Pacing Guide: Grade 9, Quarter 3
Fiction (1)
“Talk”
Nonfiction (6)
Introducing The Big Question
Introduction: Nonfiction
“Before Hip-Hop was Hip-Hop”
“A Celebration of Grandfathers” OR “On Summer”
“Single Room, Earth View” OR “The News”
“The Talk”
Poetry (5)
Introduction: Poetry
“Slam, Dunk, & Hook”
“There is NO Word for Goodbye” OR “Summer”
“Three Haiku” OR “Twister Hits Houston”
“Macavity: The Mystery Cat”
Novel/Nonfiction (1 selection)
Teacher choice of genre (Pacing guide provides a suggested list of novels and nonfiction selections.)
Writing Portfolio: Informational/Explanatory Text*
*This portfolio writing assignment in the curriculum resources is a continuation of the former capstone writing assignment for grade 9 from quarter
two. You may still use this valid assignment, or replace it with an informational/explanatory portfolio writing piece of your choice.
COLUMBUS CITY SCHOOLS
ENGLISH GRADE 9
PACING GUIDE
Unit/Topics
1.
Writing; Speaking and
Listening; Language
This third quarter portfolio
informational/explanatory
writing assignment is the
continuation of the writing/senior
capstone assignment.
Drafting
Creating citations
Summarization
Paraphrasing
Quotations
Note-taking
Student assessment of
sample essay
Multimedia presentation
(Public Service
Announcement)
Brainstorming
Revision
Publishing
Phrases and clauses
Punctuation,
capitalization, and
Periods
Weeks 13
Periods:
11
GRADING PERIOD 3
Common Core
Textbook/Supplemental
State Standards
Materials
W.9-10.2
W.9-10.5
W.9-10.6
W.9-10.7
W.9-10.8
W.9-10.9
SL.9-10.1
SL.9-10.4
SL.9-10.5
SL.9-10.6
L.9-10.1
L.9-10.2
L.9-10.3
Textbook (hard copy or
eBook)
Writing and Grammar
Chapter 12
Chapter 8
On-line resources
The Purdue Online
Writing Lab
PSA scripting
template
www.prezi.com
PSA scoring rubrics
Curriculum Guide Website
A complete lesson
plan for this portfolio
writing assignment is
located on the
curriculum guide
website.
Assessments/Assignments
Writing
Writing Portfolio Third Quarter:
Informational/Explanatory Text
Student-created source pages, quotation
pages, and summary pages
Writer‟s Seminar: student assessment of
sample essay
Speaking and Listening
Small group discussion
Whole class discussion
Peer revision
Intervention/Enrichment
Show the Writers in Action video from
the Writing and Grammar online text
Chapter 12 of Writing and Grammar
“Spotting Websites You Just Can‟t Trust”
(guidelines for evaluating internet
sources): http://files.solutiontree.com/pdfs/Reproducibles_TTiG/spotti
ngwebsites.pdf
spelling
Language choice
Style
Weeks 3The Big Question: Is knowledge
4
the same as understanding?
Periods:
2. Reading Informational Text;
5
Writing; Speaking and
Listening; Language
Close reading
Informal writing
Discussion
Nonfiction
Voice
Style
Tone
Perspective
Purpose
Vocabulary in context
Extended metaphor
Comparing/contrastin
g voice
Summarizing through an
original metaphor
Prewriting (Venn diagram
comparing students‟ own
knowledge and feelings
about Hip-Hop as
compared with Walker‟s
knowledge and feelings
about Hip-Hop)
Creating an outline
Creating a claim statement
Writing supporting
sentences
Description
Presentation of personal
essays
Figurative language:
onomatopoeia, metaphors,
similes, imagery
Sound devices: rhythm,
rhyme, alliteration,
assonance, consonance,
repetition
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.4
RI.9-10.5
RI.9-10.6
RI.9-10.10
W.9-10.3
W.9-10.9
W.9-10.10
SL.9-10.1
SL.9-10.4
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
Textbook (hard copy or
eBook)
Literature: Language and
Literacy
The Big Question pp.
