Lengthy Core and Extension Texts Overview Attached is a list of lengthy core1 and extension2 texts for 9th grade English Language Arts. This is a suggested list based on book lexile, length, and content. While all students should be reading and writing daily in English Language Arts class, students should also practice reading and applying the skills learned in Language Arts class each night as homework. Often students will choose an independent text for this practice, but when the class is studying a lengthy text, students are likely to practice reading by continuing to read this class text at home. When assigning a specific book, the primary consideration must be the reading standards under study. Students enrolled in merit level courses should read 1-3 lengthy core texts over the course of the semester. Students enrolled in honors level courses are our most highly-able readers and are able to read at a more rapid pace. They should read 3-5 lengthy extension texts over the course of the semester. Teachers must remember that students require a variety of text types and genres, so these lengthy texts are only a small part of the required readings for Language Arts. Occasionally teachers working with the most highly able students may choose to instruct using a text from the core list because it provides the best opportunity for the student to work with specific reading indicators. Because these students will often not require the same amount of time to complete the reading, shorter texts may be read quickly in conjunction with the core text to provide fodder for comparison/contrast purposes. Independent Reading and Accountability Independent reading is contingent upon student motivation and participation. When choosing a core or extension text, student choice is key to getting the student to buy in. 1 core – most appropriate for students who have scored basic or proficient as measured by the MSA or whose SRI lexile is below or on enrolled grade level 2 extension - most appropriate for students who have scored advanced as measured by the MSA or whose SRI lexile is above grade level Student choice should begin with a brief book talk of two to four texts given by the teacher. Following this presentation, students should be allowed to skim the books and make their selection. Teachers should provide students reading core texts frequent deadlines for selected chapters/pages as well as a final deadline for the book. Highly- able readers will want more flexibility for their reading, so they may only need a final deadline. Several times a week, brief 5-7 minute discussions about texts should occur in class. The practice of literature circles, for example, is one way to provide students with choice. Teachers may also want to incorporate BCRs, guided peer discussions (compare setting, character, plot, etc.), reading logs, or mini-projects into classroom activities to increase student accountability. These assignments can be recorded for a grade at the teacher’s discretion. 9th Grade Texts CORE TEXTS LEXILE EXTENSION TEXTS LEXILE Odyssey, The 1050 Antigone 1090 Anthem 880 Cyrano dBergerac N/A Great Expectations 1200 Night 590 Illiad, The N/A Contender, The 760 Merchant of Venice, The N/A Tex 710 Much Ado About Nothing N/A Pigman 950 Gathering of Old Men, A 650 Romeo and Juliet (if not done N/A Tin Drum, The N/A in MS) Giver, The 760 Watership Down 880 Julius Caesar N/A Separate Peace, A 1110 Midsummer Night’s Dream N/A Cold Sassy Tree 930 Never Ending Story, The 930 Lord of the Flies* 770 Twelve Angry Men N/A Macbeth N/A Ender’s Game 780 Staying Fat for Sarah Burns 920 Once and Future King, The 1080 Morte D’Arthur N/A Sword and the Stone, The 200 (Maccarone) 1120 (White) The Call of the Wild 1120 Soldier’s Heart 1000 House on Mango Street, The 870 Last Unicorn, The N/A Chocolate War, The 820 *This text requires parent permission.