RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
|
RL. 9-10.2
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the
text.
|
RL. 9-10.3
Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot
or develop the theme.
|
RL. 9-10.4
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
|
RL.9-10.5
Analyze how an author's choices concerning how to
structure a text, order events within it (e.g., parallel
plots),
and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
|
RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
|
RL.9-10.7
Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is
emphasized or absent in each treatment (e.g.,
Audenís Muse des Beaux Artsî and Breughelís
Landscape with the Fall of Icarus)
|
RL.9-10.8
NA
|
RL.9-10.9
Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats
a
theme or topic from Ovid or the Bible or how a later
author
draws on a play by Shakespeare)
|
RL.9-10.10
By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9
& 10
text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 10, read and comprehend literature,
including stories, dramas, and poems, at the high end of
the grades 9&10 text complexity band independently and
proficiently.
|
|
|
RI.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
|
RI.9-10.2
Determine a central idea of a text and analyze its
development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
|
RI.9-10.3
Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points
are
made, how they are introduced and developed, and the
connections that are drawn between them.
|
RI.9-10.4
Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a
newspaper).
|
RI.9-10.5
Analyze in detail how an authorís ideas or claims are
developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section
or
chapter).
|
RI.9-10.6
Determine an author's point of view or purpose in a text
and analyze how an author uses rhetoric to advance that
point of view or purpose.
|
RI.9-10.7
Analyze various accounts of a subject told in different
mediums (e.g., a person's life story in both print and
multimedia), determining which details are emphasized in
each account.
|
RI.9-10.8
Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and
the
evidence is relevant and sufficient; identify false
statements and fallacious reasoning.
|
RI.9-10.9
Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's Letter from Birmingham Jail), including how they
address related themes and concepts.
|
RI. 9-10.10
By the end of grade 9, read and comprehend literary
nonfiction in the grades 9ñ10 text complexity band
proficiently, with scaffolding as needed at the high end
of
the range.
By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9&10 text
complexity band independently and proficiently.
|
|
|
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link 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 and supports the argument presented.
|
W.9-10.2
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
a. Introduce a topic;
organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting, graphics, 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 audienceís knowledge of the topic.
c. Use appropriate and
varied transitions to link the major sections of
the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language and
domain-specific vocabulary to manage the complexity of the topic.
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.
|
W.9-10.3
Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details, and well-structured
event sequences.
a. Engage and orient the
reader by setting out a problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events.
b. Use narrative
techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety of
techniques to sequence events so that they build on one to create a coherent
whole.
d. Use precise words and
phrases, telling details, and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
e. Provide a conclusion
that follows from and reflects on what is experienced, observed or resolved
over the course of a narrative.
|
W.9-10.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1&3 above.)
|
W.9-10.5
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. (Editing for conventions
should demonstrate command of Language standards 1&3
up to and including grades 9-10 on page 54.)
|
W.9-10.6
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.
|
W.9-10.7
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.
|
W.9-10.8
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.
|
W.9-10.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grades 9ñ10 Reading standards to literature
(e.g., Analyze how an author draws on and transforms source material in a
specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by Shakespeare]î).
b. Apply grades 9ñ10 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the argument and specific claims in
a text, assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning).
|
W.9-10.10
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames
(a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
|
|
|
SL.9-10.1
Initiate and participate effectively in a range of
collaborative discussions with diverse partners on grades 9ñ10 topics, texts,
and issues, building on others' ideas and expressing their own clearly and
persuasively.
a. Come to discussions
prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on
the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set
rules for collegial discussions and decision-making, clear goals and
deadlines, and individual roles as needed.
c. Propel conversations by
posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to
diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make
new connections in light of the evidence and reasoning presented.
|
SL.9-10.2
Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source.
|
SL.9-10.3
Delineate a speaker's argument and specific claims,
evaluating the soundness of the reasoning and relevance
and sufficiency of the evidence and identifying when
irrelevant evidence is introduced
|
SL.9-10.4
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task.
|
SL.9-10.5
Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
|
SL.9-10.6
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate. (See grades 9ñ10 Language standards 1
and 3 on pages 54 for specific expectations.)
|
|
|
L.9-10.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add
variety and interest to writing or presentations.
|
L.9-10.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
|
L.9-10.3
Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
|
L.9-10.4
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9&10 reading and
content, choosing flexibly from a range of strategies.
a. Use context as a clue to the meaning of a word or
phrase.
b. Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
c. Consult general and specialized reference materials,
both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of
a word or phrase
|
L.9-10.5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron)
in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar
denotations.
|
L.9-10.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
|
|
|
No comments:
Post a Comment