Reading Standards

Explain how different authors & artists discussed similar topics in different ways and determine which details are emphasized or missing in each.

Watch or listen to multiple versions of a play or poem and grade how well they interpreted the original text.

Explain my interpretation of a text and identify specific parts of the text that lead me to that interpretation.

Explain how an author builds at least 2 themes of a text and how those themes work with each other.

Explain the impact of a story’s specific setting, plot, and characters.

Explain how characters change in a text, how they interact with other characters, and why they are important to the plot or theme.

Explain how the structure of a fiction text (such as how it begins or ends or uses flashbacks) makes it understandable, confusing, beautiful, clever, or poor.

Writing Standards

Show how my writing improves through the stages of planning, rewriting, and editing.

In the introduction of my text, engage and orient the reader by describing a problem or situation and its significance. For narratives, introduce a character and setting. For persuasive arguments, state a distinct thesis.

In the body of a narrative, I use dialogue, pacing, description, reflection, and multiple plot lines. In the body of an explanatory essay, I use facts, headings, charts/tables, definitions, details, quotations, and examples. In the body of a persuasive argument, I address my opponent, and anticipate the audience’s knowledge level, concerns, values, and biases.

To transition in a narrative, I put events in an order that creates suspense, growth, or resolution. To transition in an explanatory essay or a persuasive argument, I use transition phrases such as furthermore and consequently.

Use precise words, figurative language, and imagery in my writing.

In the conclusion of a text, refer back to the introduction, resolve the conflict, or explain the implications and significance of the topic.

I Can Statements

Reading

I can determine the theme of a text / give an objective summary of a text.

I can analyze the development of the theme throughout a text, including how it is shaped by specific details/events.

I can analyze how complex characters develop through the text, interact with other characters, advance the plot, or develop the theme.

I can determine the figurative and connotative meaning of words and phrases based on how they're used in a text.

I can analyze the impact word choice has on the meaning or tone of a text.

I can analyze the representation of a topic in two different mediums,including what is emphasized or missing in each.

I can read and comprehend literature appropriate to my grade level and skill.

I can analyze how an author unfolds an analysis or series of events.

Writing

I can write a narrative to develop real or imagined events, using effective technique, details, and well- structured sequence, where I: b) use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events, experiences and characters; c) use a variety of techniques to sequence events so they build on one another; d) use precise words and phrases and sensory details and language to convey experiences, events, setting, and characters.

I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches.

I can focus on addressing a specific purpose and audience in my writing. I can write for a range of time, tasks, purposes, and audiences.

I can propel a conversation by asking questions, incorporating others into a discussion, and clarifying and challenging the ideas of others.

I can respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and justify or change my own views in light of new ideas and information.

I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.

I can spell correctly.

I can use an appropriate style manual to write and edit my work.

I can use reference materials to determine pronunciation, meaning, part of speech, or etymology of a word. I can use vocabulary appropriate to ninth and tenth grade topics.

I can use resources to gather word knowledge when needing a word-important for comprehension and/or expression.

Possible Common Core State Standards

Reading

RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5

RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.8, RI.9-10.10

Writing

W.9-10.1a-e, W.9-10.2a-f, W.9-10.3a-e, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7,

W.9-10.8, W.9-10.9a-b, W.9-10.10

Speaking and Listening

SL.9-10.1a-d, SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6

Language

L.9-10.1b; L.9-10.2a, c; L.9-10.3a; L.9-10.4a-d; L.9-10.5a-b; L.9-10.6