virginia english standards of learning grade 9 - pearson€¦ · plan an interview unit 5 lessons...

A Correlation of

Pearson

iLit 90

Grade 9, ©2015

To the

Virginia English Standards of Learning

Grade 9

A Correlation of Pearson iLit 90, ©2015 to the Virginia English Standards of Learning

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Introduction

This document demonstrates how Pearson iLit 90 ©2015 meets the objectives of the Virginia English Standards of Learning. Correlation references are cited by unit and lesson number and feature title. Pearson iLit is a comprehensive literacy solution designed to produce two or more years of reading growth in a single year. iLit is based on a proven instructional model that has produced successful results for students in districts across the country for more than a decade. iLit has been carefully crafted to meet the rigors of the Common Core State Standards and prepare students for success on the new assessments. Individual, small group, and whole-class instruction is personalized based on a constant stream of data from a wide range of embedded assessments, including text-based performance tasks. iLit engages students like no other reading program through its vast e-library of high-interest texts, instant coaching and feedback for scaffolded support, engaging activities, and built-in reward systems that motivate students and track their progress.


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Table of Contents

Communication: Speaking, Listening, Media Literacy ............................................. 4 Reading .................................................................................................................. 9 Writing ................................................................................................................. 20 Research .............................................................................................................. 24


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Virginia English Standards of Learning Adopted 2010

Grade 9

Pearson iLit 90, ©2015 Grade 9

Grade Nine The ninth-grade student will make planned oral presentations independently and in small groups. Knowledge of the impact that informative/persuasive techniques in media messages make on public opinion will be introduced. The student will continue development of vocabulary, with attention to connotations, idioms, and allusions. Knowledge of literary terms and genres will be applied in the student’s own writing and in the analysis of literature. The student will be introduced to significant literary texts. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, online resources, and other media. Students will cite sources of information using a standard method of documentation. The student will distinguish between reliable and questionable sources of information. Writing will encompass narrative, expository, and persuasive forms for a variety of purposes and audiences. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. Communication: Speaking, Listening, Media Literacy 9.1 The student will make planned oral presentations independently and in small groups. a) Include definitions to increase clarity. Give a Multimedia Presentation

Unit 1 Lessons 23–24: Work Time Unit 3 Lesson 23: Work Time Unit 3 Lesson 24: Work Time Unit 5 Lessons 23–24: Work Time Debate an Issue Unit 2 Lesson 24: Work Time

b) Use relevant details to support main ideas.

Talk About an Influential Adult Unit 2 Lesson 5: Work Time Connecting Songs to My Life Unit 3 Lesson 2: Work Time Share Expressions Unit 3 Lesson 10: Work Time Discuss the Meaning of Community Unit 4 Lesson 1: Work Time Discuss Life Choices Unit 5 Lesson 1: Work Time


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c) Illustrate main ideas through anecdotes and examples.

Talk About an Influential Adult Unit 2 Lesson 5: Work Time Organize Your Presentation Unit 3 Lesson 20: Work Time Summarize a Poem Unit 5 Lesson 2: Work Time Give a Multimedia Presentation Unit 1 Lessons 23–24: Work Time Unit 3 Lesson 23: Work Time Unit 3 Lesson 24: Work Time Unit 5 Lessons 23–24: Work Time

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

Fluency (examples) Unit 1 Lesson 10: Whole Group Unit 2 Lesson 10: Whole Group; Work Time Assignment: Role-Play a Scene Unit 2 Lessons 9, 15: Work Time Unit 4 Lesson 11: Work Time Evaluate and Present a Multimedia Project (Examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time Classroom Conversation (examples) Unit 1 Lesson 16: Classroom Conversation Unit 3 Lesson 18: Classroom Conversation Unit 5 Lesson 23: Classroom Conversation

e) Use verbal and nonverbal techniques for presentation.

Perform in Reader's Theater Unit 1 Lesson 13: Work Time Unit 3 Lesson 14: Whole Group Assignment: Debate an Issue Unit 2 Lesson 24: Work Time Assignment: Role-Play a Scene Unit 2 Lessons 9, 15: Work Time Unit 4 Lesson 11: Work Time

f) Evaluate impact and purpose of presentation.

