SORICO ELA: Grade Nine
Grade 9, 1st Quarter, Unit 1
Response to Informational Text
Overview
Number of instructional days: 10-15 days (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands
interconnect with each other and what students should know and be able to do at the end of the unit. See the
Written Curriculum section for a listing of all standards included in this Unit of Study.
Students will read informational texts for the purpose of determining a central idea and analyzing its
development over the course of the text, including how it emerges and is shaped and refined by specific
details. Students will analyze how an author unfolds an analysis and series of ideas in order to
understand how ideas are developed and connected.
Through their understanding of informational texts, students will write objective summaries,
informative/explanatory pieces in order to examine and convey complex ideas and concepts through
effective selection and analysis of content. Students will cite strong and thorough textual evidence to
support analysis of what the text says as well as inferring information drawn from the text. In their
writing, students will develop topics supported with well-chosen, relevant details connected with good
transitions. They will use precise and appropriate language and tone, and end with an effective
conclusion. Finally, they will demonstrate a command of the conventions of standard English, especially
using semicolons and colons.
Throughout this unit, students will participate effectively in small group discussions, adapting their
speech to context, using formal speech when appropriate, building on each others ideas, collaborating
with peers, and responding to questions in order to make new connections in light of the evidence and
reasoning presented.
Concepts to Be Learned and Skills to Be Used
• CITE strong and thorough textual evidence to SUPPORT analysis of what the text says explicitly
as well as DRAWING inferences from the text.
• DETERMINE a central idea of a text and ANALYZE its development including how it EMERGES
and is SHAPED and REFINED by specific details.
• PROVIDE an objective summary of the text.
• 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.
• WRITE informative/explanatory texts to EXAMINE and CONVEY information clearly and
accurately through the analysis of content.
o INTRODUCE a topic
o ORGANIZE ideas to make important connections and distinctions
o INCLUDE formatting to aid comprehension.
o DEVELOP the topic with sufficient facts, or other information appropriate to the
audience's knowledge of the topic.
o USE varied transitions to LINK the major sections of the text and CLARIFY the
relationships among complex ideas.
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SORICO ELA: Grade Nine
USE precise language to MANAGE the complexity of the topic.
ESTABLISH a formal style and objective tone while attending to the conventions of the
discipline in which they are writing.
o PROVIDE a concluding statement or section that supports the explanation presented
AVOID plagiarism and follow a standard format for citation
INITIATE and PARTICIPATE in a range of collaborative discussions on grades 9-10 topics, ,
BUILDING on others' ideas and EXPRESSING their own clearly and persuasively
o COME to discussions prepared.
o EXPLICITLY draw on evidence from texts to STIMULATE a thoughtful, well-reasoned
exchange of ideas
o WORK with peers for collegial discussions and decision-making, clear goals and
deadlines, and individual roles.
o PROPEL conversations that relate the current discussion to broader themes or larger
ideas
o ACTIVELY incorporate others into the discussion
o CLARIFY, VERIFY, or CHALLENGE ideas and conclusions
o RESPOND to diverse perspectives, SUMMARIZE points of agreement and disagreement,
and QUALIFY or JUSTIFY their own views in light of the evidence
ADAPT speech to a variety of contexts and tasks and DEMONSTRATE command of formal
English
DEMONSTRATE command of the conventions of standard English
USE a semicolon and a colon
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Essential Questions
This section lists 2-6 essential questions students should be able to answer by the end of this unit of study. While
these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively
broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.
•
•
•
•
•
What are the elements and/or text features of an informative text? How are they used to
extract meaning?
How do authors of informational texts effectively convey main ideas through facts and/or
evidence? How do these elements shape a reader’s comprehension of the text?
What are the elements of an informative/explanatory piece of writing? How do writers organize
complex ideas into a cohesive structure?
What techniques does one use to select effective evidence to use in informative/explanatory
writing?
What are the elements of collaborative discussion? What makes an effective member of a
discussion group?
Grade-Level Expectations
Written Curriculum
The Common Core Standards for this unit are listed in their complete form, including all numbering and strand
information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will
be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from
more than one strand in this section.
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SORICO ELA: Grade Nine
Standards that are the Focus in the Unit of Study:
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.
Analyze how the author unfolds an analysis or series of ideas or events,
RI.9-10.3
including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
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 (e.g., headings),
graphics (e.g., figures, tables), 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
audience's 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 (e.g., articulating implications or the significance
of the topic).
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.
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 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 (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), 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
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SORICO ELA: Grade Nine
SL.9-10.6
L.9-10.2
a.
b.
understanding and make new connections in light of the evidence and reasoning
presented.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
Use a colon to introduce a list or quotation.
Standards that Reinforce the Unit of Study Focus Standards:
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.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
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.
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.
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.
Standards that Recur though many/all of the Units of Study:
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.
RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
L.9-10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
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SORICO ELA: Grade Nine
c.
Spell correctly.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, W = Writing Standards,
SL = Speaking & Listening Standards, L = Language Standards
RL- No standards in this unit
RI- In the previous grade (8) students are asked to cite textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn from the text. As they move to
grades 9-10, students will cite the evidence in a more thorough manner. In grade 11-12 they are able
to make inferences where text leaves matter uncertain.
Before grades 9-10, students determined a central idea of a text and analyzed its development over the
course of the text, including its relationship to supporting ideas; provide an objective summary of the
text. Grade 9-10 students analyze how it emerges and is shaped and refined by specific details. In
grades 11-12 they will determine two or more central ideas of a text, analyze their development over
the course of the text, including how they interact and build on one another to provide a complex
analysis.
In grade 8, students will analyze how a text makes connections among and distinctions between
individuals, ideas, or events. In grades 9-10, students will unfold 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. In grades 11-12, students will analyze a complex
set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
W- In grade 8, students will write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content. They
will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension. Students will develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples. They will use
appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts. They will also use precise language and domain-specific vocabulary to inform about or explain
the topic. Establish and maintain a formal style. Finally, students will provide a concluding statement or
section that follows from and supports the information or explanation presented. In grades 9-10,
students will convey complex ideas clearly and accurately through effective selection, organization
and analysis of content. They will organize complex ideas, concepts, and information to make
important connections and distinctions. Students will develop the topic with sufficient facts,
extended definitions, etc., appropriate to the audience’s knowledge of the topic. They will use
transitions to link the major sections of the text. Students will maintain an objective tone while
attending to the norms and conventions of the discipline in which they are writing. In grades 11-12,
students will organize complex ideas, concepts, and information so that each new element builds on
that which precedes it to create a unified whole. In this grade span, students will select the most
significant and relevant facts, extended definitions, concrete details, quotations, or other information to
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SORICO ELA: Grade Nine
develop the topic thoroughly. These students will use syntax to link major sections of text. Students will
use literary techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Students in grade 8, avoid plagiarism and follow a standard format for citation. They are expected to do
the same in grades 9-10. By grades 11-12, students are expected to avoid overreliance on any one
source.
SL- In grade 8, students will engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’
ideas and expressing their own clearly. They will come to discussions prepared, having read or
researched material under study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion. Students will follow rules for
collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed. They will pose questions that connect the ideas of several speakers and
respond to others’ questions and comments with relevant evidence, observations, and ideas. Finally,
they will acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented. By grade 9-10, students will initiate and participate
effectively in discussions on grade 9-10 topics, texts and issues and express their own ideas in a
persuasive manner. They will prepare other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas. In grade 9 students will work with peers to set rules for collegial
discussions and decision-making (e.g. informal consensus, taking votes on key issues, presenting
alternate views), clear goals and deadlines, and individual rules as needed. Students will 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. They will 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. In grades
11-12, students will participate in discussions based on grade 11-12 topics, texts and issues. By this
grade span, students will work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed. Students will propel
conversations by posing and responding to questions that probe reasoning and evidence; ensure hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives. Finally, students will synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
In grade 8 students adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. They are expected to do the same in grades 9-10. In grades 1112, students are still expected to do the same.
L-In grade 8 students are expected to demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. Students should use punctuation (comma,
ellipsis, dash) to indicate a pause or break. Lastly, students should use an ellipsis to indicate an
omission. In grades 9-10, students will use a semicolon (and perhaps a conjunctive adverb) to link two
or more closely related independent clauses. The will use a colon to introduce a list or quotation. In
grades 11-12 students will observe hyphenation conventions.
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SORICO ELA: Grade Nine
Resources:
References to Appendices A and B
Sample Model Content Framework Chart
Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms
From Appendix A, p.23
Informational/Explanatory Writing
Informational/explanatory writing conveys information accurately. This kind of writing serves one or
more closely related purposes: to increase readers’ knowledge of a subject, to help readers better
understand a procedure or process, or to provide readers with an enhanced comprehension of a
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SORICO ELA: Grade Nine
concept. Informational/explanatory writing addresses matters such as types (What are the different
types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big
is the United States? What is an X-ray used for? How do penguins find food?); how things work (How
does the legislative branch of government function?); and why things happen (Why do some authors
blend genres?). To produce this kind of writing, students draw from what they already know and from
primary and secondary sources. With practice, students become better able to develop a controlling
idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples,
facts, and details into their writing. They are also able to use a variety of techniques to convey
information, such as naming, defining, describing, or differentiating different types or parts; comparing
or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point.
Informational/explanatory writing includes a wide array of genres, including academic genres such as
literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of
workplace and functional writing such as instructions, manuals, memos, reports, applications, and
résumés. As students advance through the grades, they expand their repertoire of
informational/explanatory genres and use them effectively in a variety of disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing have
different aims. Arguments seek to make people believe that something is true or to persuade people to
change their beliefs or behavior. Explanations, on the other hand, start with the assumption of
truthfulness and answer questions about why or how. Their aim is to make the reader understand rather
than to persuade him or her to accept a certain point of view. In short, arguments are used for
persuasion and explanations for clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of
processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the
writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons”
(opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true,
it demands empirical descriptive evidence, statistics, or definitions for support. When writing an
argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient
evidence.
