Review: Vocabulary, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144; Unit Vocabulary: Word List, 161–164Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

R.5.3 Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose.

Project Success 5: For related material see: Grammar: If clause Result clause, 11

R.9.3 Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims( and analyze how each text emphasizes different evidence or advances a different interpretation of facts.

Project Success 5: For related material see: Differentiate between fact and opinion, 110–111; Writing: Write a statement of opinion, 126–127; Writing Tip: Persuasive language, 127; Practical Skills: Evaluate marketing strategies, 64–65

L1.1 Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).

Project Success 5: F For related material see: Vocabulary: Word Families, 69; Context Clues, 83


Standards


9-10


(RLAs)


L1.2 Edit to correct errors in straightforward subject-verb agreement.

Project Success 5: For related material see: Past perfect and past perfect continuous, 39; Future in the past, 119Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.

L.1.3 Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references, and pronoun case.

Project Success 5: For related material see: Review Grammar Terms, 3; Relative Pronouns, 77; Reflexive Pronouns, 91; Grammar Review, 150, 151Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.

L1.4 Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try and win the game).

Project Success 5: For related material see: Vocabulary: Formal Versus Informal Language, 111; Write a business letter, 42–43; Write a memo, 112–113

L1.5 Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements.)

Project Success 5: For related material see: Writing, 14–15, 28–29, 42–43, 56–57, 70–71, 84–85, 98–99, 112–113, 126–127, 140–141

L1.7 Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases, or collective nouns).

Project Success 5: For related material see: Grammar: Reflexive pronouns, 91, 151


Standards


9-10


(RLAs)


L1.8 Edit to eliminate wordiness or awkward sentence construction.

Project Success 5: For related material see: Writing, 14–15, 28–29, 42–43, 56–57, 70–71, 84–85, 98–99, 112–113, 126–127, 140–141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.

L1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.

Project Success 5: For related material see: Grammar: Adverb clauses: Concession, 67; Adverb clauses are dependent clauses, 67Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.

L2.1 Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences).

Project Success 5: For related material see: Write a business letter, 42–43

L2.2 Edit to eliminate run-on sentences, fused sentences, or sentence fragments.L2.3 Edit to ensure correct use of apostrophes with possessive nouns.



Standards


9-10


(RLAs)


L2.4 Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation).


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