A Correlation of
Pearson
Common Core Literature
©2015
Grade 9
To the
Oregon
Common Core State Standards for
Literacy in History/Social Studies,
Science and Technical Subjects
Grades 9-10
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Introduction
This document demonstrates how Pearson Common Core Literature,
©2015, meets the objectives of the Oregon Common Core State Standards for
Literacy in History/Social Studies, Science, and Technical Subjects. Correlation
page references are to the Student Edition and are cited by activity and page
number.
Pearson Common Core Literature, ©2015, is an exciting literature program
designed specifically to meet the rigors of Common Core. Its unique Instructional
Model brings support around the critical shifts in literacy, emphasizing building
knowledge through content rich nonfiction, reading and writing grounded in
evidence, providing texts of the appropriate range of complexity and focusing on
academic vocabulary.
The heart of the Instructional Model is a focus on Text Sets that consist of an
Anchor Text with related readings of multiple genres, centered on a compelling
topic. The goal is for students to form a coherent position on the topic by
performing research, holding discussions, and writing an argumentative analysis.
Additionally, an instructional focus is paid to developing students’ close reading
ability to prepare them for the rigorous tasks they will experience on upcoming
assessments. Powerful instructional tools are designed to personalize learning for
every student, allowing teachers to customize instruction and differentiate
resources.
2
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Table of Contents
Reading Standards for Literacy in History/Social Studies ...................................... 4
Writing Standards for Literacy in History/Social Studies ..................................... 11
Reading Standards for Literacy in Science and Technical Subjects ....................... 21
Writing Standards for Literacy in Science and Technical Subjects ........................ 24
3
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
Reading Standards for Literacy in History/Social Studies
The Reading standards specific to the content areas begin at grade 6; standards for K–5
reading in history/social studies, science, and technical subjects are integrated into the K–5
Reading standards. The CCR anchor standards and high school standards in literacy work in
tandem to define college and career readiness expectations—the former providing broad
standards, the latter providing additional specificity.
Reading Informational Text
RH
Key Ideas and Details
9-10.RH.1 Cite specific textual evidence to
Common Core Workshop
support analysis of primary and secondary
Comprehending Complex Texts, liv–lix
sources, attending to such features as the
date and origin of the information.
Informational Text
from The Federalist No. 2 by John Jay, lvii
from “Farewell Address” by General Douglas
MacArthur, lix
from “State of the Union Address” by
Andrew Johnson, lix
from “Remarks on East-West Relations at
the Brandenburg Gate in West Berlin,” June
12, 1987 by Ronald Reagan, lxi
from “Remarks to the Senate in Support of a
Declaration of Conscience” by Margaret
Chase Smith, lxiii
Reading Informational Text: History of the
Bicycle, 122
Reading Informational Text: from “State of
the Union Address (1941)” by Franklin D.
Roosevelt, 276
Reading Informational Text: Encyclopedia
Entry, Biography and Public Document, 854
(Bill of Rights and James Madison Text)
“I Am An American Day Address” by Learned
Hand, 191
“I Have a Dream”, 242–248
“First Inaugural Address” by Franklin Delano
Roosevelt, 284–289
Nothing to Fear: Lessons in Leadership from
FDR by Alan Axelrod, 294–295
From Americans in the Great Depression by
Eric Rauchway, 298–305
“Women on the Breadlines” by Meridel Le
Sueur, 308–315
Photograph: Bread Line, New York City,
1932, 318
The Assassination of John F. Kennedy, 432–
435
From A White House Diary, 440–445
American History, 448–457
4
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
(Continued)
9-10.RH.1 Cite specific textual evidence to
support analysis of primary and secondary
sources, attending to such features as the
date and origin of the information.
(Continued)
Address Before a Joint Session of the
Congress by Lyndon Baines Johnson, 460–
465
Visual Timeline: Images of Tragedy, 468–
470
Of Altruism, Heroism and Nature’s Gifts in
the Face of Terror, 898–901 (Issues and
Events of 9/11)
Preparing to Read
Historical Background: Elizabethan England,
498–503
Historical Background: Ancient Greece, 746–
751
Historical Fiction, Myths, and Legends
The Adventures of Odysseus, 757–761, 762–
781, 783–794, 800–815, 817–824
Excerpt from Bulfinch’s Mythology by
Thomas Bulfinch, 852
From the Ramayana, 860–863
Myth: Perseus by Edith Hamilton, 868–875
The Hero’s Quest, 876
The Washwoman, 878–883
Literature in Context
Geography Connection, 790; History
Connection, 31, 43, 235, 512, 550, 574,
620; Cultural Connection, 55, 609, 805;
Social Studies Connection, 105
Responses Questions
Model Activities, 191; Literary Analysis, 249,
825; Close Reading Activities, 241, 290,
296, 306, 316, 319, 436, 446, 458, 466,
471, 864, 884, 901; Critical Thinking, 761,
781, 794, 815
5
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
9-10.RH.2 Determine the central ideas or
information of a primary or secondary
source; provide an accurate summary of
how key events or ideas develop over the
course of the text.