Evaluate and Present a Multimedia Project (Examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time


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g) Credit information sources. Students are encouraged to cite all evidence in their presentations. Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Develop Multimedia Presentation (examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time

h) Give impromptu responses to questions about presentation.

Assignment: Debate an Issue Unit 2 Lesson 24: Work Time Assignment: Discuss and Summarize Unit 3 Lesson 15: Work Time Whole Class/Small Group Discussion (examples) Unit 1 Lesson 6: Classroom Conversation Unit 3 Lesson 19: Classroom Conversation Unit 4 Lesson 10: Classroom Conversation

i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

Work in a Group Unit 1 Lesson 16: Whole Group Unit 3 Lesson 18: Whole Group; Work Time Multimedia Project Assignment Unit 1 Lesson 16: Work Time Create a Group Multimedia Project Unit 3 Lesson 16: Whole Group

j) Use a variety of strategies to listen actively.

Active Listening Unit 3 Lesson 16: Whole Group Plan An Interview Unit 5 Lessons 18–19: Whole Group; Work Time Discussion Opportunities (examples) Unit 1 Lesson 11: Classroom Conversation Unit 2 Lesson 19: Classroom Conversation Conferencing with Individuals (examples) Unit 1 Lesson 4: Work Time Unit 2 Lesson 10: Work Time


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k) Summarize and evaluate information presented orally by others.

Discuss and Summarize Unit 3 Lesson 15: Work Time Summarize (examples) Unit 3 Lesson 15: Work Time Unit 4 Lessons 13–14, 18: Read Aloud, Think Aloud; Work Time Unit 5 Lesson 2: Work Time

l) Assume shared responsibility for collaborative work.

Make Decisions in a Group Unit 3 Lesson 21: Whole Group Work in a Group on a Multimedia Presentation Unit 1 Lesson 16: Whole Group Unit 3 Lesson 16: Whole Group Multimedia Project Assignment Unit 1 Lesson 16: Work Time Work in a Group Unit 3 Lesson 18: Whole Group; Work Time

9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages. a) Analyze and interpret special effects used in media messages including television, film, and Internet.

Evaluate and Present a Multimedia Project (Examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time Connecting Songs to My Life Unit 3 Lesson 2: Work Time Active Listening Unit 3 Lesson 16: Whole Group

b) Determine the purpose of the media message and its effect on the audience.

Evaluate and Present a Multimedia Project (Examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time Photo Essays Unit 4 Lesson 25: Read Aloud, Think Aloud Unit 6 Lesson 2: Read Aloud, Think Aloud Graphic Text Unit 5 Lesson 25: Read Aloud, Think Aloud


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c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

Photo Essays Unit 4 Lesson 25: Read Aloud, Think Aloud Unit 6 Lesson 2: Read Aloud, Think Aloud Finalize Photo Choices Unit 3 Lesson 21: Work Time

d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.

Informational Text/ Report, Editorial, Speech Unit 5 Lesson 24: Read Aloud, Think Aloud Unit 6 Lesson 1: Read Aloud, Think Aloud Evaluate and Present a Multimedia Project (examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time Conducting Research Unit 1 Lesson 17: Whole Group; Work Time

e) Monitor, analyze, and use multiple streams of simultaneous information.

Give a Multimedia Presentation Unit 1 Lessons 23–24: Work Time Unit 3 Lesson 23: Work Time Unit 3 Lesson 24: Work Time Unit 5 Lessons 23–24: Work Time Perform in Reader's Theater Unit 1 Lesson 13: Work Time Unit 3 Lesson 14: Whole Group


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Reading 9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

Use Latin Roots to Determine Meaning Unit 3 Lesson 1: Whole Group; Work Time Understand Prefixes and Suffixes Unit 3 Lesson 19: Whole Group Unit 3 Lesson 24: Whole Group Analyze Nouns with Suffixes Unit 4 Lesson 14: Whole Group Assignments: Vocabulary Study Plan (examples) Unit 4 Lessons 11–15 Part 5: Skill 20: Synonyms and Antonyms Unit 5 Lessons 11–15 Part 2: Skill 22: Word Parts: Prefixes, Suffixes, and Word Roots

b) Use context, structure, and connotations to determine meanings of words and phrases.