Appendix B: Text Exemplars and Sample Performance Tasks
Informational Texts
• Henry, Patrick. “Speech to the Second Virginia Convention.” (1775)
• Washington, George. “Farewell Address.” (1796)
• Lincoln, Abraham. “Gettysburg Address.” (1863)
• Lincoln, Abraham. “Second Inaugural Address.” (1865)
• Roosevelt, Franklin Delano. “State of the Union Address.” (1941)
• Hand, Learned. “I Am an American Day Address.” (1944)
• Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of Conscience.”
(1950)
• King, Jr., Martin Luther. “Letter from Birmingham Jail.” Why We Can’t Wait. New York: Signet
Classics, 2000. (1963)
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SORICO ELA: Grade Nine
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King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on Washington, D.C.,
for Civil Rights on
August 28, 1963.” (1963)
Angelou, Maya. I Know Why the Caged Bird Sings. New York: Random House, 1970. (1969)
Wiesel, Elie. “Hope, Despair and Memory.” Nobel Lectures in Peace 1981–1990. Singapore:
World Scientific, 1997. (1986)
Reagan, Ronald. “Address to Students at Moscow State University.” The American Reader:
Words that Moved a Nation, 2nd Edition. Edited by Diane Ravitch. New York: HarperCollins,
2000. (1988) From “Ronald Reagan: Speech at Moscow State University”
Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. (2001)
Sample Performance Tasks for Informational Texts: English Language Arts
• Students compare George Washington’s Farewell Address to other foreign policy statements,
such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts
regarding “entangling alliances.” [RI.9–10.9]
• Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his
examination of the ideas that led to the Civil War, paying particular attention to the order in
which the points are made, how Lincoln introduces and develops his points, and the connections
that are drawn between them. [RI.9–10.3]
• Students evaluate the argument and specific claims about the “spirit of liberty” in Learned
Hand’s “I Am an American Day Address,” assessing the relevance and sufficiency of the evidence
and the validity of his reasoning. [RI.9–10.8]
• Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream”
speech and analyze how King uses rhetoric to advance his position. [RI.9–10.6]
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SORICO ELA: Grade Nine
Grade 9, 1st Quarter, Unit 2
Response to Literary Text and Narrative Writing
Overview
Number of Instructional Days: 25-30 (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands interconnect with
each other and what students should know and be able to do at the end of the unit. See the Written Curriculum section for a
listing of all standards included in this Unit of Study.
Students will read a variety of literary texts (including but not limited to stories, plays, or poems),
learning how to describe character, setting, plot, events, and determine themes that appear. Students
will cite strong, explicit, and inferential evidence in the text to support their statements (either written
or discussed verbally) about character, setting, plot events, and theme, as well as how complex
characters develop. They will accurately and objectively summarize these texts, as well as analyze the
choices that the author makes within the texts to establish and develop the characters, plot, events, and
theme(s).
Additionally, students will plan, develop, and revise a narrative with a clear problem, event sequences,
characters, setting, and an underlying theme. Students will need to use of a variety of literary
techniques that have been discussed within the literature studied earlier in the unit within their own
narratives (e.g., dialogue, pacing, description, multiple plot lines). The narrative will have a resolution
that may be reflective. Special emphasis will be placed on students using precise and sensory language
to create vivid imagery within their narratives.
Throughout the entire unit of study, students will be learning and utilizing strategies to determine the
meanings of unknown or multiple-meaning words and phrases within the readings. As the unit
progresses, students will be expected to apply these language strategies while reading independently.
Concepts to be Learned and Skills to be Used
• CITE textual evidence to SUPPORT analysis of what text says explicitly DRAWING inferences
from the text.
• DETERMINE a theme or central idea of a text and ANALYZE its development in the text,
including how it EMERGES and is SHAPED and REFINED by specific details.
• SUMMARIZE the text objectively.
• ANALYZE how characters develop over the course of a text.
• WRITE narratives to DEVELOP real or imagined experiences or events .
o 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
o CREATE a smooth progression of experiences or events.
o USE narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to DEVELOP experiences, events, and/or characters.
o USE a variety of techniques to SEQUENCE events so that they build on one
another to CREATE a coherent whole.
o USE precise words and phrases, telling details, and sensory language to
CONVEY a vivid picture of the experiences, events, setting, and/or characters.
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SORICO ELA: Grade Nine
o
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PROVIDE a conclusion that FOLLOWS from and REFLECTS on what is
experienced, observed, or resolved over the course of the narrative.
DETERMINE or CLARIFY the meaning of unknown and multiple-meaning words and
phrases
USE context as a clue to the meaning of a word or phrase.
IDENTIFY and correctly USE patterns of word changes that INDICATE different meanings or
parts of speech.
CONSULT reference materials FIND the pronunciation of a word or DETERMINE or CLARIFY its
precise meaning, its part of speech, or its etymology.
VERIFY the preliminary determination of the meaning of a word.
Essential Questions
This section lists 2-6 essential questions students should be able to answer by the end of this unit of study. While these
questions will relate directly to the unit and represent the big ideas of the unit. they should be relatively broad and open-ended
in nature, and should not be easily answered with a "yes" or "no" answer.
•
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What techniques does an author use to reveal the theme(s) or central idea(s) of a text? What
details and examples lead you to the theme or central idea?
What literary techniques/elements does an author use to make readers interested and engaged
with the story? How can these elements contribute to the theme of the story?
What techniques do authors use to develop a character's personality? How might the
character's development contribute to the theme?
What techniques does an author use within a narrative to contribute to the development of the
plot?
What techniques does and author use to create a vivid picture of the experiences, events,
setting, and/or characters?
What strategies can be used to determine meanings of unknown and/or multiple-meaning
words and phrases? When might you use each of these?
Written Curriculum
Grade-Level Expectations
The Common Core Standards for this unit are listed in their complete form, including all numbering and
strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not
addressed in this unit will be marked with a strikethrough to clarify the focus of this unit's activities.
There will most likely be standards from more than one strand in this section.
Standards that are the Focus in the Unit of Study:
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.
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SORICO ELA: Grade Nine
W.9-10.3.
a.
b.
c.
d.
e.
L.9-10.4.
a.
b.
c.
d.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
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.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
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.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), 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.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Standards that Reinforce the Unit of Study Focus Standards:
RI.9-10.1.
RI.9-10.2.
RI.9-10.3.
W.9-10.4.
W.9-10.5.
W.9-10.6.
L.9-10.3.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
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.
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.
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.
12
SORICO ELA: Grade Nine
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.
Standards that Recur through many/all of the Units of Study:
RL.9-10.10.
RI.9-10.10.
W.9-10.10.
L.9-10.2.
c.
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 9, read and comprehend literary nonfiction in the grades 9-10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Spell correctly.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, W = Writing Standards, SL =
Speaking and Listening Standards, L = Language Standards
RL- In the previous grade (8), students are asked to cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences drawn from the text. As they move to
the grade 9-10 band, they build in this by citing strong and thorough textual evidence. In grade band
11-12, they also determine where the text leaves matters uncertain.
Before grade 9, students determine a theme or central idea of a text and analyze its development over
the course of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text. As they move to the grade 9-10 band, they include how the theme/idea emerges
and is shaped and refined by specific details. As they move into grade band 11-12, they also determine
two or more themes within a text, including how they interact and build on one another to produce a
complex account.
In grade 8, students analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision. Grade 9-10 students 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. In grade band 11-12,
students also analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
RI- No standards in this unit.
13
SORICO ELA: Grade Nine
W- Students in grade 8 write narratives that develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences; engage and
orient the reader by establishing a context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically; use narrative techniques,
such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters;
use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time
frame or setting to another, and show the relationships among experiences and events; use precise
words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events; and provide a conclusion that follows from and reflects on the narrated
experiences or events. In grade band 9-10, there is more emphasis on establishing a problem or
situation within the narrative, establishing one or multiple point(s) of view, establishing multiple plot
lines, use a variety of techniques to sequence events so that they build on one another to create a
coherent whole, use telling details to convey a vivid picture of the experiences, events, setting, and/or
characters, and provide a conclusion that reflects on what is experienced, observed, or resolved over
the course of the narrative. In grades 11-12 students also show the significance of the situation within
the narrative, and build toward a particular tone and outcome (e. g., a sense of mystery, suspense,
growth, or resolution).
SL- No standards in this unit.
L- Students in grade 8 determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of strategies; use context
(e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase; use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., precede, recede, secede); consult general and specialized
reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the
preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary). In grade band 9-10, students will also determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, use
context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase, identify and correctly use patterns of word
changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;
advocate, advocacy), and consult general and specialized reference materials to also identify a word's
etymology. In grades 11-12, students also determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 11–12 reading and content, and consult general and
specialized reference materials to additionally determine a word's standard usage.
14
SORICO ELA: Grade Nine
Resources:
References to Appendices A and B
Sample Model Content Framework Chart
Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms:
From Appendix A, p. 22-23
Narrative Writing
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It
can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language
arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes,
and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to
depict specific actions (for example, movements, gestures,
Creative Writing beyond Narrative
postures, and expressions); to use dialogue and interior
monologue that provide insight into the narrator’s and
The narrative category does not include all of
characters’ personalities and motives; and to manipulate
the possible forms of creative writing, such as
15
many types of poetry. The Standards leave the
inclusion and evaluation of other such forms
to teacher discretion.
SORICO ELA: Grade Nine
pace to highlight the significance of events and create tension and suspense. In history/social studies,
students write narrative accounts about individuals. They also construct event models of what
happened, selecting from their sources only the most relevant information. In science, students write
narrative descriptions of the step-by-step procedures they follow in their investigations so that others
can replicate their procedures and (perhaps) reach the same results. With practice, students expand
their repertoire and control of different narrative strategies.
Appendix B: Text Exemplars and Sample Performance Tasks
Pages 101-109, Grades 9-10 Story Text Exemplars
SAMPLE: Unit of Study
Stories
• Homer. The Odyssey. Translated by Robert Fagles. New York: Viking, 1996. (8th century BCE)
--From Book One
• Ovid. Metamorphoses. Translated by A. S. Kline. Ann Arbor: Borders Classics, 2004 (AD 8)
--From "Daphne"
• Gogol, Nikolai. “The Nose.” Translated by Ronald Wilks. Diary of a Madman, and Other Stories.
New York: Penguin, 1972. (1836)
• De Voltaire, F. A. M. Candide, Or The Optimist. Translated by H. Morley. London: George
Routledge and Sons, Ltd., 1888. (1759)
• Turgenev, Ivan. Fathers and Sons. Translated by Constance Garnett. New York: Dover, 1998.