Common Core Workshop
Writing an Objective Summary, lii–liii;
Comprehending Complex Texts, liv–lix
Informational Text
from The Federalist No. 2 by John Jay, lvii
from “Farewell Address” by General Douglas
MacArthur, lix
from “State of the Union Address” by
Andrew Johnson, lix
from “Remarks on East-West Relations at
the Brandenburg Gate in West Berlin,” June
12, 1987 by Ronald Reagan, lxi
from “Remarks to the Senate in Support of a
Declaration of Conscience” by Margaret
Chase Smith, lxiii
Reading Informational Text: History of the
Bicycle, 122
Reading Informational Text: from “State of
the Union Address (1941)” by Franklin D.
Roosevelt, 276
Reading Informational Text: Encyclopedia
Entry, Biography and Public Document, 854
(Bill of Rights and James Madison Text)
Instruction and Questions
Close Reading Focus Instruction: Main Idea,
206, 207
Literature in Context, 31, 43, 55, 105, 235,
512, 550, 574, 609, 620, 790, 805
Model Activities: Key Idea and Details 191
Literary Analysis: Key Idea and Details, 249,
825
Close Reading Activities: Key Idea and
Details, 241, 290, 296, 306, 316, 319, 436,
446, 458, 466, 471, 864, 884, 901
Constructed Response
Write and Deliver Oral Report: Determine
the Main Idea, 281
Research Investigate the Topic
Write Summary on Blood Banks, 905
6
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
9-10.RH.3 Analyze in detail a series of
events described in a text; determine
whether earlier events caused later ones or
simply preceded them.
Common Core Workshop
Comprehending Complex Texts, liv–lix
Literary Analysis, 249, 825; Close Reading
Activities, 241, 290, 296, 306, 316, 319,
436, 446, 458, 466, 471, 864, 884, 901;
Visual Timeline: Images of Tragedy, 468–
470; Research: Create a Timeline Illustrating
the Civil Rights Movement or the Women’s
Movement, 701
Historical and Cultural Context, 754, 755,
764, 768, 774, 776, 779, 780, 784, 788,
798, 799, 802, 804, 807, 808, 809, 811,
817, 818, 820; Historical Context, 458
Craft and Structure
9-10.RH.4 Determine the meaning of words
and phrases as they are used in a text,
including vocabulary describing political,
social, or economic aspects of history/social
studies.
Common Core Workshop: Building Academic
Vocabulary, xlvi–li
Language Study 248, 824; Close Reading
Activities, 241, 290, 296, 306, 316, 319,
436, 446, 458, 466, 471, 864, 884, 901;
Language Study Workshops: Using a
Dictionary and Thesaurus, 108–109;
Etymology: Word Origins and Modern
Meanings, 264–265; Idioms, Technical
Terms, and Jargon, 840–841
See all vocabulary and literary side notes for
The Tragedy of Romeo and Juliet– examples,
514, 517, 521, 545, 548; The Odyssey –
examples, 759, 762, 766, 769; Constructed
Response: Analyze Diction, Syntax, and
Tone, 281
7
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
9-10.RH.5 Analyze how a text uses structure
to emphasize key points or advance an
explanation or analysis.
Common Core Workshop
Analyzing Arguments, lx– lxi; Rhetorical
Devices and Persuasive Techniques, lxii–lxiii
Instruction and Questions
Focus on Craft and Structure: Elements of
Essays, Articles, and Speeches, 202–203;
Analyzing the Development, Organization,
and Communication of Ideas, 204–205;
Author’s Style, 206, 207, 209, 210, 212;
Expository Essay, 216, 217, 219, 220, 223,
225; Persuasive Speech, 230, 231, 233,
240, 241, 243, 244, 245, 249; Reportage,
316; Memoir, 446; Historical Context, 458;
Parallelism, 466; The Epic Form, 751
Constructed Response
Analyze Characteristics of Expository and
Persuasive Texts, 280
9-10.RH.6 Compare the point of view of two
or more authors for how they treat the same
or similar topics, including which details they
include and emphasize in their respective
accounts.
Reading Informational Text: Encyclopedia
Entry, Biography and Public Document, 854
(Bill of Rights and James Madison Text);
Comparing Themes, 252–263; Comparing
Contemporary Interpretations, 829–839;
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280;
Debate, 292 (Debate Roosevelt Speech)
Integration of Knowledge and Ideas
9-10.RH.7 Integrate quantitative or technical
analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
Reading a Statistical Table, 158; Map of
Ancient Greek World, 747; Literature in
Context: Geography Connection (map), 790;
Social Studies Connection: Country Profile:
Ghana, 105; Graphic Representation of
American Blood Donation, 904; Visual
Timeline: Images of Tragedy, 468–470;
Research: Create a Timeline Illustrating the
Civil Rights Movement or the Women’s
Movement, 701; Writing: Make a Map, 845
8
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
9-10.RH.8 Assess the extent to which the
reasoning and evidence in a text support the
author’s claims.
