9th Grade Literature Resources
John Baus
Stacey Mueller
Jessica Pierce
Novels
 Animal Farm by George Orwell: fiction, a farm is taken over by the oppressed
animals. With stirring slogans and idealism, they set out to create a Utopia.
However, their revolution against tyranny leads to totalitarianism.
o Lexile Level: 1170L
o Text complexity rationale: While Animal Farm has a high level of
historical and political symbolism, the use of scaffolding materials makes
this book accessible to all levels of 9th grade readers.
 Watership Down by Richard Adams: fiction, the saga of a rebel band of rabbits
that set out, against all odds, on a quest for a new society.
o Lexile Level: 960L
o Text complexity rationale: The length of this novel can be a problem,
depending on how much time you have to allot to each novel assigned.
While the content is stimulating, the complexity can be challenging for
some ELL and struggling readers. The Little Prince by Antoine de SaintExupery: fiction, a fantastical journey of a young Prince around the
universe that provides the reader with profound and idealistic observations
about life and human nature.
o Lexile Level: 710L
o Text complexity rationale: While the book has a childlike style to its story
telling, the density of the symbolism and higher level thinking, may be a
challenge for some readers. However, it is the very uniqueness of this
novella that makes it such a memorable read. There is a great deal of
opportunity to relate the themes of the book with present day issues.
 Speak by Laurie Halse Anderson: fiction, the story of a freshman age girl who is
date-raped at a party the summer before her freshman year of high school. They
book examines the themes of innocence lost, high school life, teachers and
students, rape & sexual abuse, misfits, self-expression, and trauma.
o Lexile Level: 680L
o Text complexity rationale: The style and content of this novel makes it
accessible to the majority of adolescents, as it deals with literary themes
that relate directly to what they are facing in their own lives. Since its
content can be considered controversial, it is on the list of banned books, it
would be advisable to warn the students of the mature content, and
provide an alternative for any who may be uncomfortable, or unable to
read it to due to parent intervention.
 The Burn Journals by Brent Runyon: nonfiction, a riveting memoir that
describes Runyon’s suicide attempt and his recovery during the following year.
o Lexile Level: 690L
o Text complexity rationale: This would be an excellent book to use during
a section on Biographies and nonfiction writing. However, due to its
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mature content it is important to prepare students and parents, and to
provide an alternative.
Breathing Underwater by Alex Flinn: fiction, sent to counseling for hitting his
girlfriend and ordered to keep a journal, Nick recounts his relationship and
examines his controlling behavior.
o Lexile Level: 510L
o Text complexity rationale: While Breathing Underwater introduces
difficult content regarding different forms of abuse, its readability, and
introduction of real world issues, makes this novel accessible for all 9th
grade levels of readers. However, it would be advisable to warn the
students of the mature content, and provide an alternative for any who
may be uncomfortable, or unable to read it to due to parent intervention.
Three Cups of Tea by Greg Mortenson and David Oliver Relin: nonfiction, an
inspiring story about Greg Mortenson’s personal journey to finding his path in
life, which results in his building schools for those in a part of the world that has
largely been forgotten, or ignored.
o Lexile Level: 1220L
o Text complexity rationale: While Three Cups of Tea has a very inspiring,
and compelling storyline, the complex sentence structure and vocabulary
can be intimidating for ELLs and struggling readers. However, with
supplemental, scaffolding materials this text can reach a wide range of
students, providing opportunity for them to successfully stretch.
Black Like Me by John Howard Griffin: nonfiction, groundbreaking and
controversial novel about Griffin’s experiences as a white man who transforms
himself with the aid of medication and dye in order to experience firsthand the life
of a black man living in the Deep South in the late 1950s.
o Lexile Level: 990L
o Text complexity rationale: This one may be a bit of a stretch for some 9th
graders, and its selection should be carefully weighed against how able
you think each particular class will be able to maturely respond to its
content. However, Black Like Me is a book that provides a sociological
experiment whose results allow a glimpse into race and inequality that is
hard to find elsewhere. Griffin’s straightforward narration makes this
book accessible to struggling readers.