(1862)
• Henry, O. “The Gift of the Magi.” The Best Short Stories of O. Henry. New York: Modern Library,
1994. (1906)
• Kafka, Franz. The Metamorphosis. Translated by Stanley Corngold. New York: Bantam, 1972.
(1915)
• Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967. (1939)
-- From Chapter 15
• Bradbury, Ray. Fahrenheit 451. New York: Ballantine, 1987. (1953)
-- From Part One: "The Hearth and the Salamander"
• Olsen, Tillie. “I Stand Here Ironing.” Tell Me a Riddle. New York: Dell, 1956. (1956)
• Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. (1958)
• Lee, Harper. To Kill A Mockingbird. New York: HarperCollins Publishers, 2006. (1960)
• Shaara, Michael. The Killer Angels. New York: Ballantine, 1996. (1975)
• Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989)
• Álvarez, Julia. In the Time of the Butterflies. Chapel Hill: Algonquin, 1994. (1994)
• Zusak, Marcus. The Book Thief. New York: Knopf, 2005. (2005)
Page 121, Sample Performance Tasks for Stories
• Students analyze how the character of Odysseus from Homer’s Odyssey—a “man of twists and
turns”—reflects conflicting motivations through his interactions with other characters in the
epic poem. They articulate how his conflicting loyalties during his long and complicated journey
16
SORICO ELA: Grade Nine
•
•
home from the Trojan War both advance the plot of Homer’s epic and develop themes. [RL.9–
10.3]
Students analyze how Michael Shaara in his Civil War novel The Killer Angels creates a sense of
tension and even surprise regarding the outcome of events at the Battle of Gettysburg through
pacing, ordering of events, and the overarching structure of the novel. [RL.9–10.5]
Students analyze in detail the theme of relationships between mothers and daughters and how
that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text
for specific details that show how the theme emerges and how it is shaped and refined over the
course of the novel. [RL.9–10.2]
17
SORICO ELA: Grade Nine
Grade 9, 2nd Quarter, Unit 1
Introduction to Analysis of Text
Overview
Number of Instructional Days: 20-25 (1 day=40 min)
In this unit, students will read a variety of stories, plays or poems while determining 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. Students will
analyze how an author's choices concerning how to structure a text, order events within it, and
manipulate time create such effects as mystery, tension, or surprise. Students will analyze a
particular point of view or cultural experience reflected in work of literature from outside the
United States, drawing on a wide reading of world literature. 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.
Students will analyze in detail how an author's ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text. Students will 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.
Students will produce clear and coherent writing in which the development organization, and
style are appropriate to task, purpose, and audience. Students will evaluate a speaker's point
of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence. Students will demonstrate understanding of figurative
language, word relationships, and nuances in word meanings. During the demonstration of
understanding, students will interpret figures of speech in context and analyze their role in the
text. They will also analyze nuances in the meaning of words with similar denotations.
Concepts to Be Learned and Skills to Be Used
•
•
•
•
•
•
•
•
•
•
DETERMINE the contextual meaning of unknown words and phrases
ANALYZE the impact of word choices.
ANALYZE an author's choices regarding text structure, ordering of events, and
manipulation of time.
ANALYZE point of view or cultural experience in a work of world literature.
DETERMINE the contextual meaning of words and phrases.
ANALYZE the impact of word choices.
ANALYZE an author's development of claims.
DETERMINE an author's point of view or purpose.
ANALYZE an author's USE of rhetoric to ADVANCE a point of view or purpose.
PRODUCE clear and coherent writing.
18
SORICO ELA: Grade Nine
•
•
•
•
•
EVALUATE a speaker.
DETERMINE understanding in word meanings.
INTERPRET figures of speech in context.
ANALYZE the role of a figure of speech in the text.
ANALYZE nuances in the meaning of words with similar denotations.
Essential Questions
•
•
How does the point of view or culture reflected in an author's writing affect the reader's
understanding of the piece? How does the reader's own culture affect his/her understanding of
the literary piece?
How do the author's choice of words and phrases affect the mood and tone of the story?
Written Curriculum
Grade-Level Expectations
The Common Core standards for this unit are listed in their complete form, including all numbering and
strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not
addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities.
There will most likely be standards from more than one strand in this section.
Standards that are the Focus in the Unit of Study:
RL.9-10.4
RL.9-10.5
RL.9-10.6
RI.9-10.4
RI.9-10.5
RI.9-10.6
W.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.
Analyze how an author's choices concerning how to structure a text, order
events within it, and manipulate time create such effects as mystery,
tension, or surprise.
Analyze a particular point of view or cultural experience reflected in
work of literature from outside the United States, drawing on a wide
reading of world literature.
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.
Analyze in detail how an author's ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a
text.
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.
Produce clear and coherent writing in which the development
19
SORICO ELA: Grade Nine
SL.9-10.3
L.9-10.5
a.
b.
organization, and style are appropriate to task, purpose, and audience.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
Analyze nuances in the meaning of words with similar denotations.
Standards that Reinforce the Unit of Study Focus Standards:
RL.9-10.1
RL.9-10.2
RL.9-10.3
RI.9-10.1
RI.9-10.2
RI.9-10.3
L.9-10.4
a.
b.
c.
d.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
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.
Analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
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.
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.
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.
Use context as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), 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.
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
20
SORICO ELA: Grade Nine
Standards that Recur though many/all of the Units of Study:
RL.9-10.10
RI.9-10.10
W.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 9, read and comprehend literary nonfiction in grades
9-10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
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.
Clarifying the Standards
Key: RL= Reading Standards for Literature, RI= Reading Standards for Informational Text, W=Writing
Standards; SL= Speaking & Listening Standards, L= Language Standards
RL.-- Before grade 9, students will determine the meaning of words and phrases as they are used in
text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts. In grade 9, students will determine
the meaning of words and phrases as they are used in text, including figurative and connotative
meanings; analyze the cumulative impact on word choices on meaning and tone. In grade 10, students
will build on this skill in greater depth. By grade 11, students will begin to analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
Before grade 9, students compared and contrasted the structure of two or more texts and analyzed how
different structures contributed to meaning and style. In grade 9, students analyze how an author's
choice to structure a text, order events, and manipulate time create effects within the text. In grade
10, students will build on this skill in greater depth. By grade 11, students will analyze an author's
choice concerning specific parts of a text and how that affects its overall structure.
Before grade 9, students analyzed how differences in the points of view of the characters and the
audience or reader create such effects as suspense or humor. In grade 9, students analyze point of
view or cultural experience reflected in a work of literature from outside the United States, drawing
on a reading of world literature. In grade 10, students will build on this skill in greater depth. By grade
11, students analyze a case in which grasping point of view requires distinguishing what is directly
stated from what is really meant.
RI.--Before grade 9, students determined the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts. In grade 9,
students determined 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
21
SORICO ELA: Grade Nine
word choices on meaning and tone. In grade 10, students will build on this skill in greater
depth. By grade 11, students will determine the meaning of words and phrases as they are used
in a text, including figurative, connotative, and technical meanings; analyze how an author uses
and refines the meaning of a key term or terms over the course of a text.
Before grade 9, students will analyze in detail the structure of a specific paragraph in a text,
including the role of particular sentences in developing and refining a key concept. In grade 9,
analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text. In grade 10, students will build on this skill
in greater depth. By grade 11, analyze and evaluate the effectiveness of the structure an author
uses in his or her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
Before grade 9, students will determine an author’s point of view or purpose in a text and
analyze how the author acknowledges and responds to conflicting evidence or viewpoints. In
grade 9, students will 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. In grade 10, students
will build on this skill in greater depth. By grade 11, students will determine an author’s point of
view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the text.
W--Before grade 9, students will produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and audience.
In grade 9, students will produce clear and coherent writing in which the development
organization, and style are appropriate to task, purpose, and audience. In grade 10, students
will build on this skill in greater depth. By grade 11, students will produce clear and coherent
writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
SL--Before grade 9, students will 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. In grade 9, students will evaluate a speaker's point of
view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence. In grade 10, students will build on this skill in greater
depth. By grade 11, students will evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
L-- Before grade 9, students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. They will interpret figures of speech in context.
Use the relationship between particular words to better understand each of the words.
22
SORICO ELA: Grade Nine
Distinguish among the connotations (associations) of words with similar denotations. In grade
9, students will demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. Interpret figures of speech in context and analyze their role in
the text. Analyze nuances in the meaning of words with similar denotations. By grade 11,
students demonstrate understanding of figurative language, word relationships, and nuances in
word meanings; interpret figures of speech in context and analyze their role in the text; analyze
nuances in the meaning of words with similar denotations.
Resources:
References to Appendices A and B
Appendix A: Research Supporting Key Elements of the Standard
Informational/Explanatory Writing
Informational/explanatory writing conveys information accurately. This kind of writing serves
one or more closely related purposes: to increase readers’ knowledge of a subject, to help
readers better understand a procedure or process, or to provide readers with an enhanced
comprehension of a concept. Informational/explanatory writing addresses matters such as
types (What are the different types of poetry?) and components (What are the parts of a
23
SORICO ELA: Grade Nine
motor?); size, function, or behavior (How big is the United States? What is an X-ray used for?
How do penguins find food?); how things work (How does the legislative branch of government
function?); and why things happen (Why do someauthors blend genres?). To produce this kind
of writing, students draw from what they already know and from primary and secondary
sources. With practice, students become better able to develop a controlling idea and a
coherent focus on a topic and more skilled at selecting and incorporating relevant examples,
facts, and details into their writing.
They are also able to use a variety of techniques to convey information, such as naming,
defining, describing, or differentiating different types or parts; comparing or contrasting ideas
or concepts; and citing an anecdote or a scenario to illustrate a point.
