Pacing Guide: Grade 9, Quarter 4
Dramatic Literature (3 selections)
from The Shakespeare Stealer
The Tragedy of Romeo and Juliet
Pyramus and Thisbe*
Nonfiction (1 selection)
The Shakespeare Theater: Romeo and Juliet
Poetry (1 poem)
“Sonnet 116” (online: http://www.shakespeare-online.com/sonnets/116.html)
Writing Portfolio: Argumentation
Prompt: What does Ford Maddox Brown or Diego Rivera suggest about the relationship of men and women to their work? After analyzing either
Work or Man and Machine, write an essay that addresses the question. Support your position with evidence from the painting (visual text). L2 Be
sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
*denotes reading selection utilized during intervention/enrichment
COLUMBUS CITY SCHOOLS
ENGLISH GRADE 9
PACING GUIDE
2013-2014
Unit/Topics
Periods
The Big Question: Do our differences
define us?
1. Reading Literature; Writing;
Speaking and Listening; Language
Elements of drama
Determining word meaning
from dictionaries
Determining word meaning
from roots, prefixes, suffixes
Determining word meaning
through figurative language.
Setting
Characterization
Diction
Plot
Climax
Conflict
Close reading
Comedy
Monologue
Soliloquy
Aside
Informal writing
Week 1
Periods: 4
GRADING PERIOD 4
Common Core
Textbook/Supplementa
State Standards
l Materials
RL.9-10.1
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.10
W.9-10.4
W.9-10.9a
W.9-10.10
SL.9-10.1
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
Textbook (hard copy or
eBook) Literature: Language
and Literacy
The Big Question pp.
778-779
Introduction: Drama
pp. 780-783
Model Selection: from
The Shakespeare
Stealer pp. 785-796
Unit 5 Resources
pp. 7-22
Technology
Interactive Digital Path
Introducing the Big
Question [Big
Question Video (0:43),
Introduction,
Vocabulary Central]
Introduction: Drama
[Introduction, Meet
the Author Video
(2:49)]
Learning About the
Genre [Learning
About Drama, Drama
Video (3:49)]
Model Selection (Model
Selection: Drama, from
Assessments/Assignments
Reading
The Big Question (nonfiction)
from The Shakespeare Stealer
(dramatic literature)
Writing
Students write an informal
response to The Big Question
(“Write What You Know” and
“Explain What You Know”).
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
In small groups, students write and
2.
Reading Literature; Writing;
Speaking and Listening; Language
Determining word meaning
from dictionaries
Determining word meaning
through roots, prefixes,
suffixes
Determining word meaning
through figurative language
Sonnet
Inference Setting
Characterization
Poetry
Theme
Diction
Irony
Mood
Tone
Plot
Conflict
Close reading
Drawing conclusions
Dialogue
Stage directions
Summarization
Sound devices
Weeks 1-2
Periods: 5
The Shakespeare
Stealer)
After You Read
(Critical Thinking,
Drama Review,
Research the Author)
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.10
W.9-10.4
W.9-10.9a
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
L.9-10.6
Textbook (hard copy or eBook)
Literature: Language and
Literacy
Introduction to The
Tragedy of Romeo and
Juliet pp. 798-799;
Before You Read pp.
800-801; Meet William
Shakespeare pp. 802803; Making
Connections pp. 804805
The Tragedy of Romeo
and Juliet Act I pp.
806-830; After You
Read p. 831;
Comparing Literary
Works (sonnet and
Shakespearean sonnet)
p. 748; After You Read
(question 3) p. 755
Unit 5 Resources
pp. 23-40
Online Resource
Shakespeare’s “Sonnet
116”
http://www.shakespeare
online.com/sonnets/116.
html
perform what they imagine the
next scene of The Shakespeare
Stealer will be. Students may
discuss and compare the different
scenarios depicted in their plays.
Reading
The Tragedy of Romeo and Juliet,
Act I (dramatic literature)
“Sonnet 116” (poetry)
Writing
Students complete a scene
summary chart as they read.