Common Core Workshop
Analyzing Arguments, lx–lxi; The Art of
Argument, lxii–lxiii
Informational Text
from The Federalist No. 2 by John Jay, lvii
from “Farewell Address” by General Douglas
MacArthur, lix
from “State of the Union Address” by
Andrew Johnson, lix
from “Remarks on East-West Relations at
the Brandenburg Gate in West Berlin,” June
12, 1987 by Ronald Reagan, lxi
from “Remarks to the Senate in Support of a
Declaration of Conscience” by Margaret
Chase Smith, lxiii
“I Am An American Day Address” by Learned
Hand, 191
“I Have a Dream”, 242–248
“First Inaugural Address” by Franklin Delano
Roosevelt, 284–289
Instruction and Questions
Persuasive Speech, 230, 231, 233, 240, 241,
243, 244, 245, 249; Evaluate Persuasion,
230, 231, 240, 241, 245, 249; Persuasive
Appeals, 291; Author’s Perspective, 306;
Reportage, 316
Responses
Writing Process: Argument: Analytic
Response to Literature, 112–119; Argument:
Problem-and-Solution Essay, 416–423;
Constructed Response-Writing: Determine
an Author’s Purpose and Point of View, 280
9
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.RH.9 Compare and contrast treatments
of the same topic in several primary and
secondary sources.
Pearson Common Core Literature
Grade 9, ©2015
Constructed Response
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280
The Great Depression
“First Inaugural Address” by Franklin Delano
Roosevelt, 284–289; From Americans in the
Great Depression, 298–305; “Women on the
Breadlines”, 308–315; Photograph: Bread
Line, New York City, 1932, 318
Kennedy Assassination
The Assassination of John F. Kennedy, 432–
435; From A White House Diary, 440–445;
American History, 448–457; Historical
Context, 458; Address Before a Joint Session
of the Congress by Lyndon Baines Johnson,
460–465; Visual Timeline: Images of
Tragedy, 468–470
Range of Reading and Level of Text Complexity
9-10.RH.10 By the end of grade 10, read
Independent Reading (Social Science Texts),
and comprehend history/social studies texts
184–185, 324–325, 476–477, 722–723,
in the grades 9–10 text complexity band
910–911. Also see Online Text Set and
independently and proficiently.
Comprehending Complex Texts, liv–lix.
10
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
Writing Standards for Literacy in History/Social Studies
The Writing standards specific to the content areas begin at grade 6; standards for K–5
writing in history/social studies, science, and technical subjects are integrated into the K–5
Writing standards. The CCR anchor standards and high school standards in literacy work in
tandem to define college and career readiness expectations—the former providing broad
standards, the latter providing additional specificity.
Writing
WHST
Text Types and Purposes
9-10.WHST.1 Write arguments focused on
Common Core Workshop
discipline-specific content.
Composing an Argument, lxiv–lxv
a. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
Writing Process
claims, and create an organization that
Argument: Analytic Response to Literature,
establishes clear relationships among
112–119; Argument: Problem-and-Solution
the claim(s), counterclaims, reasons,
Essay, 416–423
and evidence.
b. Develop claim(s) and counterclaims
Writing to Sources
fairly, supplying data and evidence for
Argumentative Text (Essay), 161;
each while pointing out the strengths
Argumentative Text (Write a Proposal to
and limitations of both claim(s) and
Create a “I Have a Dream Speech Day”),
counterclaims in a discipline-appropriate 251; Argumentative Text (Essay Analyzing
form and in a manner that anticipates
Roosevelt), 297; Argumentative Text
the audience’s knowledge level and
(Editorial), 373; Argumentative Text
concerns.
(Character Analysis of Lady Bird Johnson),
c. Use words, phrases, and clauses to link
447; Argumentative Essay (The Kennedy
the major sections of the text, create
Assassination and Communication), 474–
cohesion, and clarify the relationships
475; Argumentative Text (Editorial), 635;
between claim(s) and reasons, between
Argumentative Text: (Write a Persuasive
reasons and evidence, and between
Letter as a Historical Character), 635;
claim(s) and counterclaims.
Argumentative Text (Advice Column), 701;
d. Establish and maintain a formal style
Argumentative Text (Critical Response),
and objective tone while attending to
709; Argumentative Text (Response to
the norms and conventions of the
Literature: Analyze Character of Perseus),
discipline in which they are writing.
877; Argumentative Text (Essay), 908–909
e. Provide a concluding statement or
section that follows from or supports the Writing Model
argument presented.
Student Mode: Environmental UnConsciousness, 422
Research and Technology
Write a Persuasive Speech, 239
11
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.2 Write informative/explanatory
texts, including the narration of historical
events, scientific procedures/ experiments,
or technical processes.
a. Introduce a topic and organize 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 varied transitions and sentence
structures to link the major sections of
the text, create cohesion, and clarify the
relationships among ideas and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic and convey a
style appropriate to the discipline and
context as well as to the expertise of
likely readers.
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).