The Old Man and the Sea. Ernest Hemingway. Man vs. Nature/himself: An old
(Cuban) man struggles with the sea.
o Lexile: 940L.
o Text complexity rationale: Simple sentences with limited characters and
setting make it accessible. Universal themes and the use of some esoteric
language (including Spanish that is often understandable in context) make
it enriching.
The Lord of the Flies. William Golding. Mid-century British school boys
stranded on an island struggle for survival and ultimately with each other.
o Lexile: 770L.
o Text complexity rationale: Despite unfamiliar (British) language, the book
is written with the simplicity of young adolescent thinking. There is
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enough information revealed about events for adolescent readers to make
inferences and to consider relevant themes.
The House on Mango Street. Sandra Cisneros. A Chicago latina girl shares her
perspective on life in the ghetto, and she discovers her desire to escape but to
return to help others.
o Lexile: 870L.
o Text complexity rationale: Written from an adolescent’s perspective, the
language is accessible; however, it uses Spanish as well as language
specific to the culture of the setting that invites interest of students of
similar backgrounds as well as educates those of different backgrounds.
I Know Why the Caged Bird Sings. Maya Angelou. This autobiography of an
African-American girl growing up in the South, who overcomes the limitations of
racism, is the first in a series.
o Lexile: 1070L.
o Text complexity rationale: The book uses “young” as well as “adult”
language to address issues relevant to growing up. It also exposes
students to the issue of racism through a young person’s perspective.
Ender’s Game. Orson Scott Card. A gifted young man in a future world science
fiction setting battles space aliens and himself, first to save the earth, then the race
he devastates.
o Lexile: 780L.
o Text complexity rationale: Uncomplicated sentence structure and plot
development combine with vivid action and fast pacing to engage young
readers. Creative shifts in the main character’s perspective and implied
questions about war and violence encourage higher level thinking.
The Odyssey by Homer, trans. by Fagles: fiction, classic epic journey with a full
cast of heroes, monsters and gods
o Lexile level: 1050L
o Text complexity rationale: While The Odssey provides a rich storyline of
adventure, it also utilizes some complex poetic language which can be
intimidating for ELLs and struggling readers. Despite the advanced
language, this book is relatively standard fare at the 9th grade level.
However, with supplemental materials (The Odyssey as graphic novel,
video adaptations) and the wise use of excerpts as opposed to assigning
the entire text, a wide range of students can have a successful reading
experience with The Odyssey.
A Long Way Gone: Memoirs of a Boy Solider by Ishmael Beah: nonfiction, first
person account of being a child soldier in Sierra Leone
o Lexile level: 920L
o Text complexity rationale: Ishmael Beah grew up in Sierra Leone, and is
now multi-lingual. His memoir depends, not on highly complex language,
but on a strong, straightforward voice which many students will find
engaging and approachable. Mr. Beah provides students with the
opportunity to read a contemporary first-hand account of an all-too
common story that often goes untold and unheard. ELLs and struggling
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readers will respond to the high interest nature of this book, as well as to
its reasonable readability.
o Special populations: ELLs and struggling readers
All Quiet on the Western Front by Erich Maria Remarque: fiction, a German
WWI vet explores the affects of war on soldiers at the front and at home. This
book was banned and burned in the 1930s by the Nazi government.
o Lexile level: 830L
o Text complexity rationale: Set during World War I, Remarque’s narrator
struggles with the contrast between the perceived glories of war and the
grim reality he faces in the trenches. Young people will respond to the
searing honesty of this text, as well as to the compelling but not
overwhelming prose. When explored in the context of the wars current
American high school students have lived through over the last 9 years,
this book provides a unique opportunity for both highly confident readers
and struggling readers to have rich and meaningful reading experiences.
o Special populations: ELLS and struggling readers
Fast Food Nation: The Dark Side of the All-American Meal by Eric Schlosser:
nonfiction, history of the fast food industry in the United States
o Lexile level: 1240L
o Text complexity rationale: Utilizing a narrative non-fiction approach, Mr.