424-425
Introduction: Nonfiction pp. 426-428
Model Selection:
“Before Hip-Hop
was Hip-Hop” pp.
431-438
Introduction: Poetry
pp. 606-609
“Slam, Dunk, &
Hook” pp. 660-661
Unit 3 Resources
pp. 7-22
Writing and Grammar
Chapter 1, The
Writer in You:
“What Are the
Qualities of Good
Writing?”
Chapter 2, Section
2.2, “What Is
Drafting?”
Chapter 3, Section
3.1, “Writing
Supporting
Sentences”
Chapter 6, Section
6.3, Providing
Elaboration”
Chapter 30, Section
30.1 Speaking and
Listening Skills
Technology
Interactive Digital Path
Introducing the Big
Reading
The Big Question (nonfiction)
Introduction: Nonfiction
“Before Hip-Hop was Hip-Hop”
(nonfiction)
“Slam, Dunk, & Hook” (poetry)
Writing
Students write an informal response to
The Big Question (“Write What You
Know” and “Explain What You Know.”
Students create an original metaphor that
summarizes “Before Hip-Hop was HipHop.”
Students use a Venn diagram to examine
their ideas about Hip-Hop.
Students create an outline and claim
statement for an extended metaphor essay.
Students write a personal response to
Walker‟s essay in the form of an extended
metaphor.
Speaking and Listening
Small group discussion
Whole group discussion
Presentation of personal essay
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
“Types of Nonfiction Review” chart (p.
439)
Selection tests
Open-book test
Question [Big
Question Video
(0:56), Introduction,
Vocabulary Central]
Introduction:
Nonfiction
[Introduction, Meet
the Author Video
(2:40)]
Learning About the
Genre [Learning
About Nonfiction,
Nonfiction Video
(3:36)]
Model Selection
(Model Selection:
Nonfiction, “Before
Hip-Hop was HipHop”
After You Read
(Critical Thinking,
Nonfiction Review,
Research the Author)
Learning About the
Genre [Learning
About Poetry, Poetry
Video (3:16)]
Intervention/Enrichment
Students select slang words and new
vocabulary form the selection and
compose a “found” poem that reflects the
overall tone of the essay.
Students research slang words used by
teenagers of the different decades (i.e. the
„80‟s or the „70‟s). Using these terms,
students will create a short slang
dictionary that includes a definition of the
term, the part of the speech, and a
contemporary slang synonym.
Students complete the “Listening and
Speaking” assignment on p. 667 for
“Slam, Dunk, & Hook.”
Students compose an original poem that
utilizes sound devices to describe an event
or time when they gained understanding.
Curriculum Guide Website
A complete lesson
plan for “Before HipHop was Hip-Hop”
is located on the
curriculum guide
website.
3.
Reading Informational Text;
Writing; Speaking and
Listening; Language
Close reading
Nonfiction
Poetry
Informal writing
Formal writing
Weeks 45
Periods:
5
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.4
W.9-10.2
W.9-10.4
W.9-10.9
W.9-10.10
Textbook (hard copy or
eBook)
Literature: Language and
Literacy
“A Celebration of
Grandfathers”
(980L) pp. 444-452
OR “On Summer”
(1180L) pp. 456-460
Reading
“A Celebration of Grandfathers”
(nonfiction) OR “On Summer”
(nonfiction)
“There is NO word for Goodbye” (Poetry)
OR “Summer” (Poetry)
Writing
Students complete the sentence starters in
Theme across different
genres
Main idea
Comparing/contrastin
g Tone
Determining word
meaning through roots
Vocabulary acquisition
through textual notes
Determining word
meaning through context
Figurative language
Imagery
Word choice as it relates
to author‟s purpose, tone
and mood
SL.9-10.1
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
After You Read p.