Pearson Common Core Literature
Grade 9, ©2015
Common Core Workshop
Writing an Objective Summary, lii–liii;
Research Process Workshop, lxviii–lxxvii
Constructed Response
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280;
Analyze Characteristics of Literary Forms
(myths and legends), 856; Analyze Cultural
Perspective, 856
Writing Process
Exposition: Cause-and-Effect Essay, 268–
275; Exposition: Comparison-and-Contrast
Essay, 658–665
Writing to Sources
Informational Text (Essay Discussing
Idioms), 155; Explanatory Text (Expository
Essay to Examine News Sources), 229;
Explanatory Essay (Essay about Plight of
Urban Women in Depression), 317;
Informative Text (Caption: The Great
Depression), 319; Expository Text (Essay:
The Great Depression), 322–323;
Informational Text (Analytical Essay
Describing Society and Kennedy
Assassination) 459; Informational Text
(Magazine Article About Kennedy
Assassination), 471; Informative Text
(Biography of Odysseus), 827; Informative
Text (Article or Blog Post), 903
Timed Writing
Explanatory Text (Essay Exploring “Silent
Spring”) 263
Write
Expository Text (Essay on Grief of Kennedy
Assassination), 438; Informative Text
(Comparison-and-Contrast Essay), 866
Research and Technology
Annotated Flowchart (Structure of Nobility),
637; Multimedia Presentation (Renaissance
Music), 637
12
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
(Continued)
9-10.WHST.2 Write informative/explanatory
texts, including the narration of historical
events, scientific procedures/ experiments,
or technical processes.
a. Introduce a topic and organize 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 varied transitions and sentence
structures to link the major sections
of the text, create cohesion, and
clarify the relationships among ideas
and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic and convey a
style appropriate to the discipline and
context as well as to the expertise of
likely readers.
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).
Pearson Common Core Literature
Grade 9, ©2015
(Continued)
Research Investigate the Topic
Blog Entry on Language Barrier Faced by
Immigrants, 155; Short Biography, 167;
Write Oral Presentation on Bankers and the
Great Depression, 293; Research Report
About Roosevelt’s Handling of Economic
Crisis, 297;
Short Essay on The Dust Bowl, 307;
Research Report on Media and the Kennedy
Assassination, 459; Research Report on an
Ancient Culture, 715; Research Report on
Rama as Hero, 867; Multimedia
Presentation: Research About Origin Story,
891; Research Report on Relief Efforts after
9/11, 903; Write Summary on Blood Banks,
905
13
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.3 (See note below; not
applicable as a separate requirement)
Note: Students’ narrative skills continue to
grow in these grades. The Standards require
that students be able to incorporate
narrative elements effectively into
arguments and informative/explanatory
texts. In history/social studies, students
must be able to incorporate narrative
accounts into their analyses of individuals or
events of historical import.
Production and Distribution of Writing
9-10.WHST.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
Pearson Common Core Literature
Grade 9, ©2015
Narrative Text (Narrative About the Great
Depression), 307; Narrative Text (Historical
Narrative about Johnson’s Speech), 467;
Narrative Text (Retell the Odyssey), 797;
Narrative Text (Short Story About
Washwoman’s Life), 885
Common Core Workshop: Research Process
Workshop, lxviii–lxxvii
Writing Workshop
Argument: Analytic Response to Literature,
112–119; Exposition: Cause-and-Effect
Essay, 268–275; Argument: Problem-andSolution Essay, 416–423; Exposition:
Comparison-and-Contrast Essay, 658–665
Writing to Sources
Argumentative Text (Essay), 161;
Informational Text (Essay Discussing
Idioms), 155; Explanatory Text (Expository
Essay to Examine News Sources), 229;
Argumentative Text (Write a Proposal to
Create a “I Have a Dream Speech Day”),
251; Argumentative Text (Essay Analyzing
Roosevelt), 297; Explanatory Essay (Essay
about Plight of Urban Women in Depression),
317; Informative Text (Caption: The Great
Depression), 319; Expository Text (Essay:
The Great Depression), 322–323;
Argumentative Text (Editorial), 373;
Argumentative Text (Character Analysis of
Lady Bird Johnson), 447; Informational Text
(Analytical Essay Describing Society and
Kennedy Assassination) 459; Informational
Text (Magazine Article About Kennedy
Assassination), 471; Argumentative Essay
(The Kennedy Assassination and
Communication), 474–475; Argumentative
Text (Editorial), 635; Argumentative Text:
14
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
(Continued)
9-10.WHST.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
Pearson Common Core Literature
Grade 9, ©2015
(Continued)
(Write a Persuasive Letter as a Historical
Character), 635; Argumentative Text (Advice
Column), 701; Argumentative Text (Critical
Response), 709; Informative Text
(Biography of Odysseus), 827;
Argumentative Text (Response to Literature:
Analyze Character of Perseus), 877;
Informative Text (Article or Blog Post), 903;
Argumentative Text (Essay), 908–909
Research Investigate the Topic
Short Biography, 167; Research Report
About Roosevelt’s Handling of Economic
Crisis, 297; Short Essay on The Dust Bowl,
307; Research Report on Media and the
Kennedy Assassination, 459; Research
Report on an Ancient Culture, 715; Research
Report on Rama as Hero, 867; Multimedia
Presentation: Research About Origin Story,
891; Research Report on Relief Efforts after
9/11, 903; Write Summary on Blood Banks,
905
15
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.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.
