CP Quarter 2

Reading Standards

1. Explain how different authors & artists discussed similar topics in different ways and determine which details are emphasized or missing in each.
2. Watch or listen to multiple versions of a play or poem and grade how well they interpreted the original text.
3. Explain my interpretation of a text and identify specific parts of the text that lead me to that interpretation.
4. Explain how an author builds at least 2 themes of a text and how those themes work with each other.
5. Explain the impact of a story’s specific setting, plot, and characters.
6. Explain how characters change in a text, how they interact with other characters, and why they are important to the plot or theme.
7. 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

1. Show how my writing improves through the stages of planning, rewriting, and editing.
2. 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.
3. 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.
4. 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.
5. Use precise words, figurative language, and imagery in my writing.
6. 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

• I can analyze how an author's choices about text structure, even order, and time manipulation create effects such as mystery, tension, or surprise.
• I can read and comprehend literature appropriate to my grade level and skill.
• I can analyze how an author's ideas or claims are developed or refined by specific parts of the text.

Writing

• I can write arguments to support claims of substantive topics or texts, using valid reasoning, relevant, and sufficient evidence, where I: d) establish and maintain a formal style and objective tone, and e) provide a concluding statement or sections that flows from the presented argument.
• I can use a colon to introduce a list or quotation.
• I can spell correctly.
• I can use an appropriate style manual to write and edit my work. I can use context clues to figure out word meanings
• 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.

Speaking and Listening:

• I can prepare for a class discussion and participate by referring to my findings during discussion.
• I can propel a conversation by asking questions, incorporating others into a discussion, and
• clarifying and challenging the ideas of others.
• I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.

Possible Common Core 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