Reading Strategy: Use a Dictionary and Context to Clarify Word Meaning Unit 5 Lesson 4: Whole Group Identify Context Clues Unit 5 Lesson 6: Whole Group Using Context Clues (examples) Unit 1 Lesson 7: Vocabulary Unit 4 Lesson 14: Vocabulary Assignments: Vocabulary Study Plan (examples) Unit 1 Lessons 11–15: Part 1: Skill 1: Context Clues Unit 4 Lessons 11–15: Part 1: Skill 16: Context Clues

c) Discriminate between connotative and denotative meanings and interpret the connotation.

Understand Connotation and Denotation Unit 3 Lesson 15: Whole Group During daily Independent Reading, students use a built-in dictionary to determine and confirm meanings of words and phrases.


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d) Identify the meaning of common idioms. Figurative Language Unit 2 Lesson 20: Read Aloud, Think Aloud Understand Expressions and Sayings Unit 3 Lesson 10: Whole Group; Work Time

e) Identify literary and classical allusions and figurative language in text.

Figurative Language Unit 1 Lesson 14: Whole Group; Work Time Unit 2 Lesson 20: Read Aloud, Think Aloud Unit 3 Lesson 7: Whole Group; Work Time Understand Expressions and Sayings Unit 3 Lesson 10: Whole Group; Work Time Understand Similes and Metaphors Unit 4 Lesson 5: Whole Group; Work Time “Don Jose of La Mancha” from An Island Like You (short story collection) Unit 5 Lessons 14–15 Use Songs to Develop Theme Unit 3 Lesson 20: Whole Group

f) Extend general and specialized vocabulary through speaking, reading, and writing.

Understand Domain-Specific Words Unit 2 Lesson 15: Whole Group Vocabulary (examples) Unit 1 Lesson 11: Vocabulary Unit 2 Lesson 14: Vocabulary Unit 4 Lesson 11: Vocabulary Assignments Vocabulary Study Plan (examples) Unit 2 Lessons 11–15 Part 1: Skill 6: Words That Are Used Together (Collocations) Unit 5 Lessons 11–15 Part 3: Skill 23: Analogies Unit 6 Lessons 11–15 Part 5: Skill 30: Synonyms and Antonyms


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g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

Invented Language Unit 1 Lesson 4: Read Aloud, Think Aloud Use a Dictionary and Context to Clarify Word Meaning Unit 5 Lesson 4: Whole Group Assignments – Vocabulary Study Plan Unit 1 Lessons 11–15 Part 5: Skill 5: Word Parts: Word Roots Unit 6 Lessons 11–15 Part 2: Skill 27: Word Parts: Prefixes, Suffixes, and Word Roots

9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. a) Identify author’s main idea and purpose. Main Idea

Unit 5 Lesson 24: Read Aloud, Think Aloud Recognize Author's Purpose Unit 2 Lesson 2: Whole Group Unit 2 Lessons 3–4: Read Aloud, Think Aloud Analyze Theme (examples) Unit 1 Lesson 15: Whole Group; Work Time Unit 2 Lesson 22: Read Aloud, Think Aloud Unit 3 Lesson 20: Whole Group Unit 5 Lesson 23: Whole Group

b) Summarize text relating supporting details.

Summarize (examples) Unit 3 Lesson 15: Work Time Unit 4 Lessons 13–14, 18: Read Aloud, Think Aloud; Work Time Unit 5 Lesson 2: Work Time Paraphrase (examples) Unit 1 Lesson 17: Read Aloud, Think Aloud; Work Time Unit 4 Lesson 15: Whole Group


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c) Identify the characteristics that distinguish literary forms.

Genre: Personal Narrative Unit 1 Lesson 1: Read Aloud, Think Aloud Unit 1 Lesson 2: Read Aloud, Think Aloud Unit 4 Lesson 1: Read Aloud, Think Aloud Introduce Genre: Short Story Unit 1 Lesson 3: Read Aloud, Think Aloud Introduce Genre: Fiction/Novel Excerpt Unit 4 Lesson 24: Read Aloud, Think Aloud Library The iLit Student Library, with hundreds of titles, includes a broad range of short stories, dramas, and poems.

d) Use literary terms in describing and analyzing selections.