Pearson Common Core Literature
Grade 9, ©2015
Research Process Workshop, lxviii–lxxvii;
Writing Process: Argument: Analytic
Response to Literature, 112–119;
Exposition: Cause-and-Effect Essay, 268–
275; Argument: Problem-and-Solution
Essay, 416–423; Exposition: Comparisonand-Contrast Essay, 658–665; Writing to
Sources: Argumentative Text (Essay), 161;
Informational Text (Essay Discussing
Idioms), 155; Explanatory Text (Expository
Essay to Examine News Sources), 229;
Argumentative Text (Write a Proposal to
Create a “I Have a Dream Speech Day”),
251; Argumentative Text (Essay Analyzing
Roosevelt), 297; Explanatory Essay (Essay
about Plight of Urban Women in Depression),
317; Informative Text (Caption: The Great
Depression), 319; Expository Text (Essay:
The Great Depression), 322–323;
Argumentative Text (Editorial), 373;
Argumentative Text (Character Analysis of
Lady Bird Johnson), 447; Informational Text
(Analytical Essay Describing Society and
Kennedy Assassination) 459; Informational
Text (Magazine Article About Kennedy
Assassination), 471; Argumentative Essay
(The Kennedy Assassination and
Communication), 474–475; Argumentative
Text (Editorial), 635; Argumentative Text:
(Write a Persuasive Letter as a Historical
Character), 635; Argumentative Text (Advice
Column), 701; Argumentative Text (Critical
Response), 709; Informative Text
(Biography of Odysseus), 827;
Argumentative Text (Response to Literature:
Analyze Character of Perseus), 877;
Informative Text (Article or Blog Post), 903;
Argumentative Text (Essay), 908–909
16
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.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.
Pearson Common Core Literature
Grade 9, ©2015
Conducting Short-Term and Long-Term
Research, lxvi–lxvii
Research Activities: Multimedia Presentation
(Renaissance Music), 637; Multimedia
Presentation: Research About Origin Story,
891 also see: Research, 7, 15, 143, 167,
337, 439, 731; Research and Technology,
79, 229, 239, 637; Research Investigate the
Topic, 155, 293, 297, 307, 317, 447, 459,
467, 471, 685, 695, 701, 709, 715, 867,
877, 885, 891, 903, 905
Speaking and Listening: Radio News Report
on “I Have a Dream” Speech, 251;
Multimedia Presentation of a Research
Report, 656–657
Research to Build and Present Knowledge
9-10.WHST.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.
Common Core Workshop: Conducting
Research, lxvi–lxvii Research Process
Workshop, lxviii–lxxvii; Citing Sources and
Preparing Manuscript, lxxviii–lxxix;
Research, 7, 15, 143, 167, 337, 439, 731;
Research and Technology, 79, 229, 239,
637; Research Investigate the Topic, 155,
293, 297, 307, 317, 447, 459, 467, 471,
685, 695, 701, 709, 715, 867, 877, 885,
891, 903, 905
17
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.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.
Pearson Common Core Literature
Grade 9, ©2015
Common Core Workshop
Conducting Research, lxvi–lxvii Research
Process Workshop, lxviii–lxxvii; Citing
Sources and Preparing Manuscript, lxxviii–
lxxix
Research and Technology
Research History of Chess, 79; Journal Entry
– Compare News Programs, 229; Write a
Persuasive Speech, 239; Annotated
Flowchart (Structure of Nobility), 637;
Multimedia Presentation (Renaissance
Music), 637
Research
Cultural Attitudes Toward Conformity, 143;
Nonconformist Achievers, 167; Research a
Specific War, 7; Research Traditional
Chinese Tales, 15; What is Constitution Day,
192; Research Cultural Influences on Author,
337; Oral Research Report About
Assassination of President Kennedy, 439;
Research Davy Crockett, 731
Research: Investigate the Topic
Research Language Barrier faced by
Immigrants, 155; Bankers and the Great
Depression, 293; Research Report About
Roosevelt’s Handling of Economic Crisis,
297; The Dust Bowl, 307; Value of a Dollar
During the Depression, 317; Research
Causes of Jacqueline Kennedy or Lady Bird
Johnson, 447; Media and the Kennedy
Assassination, 459; Speeches by President
Johnson, 467; Interview Who Remember
Kennedys Assassination, 471; Annotated
Bibliography on Social Class in Victorian
England, 685; Infographic Social Order in
Europe at Industrial Revolution, 695;
Timeline: Civil Rights Movement or Women’s
Movement, 701; Outline the Influence of
Social Media, 709; Research Report on an
Ancient Culture, 715; Rama as Hero, 867;
Poster: Heroes in Greek Mythology, 877;
Research: Emigration of Polish Jews, 885;
18
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
(Continued)
9-10.WHST.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.
