CP Quarter 3

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 write an informative piece, which examines and conveys complex ideas/ information through effective selection, organization, and analysis of contents; where I a). Introduce a topic, organize complex ideas to make connections, include formatting, graphics, and multimedia when useful; b). use well-chosen and relevant facts, definitions, details, and quotations, or other examples to develop the topic; c). use appropriate, varied transitions to create cohesion and clarify relationships; d). use precise language and vocabulary to manage the complexity of the topic; e). establish and maintain a formal style and objective tone, and f). provide a concluding statement or section that supports the information presented.
• I can conduct short or sustained research projects that answer a specific question or solve a problem.
• I can produce clear, coherent writing in which the development, organization, and style are appropriate for ninth graders' tasks, purposes, and audiences.
• 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 narrow or broaden my search when appropriate.
• I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources.
• I can integrate information into a text while maintaining flow of ideas and avoiding plagiarism.
• I can follow a standard format for citation in my work.
• I can write for a range of time, tasks, purposes, and audiences.
• I can determine the theme 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 analyze a point of view or cultural experiences as reflected in work from outside the US.
• I can read and comprehend literature & information texts at the nine-ten grade span; reading literature / appropriate to my grade level and skill.
• I can use technology to produce, publish, and update my own work and shared writing projects.
• I can synthesize multiple sources on a subject and demonstrate the subject under investigation.
• I can write for a range of time, tasks, purposes, and audiences.
• I can adapt my speech to a variety of tasks and contexts.
• I can demonstrate a command of formal English when appropriate.
• I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.
• 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 reference materials to determine pronunciation, meaning, part of speech, or etymology of a word.
• I can use resources to gather word knowledge when needing a word- important for comprehension and/or expression.
• I can use vocabulary appropriate to ninth and tenth grade topics.