Analyze Theme (examples) Unit 2 Lesson 22: Read Aloud, Think Aloud Unit 3 Lesson 20: Whole Group Analyze Character (examples) Unit 1 Lessons 20–21: Whole Group Unit 3 Lesson 17: Whole Group; Work Time Evaluate Text Structure Unit 4 Lesson 21: Whole Group Analyze Dialogue and Plot Incidents Unit 5 Lesson 17: Whole Group Compare and Contrast Settings Unit 1 Lesson 6: Work Time Identify Point of View (example) Unit 5 Lesson 20: Whole Group


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e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

Analyze Dialogue and Plot Incidents Unit 5 Lesson 17: Whole Group Compare and Contrast Settings Unit 1 Lesson 6: Work Time Identify Point of View (example) Unit 5 Lesson 20: Whole Group Understand Characterization Unit 3 Lesson 3: Whole Group Make Connections in a Text; Between Characters and Events Unit 3 Lesson 14: Whole Group Analyze Dialogue and Plot Incidents Unit 5 Lesson 17: Whole Group

f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion.

Introduce Genre: Poetry (examples) Unit 1 Lesson 25: Read Aloud, Think Aloud Unit 2 Lesson 22: Read Aloud, Think Aloud Unit 4 Lesson 2: Read Aloud, Think Aloud

g) Analyze the cultural or social function of a literary text.

Students explore the cultural and social functions of a literary text in the following selections. We Beat the Street (narrative) Unit 2 Lessons 2–10, 12–21: Read Aloud, Think Aloud “Thank you, M’am” (short story) Unit 2 Lesson 25: Read Aloud, Think Aloud Lost Boy, Lost Girl (narrative story) Unit 4 Lessons 3–11, 13–21: Read Aloud, Think Aloud


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h) Explain the relationship between the author’s style and literary effect.

Make Connections in a Text; Between Characters and Events Unit 3 Lesson 14: Whole Group Introduce Genre: Short Story Unit 1 Lesson 3: Read Aloud, Think Aloud Analyze Theme (examples) Unit 1 Lesson 15: Whole Group; Work Time Unit 2 Lesson 22: Read Aloud, Think Aloud Making Connections in the Text Unit 3 Lesson 3–4: Read Aloud, Think Aloud Unit 3 Lesson 12: Read Aloud, Think Aloud

i) Explain the influence of historical context on the form, style, and point of view of a written work.

Students explore the cultural and social functions of a literary text in the following selections. We Beat the Street (narrative) Unit 2 Lessons 2–10, 12–21: Read Aloud, Think Aloud “Thank you, M’am” (short story) Unit 2 Lesson 25: Read Aloud, Think Aloud Lost Boy, Lost Girl (narrative story) Unit 4 Lessons 3–11, 13–21: Read Aloud, Think Aloud

j) Compare and contrast author’s use of literary elements within a variety of genres.

Compare and Contrast (examples) Unit 1 Lessons 4–6: Read Aloud, Think Aloud; Work Time Unit 3 Lessons 4–5: Read Aloud, Think Aloud; Work Time Compare and Contrast Settings Unit 1 Lesson 6: Work Time


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k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.

Analyze Dialogue and Plot Incidents Unit 5 Lesson 17: Whole Group Figurative Language Unit 1 Lesson 14: Whole Group; Work Time Unit 2 Lesson 20: Read Aloud, Think Aloud Unit 3 Lesson 7: Whole Group; Work Time Understand Expressions and Sayings Unit 3 Lesson 10: Whole Group; Work Time Understand Similes and Metaphors Unit 4 Lesson 5: Whole Group; Work Time

l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.

Make Inferences (narrative examples) Unit 1 Lesson 13: Read Aloud, Think Aloud; Work Time Unit 3 Lesson 10: Read Aloud, Think Aloud; Work Time Draw Conclusions (narrative examples) Unit 3 Lesson 13: Whole Group Unit 3 Lessons 14–15: Read Aloud, Think Aloud; Work Time Connect Text to Experience (examples) Unit 1 Lesson 1: Whole Group Unit 1 Lessons 2–3: Read Aloud, Think Aloud; Work Time


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m) Use reading strategies to monitor comprehension throughout the reading process.