(Continued)
Multimedia Presentation: Research About
Origin Story, 891; Research Report on Relief
Efforts after 9/11, 903; Research Blood
Banks, 905
9-10.WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Research, 7, 15, 143, 167, 337, 439, 731;
Research and Technology, 79, 229, 239,
637; Research Investigate the Topic, 155,
293, 297, 307, 317, 447, 459, 467, 471,
685, 695, 701, 709, 715, 867, 877, 885,
891, 903, 905
19
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Range of Writing
9-10.WHST.10 Write routinely over extended
time frames (time for reflection and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Pearson Common Core Literature
Grade 9, ©2015
Research Process Workshop, lxviii–lxxvii;
Writing Process: Argument: Analytic
Response to Literature, 112–119;
Exposition: Cause-and-Effect Essay, 268–
275; Argument: Problem-and-Solution
Essay, 416–423; Exposition: Comparisonand-Contrast Essay, 658–665; Writing to
Sources: Argumentative Text (Essay), 161;
Informational Text (Essay Discussing
Idioms), 155; Explanatory Text (Expository
Essay to Examine News Sources), 229;
Argumentative Text (Write a Proposal to
Create a “I Have a Dream Speech Day”),
251; Argumentative Text (Essay Analyzing
Roosevelt), 297; Explanatory Essay (Essay
about Plight of Urban Women in Depression),
317; Informative Text (Caption: The Great
Depression), 319; Expository Text (Essay:
The Great Depression), 322–323;
Argumentative Text (Editorial), 373;
Argumentative Text (Character Analysis of
Lady Bird Johnson), 447; Informational Text
(Analytical Essay Describing Society and
Kennedy Assassination) 459; Informational
Text (Magazine Article About Kennedy
Assassination), 471; Argumentative Essay
(The Kennedy Assassination and
Communication), 474–475; Argumentative
Text (Editorial), 635; Argumentative Text:
(Write a Persuasive Letter as a Historical
Character), 635; Argumentative Text (Advice
Column), 701; Argumentative Text (Critical
Response), 709; Informative Text
(Biography of Odysseus), 827;
Argumentative Text (Response to Literature:
Analyze Character of Perseus), 877;
Informative Text (Article or Blog Post), 903;
Argumentative Text (Essay), 908–909
20
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
Reading Standards for Literacy in Science and Technical Subjects
The Reading standards specific to the content areas begin at grade 6; standards for K–5
reading in history/social studies, science, and technical subjects are integrated into the K–5
Reading standards. The CCR anchor standards and high school standards in literacy work in
tandem to define college and career readiness expectations—the former providing broad
standards, the latter providing additional specificity.
Reading Informational Text
RST
Key Ideas and Details
9-10.RST.1 Cite specific textual evidence to
Common Core Workshop
support analysis of science and technical
Comprehending Complex Texts, liv–lix
texts, attending to the precise details of
explanations or descriptions.
Informational Text
Planet Protection: The EPA, 668
From Blue Nines and Red Words, 168–175
from “Silent Spring” by Rachel Carson, 254–
257
MP3 Mania! 426
Student Model: Environmental UnConsciousness, 422
Close Reading Activities, 176; Critical
Thinking, 257
Science Connection
International Space Station, 260; Almanacs,
646
9-10.RST.2 Determine the central ideas or
conclusions of a text; trace the text’s
explanation or depiction of a complex
process, phenomenon, or concept; provide
an accurate summary of the text.
Opportunities to address this objective may
be found with the following:
Common Core Workshop: Writing an
Objective Summary, lii–liii; Comprehending
Complex Texts, liv–lix
Informational Text
Planet Protection: The EPA, 668
From Blue Nines and Red Words, 168–175
from “Silent Spring” by Rachel Carson, 254–
257
MP3 Mania! 426
Student Model: Environmental UnConsciousness, 422
Science Connection
International Space Station, 260; Almanacs,
646
21
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.RST.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks, attending to
special cases or exceptions defined in the
text.
Craft and Structure
9-10.RST.4 Determine the meaning of
symbols, key terms, and other domainspecific words and phrases as they are used
in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
Pearson Common Core Literature
Grade 9, ©2015
Opportunities to address this objective may
be found with the following:
Common Core Workshop
Comprehending Complex Texts, liv–lix
Reading Informational Text
Simple Instructions for MP3 Players, 426
Common Core Workshop: Building Academic
Vocabulary, xlvi–li
Science Connection: International Space
Station, 260; Almanacs, 646
Language Study Workshops: Using a
Dictionary and Thesaurus, 108–109;
Etymology: Word Origins and Modern
Meanings, 264–265; Idioms, Technical
Terms, and Jargon, 840–841; Selection
Vocabulary: Mathematics, 176
9-10.RST.5 Analyze the structure of the
relationships among concepts in a text,
including relationships among key terms
(e.g., force, friction, reaction force, energy).