Informational/explanatory writing includes a wide array of genres, including academic genres
such as literary analyses, scientific and historical reports, summaries, and precise writing as well
as forms of workplace and functional writing such as instructions, manuals, memos, reports,
applications, and resumes. As students advance through the grades, they expand their
repertoire of informational/explanatory genres and use them effectively in a variety of
disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing
have different aims. Arguments seek to make people believe that something is true or to
persuade people to change their beliefs or behavior. Explanations, on the other hand, start
with the assumption of truthfulness and answer questions about why or how. Their aim is to
make the reader understand rather than to persuade him or her to accept a certain point of
view. In short, arguments are used for persuasion and explanations for clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of
processes, phenomena, states of affairs, objects, terminology, and so on. However, in an
argument, the writer not only gives information but also presents a case with the “pros” and
“cons” on a debatable issue. Because an argument deals with whether the main claim is true, it
demands empirical descriptive evidence, statistics, or definitions for support. When writing an
argument, the writer supports his or her claim(s) with sound reasoning and relevant and
sufficient evidence.
Appendix B: Text Exemplars and Sample Performance Tasks
•
•
•
Gogol, Nikolai. “The Nose.” Translated by Ronald Wilks. Diary of a Madman, and Other
Stories. New York: Penguin, 1972. (1836)
De Voltaire, F. A. M. Candide, Or The Optimist. Translated by H. Morley. London:
George Routledge and Sons, Ltd., 1888. (1759)
Turgenev, Ivan. Fathers and Sons. Translated by Constance Garnett. New York:
Dover, 1998. (1862)
24
SORICO ELA: Grade Nine
•
•
•
Henry, O. “The Gift of the Magi.” The Best Short Stories of O. Henry. New York:
Modern Library, 1994. (1906)
Kafka, Franz. The Metamorphosis. Translated by Stanley Corngold. New York:
Bantam, 1972. (1915)
Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967. (1939)
Bradbury, Ray. Fahrenheit 451. New York: Ballantine, 1987. (1953) From Part 1:
“The Hearth and the Salamander”
Olsen, Tillie. “I Stand Here Ironing.” Tell Me a Riddle. New York: Dell, 1956. (1956)
From “I Stand Here Ironing”
Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. (1958)
Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989)
Álvarez, Julia. In the Time of the Butterflies. Chapel Hill: Algonquin, 1994. (1994)
•
Zusak, Marcus. The Book Thief. New York: Knopf, 2005. (2005)
•
•
•
•
•
Informational Texts: English Language Arts
• Henry, Patrick. “Speech to the Second Virginia Convention.” (1775)
• Washington, George. “Farewell Address.” (1796)
• Lincoln, Abraham. “Gettysburg Address.” (1863)
• Lincoln, Abraham. “Second Inaugural Address.” (1865)
• Roosevelt, Franklin Delano. “State of the Union Address.” (1941)
• Hand, Learned. “I Am an American Day Address.” (1944)
• Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of
Conscience.” (1950)
• King, Jr., Martin Luther. “Letter from Birmingham Jail.” Why We Can’t Wait. New York:
Signet Classics, 2000. (1963)
• King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on
Washington, D.C., for Civil Rights on August 28, 1963.” (1963)
• Angelou, Maya. I Know Why the Caged Bird Sings. New York: Random House, 1970.
(1969)
• Wiesel, Elie. “Hope, Despair and Memory.” Nobel Lectures in Peace 1981–1990.
Singapore: World Scientific, 1997. (1986)
• Reagan, Ronald. “Address to Students at Moscow State University.” The American
Reader: Words that Moved a
• Nation, 2nd Edition. Edited by Diane Ravitch. New York: HarperCollins, 2000. (1988)
From “Ronald Reagan: Speech at Moscow State University”
• Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. (2001)
25
SORICO ELA: Grade Nine
Grade 9, 2nd Quarter, Unit 2
Writing as a Craft
Overview
Number of Instructional Days 15-20 (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands interconnect with
each other and what students should know and be able to do at the end of the unit. See the Written Curriculum section for a
listing of all standards included in this Unit of Study.
Students will 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. Throughout this process students will introduce a topic; organize
complex ideas, concepts, and information to make important connections and distinctions;
include formatting and multimedia when useful to aiding comprehension. They will develop
the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience's knowledge of the
topic; use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts; use precise
language and domain-specific vocabulary to manage the complexity of the topic; establish and
maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing and provide a concluding statement or section that follows
from and supports the information or explanation presented.
In addition to writing informative texts, students will also write narratives to develop real or
imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. In order to accomplish this task students will 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. Students will use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole; use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters and
finally provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
In addition to writing skills students will be demonstrating command of the conventions of
standard English grammar and usage when writing or speaking; use parallel structure and use
various types of phrases and clauses to convey specific meanings and add variety and interest
to writing or presentations. Students will apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style, and to
26
SORICO ELA: Grade Nine
comprehend more fully when reading or listening. Finally students will write and edit work so
that it conforms to the guidelines in a style manual appropriate for the discipline and writing
type.
Concepts to Be Learned and Skills to Be Used
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
WRITE informative/explanatory texts to EXAMINE and CONVEY complex ideas, concepts, and
information.
INTRODUCE a topic; ORGANIZE complex ideas, concepts, and information
DEVELOP the topic
USE transitions
USE precise language and domain-specific vocabulary.
ESTABLISH and MAINTAIN a formal style and tone.
PROVIDE a conclusion statement
WRITE narratives to DEVELOP experiences or events.
ENGAGE and ORIENT 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.
USE narrative techniques to DEVELOP experiences, events, and/or characters.
USE a variety of techniques to SEQUENCE EVENTS .
USE precise words and phrases, telling details, and sensory language to CONVEY experiences
and events.
PROVIDE a conclusion.
PRODUCE clear and coherent writing.
DEMONSTRATE command of the conventions of standard English grammar and usage.
USE parallel structure.
USE various types of phrases and clauses to CONVEY specific meanings.
APPLY knowledge of language
WRITE and EDIT work so that it CONFORMS to the guidelines in a style manual.
Essential Questions
This section lists 2-6 essential questions students should be able to answer by the end of this unit of study. While these
questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively broad and open-ended
in nature, and should not be easily answered with a yes or no answer.
•
•
•
•
•
What techniques are implemented to convey complex ideas when writing
informative/explanatory text?
What literary elements can an author use to make readers interested and engaged with the
story? How can these elements contribute to the theme of the story?
Which components are necessary in order to produce a coherent piece of writing?
How do the conventions of grammar and parallel structure improve the writers ability to convey
meaning and add variety and interest to writing?
What is the correct format for finalizing and editing written work?
Standards are the Focus of this Unit of Study:
27
SORICO ELA: Grade Nine
W.9-10.2.
a.
b.
c.
d.
e.
f.
W.9-10.3.
a.
b.
c.
d.
e.
W.9-10.4.
L.9-10.1.
a.
b.
L.9-10.3.
a.
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.
Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience's knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic).
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
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.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Use parallel structure.
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.
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.
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.
28
SORICO ELA: Grade Nine
Standards that Reinforce the Unit of Study Focus Standards:
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.9-10.4.
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.
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.9-10.4.
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 author's 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.
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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
L.9-10.4.
based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
a.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) 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 (e.g., analyze, analysis, analytical; advocate, advocacy).
c.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), 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 (e.g., by
checking the inferred meaning in context or in a dictionary).
Standards that Recur through many/all of the Units of Study
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.
RI.9-10.10.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
29
SORICO ELA: Grade Nine
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.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF =
Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards
RL – No standards in this unit
RF – No standards in this unit
W – In the previous grade 8 students are asked to write informative/explanatory texts to examine a
topic and convey ideas as they move on to grade 10 they will build in this by analyzing content. In grade
11 they will convey more complex ideas.
In grade 8 students write narratives to develop real or imagined experiences or events in grade 10 and
11 the students will continue to develop this skill.
Before grade 9 students produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. In grades 10 and 11 students will continue to
develop this skill with more complexity.
SL – No standards in this unit
L – In grade 8, students mastered the conventions of capitalization, punctuation, and spelling when
writing. In grades 9 and 10, students continue to demonstrate a command of capitalization,
punctuation, and spelling when writing with the main focus being on semicolon. All of these skills
continue to grade 11.
L – In grade 8 students used knowledge of language and its conventions when writing, speaking, reading,
or listening. In grade 10 students will 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. In grade 11 the skill will be developed through different contexts and
increased comprehension
30
SORICO ELA: Grade Nine
Resources:
References to Appendices A and Band other Resources
Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms
From Appendix A, p. 23
Argument
Arguments are used for many purposes—to change the reader’s point of view, to bring about
some action on the reader’s part, or to ask the reader to accept the writer’s explanation or
evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of
demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts,
students make claims about the worth or meaning of a literary work or works. They defend
their interpretations or judgments with evidence from the text(s) they are writing about. In
history/social studies,students analyze evidence from multiple primary and secondary sources
to advance a claim that is best supported by the evidence, and they argue for a historically or
empirically situated interpretation. In science, students make claims in the form of statements
31
SORICO ELA: Grade Nine
or conclusions that answer questions or address problems. Using data in a scientifically
acceptable
form, students marshal evidence and draw on their understanding of scientific concepts to
argue in support of their claims. Although young children are not able to produce fully
developed logical arguments, they develop a variety of methods to extend and elaborate their
work by providing examples, offering reasons for their assertions, and explaining cause and
effect. These kinds of expository structures are steps on the road to argument. In grades K–5,
the term “opinion” is used to refer to this developing form of argument.
Narrative Writing
Narrative writing conveys experience, either real or imaginary, and uses time as its deep
structure. It
can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English
language arts, students produce narratives that take the form of creative fictional stories,
memoirs, anecdotes, and autobiographies. Over time, they learn to provide
visual details of scenes, objects, or people; to depict specific actions (for example, movements,
gestures,
32
SORICO ELA: Grade Nine
Grade 9, 3rd Quarter, Unit 1
Analysis of Text in Various Mediums
Overview
Number of instructional days: 20-25 days (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands
interconnect with each other and what students should know and be able to do at the end of the unit. See the
Written Curriculum section for a listing of all standards included in this Unit of Study.
With regard to literary texts, students will analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or absent in each treatment. Then students
will examine informational texts and 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.
While examining informational texts, students will delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.
They will also identify false statements and fallacious reasoning.
Finally, students will 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.
Concepts to Be Learned and Skills to Be Used
•
•
•
•
ANALYZE the representation of a subject or a key scene in two different artistic mediums.
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.
DELINEATE and EVALUATE the argument and specific claims in a text, ASSESSING whether the
reasoning is valid and the evidence is relevant and sufficient.