Every day during Read Aloud, Think Aloud, teachers model good reading practice and teach reading strategies and literary elements using a whole-class anchor text. The strategies are reinforced through the Whole Group and Work Time activities. Examples follow: Visualize Unit 1 Lesson 7: Read Aloud, Think Aloud; Work Time Unit 3 Lesson 20: Read Aloud, Think Aloud Compare and Contrast Unit 3 Lesson 5: Read Aloud, Think Aloud; Work Time Make Inferences Unit 1 Lesson 13: Read Aloud, Think Aloud; Work Time Unit 2 Lesson 17: Read Aloud, Think Aloud

9.5 The student will read and analyze a variety of nonfiction texts. a) Recognize an author’s intended purpose for writing and identify the main idea.

Outlining Unit 4 Lesson 17: Whole Group; Work Time Summarize (informative/nonfiction) Unit 4 Lesson 12: Whole Group; Work Time Unit 6 Lesson 1: Read Aloud, Think Aloud; Work Time Unit 6 Lesson 4: Whole Group Synthesize Ideas Unit 5 Lessons 22–24: Read Aloud, Think Aloud; Work Time

b) Summarize text relating supporting details.

Summarize (informative/nonfiction) Unit 4 Lesson 12: Whole Group; Work Time Unit 6 Lesson 1: Read Aloud, Think Aloud; Work Time Unit 6 Lesson 4: Whole Group


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c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

Determine Text Structure Unit 1 Lesson 24: Whole Group; Work Time Point Out Text Structure Unit 6 Lesson 3: Read Aloud, Think Aloud

d) Identify characteristics of expository, technical, and persuasive texts.

Introduce Genre: Informational Report/Article Unit 3 Lessons 23–24: Read Aloud, Think Aloud Introduce Genre: Informational Text Unit 4 Lesson 23: Read Aloud, Think Aloud Introduce Genre: Informational Text/ Report, Editorial, Speech Unit 5 Lesson 24: Read Aloud, Think Aloud Introduce Genre: Informational Text/Speech Unit 6 Lesson 1: Read Aloud, Think Aloud Introduce Genre: Informational Text/Photo Essay Unit 6 Lesson 2: Read Aloud, Think Aloud

e) Identify a position/argument to be confirmed, disproved, or modified.

Introduce: Identify Reasons and Evidence Unit 2 Lesson 7: Whole Group Analyze an Argument Unit 2 Lesson 24: Whole Group Debate an Issue Unit 2 Lesson 24: Work Time Identify Logical and Emotional Appeals Unit 3 Lesson 11: Work Time

f) Evaluate clarity and accuracy of information.

Conducting Research Unit 1 Lesson 17: Whole Group; Work Time


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g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task.

Synthesize Ideas Unit 5 Lessons 22–24: Read Aloud, Think Aloud; Work Time Ask Questions to Monitor Comprehension Unit 2 Lesson 24: Read Aloud, Think Aloud; Work Time Unit 4 Lesson 22: Read Aloud, Think Aloud Make Generalizations and Draw Conclusions Unit 5 Lesson 13: Read Aloud, Think Aloud; Work Time

h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

Draw Conclusions Unit 5 Lesson 13: Read Aloud, Think Aloud; Work Time Make Inferences (skill instruction) Unit 1 Lessons 13–14: Read Aloud, Think Aloud; Work Time

i) Differentiate between fact and opinion. Conducting Research Unit 1 Lesson 17: Whole Group; Work Time

j) Organize and synthesize information from sources for use in written and oral presentations.

Outlining Unit 4 Lesson 17: Whole Group; Work Time Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Research and Plan an Explanatory Paragraph Unit 1 Lesson 11: Work Time Synthesize Ideas Unit 5 Lessons 22–24: Read Aloud, Think Aloud; Work Time


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k) Use the reading strategies to monitor comprehension throughout the reading process.