453 or p. 461
“There is NO word
for Goodbye” p. 678
OR “Summer” p.
646
Unit 3 Resources
pp. 23-26/41-44
Writing and Grammar
Chapter 6
Description:
Introduction, pp.
100-101
Technology
Interactive Digital Path
Before You Read
[Get Connected
Video (0:51/0:49),
The Big Question,
Meet the Author,
Background Video
(0:40/0:22),
Vocabulary Central,
Reading Skill,
Literary Analysis]
While You Read
(Warm –ups,
Reading Selection,
Critical Thinking)
After You Read
(Skill Questions,
Grammar Tutorial,
Grammar Practice,
Writing, Listening
and Speaking)
response to the Big Question.
After reading “A Celebration of
Grandfathers” or “On Summer,” students
write in informal response to the Critical
Viewing (p. 444/p. 459).
After reading “A Celebration of
Grandfathers” and “There is No word for
Goodbye” OR “On Summer” and
“Summer,” students write a formal
paragraph in which they discuss the
images used by both authors to describe
the elders who are the subjects of their
works, and explain how these images
contribute to the tone of the respective
pieces of literature.
Speaking and Listening
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
After reading “A Celebration of
Grandfathers” and “There is NO word for
Goodbye,” students will draw sketches or
prepare a photo collage showing
grandparents or other older relatives they
admire and respect. Under each sketch or
photo, students write captions that include
the name of and relationship of the
person, as well as something about him or
her that the student admires. Encourage
students to display their sketches or
collages in class.
4.
Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Close reading
Nonfiction
Poetry
Informal writing
Formal writing
Note-taking
Theme across different
genres
Analyze graphics in text
Comparing/contrasting
Main idea
Setting
Tone
Determining word
meaning through roots
Figurative language
Imagery
Word choice as it relates
to author‟s purpose, tone
and mood
Characterization
Conflict
Foreshadowing/flashbac
k
Weeks 56
Periods:
5
RL.9-10.3
RL.9-10.4
RL.9-10.5
RI.9-10.1
RI.9-10.2
RI.9-10.4
W.9-10.2
W.9-10.4
W.9-10.9
W.9-10.10
SL.9-10.1
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
Textbook (hard copy or
eBook)
Literature: Language and
Literacy
Before you Read pp.
464-465
“Single Room, Earth
View” (1320L) pp.
467-474 OR “The
News” (1170L) pp.
477-486
After You Read p.
475/p. 487
“3 Haiku” p. 751;
[see glossary
definition of the
poetic form in the
Literary Terms
glossary (p. R19)]
OR “Twister Hits
Houston” p. 701
Unit 3 Resources
pp. 62-65/80-83
Technology
Interactive Digital Path
Before You Read
[Get Connected
Video (0:53/0:51),
The Big Question,
Meet the Author,
Background Video
After reading “On Summer” and
“Summer,” students create poster collages
of that represent their favorite season.
Posters may be displayed in the
classroom.
After reading “On Summer” and
“Summer,” students compose a poem
using imagery to describe their favorite
season or time of year.
For an additional re-teaching and
standardized test-taking practice
opportunity, students will complete the
Test Practice: Reading pp. 490-491.
Reading
“Single Room, Earth View” (nonfiction)
OR “The News” (nonfiction)
“3 Haiku” (poetry) OR “Twister Hits
Houston” (poetry)
Writing
Students complete the sentence starters in
response to the Big Question.
Before reading “Single Room, Earth
View,” give students a copy of a KWL
Chart (see Professional Development
Guidebook p. 75). As a whole group,
students brainstorm to complete the first
two columns. Students will re-visit this
chart and complete the “Learned” column
at the conclusion of reading.
Students discuss in an informal paragraph
the setting of “Single Room, Earth View”
and “3 Haiku” and the effect it has on the
author‟s tone and word choice in each
piece of literature.