ANALYZE seminal U.S. documents of historical and literary significance including how they
address related themes and concepts
Essential Questions
This section lists 2-6 essential questions students should be able to answer by the end of this unit of study. While
these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively
broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.
•
•
•
•
What elements of the setting in a key scene affect the mood of the story and/or the actions or
decisions of the characters involved?
What characteristics of a subject are portrayed through various mediums in which details about
the subject are magnified?
What makes an argument valid and relevant when examining specific claims in a text?
How do U.S. historical and literary documents address related themes and concepts?
33
SORICO ELA: Grade Nine
Written Curriculum
Grade-Level Expectations
The Common Core standards for this unit are listed in their complete form, including all numbering and strand
information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will
be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from
more than one strand in this section.
Standards that are the Focus in the Unit of Study:
RL.9-10.7
RI.9-10.7
RI.9-10.8
RI.9-10.9
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., Auden's ''Musee des
Beaux Arts'' and Breughel's Landscape with the Fall of Icarus).
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.
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.
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.
Standards that Reinforce the Unit of Study Focus Standards:
RL.9-10.1
RL.9-10.3
RL.9-10.4
RI.9-10.1
RI.9-10.3
RI.9-10.4
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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).
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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).
34
SORICO ELA: Grade Nine
W.9-10.5
L.9-10.3
a.
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.
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.
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.
Standards that Recur though many/all of the Units of Study:
RL.9-10.10
W.9-10.4
W.9-10.10
L.9-10.2
a.
b.
c.
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.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
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.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
Use a colon to introduce a list or quotation.
Spell correctly.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, W = Writing Standards,
SL = Speaking & Listening Standards, L = Language Standards
RL- In the previous grade (8) students will analyze the extent to which a filmed or live production of a
story or drama stays faithful to or departs from the text or script, evaluating the choices made by the
director or actors. As they move to grades 9-10, students will analyze the representation of a subject
or a key scene in two different artistic mediums including what is emphasized or absent in each
treatment. In grades 11-12 students will analyze multiple interpretations of a story, drama, or poem,
evaluating how each version interprets the source text.
RI- Before grades 9-10, students will evaluate the advantages and disadvantages of using different
mediums to present a particular topic or idea. In grades 9-10, analyze various accounts of a subject
told in different mediums, determining which details are emphasized in each account. By grades 1112, students will integrate and evaluate multiple sources of information presented in different media or
formats, as well as in words in order to address a question or solve a problem.
35
SORICO ELA: Grade Nine
In grade 8 students will deliniate and evaluate the argument and specific claims in a text assessing
whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced. In grades 9-10, students will assess the validity of the evidence and identify
false statements and fallacious reasoning. In grades 11-12, students will deliniate and evaluate the
reasoning in seminal U.S. texts including the application of constitutional principles and use of legal
reasoning and the premises, purposes, and arguments in works of public advocacy.
In grade 8, students will analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the text disagree on matters of fact or interpretation. In grades 9-10,
analzye seminal U.S. documents of historical and literary significance including how they address
related themes and concepts. Students in grades 11-12 will analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of historical and literary significance for their themes,
purposes, and rhetorical features.
W- There are no focus writing standards for this unit.
SL- There are no focus speaking and listening standards for this unit.
L-There are no focus language standards for this unit.
Resources:
References to Appendices A and B
Sample Model Content Framework Chart
Appendix B: Text Exemplars and Sample Performance Tasks
36
SORICO ELA: Grade Nine
Pages 101-121
Stories
• Homer. The Odyssey. Translated by Robert Fagles. New York: Viking, 1996. (8th century BCE)
From Book One
• Ovid. Metamorphoses. Translated by A. S. Kline. Ann Arbor: Borders Classics, 2004 (AD 8).
From “Daphne”
• Gogol, Nikolai. “The Nose.” Translated by Ronald Wilks. Diary of a Madman, and Other Stories.
New York: Penguin, 1972. (1836)
• De Voltaire, F. A. M. Candide, Or The Optimist. Translated by H. Morley. London: George
Routledge and Sons, Ltd., 1888. (1759)
• Turgenev, Ivan. Fathers and Sons. Translated by Constance Garnett. New York: Dover, 1998.
(1862)
• Henry, O. “The Gift of the Magi.” The Best Short Stories of O. Henry. New York: Modern Library,
1994. (1906)
• Kafka, Franz. The Metamorphosis. Translated by Stanley Corngold. New York: Bantam, 1972.
(1915)
• Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967. (1939) From Chapter 15
• Bradbury, Ray. Fahrenheit 451. New York: Ballantine, 1987. (1953) From Part 1: “The Hearth and
the Salamander”
• Olsen, Tillie. “I Stand Here Ironing.” Tell Me a Riddle. New York: Dell, 1956. (1956) From “I Stand
Here Ironing”
• Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. (1958)
• Lee, Harper. To Kill A Mockingbird. New York: HarperCollins Publishers, 2006. (1960) From
Chapter One
• Shaara, Michael. The Killer Angels. New York: Ballantine, 1996. (1975) From “Longstreet”
• Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989)
• Álvarez, Julia. In the Time of the Butterflies. Chapel Hill: Algonquin, 1994. (1994)From Chapter 1:
“Dedé 1994 and circa 1943”
• Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989) From “Jing-Mei Woo: Two
Kinds”
• Zusak, Marcus. The Book Thief. New York: Knopf, 2005. (2005) From “The Flag”
Drama
• Sophocles. Oedipus Rex. From The Theban Plays (also known as The Oedipus Trilogy). Translated
by F. Storr. Dodo Press, 2009. (429 BC)
• Shakespeare, William. The Tragedy of Macbeth. New Haven: Yale University Press, 1954. (c1611)
• Ibsen, Henrik. A Doll’s House. New York: Signet Classics, 2006. (1879)
• Williams, Tennessee. The Glass Menagerie. New York: New Directions, 1966. (1944) From Act I
Scene 5
• Ionesco, Eugene. “Rhinoceros.” Translated by Derek Prouse. Rhinoceros and Other Plays. New
York: Grove Press, 1960. (1959) From Act Two
• Fugard, Athol. “Master Harold”…and the boys. New York: Penguin, 1982. (1982) From “Master
Harold”…and the boys
Poetry
37
SORICO ELA: Grade Nine
•
•
•
•
•
•
•
•
•
•
•
Shakespeare, William. “Sonnet 73.” Shakespeare: The Poems. Edited by David Bevington. New
York: Bantam, 1988. (1609)
Donne, John. “Song.” The Complete Poetry of John Donne. Edited by John T. Shawcross. New
York: Anchor Books, 1967. (1635)
Shelley, Percy Bysshe. “Ozymandias.” The Complete Poems of Percy Bysshe Shelley. New York:
Modern Library, 1994. (1817)
Poe, Edgar Allan. “The Raven.” Complete Stories and Poems of Edgar Allan Poe. New York:
Doubleday, 1984. (1845)
Dickinson, Emily. “We Grow Accustomed to the Dark.” The Complete Poems of Emily Dickinson.
Boston: Little, Brown, 1960. (1890)
Houseman, A. E. “Loveliest of Trees.” A Shropshire Lad. New York: Penguin, 1999. (1896)
Johnson, James Weldon. “Lift Every Voice and Sing.” Lift Every Voice and Sing. New York:
Penguin, 1993. (1900)
Cullen, Countee. “Yet Do I Marvel.” The Norton Anthology of African American Literature. Edited
by Henry Louis Gates, Jr., and Nellie Y. McKay. New York: Norton, 1997. (1925)
Auden, Wystan Hugh. ”Musée des Beaux Arts.” The Collected Poetry of W. H. Auden. New York:
Random House, 1945. (1938)
Walker, Alice. “Women.” Revolutionary Petunias and Other Poems. New York: Harcourt Brace,
1973. (1970)
Baca, Jimmy Santiago. “I Am Offering This Poem to You.” Immigrants in Our Own Land and
Selected Early Poems. New York: New Directions, 1977. (1977)
Sample Performance Tasks for Stories, Drama, and Poetry
•
•
•
•
•
Students analyze how the character of Odysseus from Homer’s Odyssey—a “man of twists and
turns”—reflects conflicting motivations through his interactions with other characters in the
epic poem. They articulate how his conflicting loyalties during his long and complicated journey
home from the Trojan War both advance the plot of Homer’s epic and develop themes. [RL.9–
10.3]
Students analyze how Michael Shaara in his Civil War novel The Killer Angels creates a sense of
tension and even surprise regarding the outcome of events at the Battle of Gettysburg through
pacing, ordering of events, and the overarching structure of the novel. [RL.9–10.5]
Students analyze in detail the theme of relationships between mothers and daughters and how
that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text
for specific details that show how the theme emerges and how it is shaped and refined over the
course of the novel. [RL.9–10.2]
Students analyze how the Japanese filmmaker Akira Kurosawa in his film Throne of Blood draws
on and transforms Shakespeare’s play Macbeth in order to develop a similar plot set in feudal
Japan. [RL.9–10.9]
Students analyze how artistic representations of Ramses II (the pharaoh who reigned during the
time of Moses) vary, basing their analysis on what is emphasized or absent in different
treatments of the pharaoh in works of art (e.g., images in the British Museum) and in Percy
Bysshe Shelley’s poem “Ozymandias.” [RL.9–10.7]
38
SORICO ELA: Grade Nine
39
SORICO ELA: Grade Nine
Grade 9, 3rd Quarter, Unit 2
Recognizing and Developing an Argument
OVERVIEW
Number of Instructional days: 15-20 (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands interconnect with
each other and what students should know and be able to do at the end of the unit. See the Written Curriculum section for a
listing of all standards included in this Unit of Study.
Students will read a variety of informational texts, analyzing how the author's ideas or claims are
developed and refined. They will determine the author's point of view or purpose within the texts and
analyze how the author uses rhetoric to advance that point of view or purpose. They will further
delineate and evaluate the argument and specific claims in a text, assessing if the reasoning is valid (or if
there are false statements and/or fallacious reasoning) and if the evidence is relevant and sufficient.
The selected texts must be grade 9-10 text complexity band.