Every day during Read Aloud, Think Aloud, teachers model good reading practice and teach reading strategies and literary elements using a whole-class anchor text. The strategies are reinforced through the Whole Group and Work Time activities. Examples follow: Paraphrase to Clarify Understanding Unit 1 Lesson 23: Read Aloud, Think Aloud; Work Time Ask Questions to Monitor Comprehension Unit 2 Lesson 24: Read Aloud, Think Aloud; Work Time Cause-and-Effect Relationships Unit 4 Lesson 1: Read Aloud, Think Aloud Unit 2 Lessons 12, 14–15: Read Aloud, Think Aloud; Work Time Make Generalizations and Draw Conclusions Unit 5 Lesson 13: Read Aloud, Think Aloud; Work Time


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Writing 9.6 The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes. a) Generate, gather, and organize ideas for writing.

Planning/Prewriting (examples) Unit 2 Lesson 7: Work Time Unit 3 Lesson 3: Work Time Unit 4 Lesson 4: Work Time Assignments Unit 1 Lesson 8: Prewrite for an Informative Paragraph Unit 2 Lesson 18: Write a Narrative Essay (Prewriting) Unit 3 Lesson 3: Prewrite Narrative Writing Unit 4 Lesson 8: Prewrite Informative Writing Unit 6 Lesson 20: Write an Argumentative Essay (Prewriting)

b) Plan and organize writing to address a specific audience and purpose.

Planning/Prewriting (examples) Unit 2 Lesson 7: Work Time Unit 4 Lesson 4: Work Time Unit 4 Lesson 13: Whole Group; Work Time Assignments Unit 1 Lesson 8: Prewrite for an Informative Paragraph Unit 2 Lesson 18: Write a Narrative Essay (Prewriting) Unit 6 Lesson 20: Write an Argumentative Essay (Prewriting) Teacher’s Resources – iLit Writing Handbook Know Your Audience, 16

c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.

Write an Informative Paragraph Unit 6 Lesson 4: Work Time Write an Explanatory Essay Unit 4 Lessons 18–19: Work Time Assignments Unit 1 Lesson 11 Research and Plan an Explanatory Paragraph Unit 2 Lesson 18: Write a Narrative Essay (Drafting: Introduction - thesis)


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d) Write clear, varied sentences using specific vocabulary and information.

Writer's Craft: Vary Sentence Structure Unit 1 Lesson 12: Whole Group Unit 4 Lesson 18: Whole Group Assignments – Grammar Study Plan Unit 4 Lessons 1–5 Part 2: Skill 17: Combining Sentences Unit 4 Lessons 1–5 Part 3: Skill 18: Compound and Complex Sentences

e) Elaborate ideas clearly through word choice and vivid description.

Use Descriptive Details Unit 5 Lesson 8: Whole Group Assignments Unit 2 Lesson 18: Write a Narrative Essay (Prewriting)

f) Arrange paragraphs into a logical progression.

Write a Paragraph - Organization Unit 1 Lesson 2: Whole Group Write an Explanatory Essay Unit 4 Lessons 18–19: Work Time

g) Use transitions between paragraphs and ideas.

Write an Explanatory Essay - Transitions Unit 4 Lessons 18–19: Work Time Assignments Unit 4 Lesson 18: Write an Explanatory Paragraph (Revising)

h) Revise writing for clarity of content, accuracy and depth of information.

Revise (examples) Unit 2 Lesson 20: Work Time Unit 2 Lesson 21: Work Time Unit 4 Lesson 21: Work Time Assignments Unit 2 Lesson 18: Write a Narrative Essay (Revising) Unit 4 Lesson 18: Write an Explanatory Essay (Revising) Unit 6 Lesson 20: Write an Argumentative Essay (Revising)


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i) Use computer technology to plan, draft, revise, edit, and publish writing.

Writing assignments are integrated into the digital structure of the program. Teachers and students will find writing instruction in the Whole Group and Work Time lessons. The Assignments section provides students a place to plan, draft, and submit their writing electronically. Revise (examples) Unit 2 Lesson 20: Work Time Unit 2 Lesson 21: Work Time Unit 4 Lesson 21: Work Time Develop a Multimedia Presentation Unit 1 Lesson 19: Whole Group; Work Time Make a Presentation Unit 1 Lesson 22: Whole Group Present Multimedia Presentation Unit 1 Lesson 24: Work Time Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time Assignments (examples) Unit 2 Lessons 4, 18: Write a Narrative Essay Unit 4 Lessons 5, 14, 18: Write an Explanatory Essay

9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective, and coordinating conjunctions.

