EMC Mirrors and Windows, Correlation to Minnesota Academic Standardsenglish Language Arts

EMC Mirrors and Windows, Correlation to Minnesota Academic StandardsEnglish Language Arts, Grade 9

Minnesota Academic Standard – ELA Grades 9–10 / EMC Pages That Cover the Standards
Reading Standards for Literature
Key Ideas and Details
9.4.1.1 Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text. / 11, 21, 22, 42, 54, 66, 80, 98, 104, 118, 128, 130, 143, 150, 192–197, 359, 365, 369, 389, 396, 403, 407, 409, 417, 422, 429, 433, 437, 497, 531, 553, 581, 597, 614, 618, 667, 674, 684, 704, 733, 737, 759, 761, 763, 784, 786, 788
9.4.2.2 Determine a theme or central idea of a text and analyze in detail itsdevelopment over the course of the text, including how it emerges and isshaped and refined by specific details; provide an objective summary of the text. / 3, 136–137, 138, 150, 152–153, 214, 502, 820–821, 943
9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflictingmotivations) develop over the course of a text, interact with other characters,and advance the plot or develop the theme. / 3, 68–69, 136–137, 153
Craft and Structure
9.4.4.4 Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the cumulative impactof specific word choices on meaning and tone (e.g., how the language evokesa sense of time and place; how it sets a formal or informal tone). / 44–45, 132–133, 207, 208, 210, 211, 282–283, 355, 361, 418–419, 742, 944, 951
9.4.5.5 Analyze how an author’s choices concerning how to structure a text, orderevents within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise. / 13, 14, 16, 21, 268, 412–413, 420, 712, 939–940
9.4.6.6 Analyze a particular point of view or cultural experience reflected in a work ofliterature from outside the United States, drawing on a wide reading of worldliterature. / 82–98, 88, 276–281, 434–437, 490–497, 498–619, 663–667, 670–675, 678–685, 690–695, 708–709, 710–711, 712–733, 734–737, 742–759, 762–763, 764–786, 787–788, 792–797
Integration of Knowledge and Ideas
9.4.7.7 Analyze the representation of a subject or a key scene in two different artisticmediums, including what is emphasized or absent in each treatment (e.g.,Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall ofIcarus). / 33, 65, 145, 163, 177, 317, 393, 417, 427, 450, 464, 518, 528, 573, 667, 673, 681, 729
9.4.8.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. / Not Applicable to Literature per CCSS guidelines
9.4.9.9 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 or how a Minnesota American Indian author uses oral tradition to create works of literature). / 143, 268, 275, 504, 615, 616, 617–618, 663, 734–737, 760–761, 762–763, 785–786, 787–788
The opportunity to address this objective in relation to Minnesota American Indians is available. See the following: 161-164, 188-189, 312-315, 798-801
Range of Reading and Level of Text Complexity
9.4.10.10 By the end of grade 9, read and comprehend literature and other texts 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.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints. / The textbook contains scaffolded reading and comprehension instruction throughout the book (see pp. 4, 152-153, 190, 338, 354, 438-439, 472, 646, 812, 924)
Reading Standards for Informational Text
Key Ideas and Details
9.5.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / 130, 182, 262, 284–285, 291, 299, 302, 382, 436, 618, 741, 811
9.5.2.2 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. / 130, 131, 262, 284–285, 286, 291, 299, 619
9.5.3.3 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. / 129–130, 262, 284–285, 299
Craft and Structure
9.5.4.4 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). / 130, 131, 263, 284–285, 286, 295
9.5.5.5 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). / 262, 286, 302, 741
9.5.6.6 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. / 130, 262, 284–285, 286, 291, 295, 296, 346–347, 741
Integration of Knowledge and Ideas
9.5.7.7 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. / 130, 262, 294, 302
9.5.8.8 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. / 262, 284–285, 294, 302, 741
9.5.9.9 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. / 252–259, 269, 268–273
Range of Reading and Level of Text Complexity
9.5.10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks. / 190,204–205, 206, 207–211, 212–213, 214–219, 222–231, 232–239, 242–243, 244–251, 252–259, 266–267, 268–275, 276–281, 286–295, 296–303, 304–337, 338, 646, 812, 831–832, 833–835, 836–839, 840–848, 853–855, 924
Writing Standards
Text Types and Purposes
9.7.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. 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.
b. 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.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented. / 192–197, 340–345, 348, 349, 930, 931, 991–998
9.7.2.2 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.
a. 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). / 200, 474–479, 482, 483, 656, 657, 920–927, 991–998
9.7.3.3 Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.