In small groups, students analyze
the prologue for evidence of
conflict and write a news broadcast
about the conflict.
Literary Analysis-The Sonnet:
Show the students that Act I, scene
v, lines 92-105 forms a
Shakespearean sonnet. Students
complete a Sonnet Chart (see p.
755) for Sonnet 116 and the sonnet
in Act I, scene v. Students will
write a formal paragraph
comparing the sonnets structurally
and thematically.
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheet
s
3.
Reading Literature; Writing;
Speaking and Listening; Language
Determining word meaning
from dictionaries
Determining word meaning
through roots, prefixes,
suffixes
Determining word meaning
through puns
Determining word meaning
through context clues
Sonnet
Blank verse
Summarization
Note-taking
Rhymed couplets
Inference
Setting
Weeks 2-3
Periods: 5
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RL.9-10.10
W.9-10.4
W.9-10.6
W.9-10.9a
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
L.9-10.6
Technology
Interactive Digital Path
Before You Read [Get
Connected Video
(0:51), The Big
Question, Meet the
Author, Background
Video (0:56),
Vocabulary Central,
Reading Skill, Literary
Analysis]
While You Read (Warm
–ups, The Tragedy of
Romeo and Juliet, Act I,
Critical Thinking)
After You Read (Skill
Questions)
Assessments
Critical thinking questions
Selection tests
Open-book test
Textbook (hard copy or eBook)
Literature: Language and
Literacy
Before You Read pp.
832-833
The Tragedy of Romeo
and Juliet, Act II pp.
835-858; After You
Read p. 831
Unit 5 Resources
pp. 41-58
Reading
Romeo and Juliet, Act II (dramatic
literature)
Technology
Interactive Digital Path
Before You Read
(Vocabulary Central,
Reading Skill, Literary
Analysis)
Intervention/Enrichment
Students construct maps of
Renaissance and modern Italy,
specifically Verona.
Students create a visual
representation of Queen Mab from
lines 53-94, Act I, scene iv, and
write a formal paragraph
explaining the connection between
Shakespeare’s intent in this scene
and their representation.
Students study the dialogue
structure of the sonnet in Act I,
scene v, lines 92-105, and compose
a similar dialogue-sonnet between
any two characters in the play,
other than Romeo and Juliet.
Students may present and discuss
their sonnets in class.
Writing
Students take notes on The Big
Question (p. 832) as they read; at
the conclusion of Act II, students
write an informal paragraph
discussing their answer.
Students complete a passage
summary chart to summarize
important passages from Act II as
they read. (Teacher may choose
passages for students or may
assign different passages from the
act to different groups of students.)
Students find and cite 2-4 lines of
blank verse spoken by 2 different
Characterization
Theme
Genre as it relates to theme
Diction
Mood
Tone
Plot
Point of view
Close reading
Compare/contrast rhetorical
features
Foreshadowing/flashback
Informal writing
While You Read (Warm
–ups, The Tragedy of
Romeo and Juliet,
Act II, Critical
Thinking)
After You Read (Skill
Questions)
characters, and in an informal
paragraph, explain how the
respective lines help convey the
mood of the scene.
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
Propose the following critical
assessment to students before they
read Act II: Juliet is more mature
than Romeo and teaches him the
meaning of true love. Keeping this
in mind as they read, students take
notes on the two characters.
Students will write a formal
response in which they compare
the two characters and respond to
the assessment. Invite students to
discuss and explain their
responses.
4.
Reading Literature; Writing;
Speaking and Listening; Language
Dramatic speeches
Soliloquy
Monologue
Aside
Summarizing
Weeks 3-4
Periods: 5
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.10
W.9-10.4
Textbook (hard copy or
eBook) Literature: Language
and Literacy
Before You Read pp.
860-861
The Tragedy of Romeo
and Juliet, Act III pp.