Schlosser provides a great deal of information about the development of
the fast food industry, as well as about industrialized food in general,
while incorporating individual stories that ground this information in the
lives of real people. The writing itself is not particularly complex, but, as
the book is non-fiction, may require some scaffolding for students who are
more comfortable with novels. Used in conjunction with current news
stories about the food industry, a wide range of students will respond to
this book’s insights about an industry with which they have daily
interactions, and that many people see as one of America’s most
successful (and most controversial) exports.
o Special populations: ELLS and struggling readers (excerpts could be used
with certain populations of SPED students)
In These Girls, Hope is a Muscle by Madeleine Blais: nonfiction, follows the
Amherst Lady Warriors high school basketball team on the way to the state
championship
o Lexile level: 1150L
o Text complexity rationale: In some ways a classic sports story of triumph,
and in other ways a unique account with a female cast from a relatively
well-off town in New England, this book provides a great blend of the
familiar and unfamiliar. Incorporating a variety of perspectives, students
will respond to Ms. Blais’ insightful approach to the team and the
community at the center of the story. Written in the early 1990s, this book
provides the opportunity for students to compare and contrast the
experiences of these young women 15 years ago and their own
experiences in the 21st century.
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A Lesson Before Dying by Earnest Gaines: fiction, set in 1940s Lousiana, a
teacher develops a relationship with a man on death row for a murder he didn't
commit
o Lexile level: 750L
o Text complexity rationale: Mr. Gaines uses rich and accessible writing to
provide readers with the opportunity to explore a time and place that may
seem alternately very far and very close to where they themselves are. A
high interest book with strong characters and a pull-no-punches approach
to story telling, A Lesson Before Dying pushes students to engage big
ideas about fairness and equality. There are also multiple tie-ins to other
contemporary and current issues of discrimination and justice.
o Special populations: ELLs, struggling readers, SPEDs
The Curious Incident of the Dog in the Nighttime by Dan Haddon: fiction, a
teenage boy with autism explores some of the mysteries in his life
o Lexile level: 1150L
o Text complexity rationale: Mr. Haddon combines a variety of genres-mystery, coming-of-age etc.--to create this compelling novel. The first
person narrator uses a distinctive and literal voice that give readers a
unique perspective into the life of a teenage boy--who is both typical and
atypical. The readability of this novel is very reasonable, but there is the
opportunity for rich conversations about what it means to be different,
what family is, and what makes us unique individuals.
o Special populations: ELLs, struggling readers, SPEDs
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie: fiction, life
on a reservation through the eyes of a teenage boy
o Lexile level: 600L
o Text complexity rationale: Mr. Alexie draws on his own experiences
growing up on a reservation outside of Spokane, WA to create this
compelling story of a young boy struggling to find his identity. While he
uses a voice true to that of an adolescent boy, he also tackles some very
complex issues around American Indians, reservation life, and what it
means to be an outsider. The last concept in particular will resonate with
many, if not all, teenagers. This book is a wonderful example of a high
interest, reasonable readability novel.
o Special populations: ELLs, struggling readers, SPEDs
Plays
 West Side Story by Irving Shulman: Play, a musical Romeo and Juliet style story.
o Lexile Level: Not Available
o Text complexity rationale: The easy to follow dialogue makes this
accessible to a variety of readers, and its content is relatable across
cultural and socioeconomic boundaries.
 The Importance of Being Earnest by Oscar Wilde: Play, in which the protagonist
creates fictitious characters so that he can escape his obligations.
o Lexile Level: NP
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o Text complexity rationale: While the light and humorous dialogue makes
this an engaging play, the outdated vocabulary and style of speaking can
be difficult for ELL and struggling readers.