Students will also plan, develop, and write an argument that will support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence. They will be
expected to introduce the claim, make distinctions between their claim and alternate or opposing
claims, and create an organizational structure within their writing that establishes clear relationships
among the claims, counterclaims, reasons, and evidence. They will need to develop claims and
counterclaims fairly, giving evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience's knowledge level and concerns. They will create cohesion
within their writing by linking the major sections of the text with words, phrases, and clauses, and will
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims. They will establish and maintain a formal style and objective tone within
their writing, while attending to the norms and conventions of the discipline in which they are writing.
They will provide a concluding statement or section that follows from and supports the argument
presented. In order to do this, students will 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. The student will be expected to 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. Additionally, students will be expected to integrate multiple sources of information presented
in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy
of each source.
Finally, students will demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. They will be expected to use parallel structure, as well as 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. They will also acquire and use accurately general academic and domain40
SORICO ELA: Grade Nine
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 important to comprehension or expression.
Concepts to Be Learned and Skills to Be Used
• ANALYZE in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
• 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.
• 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.
• WRITE arguments to support claims in an analysis of substantive topics or texts, USING valid
reasoning and relevant and sufficient evidence.
• 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.
• 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.
• 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.
• ESTABLISH and MAINTAIN a formal style and objective tone while ATTENDING TO the norms
and conventions of the discipline in which they are writing.
• PROVIDE a concluding statement or section that follows from and supports the argument
presented.
• 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.
• 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.
• INTEGRATE multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) EVALUATING the credibility and accuracy of each source.
• DEMONSTRATE command of the conventions of standard English grammar and usage when
writing or speaking.
• USE parallel structure.
• 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.
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SORICO ELA: Grade Nine
•
ACQUIRE and ACCURATELY USE 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 important to comprehension or expression.
Essential Questions
• What techniques might an author use to develop a claim or argument? What kinds of methods
must an author use to address the counter argument?
• What clues within an argument lead a reader to determine the author's point of view?
• What are the components of valid arguments, and what are the different kinds of fallacies?
How can a reader identify between these and avoid using fallacious reasoning?
• What steps must be followed when researching a topic? What questions must be asked to
determine the usefulness, credibility, and accuracy of each source?
• How does a writer use multiple sources to develop and support a claim? How can the writer
avoid plagiarism while doing so?
• What form and style should a written argument follow? In what ways might the use of parallel
structure and a variety of phrases and clauses enhance a written argument?
WRITTEN CURRICULUM
Grade-Level Expectations
The Common Core Standards for this unit are listed in their complete form, including all numbering and
strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not
addressed in this unit will be marked with a strikethrough to clarify the focus of this unit's activities.
There will most likely be standards from more than one strand in this section.
Standards that are the Focus in the Unit of Study:
RI. 9-10.5
Analyze in detail how an author’s 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.9-10.8
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.
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.
42
SORICO ELA: Grade Nine
c.
d.
e.
W.9-10.7
W.9-10.8
SL.9-10.2
L.9-10.1
a.
b.
L.9-10.6
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.
Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument
presented.
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Use parallel structure.
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.
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 important to comprehension or expression.
Standards that Reinforce the Unit of Study Focus Standards:
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.9-10.4
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).
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
RI.9-10.3
RI.9-10.4
W.9-10.5
says explicitly as well as inferences drawn from the text.
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.
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).
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
43
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L.9-10.3
a.
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
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.
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.
Standards that Recur through many/all of the Units of Study:
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.
RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
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.
W.9-10.10
L.9-10.2
a.
b.
c.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
Use a colon to introduce a list or quotation.
Spell correctly.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, W = Writing Standards, SL =
Speaking and Listening Standards, L = Language Standards
RL- There are no standards in this unit.
RI- In the previous grade (8), students are asked to analyze in detail the structure of a specific paragraph
in a text, including the role of particular sentences in developing and refining a key concept. As they
move to the grade 9-10 band, they build in this by analyzing how an author's ideas or claims are
developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section
or chapter). As they move into grade band 11-12, they build on this by evaluating the effectiveness of
the structure an author uses in his or her exposition or argument, including whether the structure
makes points clear, convincing, and engaging.
Before grade 9, students determine an author's point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints. Grade 9-10 students build on
44
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this by analyzing how an author uses rhetoric to advance their point of view or purpose. In grade
band 11-12, students will look at texts in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
In grade 8, students delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient; they also recognize when
irrelevant evidence is introduced. As they move to the grade 9-10 band, they build on this by
identifying false statements and fallacious reasoning. In grade band 11-12, students will delineate and
evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and
use of legal reasoning (e.g., in U.S. Supremen Court majority opinions and dissents) and the premises,
purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
W- In grade 8, students write arguments to support claims with clear reasons and relevant evidence.
They introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims,
and organize the reasons and evidence logically. They support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or
text. They will use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence. They will establish and maintain a formal style, and will
also provide a concluding statement or section that follows from and supports the argument presented.
In the grade 9-10 band, students will increase their aptitude in this by writing arguments to support
claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence. They will introduce precise claims and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence. They will 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. They will use a
variety of transitional words and phrases to link the major sections of the text. They will additionally
have an objective tone while attending to the norms and conventions of the discipline in which they
are writing. In the grade 11-12 band, students will continue to build on their writing by additionally
introducing precise claim(s), establishing the significance of the claim(s), and creating an organization
that logically sequences claim(s), counterclaims, reasons, and evidence. They will add to their writing by
developing claims thoroughly, using the most relevant evidence, while also anticipating the audience's
possible biases and using varied syntax.
In grade 8, students will conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration. In the grade 9-10 band, students will add to this by
using the research project to also solve a problem, narrowing or broadening the inquiry when
appropriate, synthesizing multiple sources on the subject, and demonstrating an understanding of the
subject under investigation. Grade band 11-12 students will continue to do this to a greater depth.
In grade 8, students will gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation. In the
grade 9-10 band, will do the same, as well as consult authoritative print and digital sources, use
advanced searches, assess the usefulness of each source in answering the research question, and
integrate information into the text selectively to maintain the flow of ideas. Grade band 11-12
45
SORICO ELA: Grade Nine
students will additionally assess the strengths and limitations of each source in terms of the task,
purpose, and audience, while also avoiding overreliance on any one source.
SL- In grade 8, students will analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind
its presentation. In the grade 9-10 band, students will integrate multiple sources of information
presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source. As they move to the grade 11-12 band, they will continue to do this work,
additionally using the information to make informed decisions and solve problems, and noting any
discrepancies among the data.
L- In grade 8, students will demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. They will explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular sentences. They will form and use verbs in the
active and passive voice. They will form and use verbs in the indicative, imperative, interrogative,
conditional, and subjunctive mood. They will recognize and correct inappropriate shifts in verb voice and
mood. As students move to the grade 9-10 band, students additionally use parallel structure, 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. As students move to the grade 11-12 band, students will continue
to build on these skills by additionally applying the understanding that usage is a matter of convention,
can change over time, and is sometimes contested, as well as resolve issues of complex or contested
usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
In grade 8, students will acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression. As students move to grade band 9-10, 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 important to comprehension or expression.
In grade band 11-12, students will continue to do this in greater depth.
Resources:
References to Appendices A and B
Sample Model Content Framework Chart
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Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms:
From Appendix A, p. 22
Argument
Arguments are used for many purposes—to change the reader’s point of view, to bring about some
action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a
concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s
position, belief, or conclusion is valid. In English language arts, students make claims about the worth or
meaning of a literary work or works. They defend their interpretations or judgments with evidence from
the text(s) they are writing about. In history/social studies, students analyze evidence from multiple
primary and secondary sources to advance a claim that is best supported by the evidence, and they
argue for a historically or empirically situated interpretation. In science, students make claims
in the form of statements or conclusions that answer questions or address problems. Using data in a
scientifically acceptable form, students marshal evidence and draw on their understanding of scientific
concepts to argue in support of their claims. Although young children are not able to produce fully
developed logical arguments, they develop a variety of methods to extend and elaborate their work by
providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of
expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to
refer to this developing form of argument.
Although information is provided in both arguments and explanations, the two types of writing have
different aims.
Arguments seek to make people believe that something is true or to persuade people to change their
beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and
answer questions about why or how. Their aim is to make the reader understand rather than to
persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and
explanations for clarification.
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Like arguments, explanations provide information about causes, contexts, and consequences of
processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the
writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons”
(opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true,
it demands empirical descriptive evidence, statistics, or definitions for support. When writing an
argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient
evidence.
Appendix B: Text Exemplars and Sample Performance Tasks
Pages 122-130, Grades 9-10 Informational Text Exemplars
SAMPLE: Unit of Study
Informational Texts: English Language Arts
• Henry, Patrick. “Speech to the Second Virginia Convention.” (1775)
• Washington, George. “Farewell Address.” (1796)
• Lincoln, Abraham. “Gettysburg Address.” (1863)
• Lincoln, Abraham. “Second Inaugural Address.” (1865)
• Roosevelt, Franklin Delano. “State of the Union Address.” (1941)
• Hand, Learned. “I Am an American Day Address.” (1944)
• Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of Conscience.”
(1950)
• King, Jr., Martin Luther. “Letter from Birmingham Jail.” Why We Can’t Wait. New York: Signet
Classics, 2000. (1963)
• King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on Washington, D.C.,
for Civil Rights on August 28, 1963.” (1963)
• Angelou, Maya. I Know Why the Caged Bird Sings. New York: Random House, 1970. (1969) From
Chapter 14
• Wiesel, Elie. “Hope, Despair and Memory.” Nobel Lectures in Peace 1981–1990. Singapore:
World Scientific, 1997. (1986)
• Reagan, Ronald. “Address to Students at Moscow State University.” The American Reader:
Words that Moved a Nation, 2nd Edition. Edited by Diane Ravitch. New York: HarperCollins,
2000. (1988) From “Ronald Reagan: Speech at Moscow State University”
• Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. (2001)
Page 129-130, Sample Performance Tasks for Informational Texts: English Language Arts
• Students compare George Washington’s Farewell Address to other foreign policy statements,
such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts
regarding “entangling alliances.” [RI.9–10.9]
• Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his
examination of the ideas that led to the Civil War, paying particular attention to the order in
which the points are made, how Lincoln introduces and develops his points, and the connections
that are drawn between them. [RI.9–10.3]
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•
•
Students evaluate the argument and specific claims about the “spirit of liberty” in Learned
Hand’s “I Am an American Day Address,” assessing the relevance and sufficiency of the evidence
and the validity of his reasoning. [RI.9–10.8]
Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream”
speech and analyze how King uses rhetoric to advance his position. [RI.9–10.6]
Grade 9, 4th Quarter, Unit 1
Research and Oral Presentation
Overview
Number of instructional days: 20-25 days (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands
interconnect with each other and what students should know and be able to do at the end of the unit. See the
Written Curriculum section for a listing of all standards included in this Unit of Study.