Reading
The Tragedy of Romeo and Juliet,
Act III (dramatic literature)
Writing
Students take notes on The Big
Question (p. 860) as they read; at
Paraphrasing
Determining word meaning
from dictionaries
Determining word meaning
from roots, prefixes, suffixes
Determining word meaning
through analogical
relationships (antonyms,
synonyms)
Characterization
Inference
Setting
Causeeffect
Foreshadowing
Flashback
Irony
Imagery
Theme
Genre as it relates to theme
Paradox
Diction
Mood
Tone
Plot
Close reading
Conflict
Compare/contrast
rhetorical features
Symbolism
W.9-10.6
W.9-10.9a
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
L.9-10.6
863-890
After You Read p. 891
Unit 5 Resources
pp. 59-76
Technology
Interactive Digital Path
Before You Read
(Vocabulary Central,
Reading Skill,
Literary Analysis)
While You Read (Warm
–ups, The Tragedy of
Romeo and Juliet,
Act III, Critical
Thinking)
After You Read (Skill
Questions)
the conclusion of Act III, students
will write an informal paragraph
discussing their answer.
Before reading Act III, students
preview the images presented in
the text for Act III. Ask them to
write an informal response
discussing what they think can be
predicted from the images.
Students will confirm or revise
their ideas as they read Act III.
Literature in Context: Students
read the Literature in Context box
on p. 883 regarding the symbolism
of birds (the lark) and answer the
question in a journal entry or small
groups.
In an informal paragraph or journal
entry, students will discuss the
powerful role of a relatively minor
character (such as Friar Lawrence)
in the overall tragedy of the play.
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
Students will compare and contrast
the dueling scenes in Romeo and
Juliet with action scenes in modern
movies. Students may write their
5.
Reading Literature; Writing;
Speaking and Listening; Language
Dramatic irony
Dramatic speeches
Soliloquy
Monologue
Aside
Puns
Summarizing
Determining word meaning
from dictionaries
Determining word meaning
through roots, prefixes,
suffixes
Characterization
Inference
Setting
Imagery
Theme
Genre as it relates to theme
Diction
Irony
Mood
Tone
Plot
Close reading
Compare/contrast rhetorical
Weeks 4-5
Periods: 4
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
W.9-10.4
W.9-10.6
W.9-10.9a
W.9-10.10
SL.9-10.1
SL.9-10.3
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9-10.6
Textbook (hard copy or eBook)
Literature: Language and
Literacy
Before You Read pp.
892-893
The Tragedy of Romeo
and Juliet, Act IV pp.
895-910
After You Read p. 891
Unit 5 Resources
pp. 77-94
Technology
Interactive Digital Path
Before You Read
(Vocabulary Central,
Reading Skill, Literary
Analysis)
While You Read (Warm
–ups, The Tragedy of
Romeo and Juliet, Act
IV, Critical Thinking)
responses in a formal paragraph
and discuss in small groups.
Students review a dramatic speech
from Act III. (Teachers may assign
specific speeches or allow students
to choose their own.) In a formal
two paragraph response, students
summarize the main idea and tone
expressed in the speech, and rewrite the speech in more
contemporary language which
remains true to both tone and
purpose. For additional challenge,
students may memorize all or an
excerpt of the original speech and
present their analysis of it to the
class.
Reading
The Tragedy of Romeo and Juliet,
Act IV (dramatic literature)
Writing
Students take notes on The Big
Question (p. 892) as they read; at
the conclusion of Act IV, have
students write an informal
paragraph discussing their answer.
Students analyze which scenes in
Act IV are emotionally charged
and which ones add comic relief,
and then decide why Shakespeare
organized Act IV this way.
Students may write their responses
in informal paragraphs and discuss
in small groups.
In journal entries, students find and
explain at least three potential
flaws in the Friar’s plan.