Romeo and Juliet by Shakespeare: classic story of love and loss
o Lexile level: NA
o Text complexity rationale: 9th grade English teachers have used this play
for eons, and for good reason—it offers a relatively accessible experience
with the rich magic of Shakespeare’s language and his sharp insight into
human behavior. There are many editions available with in-text
“interpretations” of the Elizabethan language, and of course, as it is a play,
students really respond to the opportunity to put this story into action on
the stage.
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Poems (Lexile levels not available)
 “Eye Witness to Shooting That Could Have Been Me” by Oscar Mireles
o Text complexity rationale: The simplicity of the rhetoric with the pull of
the vivid imagery make this accessible to a wide variety of readers.
 “The Road Not Taken.” Robert Frost. The speaker reflects on his choice of the
less travelled of two roads.
o Text complexity rationale: The poetic arrangement of relatively easy
words allows students to develop their understanding of poetry. The poem
also deals with the themes of choice and the willingness to be different.
 “Legal Alien.” Pat Mora. The Mexican-American speaker discusses the challenge
of belonging to more than one culture.
o Text complexity rationale: The poem is relatively short and direct while
challenging the reader’s understanding of the subject.
 “My Life had stood—a Loaded Gun.” Emily Dickinson. A selection of poems is
recommended.
o Text complexity rationale: This particular poem discusses human potential
(used or unused). The “masculine” imagery from a female poet may
encourage male students who are leery of poetry or girls.
 “Landscape with the Fall of Icarus.” William Carlos Williams.
o Text complexity rationale: This example of an ecphrastic poem comments
on a painting by Breugel. It is concise and uses short words and lines to
ponder questions inspired by the painting. It can serve connect students to
Greek mythology as well as visual art.
 Haikus, by Bashō.
o Text complexity rationale: Haikus are easy to analyze and engaging for
students when they are encouraged to write their own. Bashō’s haikus
represent the classic style.
 American Haikus, by Jack Kerouac.
o Text complexity rationale: These poems demonstrate the potential of
poets to play with styles of poetry.
 “The Chimney Sweeper.” William Blake.
o Text complexity rationale: Two poems of the same title contained in
Songs of Innocence/Songs of Experience address the plight of
impoverished children forced into industrial labor. They are short and use
familiar language, making them accessible to students of various levels,
while challenging students with their intricate structure. The topic
encourages students to consider important social issues from an artistic
perspective.
Read-Alouds
 The Princess Bride by William Goldman: Fiction, a tangle of unbelievable feats
and narrow escapes in this spoof on historical romance.
o Lexile Level: 870L
o Text complexity rationale: The humor of the style and the content lend this
novel perfectly to be read aloud. Student’s who would ordinarily struggle
with the length and wordiness of this story, will find it come alive in the
spoken form. Also, students enjoy the additional storyline not shown in
the movie version.
 Can’t Get There From Here by Todd Strasser: Fiction, is a gritty story about
runaways in New York City.
o Lexile Level: 620L
o Text complexity rationale: Despite its controversial content, this novel
makes for an excellent read aloud choice. The content is not difficult to
understand, but may be upsetting for some. Before choosing to make this
a read aloud ensure that both parents and students are accepting of the
material presented in the book.
 The Giver by Lois Lowry: Fiction, a futuristic, soft science fiction, story set in a
utopian society.
o Lexile Level: 760L
o Text complexity rationale: While The Giver is categorized as science
fiction, it is not only enjoyable for lovers of the genre. This is a novel that
struggling readers will find accessible, while it is intriguing enough to
keep the TAG students hooked. The themes of pain vs. pleasure, memory,
the individual, nakedness, release, and vision, provide the opportunity for
great classroom discussions.
 Gods, Demigods, and Demons: An Encyclopedia of Greek Mythology by
Bernard Evslin,
o Lexile Level: 1020L
o Text complexity rationale: The reading of ancient Greek Mythological
tales aloud allows students the opportunity to hear the difficult vocabulary,
and gain understanding through the inflections given by the reader. While
the storylines are simple, and familiar throughout modern storytelling, the
vocabulary and structure of the tales will be challenging for many of the
students. Thus, reading them aloud, as well as providing scaffolding
activities will enable students to translate the meaning into modern times.