Assignments: Grammar Study Plan Unit 3 Lessons 1–5 Part 4: Skill 14: Subject-Verb Agreement Unit 4 Lessons 1–5 Part 4: Skill 19: Conjunctions in Compound Sentences Unit 4 Lessons 1–5 Part 5: Skill 20: Conjunctions in Complex Sentences Professional Learning Community Teacher Resources: Language Conventions Practice: all lessons

b) Use parallel structures across sentences and paragraphs.

Assignments: Grammar Study Plan Unit 5 Lessons 1–5 Part 2: Skill 22: Parallelism


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c) Use appositives, main clauses, and subordinate clauses.

Assignments: Grammar Study Plan Unit 4 Lessons 1–5 Part 1: Skill 16: Clauses Professional Learning Community Teacher Resources: Language Conventions Practice: Verbals, 65–66; Independent and Dependent Clauses, 103–105

d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

Assignments: Grammar Study Plan Unit 5 Lessons 1–5 Part 3: Skill 23: Commas in Sentences Unit 5 Lessons 1–5 Part 5: Skill 25: Semicolons and Colons Professional Learning Community Teacher Resources: Language Conventions Practice: Clauses, 103–105; Commas, 124

e) Distinguish between active and passive voice.

Assignments: Grammar Study Plan Unit 2 Lessons 1–5 Part 5: Skill 10: Passive Verbs Professional Learning Community Teacher Resources: Language Conventions Practice: Active and Passive Voice, 56–58

f) Proofread and edit writing for intended audience and purpose.

Edit Writing Unit 2 Lesson 22: Work Time Unit 4 Lesson 22: Work Time Unit 5 Lesson 22: Whole Group; Work Time Assignments Unit 2 Lesson 18: Write a Narrative Essay (Editing) Unit 4 Lesson 18: Write an Explanatory Essay (Editing) Unit 6 Lesson 20: Write an Argumentative Essay (Editing)


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Research 9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research product. a) Use technology as a tool for research to organize, evaluate, and communicate information.

Each of the Multimedia Projects that students complete in iLit involve extensive research activities and instruction. In addition, a Research Paper assignment with extensive associated instruction and practice is provided in the Teacher’s Resources. Research and Plan an Explanatory Paragraph Unit 1 Lesson 11: Work Time Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Plan An Interview Unit 5 Lessons 18–19: Whole Group; Work Time Develop a Multimedia Presentation Unit 1 Lesson 19: Whole Group; Work Time Unit 1 Lesson 21: Work Time Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time Informative Writing (examples) Unit 1 Lesson 9: Work Time Unit 2 Lesson 14: Work Time Unit 3 Lesson 9: Work Time

b) Narrow the focus of a search. Research and Plan an Explanatory Paragraph Unit 1 Lesson 11: Work Time Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Take Notes Unit 5 Lesson 13: Whole Group


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c) Find, evaluate, and select appropriate sources to access information and answer questions.

Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Research and Plan an Explanatory Paragraph Unit 1 Lesson 11: Work Time Develop a Multimedia Presentation Unit 1 Lesson 19: Whole Group; Work Time Unit 1 Lesson 21: Work Time Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time

d) Verify the validity and accuracy of all information.

Conducting Research Unit 1 Lesson 17: Whole Group; Work Time

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.

Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Research and Plan an Explanatory Paragraph Unit 1 Lesson 11: Work Time Synthesize Ideas Unit 5 Lessons 22–24: Read Aloud, Think Aloud; Work Time

f) Credit the sources of quoted, paraphrased, and summarized ideas.

Students are encouraged to cite all evidence in their presentations. Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Develop Multimedia Presentation (examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time


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g) Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

Students are encouraged to cite all evidence in their presentations. Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Develop Multimedia Presentation (examples) Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time

h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Students are encouraged to cite all evidence in their presentations. Conducting Research Unit 1 Lesson 17: Whole Group; Work Time Develop a Multimedia Presentation Unit 1 Lesson 19: Whole Group; Work Time Unit 1 Lesson 21: Work Time Unit 3 Lessons 23–24: Work Time Unit 5 Lesson 23: Work Time

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