Common Core Workshop: Comprehending
Complex Texts, liv–lix
Informational Text: Planet Protection: The
EPA, 668; From Blue Nines and Red Words,
168–175; from “Silent Spring” by Rachel
Carson, 254–257; MP3 Mania! 426
Constructed Response: Analyze
Characteristics of Expository and Persuasive
Texts, 280
9-10.RST.6 Analyze the author’s purpose in
providing an explanation, describing a
procedure, or discussing an experiment in a
text, defining the question the author seeks
to address.
Planet Protection: The EPA, 668; From Blue
Nines and Red Words, 168–175; from “Silent
Spring” by Rachel Carson, 254–257
Constructed Response: Determine an
Author’s Purpose and Point of View, 280;
Analyze Characteristics
22
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Integration of Knowledge and Ideas
9-10.RST.7 Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart)
and translate information expressed visually
or mathematically (e.g., in an equation) into
words.
Pearson Common Core Literature
Grade 9, ©2015
Reading a Statistical Table, 158; Graphic
Representation of American Blood Donation,
904; Write Summary on Blood Banks, 905
9-10.RST.8 Assess the extent to which the
reasoning and evidence in a text support the
author’s claim or a recommendation for
solving a scientific or technical problem.
Common Core Workshop
Analyzing Arguments, lx–lxi; The Art of
Argument, lxii–lxiii
9-10.RST.9 Compare and contrast findings
presented in a text to those from other
sources (including their own experiments),
noting when the findings support or
contradict previous explanations or accounts.
Opportunities to address this objective may
be found with the following: Planet
Protection: The EPA, 668; from “Silent
Spring” by Rachel Carson, 254–257; Student
Model: Environmental Un-Consciousness,
422; Write Summary on Blood Banks, 905
Informational Material
Planet Protection: The EPA, 668
from “Silent Spring” by Rachel Carson, 254–
257
Student Model: Environmental UnConsciousness, 422
Range of Reading and Level of Text Complexity
9-10.RST.10 By the end of grade 10, read
Independent Reading (Science Texts), 324–
and comprehend science/technical texts in
325, 476–477, 722–723. Also see Online
the grades 9–10 text complexity band
Text Set and Comprehending Complex
independently and proficiently.
Texts, liv–lix.
23
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Pearson Common Core Literature
Grade 9, ©2015
Writing Standards for Literacy in Science and Technical Subjects
The Writing standards specific to the content areas begin at grade 6; standards for K–5
writing in history/social studies, science, and technical subjects are integrated into the K–5
Writing standards. The CCR anchor standards and high school standards in literacy work in
tandem to define college and career readiness expectations—the former providing broad
standards, the latter providing additional specificity.
Writing
WHST
Text Types and Purposes
9-10.WHST.1 Write arguments focused on
Common Core Workshop
discipline-specific content.
Composing an Argument, lxiv–lxv
a. Introduce precise claim(s), distinguish
Writing Process
the claim(s) from alternate or opposing
Argument: Analytic Response to Literature,
claims, and create an organization that
establishes clear relationships among the 112–119; Argument: Problem-and-Solution
Essay, 416–423
claim(s), counterclaims, reasons, and
evidence.
Writing Model
b. Develop claim(s) and counterclaims
Student Mode: Environmental Unfairly, supplying data and evidence for
each while pointing out the strengths and Consciousness, 422
limitations of both claim(s) and
Research and Technology
counterclaims in a discipline-appropriate
Write a Persuasive Speech, 239
form and in a manner that anticipates
the audience’s knowledge level and
Science Connection
concerns.
International Space Station, 260; Almanacs,
c. Use words, phrases, and clauses to link
646
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 or supports the
argument presented.
24
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.2 Write informative/explanatory
texts, including the narration of historical
events, scientific procedures/ experiments,
or technical processes.
a. Introduce a topic and organize 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 varied transitions and sentence
structures to link the major sections of
the text, create cohesion, and clarify the
relationships among ideas and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic and convey a
style appropriate to the discipline and
context as well as to the expertise of
likely readers.
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).
Pearson Common Core Literature
Grade 9, ©2015
Common Core Workshop
Writing an Objective Summary, lii–liii;
Research Process Workshop, lxviii–lxxvii
Writing Process
Exposition: Cause-and-Effect Essay, 268–
275; Exposition: Comparison-and-Contrast
Essay, 658–665
Constructed Response
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280
Timed Writing
Essay Exploring “Silent Spring” 263
Research Investigate the Topic
Short Essay on The Dust Bowl, 307; Outline
the Influence of Social Media, 709; Write
Summary on Blood Banks, 905
Science Connection
International Space Station, 260; Almanacs,
646
25
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.3 (See note below; not
applicable as a separate requirement)
Note: Students’ narrative skills continue to
grow in these grades. The Standards require
that students be able to incorporate
narrative elements effectively into
arguments and informative/explanatory
texts. In history/social studies, students
must be able to incorporate narrative
accounts into their analyses of individuals or
events of historical import. In science and
technical subjects, students must be able to
write precise enough descriptions of the
step-by-step procedures they use in their
investigations or technical work that others
can replicate them and (possibly) reach the
same results.