Before reading “The News,” students will
write a formal comparison and contrast
paragraph about the television news
coverage of an event and the newspaper
coverage of the same event. Students may
be encouraged to share and discuss their
findings in class.
Speaking and Listening
Whole group discussion
(0:44/0:18),
Vocabulary Central,
Reading Skill,
Literary Analysis]
Informational Texts
While You Read
(Warm –ups,
Reading Selection,
Critical Thinking)
After You Read
(Skill Questions,
Grammar Tutorial,
Grammar Practice,
Writing, Listening
and Speaking)
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
After reading “Single Room, Earth
View,” ask students to characterize a
single geographic feature of their region
(similar to Sally Ride seeing the “boot of
Italy” from the space shuttle). First,
students will develop a simile or metaphor
that describes the feature verbally. Then,
ask students to create a painting or sketch
that shows how the feature might appear
when viewed from an orbiting space
shuttle.
After reading “Single Room, Earth View”
and “Three Haiku,” students will research
and print three different images that depict
both the earth as it seen from outer space
and as it seen from persons living on the
planet. Beneath each image, students will
compose an original Haiku in which they
express the emotion conveyed by the
image.
After reading “The News” and “Twister
Hits Houston,” have students research a
newspaper article about an event. Students
will write a first person point of view
narrative poem that relates the details of
the event. Students should be mindful to
use words that convey both the tone and
imagery of the event.
5.
Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Close reading
Nonfiction
Fiction
Poetry
Informal writing
Formal writing
Comparing and
contrasting
Main idea
Tone Determining
word
meaning through context
Determining word
meaning through
analogous relationships
Determining word
meaning through roots
Determining word
meaning through
dictionary, glossary
usage, etc.
Figurative language
Imagery
Sound devices
Word choice as it relates
to author‟s purpose, tone
and mood
Characterization
Conflict
Theme
Weeks 67
Periods:
4
RL.9-10.3
RL.9-10.4
RL.9-10.5
RI.9-10.1
RI.9-10.2
RI.9-10.4
W.9-10.2
W.9-10.4
W.9-10.9
W.9-10.10
SL.9-10.1
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
Textbook (hard copy or
eBook)
Literature: Language and
Literacy
Comparing Literary
Works p. 572
“The Talk” (1170L)
pp. 574-576 OR
“Talk” (640L) pp.
577-580
Poetry Analysis:
Rhyme and Meter
pp. 719-720
“Macavity: The
Mystery Cat” pp.
726-727
Unit 3 Resources
pp. 205-221
Technology
Interactive Digital Path
Before You Read
(Comparing Texts,
The Big Question,
Meet the Author,
Vocabulary Central)
While You Read
(Critical Thinking)
After You Read
(Skill Questions)
Before You Read
[Rhyme and Meter]
Reading
“The Talk” (nonfiction) OR “Talk”
(fiction)
“Macavity: The Mystery Cat” (poetry)
Writing
Students complete the sentence starters in
response to the Big Question.
Students evaluate the authors‟ use of
humor in either nonfiction selection and
“Macavity: The Mystery Cat;” students
explain which selection was more
humorous, and support their claim with
specific references to the literature.
In small groups, students will identify the
rhyme scheme and meter used in
“Macavity: The Mystery Cat” and how
both devices are used by the poet to help
the reader understand tone.
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
“Types of Nonfiction Review” chart (p.
439)
Selection tests
Open-book test
Intervention/Enrichment
In a brief creative narrative, students
compose a dialogue between their current
selves and their younger selves (e.g. at 5
years old). The conversation should focus
on the knowledge and understanding they
6.
Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Teach the Common Core State
Standards as needed to prepare
students for the AIR assessments
in Reading and Writing, and to
prepare students to be college and
career ready.
Weeks
7-9
Periods:
12
Teach the Common
Core State Standards as
needed to prepare
students for the AIR
assessments in Reading
and Writing, and to
prepare students to be
college and career
ready.