In this unit students will integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. They will
evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
In oral presentations, students will 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.
Finally, students will 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.
49
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Concepts to Be Learned and Skills to Be Used
•
INTEGRATE multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source
• EVALUATE a speaker's point of view, reasoning, and use of evidence and rhetoric,
IDENTIFYING any fallacious reasoning or exaggerated or
distorted evidence.
• PRESENT information, findings, and supporting evidence clearly, concisely, and
logically.
• MAKE strategic use of digital media in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
Essential Questions
This section lists 2-6 essential questions students should be able to answer by the end of this unit of study. While
these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively
broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.
•
•
•
•
What are the steps in integrating multiple sources of information for diverse media, and how
does one evaluate the credibility of each source?
How does one identify fallacious reasoning or distorted evidence in a speaker’s point of view?
What techniques would you use to present information, findings, and supporting evidence
clearly and logically?
What strategic use of digital media adds interest to presentations?
50
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Written Curriculum
Grade-Level Expectations
The Common Core standards for this unit are listed in their complete form, including all numbering and strand
information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will
be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from
more than one strand in this section.
Standards that are the Focus in the Unit of Study:
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
SL.9-10.4
SL.9-10.5
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
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.
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.
Standards that Reinforce the Unit of Study Focus Standards:
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.5
RI.9-10.8
W.9-10.2
a.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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.
Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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.
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.
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
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SORICO ELA: Grade Nine
b.
c.
d.
e.
f.
L.9-10.6
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic).
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 important to comprehension or expression.
Standards that Recur though many/all of the Units of Study:
RL.9-10.10
RI.9-10.10
W.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 9, read and comprehend literary nonfiction in the grades 9-10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, W = Writing Standards,
SL = Speaking & Listening Standards, L = Language Standards
RL- There are no focus reading literature standards for this unit
RI- There are no focus reading informational standards for this unit.
W- There are no focus writing standards for this unit.
52
SORICO ELA: Grade Nine
SL- Students in grade 8 will analyze the purpose of information presented in diverse media and formats
and evaluate the motives behind its presentation. In grades 9-10 students will integrate multiple
sources of information presented, evaluating the credibility and accuracy of each source. By the end
of grades 11-12, students will make informed decisions and solve problems based on the information
presented, evaluating the credibility and accuracy of each source and noting any discrepancies among
the data.
In grade 8, students will 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. In grades 9-10, students will evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. In
grades 11-12, students will evaluate the speaker, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.
In grade 8, students will present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation. In grades 9-10, students will 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. In grades 11-12, students will present their evidence while conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
In grade 8, students will integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest. In grades 9-10, students will make
strategic use of digital media in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest. In grades 11-12, students will continue to reinforce what they learned in
grades 9-10.
L-There are no focus language standards for this unit.
Resources:
References to Appendices A, B, and C and Other Resources
Sample Model Content Framework Chart
53
SORICO ELA: Grade Nine
Appendix B: Text Exemplars and Sample Performance Tasks
Pages 101Stories
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Homer. The Odyssey. Translated by Robert Fagles. New York: Viking, 1996. (8th century BCE)
From Book One
Ovid. Metamorphoses. Translated by A. S. Kline. Ann Arbor: Borders Classics, 2004 (AD 8).
From “Daphne”
Gogol, Nikolai. “The Nose.” Translated by Ronald Wilks. Diary of a Madman, and Other Stories. New York: Penguin, 1972. (1836)
De Voltaire, F. A. M. Candide, Or The Optimist. Translated by H. Morley. London: George Routledge and Sons, Ltd., 1888. (1759)
Turgenev, Ivan. Fathers and Sons. Translated by Constance Garnett. New York: Dover, 1998. (1862)
Henry, O. “The Gift of the Magi.” The Best Short Stories of O. Henry. New York: Modern Library, 1994. (1906)
Kafka, Franz. The Metamorphosis. Translated by Stanley Corngold. New York: Bantam, 1972. (1915)
Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967. (1939) From Chapter 15
Bradbury, Ray. Fahrenheit 451. New York: Ballantine, 1987. (1953) From Part 1: “The Hearth and the Salamander”
Olsen, Tillie. “I Stand Here Ironing.” Tell Me a Riddle. New York: Dell, 1956. (1956) From “I Stand Here Ironing”
Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. (1958)
Lee, Harper. To Kill A Mockingbird. New York: HarperCollins Publishers, 2006. (1960) From Chapter One
Shaara, Michael. The Killer Angels. New York: Ballantine, 1996. (1975) From “Longstreet”
Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989)
Álvarez, Julia. In the Time of the Butterflies. Chapel Hill: Algonquin, 1994. (1994)From Chapter 1: “Dedé 1994 and circa 1943”
Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989) From “Jing-Mei Woo: Two Kinds”
Zusak, Marcus. The Book Thief. New York: Knopf, 2005. (2005) From “The Flag”
Drama
•
•
•
Sophocles. Oedipus Rex. From The Theban Plays (also known as The Oedipus Trilogy). Translated by F. Storr. Dodo Press, 2009.
(429 BC)
Shakespeare, William. The Tragedy of Macbeth. New Haven: Yale University Press, 1954. (c1611)
Ibsen, Henrik. A Doll’s House. New York: Signet Classics, 2006. (1879)
54
SORICO ELA: Grade Nine
•
•
•
Williams, Tennessee. The Glass Menagerie. New York: New Directions, 1966. (1944) From Act I Scene 5
Ionesco, Eugene. “Rhinoceros.” Translated by Derek Prouse. Rhinoceros and Other Plays. New York: Grove Press, 1960. (1959)
From Act Two
Fugard, Athol. “Master Harold”…and the boys. New York: Penguin, 1982. (1982) From “Master Harold”…and the boys
Poetry
•
•
•
•
•
•
•
•
•
•
•
Shakespeare, William. “Sonnet 73.” Shakespeare: The Poems. Edited by David Bevington. New York: Bantam, 1988. (1609)
Donne, John. “Song.” The Complete Poetry of John Donne. Edited by John T. Shawcross. New York: Anchor Books, 1967. (1635)
Shelley, Percy Bysshe. “Ozymandias.” The Complete Poems of Percy Bysshe Shelley. New York: Modern Library, 1994. (1817)
Poe, Edgar Allan. “The Raven.” Complete Stories and Poems of Edgar Allan Poe. New York: Doubleday, 1984. (1845)
Dickinson, Emily. “We Grow Accustomed to the Dark.” The Complete Poems of Emily Dickinson. Boston: Little, Brown, 1960.
(1890)
Houseman, A. E. “Loveliest of Trees.” A Shropshire Lad. New York: Penguin, 1999. (1896)
Johnson, James Weldon. “Lift Every Voice and Sing.” Lift Every Voice and Sing. New York: Penguin, 1993. (1900)
Cullen, Countee. “Yet Do I Marvel.” The Norton Anthology of African American Literature. Edited by Henry Louis Gates, Jr., and
Nellie Y. McKay. New York: Norton, 1997. (1925)
Auden, Wystan Hugh. ”Musée des Beaux Arts.” The Collected Poetry of W. H. Auden. New York: Random House, 1945. (1938)
Walker, Alice. “Women.” Revolutionary Petunias and Other Poems. New York: Harcourt Brace, 1973. (1970)
Baca, Jimmy Santiago. “I Am Offering This Poem to You.” Immigrants in Our Own Land and Selected Early Poems. New York: New
Directions, 1977. (1977)
Sample Performance Tasks for Stories, Drama, and Poetry
Students analyze how the character of Odysseus from Homer’s Odyssey—a “man of twists and
turns”—reflects conflicting motivations through his interactions with other characters in the
epic poem. They articulate how his
conflicting loyalties during his long and complicated journey home from the Trojan War both
advance the plot of Homer’s epic and develop themes. [RL.9– 10.3]
•
Students analyze how Michael Shaara in his Civil War novel The Killer Angels creates a sense of
tension and even surprise regarding the outcome of events at the Battle of Gettysburg through
pacing, ordering of events, and the overarching structure of the novel. [RL.9–10.5]
• Students analyze in detail the theme of relationships between mothers and daughters and how
that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text
for specific details that show how the theme emerges and how it is shaped and refined over the
course of the novel. [RL.9–10.2]
• Students analyze how the Japanese filmmaker Akira Kurosawa in his film Throne of Blood draws
on and transforms Shakespeare’s play Macbeth in order to develop a similar plot set in feudal
Japan. [RL.9–10.9]
• Students analyze how artistic representations of Ramses II (the pharaoh who reigned during the
time of Moses) vary, basing their analysis on what is emphasized or absent in different
treatments of the pharaoh in works
of art (e.g., images in the British Museum) and in Percy Bysshe Shelley’s poem “Ozymandias.”
[RL.9–10.7]
•
55
SORICO ELA: Grade Nine
Grade 9, 4th Quarter, Unit 2
Theme and Character Analysis
Overview
Number of instructional days: 15-20 days (1 day = 40 minutes)
This section contains a description of the standards covered in the unit that shows how the various strands
interconnect with each other and what students should know and be able to do at the end of the unit. See the
Written Curriculum section for a listing of all standards included in this Unit of Study.
In this unit students will analyze how an author draws on and transforms source material in a specific
work. They may take a look at how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare.
After analyzing how the author draws on source material in a specific work, students will
write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. They will introduce precise claims,
distinguish the claims from alternate or opposing claims, and create an organization that
establishes clear relationships among claims, counterclaims, reasons, and evidence.
They will develop claims 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. The evidence they draw will come from
literary or informational texts to support analysis, reflection, and research. Students will
use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claims and reasons, between reasons and
evidence, and between claims and counterclaims. Students will establish and maintain a
formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing. Finally, they will provide a concluding statement or
section that follows from and supports the argument presented.
