Find out a little bit about what is being read at the Ninth Grade level at MSAD 71!
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Core Titles (will be covered)
Lord of the Flies
Curriculum Area
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). A6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. D3, Use discussions with peers as a way of under-standing information.
Lexile
770
Author
Shakespeare, William
Drama
Curriculum Area
English
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). A6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use of language , and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information
Lexile
NP
Author
Homer
Genre
Epic Literature
To Kill a Mockingbird
Fiction
Curriculum Area
English
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). A6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use of language , and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
870
Extended Titles (Reserved for grade level)
1984
Curriculum Area
English
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use of language, and comment on the impact of language use on the way people are viewed and treated
Lexile
1090
Boon Island
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. D3, Use discussions with peers as a way of understanding information.
Brave New World
Author
Huxley, Aldous
Science fiction
Curriculum Area
English
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. D3, Use discussions with peers as a way of under-standing information.
Lexile
870
Contender, The
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
760
Cyrano DeBergerac
Curriculum Area
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C1, Demonstrate an understanding of the relationship among perception, thought, and language. C3, Compare the ways various social, occupational, and cultural groups use of language, and comment on the impact of language use on the way people are viewed and treated. E4, Evaluate remarks and oral presentations of others to find the key ideas, and explain the ways in which these ideas were developed.
Lexile
NP
David Copperfield
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Good Earth, The
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
NP
Great Expectations
Curriculum Area
English
Maine Learning Results
Henry V
Curriculum Area
English
Maine Learning Results
E/LA: A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use of language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of under-standing information.
Lexile
NP
House on Mango Street
Author
Novella
Curriculum Area
Essential Questions: What is the nature of prejudice?
Maine Learning Results
ELA/Literature and Culture: B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B11, Examine, evaluate, and elaborate on universal themes in literature, using reading and viewing to explain how themes are developed and achieved. ELA/Language and Images: C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated.
Lexile
870
Night to Remember, A
Curriculum Area
English
Maine Learning Results
Of Mice and Men
Curriculum Area
Maine Learning Results
Oliver Twist
Fiction/ Classic
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Pygmalion
Curriculum Area
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
NP
Separate Peace, A
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. D3, Use discussions with peers as a way of understanding information.
Lexile
1110
Things Fall Apart
Curriculum Area
English
Maine Learning Results
A1, Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understanding. A2, Demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener. A3, Identify the author’s purpose and analyze the effects of that purpose on the text. A4, Identify the author’s point of view and analyze the effects of that point of view on the text. A5, Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices. A6, Use the context of a work to determine the figurative, idiomatic, and technical meanings of terms. A9, Identify the philosophical assumptions and basic beliefs underlying a particular text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). B1, Distinguish between the purpose of a literary work and the personal response of an individual reader. B2, Identify the simple and complex actions and interactions involving main and subordinate characters in a work. B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B4, Demonstrate an understanding of the stylistic effect of dialogues on the style of a work. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B6, Identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work. B7, Apply mature strategies to the reading and interpretation of lengthy adult level fiction, (e.g., satires, parodies, plays, poems, novels) using text that are complex in terms of character, plot, theme, structure, and dialogue, and sophisticated in style, point of view, and use of literary devices. B9, Demonstrate an understanding of the defining features and structure of literary texts encountered at this level. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. B11, Examine, evaluate and elaborate on universal themes in literature, using reading and viewing how themes are developed and achieved. C3, Compare the ways various social, occupational, and cultural groups use language, and comment on the impact of language use on the way people are viewed and treated. D3, Use discussions with peers as a way of understanding information.
Lexile
890
Tree Grows in Brooklyn, A
Author
Lexile
810L
When the Emperor Was Divine: A Novel
Curriculum Area
Asian Studies in History
Maine Learning Results
ELA/Process of Reading: A4, Identify the author's point of view and analyze the effects of that point of view on the text. A10, Analyze how the cultural context of a literary work is evident in the text. A11, Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary). ELA/Literature and Culture: B3, Make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works. B5, Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past). B8, Apply effective strategies to the reading and interpretation of fiction (e.g., science fiction, myths, mysteries, realistic and historical fiction, poems, adventure stories, and humorous tales), using texts that are appropriately complex in terms of character, plot, theme, structure, and dialogue and appropriately sophisticated in style, point of view, and use of literary devices. B10, Draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition. ELA/Language and Images: C1, Demonstrate an understanding of the relationship among perception, thought, and language. C4, Compare form, meaning, and value of different kinds of symbol systems (e.g., religious symbols, holiday symbols, the symbolism of particular types of architecture). ELA/Standard English Conventions: F1, Edit written work for standard English spelling and usage, evidenced by pieces that show and contain:
no significant errors in the use of pronouns, nouns, adjectival and adverbial forms.
coordinating and subordinating conjunctions.
no significant errors in the spelling of frequently used words and the correct use of commonly confused terms.
no significant errors in the common conventions of capitalization and ending punctuation marks and common uses of the comma.
few significant errors in the spelling of commonly misspelled and rare words, the less common capitalization conventions, the colon, semicolon, hyphen, dash, apostrophe, quotation marks, italics, marginal notes, and footnotes.
F2, Demonstrate how language usage may depend on the situation. ELA/Research-Related Writing and Speaking: H1, Develop an appropriate strategy for finding information on a particular topic. H4, Identify and use library information services. H7, Identify and use a variety of news sources (e.g., newspapers, magazines, broadcast and recorded media, artifacts), informants, and other likely sources for research purposes. H8, Use search engines and other Internet resources to do research. H9, Make extensive use of primary sources when researching a topic and carefully evaluate the motives and perspectives of the authors. H10, Analyze the validity and weight the reliability of primary infomation sources and make appropriate use of such information for research purposes. H11, Evaluate information for accuracy, currency, and possible bias.
Lexile
810