 This I Believe: An NPR series inspired by Edward Murrow’s radio show in the
1950s.
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o “Finding the Flexibility to Survive” by Brighton Earle—a teenager’s
perspective on economic hardship
o “Tomorrow Will be a Better Day” by Josh Rittenberg—a teenager reflects
on his father’s concerns about the world in which he’s raising his son
o “The Refashioning of Our World” by Paul Farmer (also available on
YouTube with a slideshow)—the renowned doctor addresses hope amidst
poverty
o Text complexity rationale: These stories, and the hundreds of others
available through the “This I Believe” archives, offer poignant, funny and
insightful essays about a range of experiences. Students respond to the
range of topics as well as to the honesty of the writers. As these stories are
generally about 3-4 minutes long, students can experience the power of
condensed language.
This American Life: An NPR series devoted to thematic explorations of
American stories.
o Text complexity rationale: From stories about the 10 Commandments to
encounters at an all-night restaurant, This American Life provides in-depth
storytelling from a variety of perspectives that mainstream media often
ignores. The aural experience provides students with the opportunity to get
in touch with the oral traditions at the root of good story telling.
In the Beginning: Creation Stories from Around the World by Virginia
Hamilton: a collection of creation stories with gorgeous illustrations.
o Lexile level: NA
o Text complexity rationale: This collection provides the opportunity for
students to hear stories beyond the typical canon of Greek and Roman
myths. From the Yoruba to the Aborigines, Hamilton uses accessible and
rich language to retell stories that go back thousands of years.
Short Stories
 “Indian Education.” Sherman Alexie. In very concise vignettes, more like poetic
stanzas, the story follows a Native American boy through grades 1-12.
o Lexile: 830L.
o Text complexity rationale: The story reads like a poem, but it tells a story
that has been distilled to its essence. The language is mostly very simple,
with a few references specific to the subject matter. It is accessible to
ELL and struggling readers and is educational for those who do not know
what Indian Education means.
 “Everyday Use.” Alice Walker. An African-American girl relates the conflict
between her traditional country mother and her Black Panther era sister to
differing views of a family quilt.
o Lexile: [unable to find, but her works range from HL670L-1160L].
o Text complexity rationale: Through young but perspicacious language, the
story looks at changing values in a recent but historically significant
period of change for American society. It poses questions about the
direction of African-American progress from within the community.
 “The All-American Slurp.” Lensey Namioka. This humorous story relates a
Chinese girl’s experience of adjusting to her family’s immigration to the US
through the similarities and differences she discovers with her new American
friend.
o Lexile: [Again no lexile, but her work does not exceed 830L].
o Text complexity rationale: The language is simple and easy for ELL and
struggling readers. The subject matter is accessible to students of
immigrant descent as well as American-born.
 "Harrison Bergeron" by Kurt Vonnegut: insight into a dystopian society
o Lexile level: work ranges from 700-1100
o Text complexity rationale: With his typical satirical flair, Vonnegut
tackles the idea of what a perceived utopia might actually mean for its
citizens. With some science-fiction touches as well as biting wit, this short
story provides the opportunity for great discussions about what a perfect
society could be, and what the consequences of trying to attain
“perfection” might be.
 "Cask of Amontillado" by Edgar Allen Poe: one of the original horror stories,
and one of the best
o Lexile level: work tends to be around the 700s
o Text complexity rationale: Poe uses powerful but accessible language to
create wonderfully atmospheric writing that draws students into the
psychological drama of the story. This would work best when used in
conjunction with other Poe stories and some modern horror stories as
well.
 Stories from “Interpreter of Maladies” by Jhumpa Lahiri: stories that tackle the
immigrant experience for Southeast Asians in the United States
o Lexile level: 1050L
o Text complexity rationale: Lahiri creates quiet but powerful vignettes of
life for Southeast Asians in the United States, but these are not just
“immigrant” stories—they are human stories that tackle the challenges of
relationships between family, friends and the struggle to know ones’ self.