Production and Distribution of Writing
9-10.WHST.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
Pearson Common Core Literature
Grade 9, ©2015
For related material see: Writing Process:
Autobiographical Narrative, 844–851;
Narrative Text (Narrative About the Great
Depression), 307
Writing Process: Argument: Analytic
Response to Literature, 112–119;
Exposition: Cause-and-Effect Essay, 268–
275; Argument: Problem-and-Solution
Essay, 416–423; Exposition: Comparisonand-Contrast Essay, 658–665
Research and Technology
Write a Persuasive Speech, 239; Short Essay
on The Dust Bowl, 307; Outline the Influence
of Social Media, 709; Write Summary on
Blood Banks, 905
Constructed Response
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280
Timed Writing
Essay Exploring “Silent Spring” 263
26
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.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.
Pearson Common Core Literature
Grade 9, ©2015
Writing Process: Argument: Analytic
Response to Literature, 112–119;
Exposition: Cause-and-Effect Essay, 268–
275; Argument: Problem-and-Solution
Essay, 416–423; Exposition: Comparisonand-Contrast Essay, 658–665
Research and Technology
Write a Persuasive Speech, 239; Short Essay
on The Dust Bowl, 307; Outline the Influence
of Social Media, 709; Write Summary on
Blood Banks, 905
Constructed Response
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280
Timed Writing
Essay Exploring “Silent Spring” 263
9-10.WHST.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.
For related material see: Writing Process:
Argument: Analytic Response to Literature,
112–119; Exposition: Cause-and-Effect
Essay, 268–275; Argument: Problem-andSolution Essay, 416–423; Exposition:
Comparison-and-Contrast Essay, 658–665
27
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Research to Build and Present Knowledge
9-10.WHST.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.
Pearson Common Core Literature
Grade 9, ©2015
Common Core Workshop: Conducting
Research, lxvi–lxvii Research Process
Workshop, lxviii–lxxvii; Citing Sources and
Preparing Manuscript, lxxviii–lxxix
Research and Technology
Write a Persuasive Speech, 239; Short Essay
on The Dust Bowl, 307; Outline the Influence
of Social Media, 709; Research Report on
Relief Efforts after 9/11, 903; Write
Summary on Blood Banks, 905
Speaking and Listening
Comparing Media Coverage, 842–843
Writing Workshop – Focus on Research
Argument: Analytic Response to Literature,
112; Exposition: Cause-and-Effect Essay,
268; Argument: Problem-and-Solution
Essay, 416; Exposition: Comparison-andContrast Essay, 658
Science Connection
International Space Station, 260; Almanacs,
646
28
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
9-10.WHST.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.
Pearson Common Core Literature
Grade 9, ©2015
Common Core Workshop: Conducting
Research, lxvi–lxvii Research Process
Workshop, lxviii–lxxvii; Citing Sources and
Preparing Manuscript, lxxviii–lxxix
Research and Technology
Write a Persuasive Speech, 239; Short Essay
on The Dust Bowl, 307; Outline the Influence
of Social Media, 709; Research Report on
Relief Efforts after 9/11, 903; Write
Summary on Blood Banks, 905
Speaking and Listening
Comparing Media Coverage, 842–843
Writing Workshop – Focus on Research
Argument: Analytic Response to Literature,
112; Exposition: Cause-and-Effect Essay,
268; Argument: Problem-and-Solution
Essay, 416; Exposition: Comparison-andContrast Essay, 658
Science Connection
International Space Station, 260; Almanacs,
646
9-10.WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Research and Technology
Write a Persuasive Speech, 239; Short Essay
on The Dust Bowl, 307; Outline the Influence
of Social Media, 709; Research Report on
Relief Efforts after 9/11, 903; Write
Summary on Blood Banks, 905
Science Connection
International Space Station, 260; Almanacs,
646
Writing Workshop – Focus on Research
Argument: Analytic Response to Literature,
112; Exposition: Cause-and-Effect Essay,
268; Argument: Problem-and-Solution
Essay, 416; Exposition: Comparison-andContrast Essay, 658
29
A Correlation of Pearson Common Core Literature, Grade 9, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grades 9-10
Range of Writing
9-10.WHST.10 Write routinely over extended
time frames (time for reflection and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Pearson Common Core Literature
Grade 9, ©2015
Writing Process: Argument: Analytic
Response to Literature, 112–119;
Exposition: Cause-and-Effect Essay, 268–
275; Argument: Problem-and-Solution
Essay, 416–423; Exposition: Comparisonand-Contrast Essay, 658–665
Research and Technology
Write a Persuasive Speech, 239; Short Essay
on The Dust Bowl, 307; Outline the Influence
of Social Media, 709; Write Summary on
Blood Banks, 905
Constructed Response
Writing: Determine an Author’s Purpose and
Point of View, 280; Analyze Characteristics
of Expository and Persuasive Texts, 280
Timed Writing
Essay Exploring “Silent Spring” 263
30