a. 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.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text. / 211, 383, 389, 403, 409, 429, 814–820, 822, 823, 991–998
Production and Distribution of Writing
9.7.4.4 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.) / 192–197, 200, 340–345, 348, 349, 474–479, 482, 483, 656, 657, 814–820, 822, 823, 920–927, 930, 931, 991–998
9.7.5.5 Use a writing process to develop and strengthen writing as needed by planning, drafting, 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 on page 75.) / 192–197, 200-201, 340–345, 348-349, 474–479, 482-483, 656-657, 814–820, 822-823, 920–927, 930-931, 991–998
9.7.6.6 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. / 281, 295, 377, 474–478, 619, 997, 1000, 1002–1004, 1004–1008
Research to Build and Present Knowledge
9.7.7.7 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. / 23, 55, 211, 219, 231, 239, 303, 359, 365, 377, 383, 397, 409, 429, 497, 705, 920–927, 999–1008
9.7.8.8 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. / 23, 55, 211, 303, 409, 429, 920–925, 999–1008
9.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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]”).
b. 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”). / 11, 21, 22, 42, 54, 66, 80, 98, 104, 118, 128, 130, 143, 150, 182, 192–197, 262, 284–285, 291, 299, 302, 359, 365, 369, 382, 389, 396, 403, 407, 409, 417, 422, 429, 433, 436, 437, 497, 531, 553, 581, 597, 614, 618, 667, 674, 684, 704, 733, 737, 741, 759, 761, 763, 784, 786, 788, 811
Range of Writing
9.7.10.10 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.
a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. / 192–197, 200-201,340–345, 348-349, 474–479, 482-483, 656-657, 814–820, 822-823, 920–927, 930-931, 991–998
Speaking and Listening
Comprehension and Collaboration
9.9.1.1 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, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
a. 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.
b. 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.
c. 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.
d. 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. / 105, 151, 211, 263, 370, 383, 389, 397, 409, 417, 429, 433, 619
The opportunity to address this objective in relation to Minnesota American Indians is available. See the following: 161-164, 188-189, 312-315, 798-801
9.9.2.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. / 231, 263, 370, 999–1008, 1021
9.9.3.3 Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. / 43, 263, 267, 268, 273, 275, 276, 280, 281
Presentation of Knowledge and Ideas
9.9.4.4 While respecting intellectual property, 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 (e.g., persuasion, argumentation, debate).
/ 11, 211, 281, 339, 813
9.9.5.5 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 / 281, 675, 1021
9.9.6.6 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 for specific expectations.) / 11, 191, 275, 339, 359, 397, 473, 647, 813, 919, 1015–1021
Media Literacy
9.9.7.7 Understand, analyze, evaluate, and use different types of print, digital, and multimodal media.
a. Evaluate the content and effect of persuasive techniques used in different mass media.
b. Synthesize information and recognize categories, trends, and themes across multiple sources.
c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices. / 92, 131, 219, 251, 273, 280, 281, 645
9.9.8.8 As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.)
a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative b. Publish the work and share with an audience. Commons licenses. / 219, 263, 275, 281, 926-931
Language Standards
Conventions of Standard English
9.11.1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Use parallel structure.
b. 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. / 24–25, 56–57, 134–135, 196, 220–221, 264–265, 344, 398–399, 410–411, 478, 582–583, 598–599, 622–623, 652, 676–677, 818, 925, 958–990
9.11.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly. / 45, 133, 196, 240–241, 264–265, 283, 344, 419, 424–425, 478, 533, 554–555, 598–599, 621, 622–623, 652, 676–677, 686–687, 696–697, 706–707, 818, 925, 958–990
Knowledge of Language
9.11.3.3 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.
a. 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. / 24–25, 44–45, 56–57, 132–133, 134–135, 220–221, 240–241, 264–265, 282–283, 398–399, 410–411, 418–419, 424–425, 532–533, 554–555, 582–583, 598–599, 620–621, 622–623, 676–677, 686–687, 696–697, 706–707, 922–927, 1002–1008
Vocabulary Acquisition and Use
9.11.4.4 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.
a. 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.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. 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.
