Into Literature Grade 9 Teacher Edition Pdf

[Lynn Hepler]

MakingConnections in Literature equips students to analyze texts and identify themes in a variety of genres so they can evaluate and connect literature to the rest of the world. Literature 8 gives students the reading strategies and literary skills they need to comprehend, analyze, interpret, and compare texts of different genres. They will evaluate both contemporary and classic selections and complete a full-length novel study of Across Five Aprils. Ultimately, this course encourages students to develop both artistic and biblical discernment so they can be creative, Christlike communicators.

As students follow the reading process, they will accomplish close readings of each selection, learning and using reading strategies that help them come to a richer understanding of the selections, genres, authors, and themes covered in this course.

The teaching cycle in the teacher edition enables teachers to encourage students to become independent learners by progressing from whole-class instruction to collaborative learning activities to independent learning activities in each unit.

The student edition organizes selections into six themes. Literature selections within each unit help students develop a cultural understanding of the themes. General activities and Big Questions provide natural opportunities for worldview shaping.

The teacher edition provides a lesson pathway for guiding students through each text and gives teachers tools to discuss unit themes on a deeper level. The teaching cycle in the teacher edition provides direction for engaging, instructing, applying, and assessing lesson content. It offers teachers a greater depth of analysis and evaluation to help students develop a rounded, biblical understanding of each selection. Additionally, it provides opportunities for collaborative learning.

The materials reviewed for Grade 12 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading.

Texts range in a variety of topics to engage students.

The instructional materials reviewed for Grade 12 partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis and qualitative analysis.

The entire text set for the unit, including those in the independent reading section, represent a broad range of complexities from well below the band to reach into the stretch level. All texts address the topic and essential question, but some of the texts that fall below grade level provide only superficial opportunities to address the instructional goals while the stretch texts are well supported with appropriate strategies for whole class and small group study; specifically, the mentor texts are well below the lexile grade band, and texts that students must model should be on lexile or above lexile. In each unit, independent reading selections are often more complex, even far more complex, than instructional texts.

Each unit includes a text set read and discussed as a whole class, a text set read and discussed in small groups, a text set for independent reading from which students can select texts, and an optional novel. Each unit is organized around four essential questions and all texts are related to the topics necessary to respond to the essential questions.

Overall, the six units do not present a continuous progression of text complexities, but each unit does represent development of grade level literacy skills with texts that represent a variety of complexities, from below to above the recommended grade band. Within each text set, students develop literacy skills to engage with a broad variety of media and texts.

The instructional materials reviewed for Grade 12 meet do not meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The instructional materials reviewed for Grade 12 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.

The materials reviewed for Grade 12 include mentor and supporting texts that allow for students to engage in a range and volume of texts in order to achieve grade level reading. There are six units that revolve around an essential question for students and provide multiple texts.

The instructional materials reviewed for Grade 12 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Examples of tasks that support students in engaging with the text directly, drawing on textual evidence to support both what is explicit as well as valid inferences from the text include:

The instructional materials reviewed for Grade 12 meet the criteria for materials containing sets of sequences of text-dependent/text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.

The instructional materials reviewed for Grade 12 meet the criteria for materials providing frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.

There are frequent opportunities where students are expected to participate in evidence-based discussions. After reading assignments, there are small group or one on one interactions that encourage the modeling and use of academic vocabulary and syntax. Specifically, within the online materials, students and instructors are presented with the Speaking & Listening Studio, where additional discussion supports are in place. Also, within the Teacher's Edition, at the beginning of most texts, when instructors are setting up the lesson, instructors are presented with two grouping strategies to support discussion titled Small-Group Options. These opportunities can also be found in Respond sections after texts, where students are encouraged to work with a panel to discuss what they have learned from the text, as well as modeling the style of the reading assigned. This can also be seen in Critical Vocabulary sections in Respond at the end of a text, allowing students to model the language and syntax, as well as work with a peer. Speaking and listening instruction occurs frequently throughout the year and is supported through teacher resources and materials.

Materials in the Grade 12 curriculum provide ample opportunities for rich and rigorous evidence-based discussions about texts to build strong literacy skills. All discussions encountered required students to go directly back to the text, reference evidence, or repeated reading and analysis; and in many cases, instructors are presented possible student responses for additional support. Sections where questions and supports are seen within the Student and Teacher's Editions are: Reflect on the Unit, Introduce the Selection and Quick Start, the Revise section within all major cumulative writing tasks, Create & Discuss, Applying Academic Vocabulary, Create and Discuss, and Collaborate and Present. The Speaking and Listening Studio is a digital resource that provides a quick reference for students to address specific speaking and listening actions. The margin notes remind students to use the Speaking and Listening Studio for more information about the task. The Speaking and Listening Studio also provides an opportunity for targeted instruction and supports teachers to help guide students in speaking and listening areas.

The instructional materials reviewed for Grade 12 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

For every text that students read or view, there is a writing task that either clarifies and deepens understanding of the text, explores the essential question, or helps prepare the student for the end of unit writing task. These are both long assignments with multiple drafts, short assignments for in class responses, focused projects, and other short answer responses. These can be found both before and after a reading assignment within each unit. At the end of every unit, students must complete a cumulative writing task that emulates one of the following: short story, personal narrative, explanatory essay, literary analysis, argumentative essay, and research essay. These process writing tasks have multiple layers for support. On-demand writing assignments, including shorter, more focused writing projects, are found throughout all six units.

The instructional materials reviewed for Grade 12 meet the criteria for materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. (Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.)

The instructional materials reviewed for Grade 12 meet the criteria for materials including frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.

Each unit contains multiple opportunities for students to compose and refine research-based and evidence-based writing. Students are offered opportunities to evaluate and support claims both in formal assignments and informal in-class assignments. This can be seen in the Respond section of readings, where students have opportunities in both Research and Create and Present. In some texts, there are also opportunities to research and analyze in Respond to the Essential Question. This asks students to review annotations and notes to develop support for specific questions. The Teacher's Edition provides a road map of the year which is presented in six units. Each text - or sometimes pair of texts - in the unit is followed by both a brief research prompt and a writing assignment informed by the research. The on-demand writing tasks reflect development of skills necessary to complete the end of unit writing task.

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