.
Novels/Fiction/Nonfiction/
Drama Suggestions:*
Achebe, Chinua. Things
Fall Apart
Alvarez, Julia. In the
Time of Butterflies
Angelou, Maya. I Know
Why the Caged Bird
Sings
Bradbury, Ray.
Fahrenheit 451
Henry, O. “The Gift of
the Magi”
Henry, Patrick. “Speech
to the Second Virginia
Convention”
Homer. The Odyssey
Ionesco, Eugene.
Rhinoceros
King, Jr., Martin L.
“Letter from Birmingham
Jail”
Lee, Harper. To Kill a
Mockingbird
Lincoln, Abraham.
“Gettysburg Address”
Ovid. Metamorphoses
Quindlen, Anna. “A Quilt
of a Country”
Shakespeare, William.
The Tragedy of Macbeth
Steinbeck, John. The
Grapes of Wrath
Tan, Amy. The Joy Luck
have gained from life experiences at their
respective ages.
In small groups, students research
folktales from different cultures. Once
they have found a folktale, students will
re-write the folktale in the form of a skit
or reader‟s theater. Groups may present
their folktales in class and lead a
discussion pertaining to how this folktale
addresses The Big Question.
Reading
The reading assignment will be either
fiction or nonfiction depending upon
teacher choice.
Writing
Journal writing
In-class essays
Creative writing
Speaking and Listening
Whole group discussion
Small group discussion
Pair work
Language
Integrated vocabulary activities
Integrated grammar and usage activities
Assessments
Portfolio projects
Multimedia presentations
Tests/quizzes
Intervention/Enrichment
Teacher-modeled reading strategies
Students write a different ending for the
story.
Students create and perform a French
scene based on a section of the reading.
Club
Turgenev, Ivan. Fathers
and Sons
Washington, George.
“Farewell Address”
Williams, Tennessee. The
Glass Menagerie
Wright, Richard. Black
Boy
Zusak, Marcus. The
Book Thief
*The above is not meant
to be a required reading
list. Use your
professional judgment of
the text and your students
to make your selection.
In keeping with the
guidelines established by
the Common Core State
Standards, your choice
should be similar in
complexity and quality to
the titles on the list
above. For detailed
information on text
complexity, access
Appendix B of the
Common Core State
Standards using the
following link:
www.corestandards.org/a
ssets/Appendix_B.pdf
* This pacing guide is based on 50 minute periods and should be adjusted to fit alternative schedules.
**Common Core State Standards: RL = Reading Literature; RI = Reading Informational Text; W = Writing; SL = Speaking and Listening; L = Language
Common Core State Standards
Reading Literature
Key Ideas and Details
1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
2.Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
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.
Craft and Structure
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).
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.
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.
Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in
each treatment (e.g., Auden‟s “Musée des Beaux Arts” and Breughel‟s Landscape with the Fall of Icarus).
8. (Not applicable to literature)
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).
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10
text complexity band independently and proficiently.
Reading Informational Text
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
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.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they
are introduced and developed, and the connections that are drawn between them.
Craft and Structure
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).
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).
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.
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums (e.g., a person‟s life story in both print and multimedia),
determining which details are emphasized in each account.
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.
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington‟s Farewell Address, the Gettysburg
Address, Roosevelt‟s Four Freedoms speech, King‟s “Letter from Birmingham Jail”), including how they address related themes
and concepts.
Range of Reading and Level of Text Complexity
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.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band
independently and proficiently.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience‟s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
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).
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of experiences or events.
b.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 9–10.)
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.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
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.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a
specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
Range of Writing
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.
Speaking and Listening
Comprehension and Collaboration
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 understanding and make new connections in light of the evidence and reasoning presented.
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.
3. Evaluate a speaker‟s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated
or distorted evidence.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See
grades 9-10 Language standards for specific expectations.)
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b.Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Knowledge of Language
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.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
a. Use context (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).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.