d. 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). / 44–45, 132–133, 282–283, 418–419, 424–425, 532–533, 620–621, 706–707, 939, 944–951, 952
9.11.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations. / 44–45, 132–133, 268, 282–283, 353, 361, 384–385, 386, 389, 404, 418–419, 438–439, 620–621, 706–707, 944–951, 952
9.11.6.6 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. / 44–45, 132–133, 282–283, 418–419, 424–425, 532–533, 620–621, 706–707, 939, 944–951, 952
Language Progressive Skills
Conventions of Standard English
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. / 24–25, 931, 966–967, 973
L.3.3a. Choose words and phrases for effect. / 132–133, 206, 207, 208, 210, 211, 355, 361, 990
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. / 134–135, 598–599, 652, 958, 988
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their). / 264–265, 620, 657, 956, 974–975, 975–980
L.4.3b. Choose punctuation for effect. / 240–241, 676–677, 686–687, 696–697, 981–986
L.5.1d. Recognize and correct inappropriate shifts in verb tense. / 201, 398–399, 478, 657, 931, 963–964
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. / 56–57, 196, 961–963, 965, 974
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). / 56–57, 961–963
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. / 24–25, 56–57, 134–135, 220–221, 240–241, 264–265, 398–399, 410–411, 554–555, 582–583, 598–599, 622–623, 676–677, 686–687, 696–697, 958–990
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. / 240–241, 676–677, 818, 972, 982, 985–986
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style. / 134–135, 196, 598, 923, 925, 958–960, 988–989, 990
L.6.3b. Maintain consistency in style and tone. / 201, 657, 973–980, 988–990, 991, 992
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. / 220–221, 582–583, 970–972, 972–973, 974
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. / 342, 823, 988–990, 995–996
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood. / 410–411, 478, 990
L.9–10.1a. Use parallel structure. / 267, 823, 990
Range of Text Types
Literature
Stories: Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels
adventure stories / “The Most Dangerous Game,” pp. 26–43
“The Ravine,” pp. 154–160
“The Vision Quest,” pp. 161–164
from The Odyssey, part I,pp. 712–733
from The Odyssey, part II,pp. 742–759
from The Odyssey, part III,pp. 764–789
“A Sound of Thunder,” pp. 876–885
historical fiction / “The Cask of Amontillado,” pp. 58–67
“Tears of Autumn,” pp. 99–105
“American History,” pp. 120–128
mysteries / “The Cask of Amontillado,” pp. 58–67
myths / “Aengus,” pp. 416
“The Story of Daedalus and Icarus,” pp. 664–667
“Echo and Narcissus,” pp. 670–675
“Poseidon, God of the Sea,” pp. 734–737
“Perseus,” pp. 792–797
science fiction / “Without Portfolio,” pp. 864–869
“The Test,” pp. 870–873
“A Sound of Thunder,” pp. 876–885
“The Feeling of Power,” pp. 886–893
“Harrison Bergeron,” pp. 894–899
“History Lesson,” pp. 904–910
realistic fiction / “Thank You, M’am,” pp. 6–11
“The Interlopers,” pp. 16–23
“Blues Ain’t No Mockingbird,” pp. 48–55
“Destiny,” pp. 70–81
“The Good Deed,” pp. 82–98
“The Scarlet Ibis,” pp. 108–119
“The Necklace,” pp. 143–151
“Rules of the Game,” pp. 170–179
“The Man to Send Rain Clouds,” pp. 183–187
“Indian Education,” pp. 312–315
allegories / “The White Snake,” pp. 690-695
“The Appointment in Samarra,” pp.808-809
parodies / “The Princess and the Tin Box,” pp. 805–808
satire / “Harrison Bergeron,” pp. 894–899
“The Censors,” pp. 900–904
graphic novels / “The Star,” pp. 918-923
Drama:Includes one-act and multi-act plays, both in written form and on film
one-act plays (written/film) / The Inspector General, pp. 490–497
The Devil and Daniel Webster, pp. 628–645
multi-act plays (written/film) / The Tragedy of Romeo and Juliet, pp. 504–619
Poetry: Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics
narrative poems / “The Song of Wandering Angus,” pp. 414–417
“Fifteen,” pp. 442–444
“The Argument,” p. 615
lyrical poems / “A Poison Tree,” p. 22
“Beware: Do Not Read This Poem,” pp. 356–359
“Gifts,” pp. 362–365