56
SORICO ELA: Grade Nine
Concepts to Be Learned and Skills to Be Used
•
•
•
•
•
•
•
•
ANALYZE how an author draws on and transforms source material in a specific work.
DRAW evidence from literary or informational texts to support analysis, reflection and
research.
WRITE arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
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.
DEVELOP claim(s) and counterclaims fairly, SUPPLYING evidence for each while
POINTING out the strengths and limitations of both.
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.
ESTABLISH and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
PROVIDE a concluding statement or section that follows from and supports the
argument presented.
Essential Questions
This section lists 2-6 essential questions students should be able to answer by the end of this unit of study. While
these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively
broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.
•
•
•
•
•
•
How does an author transform source material in a specific work?
What evidence from literary or informational text supports analysis and research?
What techniques are used to write arguments to support claims on substantive topics?
How does one supply evidence in developing claims and counterclaims?
Which words, phrases, and clauses link major sections of a text to create cohesion?
What techniques are used to write a concluding statement that supports an argument?
Written Curriculum
57
SORICO ELA: Grade Nine
Grade-Level Expectations
The Common Core standards for this unit are listed in their complete form, including all numbering and strand
information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will
be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from
more than one strand in this section.
Standards that are the Focus in the Unit of Study:
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).
W.9-10.1
a.
b.
c.
d.
e.
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
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.
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.
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.
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports
the argument presented.
W.9-10.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Standards that Reinforce the Unit of Study Focus Standards:
RL.9-10.1
RL.9-10.2
RL.9-10.3
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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.
58
SORICO ELA: Grade Nine
RL.9-10.5
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.5
RI.9-10.8
a.
b.
c.
d.
e.
f.
L.9-10.6
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.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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.
Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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.9-10.2
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.
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports or
explanation presented (e.g., articulating implications or the significance of the topic).
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 important to comprehension or expression.
Standards that Recur though many/all of the Units of Study:
59
SORICO ELA: Grade Nine
RL.9-10.10
RI.9-10.10
W.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 9, read and comprehend literary nonfiction in the grades 9-10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Clarifying the Standards
Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, W = Writing Standards,
SL = Speaking & Listening Standards, L = Language Standards
RL- In grade 8, students will analyze how a modern work of fiction draws on themes, patterns of events,
or character types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new. In grades 9-10, students will analyze how an author
draws on and transforms source material in a specific work. In grades 11-12, students will
demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or
topics.
RI- There are no focus reading informational standards for this unit.
W- Students in grade 8 will write arguments to support claims with clear reasons and relevant evidence.
They will introduce claims, acknowledge and distinguish the claims from alternate or opposing claims,
and organize the reasons and evidence logically. They will support claims with logical reasoning and
relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or
text. Also they will use words, phrases, and clauses to create cohesion and clarify the relationships
among claims, counterclaims, reasons, and evidence. Students will establish and maintain a formal style
and provide a concluding statement or section that follows from and supports the argument presented.
In grades 9-10, students will extend their arguments to include an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence. Their claims and counterclaims will
be precise and establish clear relationships. They will develop their claims, 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. Their words, phrases and clauses will link major sections of
the text and clarify the relationships between claims and reasons, between reasons and evidence, and
between claims and counterclaims. They will maintain a formal and objective tone while attending to
the norms and conventions of the discipline in which they are writing. They will conclude using what
they already know about conclusions. In grades 11-12, students make precise and knowledgeable
claims that establish the significance of the claims, organization that logically sequences claims,
counterclaims, reasons, and evidence. Students will develop claims and counterclaims thoroughly,
60
SORICO ELA: Grade Nine
supplying the most relevant evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s values and possible biases. Their words, phrases, and clauses
will have varied syntax to link the major sections of the text. Students will continue to use a formal style
and conclude as they know how.
In grade 8, students will draw evidence from literary or informational text to support analysis, reflection,
and research. In grades 9-10 they will continue to do the same. In grades 11-12, they will still continue
to do the same.
SL- There are no focus speaking and listening standards for this unit.
L-There are no focus language standards for this unit.
Resources:
References to Appendices A, B, and C and Other Resources
Sample Model Content Framework Chart
Appendix B: Text Exemplars and Sample Performance Tasks
Pages 101Stories
•
•
•
•
Homer. The Odyssey. Translated by Robert Fagles. New York: Viking, 1996. (8th century BCE)
From Book One
Ovid. Metamorphoses. Translated by A. S. Kline. Ann Arbor: Borders Classics, 2004 (AD 8).
From “Daphne”
Gogol, Nikolai. “The Nose.” Translated by Ronald Wilks. Diary of a Madman, and Other Stories. New York: Penguin, 1972. (1836)
De Voltaire, F. A. M. Candide, Or The Optimist. Translated by H. Morley. London: George Routledge and Sons, Ltd., 1888. (1759)
61
SORICO ELA: Grade Nine
•
•
•
•
•
•
•
•
•
•
•
•
•
Turgenev, Ivan. Fathers and Sons. Translated by Constance Garnett. New York: Dover, 1998. (1862)
Henry, O. “The Gift of the Magi.” The Best Short Stories of O. Henry. New York: Modern Library, 1994. (1906)
Kafka, Franz. The Metamorphosis. Translated by Stanley Corngold. New York: Bantam, 1972. (1915)
Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967. (1939) From Chapter 15
Bradbury, Ray. Fahrenheit 451. New York: Ballantine, 1987. (1953) From Part 1: “The Hearth and the Salamander”
Olsen, Tillie. “I Stand Here Ironing.” Tell Me a Riddle. New York: Dell, 1956. (1956) From “I Stand Here Ironing”
Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. (1958)
Lee, Harper. To Kill A Mockingbird. New York: HarperCollins Publishers, 2006. (1960) From Chapter One
Shaara, Michael. The Killer Angels. New York: Ballantine, 1996. (1975) From “Longstreet”
Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989)
Álvarez, Julia. In the Time of the Butterflies. Chapel Hill: Algonquin, 1994. (1994)From Chapter 1: “Dedé 1994 and circa 1943”
Tan, Amy. The Joy Luck Club. New York: Ballantine, 1989. (1989) From “Jing-Mei Woo: Two Kinds”
Zusak, Marcus. The Book Thief. New York: Knopf, 2005. (2005) From “The Flag”
Drama
•
•
•
•
•
•
Sophocles. Oedipus Rex. From The Theban Plays (also known as The Oedipus Trilogy). Translated by F. Storr. Dodo Press, 2009.
(429 BC)
Shakespeare, William. The Tragedy of Macbeth. New Haven: Yale University Press, 1954. (c1611)
Ibsen, Henrik. A Doll’s House. New York: Signet Classics, 2006. (1879)
Williams, Tennessee. The Glass Menagerie. New York: New Directions, 1966. (1944) From Act I Scene 5
Ionesco, Eugene. “Rhinoceros.” Translated by Derek Prouse. Rhinoceros and Other Plays. New York: Grove Press, 1960. (1959)
From Act Two
Fugard, Athol. “Master Harold”…and the boys. New York: Penguin, 1982. (1982) From “Master Harold”…and the boys
Poetry
•
•
•
•
•
•
•
•
•
•
•
Shakespeare, William. “Sonnet 73.” Shakespeare: The Poems. Edited by David Bevington. New York: Bantam, 1988. (1609)
Donne, John. “Song.” The Complete Poetry of John Donne. Edited by John T. Shawcross. New York: Anchor Books, 1967. (1635)
Shelley, Percy Bysshe. “Ozymandias.” The Complete Poems of Percy Bysshe Shelley. New York: Modern Library, 1994. (1817)
Poe, Edgar Allan. “The Raven.” Complete Stories and Poems of Edgar Allan Poe. New York: Doubleday, 1984. (1845)
Dickinson, Emily. “We Grow Accustomed to the Dark.” The Complete Poems of Emily Dickinson. Boston: Little, Brown, 1960.
(1890)
Houseman, A. E. “Loveliest of Trees.” A Shropshire Lad. New York: Penguin, 1999. (1896)
Johnson, James Weldon. “Lift Every Voice and Sing.” Lift Every Voice and Sing. New York: Penguin, 1993. (1900)
Cullen, Countee. “Yet Do I Marvel.” The Norton Anthology of African American Literature. Edited by Henry Louis Gates, Jr., and
Nellie Y. McKay. New York: Norton, 1997. (1925)
Auden, Wystan Hugh. ”Musée des Beaux Arts.” The Collected Poetry of W. H. Auden. New York: Random House, 1945. (1938)
Walker, Alice. “Women.” Revolutionary Petunias and Other Poems. New York: Harcourt Brace, 1973. (1970)
Baca, Jimmy Santiago. “I Am Offering This Poem to You.” Immigrants in Our Own Land and Selected Early Poems. New York: New
Directions, 1977. (1977)
Sample Performance Tasks for Stories, Drama, and Poetry
Students analyze how the character of Odysseus from Homer’s Odyssey—a “man of twists and
turns”—reflects conflicting motivations through his interactions with other characters in the
epic poem. They articulate how his
conflicting loyalties during his long and complicated journey home from the Trojan War both
advance the plot of Homer’s epic and develop themes. [RL.9– 10.3]
•
62
SORICO ELA: Grade Nine
Students analyze how Michael Shaara in his Civil War novel The Killer Angels creates a sense of
tension and even surprise regarding the outcome of events at the Battle of Gettysburg through
pacing, ordering of events, and the overarching structure of the novel. [RL.9–10.5]
• Students analyze in detail the theme of relationships between mothers and daughters and how
that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text
for specific details that show how the theme emerges and how it is shaped and refined over the
course of the novel. [RL.9–10.2]
• Students analyze how the Japanese filmmaker Akira Kurosawa in his film Throne of Blood draws
on and transforms Shakespeare’s play Macbeth in order to develop a similar plot set in feudal
Japan. [RL.9–10.9]
• Students analyze how artistic representations of Ramses II (the pharaoh who reigned during the
time of Moses) vary, basing their analysis on what is emphasized or absent in different
treatments of the pharaoh in works
of art (e.g., images in the British Museum) and in Percy Bysshe Shelley’s poem “Ozymandias.”
[RL.9–10.7]
•
63