“Cold as Heaven,” pp. 366–367
“Oral History,” p. 371
“Local Sensibilities,” pp. 378–383
“Metaphor,” pp. 386–387
“A Simile,” p. 388
“The Bells,” pp. 392–397
“The Secret,” pp. 400–403
“Poetry,” pp. 400–403
“Sympathy,” pp. 404–407
“Caged Bird,” pp. 404–407
“’Hope is the thing with feathers,” p. 408
“the Road Not taken,” pp. 856–857
free verse poems / “Without Title,” pp. 188–189
“Martin Luther King Jr.,” p. 274
“Saying Yes,” p. 311
from Song of the Open Road, pp. 828–829
“The Journey,” pp. 851–852
“The Road and the End,” pp. 858–859
“All Watched Over by Machines of Loving Grace,” pp. 862–863
“Auto Wreck,” pp. 874–875
sonnets / “Sonnet,” “American Sonnet,” pp. 426–429
“Purgatory,” p. 616
odes / “Martin Luther King Jr.,” p. 274
ballads / “Ballad of Birmingham,” pp. 374–377
epics / “The Story of Daedalus and Icarus,” pp. 664–667
from The Odyssey, part I,pp. 712–733
from The Odyssey, part II,pp. 742–759
from The Odyssey, part III,pp. 764–789
Nonfiction: Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
personal essays / “Aha Moment,” pp. 207–211
“Us and Them,” pp. 244–251
“Close Encounter of the Human Kind,” pp. 292–295
“An Ethnic Trump,” pp. 308–310
“Only Daughter,” pp. 316–319
“This Is Not Who We Are,” pp. 320–324
“Climbing Mount Fuji,” pp. 334–337
“Homeless,” pp. 833–835
speeches / “I Have a Dream,” pp. 268–273
“Glory and Hope,” pp. 276–281
opinion pieces / “TV Coverage of JFK’s Death Forged Medium’s Role,” pp. 129–130
from Silent Spring, pp. 252–259
“It’s Not Talent; It’s Just Work,” pp. 306–307
essays about art or literature / “Furor Scribendi,” pp. 296–299
“How to Write a Letter,” pp. 299–303
“An ‘A’ in Failure,” pp. 325–327
“Understanding Figurative Language,” pp. 384–385
“Understanding Sight and Sound,” pp. 390–391
“How to Haiku,” p. 436
“Understanding Shakespeare,” pp. 498–503
“Romeo and Juliet over the Centuries,” pp. 617–618
biographies / “Becoming a Composer,” pp. 233–239
“The Burden of Expectations,” pp. 328–333
memoirs / “The Teacher Who Changed My Life,” pp. 214–219
from Swimming to Antarctica, pp. 222–231
from The Grasmere Journals, pp. 831–832
from Learning Joy from Dogs without Collars, pp. 836–839
journalism / “Trapped New Orleans Pets Still Being Rescued,” pp. 286–291
“Birmingham Bomb Kills 4 Negro Girls in Church,” p. 376
“Designing the Future,” pp. 912–917
historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience / “TV Coverage of JFK’s Death Forged Medium’s Role,” pp. 129–130
“The Rules of Chess,” pp. 180–182
“When It Comes to Pesticides, Birds Are Sitting Ducks,” pp. 260–263
“442nd Regimental Combat Team,” p.382
“Cyclops Myth Spurred by ‘One-Eyed’ Fossils,” pp. 738–741
History of Samarra,” pp. 810–811
Texts Illustrating the Complexity, Quality, and Range of Student Reading
NOTE: Mirrors & Windowsoffers high-quality literary works that were carefully chosen to enrich and enhance students’ understanding of themselves and their world. Each unit in the program presents a diverse body of rich and relevant selectionsrelated to a particular theme or topic. The following texts represent the complexity, quality, and range of those selections.
Literature: Stories, Drama, Poetry
from The Odysseyby Homer (circa 800 BC) / pp. 712–789
“The Story of Daedalus and Icarus” by Ovid (AD 8) / pp. 663–667
The Tragedy of Romeo and Julietby William Shakespeare (1592) / pp. 498–619
“The Bells” by Edgar Allan Poe (1845) / pp. 392–397
“‘Hope’ is the thing with feathers” by Emily Dickinson (1891) / pp. 408–409
“The Gift of the Magi” by O. Henry (1906) / pp. 138–143
“A Sound of Thunder” by Ray Bradbury (1952) / pp. 876–885
Informational Texts: Literary Nonfiction
“The Obligation to Endure” by Rachel Carson (1962) / pp. 252–263
“I Have a Dream” by Martin Luther King, Jr. (1963) / pp. 268–273
from Blue Highways by William Least Heat-Moon (1982) / pp. 840–848
“The Teacher Who Changed My Life” by Nicholas Gage (1983) / pp. 214–221
“Only Daughter” by Sandra Cisneros (1990) / pp. 316–319
“Glory and Hope” by Nelson Mandela (1994) / pp. 276–281

EMC Mirrors Windows, Correlation to Minnesota Academic Standards - ELAGrade 9, page1