Literature in Context: Read the
Literature in Context box p. 907
regarding the symbolism of
rosemary and then answer the
question in a journal entry.
features
Visual literacy
Symbolism
Drawing conclusions
Conflict
Point of view
Foreshadowing/flashback
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
Analyze Juliet’s soliloquy from
scene iii, lines 14 -58 for images of
light and dark/ hot and cold that
are related to themes of love and
death. In whole groups, students
discuss the usage of these symbols.
Students watch the Juliet/potion
scene from the 1996 film and
analyze the following: Juliet’s
emotional response to the potion
and how the setting reinforces her
emotional response for the
audience.
Students consider the paradox of
Juliet as both a strong heroine and
fearful daughter. In a formal
response, with specific support
from the play, students will decide
which description best fits Juliet.
Students may discuss their
responses in a whole group.
6.
Reading Literature; Writing;
Speaking and Listening; Language
Drama: Tragedy and Motive
Cause-effect
Weeks 5-6
Periods: 4
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
Textbook (hard copy or
eBook) Literature: Language
and Literacy
Before You Read pp.
Reading
The Tragedy of Romeo and Juliet,
Act V (dramatic literature)
Soliloquy
Monologue
Aside
Irony
Puns
Summarizing
Determining word meaning
from dictionaries
Determining word meaning
through roots and affixes
Determining word meaning
through context
Determining word meaning
through figurative language
Characterization
Tragic flaw
Inference
Setting
Imagery
Theme
Genre as it relates to theme
Diction
Mood
Tone
Plot
Close reading
Drawing conclusions
Foreshadowing/flashback
RL.9-10.5
W.9-10.4
W.9-10.6
W.9-10.9a
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
L.9-10.6
912-913
The Tragedy of Romeo
and Juliet, Act V pp.
915-930
After You Read p. 931
Unit 5 Resources
pp. 95-116
Technology
Interactive Digital Path
Before You Read
(Vocabulary Central,
Reading Skill,
Literary Analysis)
While You Read (Warm
–ups, The Tragedy of
Romeo and Juliet,
Act V, Critical
Thinking)
After You Read (Skill
Questions, Grammar
Tutorial, Grammar
Practice, Writing,
Listening and
Speaking, Research
and Technology)
Writing
Students take notes on The Big
Question (p. 912) as they read; at
the conclusion of Act V, have
students write an informal
paragraph discussing their answer.
Students read the Literature in
Context box p. 918 “The Plague
Searchers” and answer the question
in a journal entry.
Students rewrite the last scene in
regular prose English and supply a
narrator to fill in the action and
summarize gaps left by dialogue.
Encourage students to share with
the class.
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Selection tests
Open-book test
Intervention/Enrichment
Students perform a scene from
Romeo and Juliet.
Students conduct a mock trial to
investigate the causes of the
tragedy in Romeo and Juliet.
Write a film review of one of the
versions of Romeo and Juliet.
Students read Pyramus and Thisbe
(pp. 947-949); using the
Comparing Archetypal Themes
7.
Reading for Information; Writing;
Speaking and Listening; Language
Portfolio Writing:
Argumentation
Analysis of textual evidence
Theme or central idea of a text
Analysis of the development of
author’s ideas or claims
Authors point of view and u se
of rhetoric
Evaluation of specific claims in
a text
Writing arguments to support
claims using valid and relevant
evidence
Development of claims and
counterclaims
Collaborative discussions
Grammar and usage
Spelling
Punctuation
Language in context
Figurative language and word
choice
Accurate use of general
academic and domain-specific
words and phrases
The writing process:
prewriting, drafting, revising,
Weeks 6-8
Periods:
12
RI.9-10.1
RI.9-10.2
RI.9-10.5
RI.9-10.6
RI.9-10.8
W.9-10.1ab
W.9-10.9b
SL.9-10.1cd
L.9-10.1b
L.9-10.2ac
L.9-10.3
L.9-10.5a
questions (1 and 2 on p. 959),
students will compose notes as a
pre-writing activity. Students may
discuss their notes in a Socratic
Seminar or a teacher –led whole
group discussion. Afterwards,
students may use their notes to
write an essay comparing Pyramus
and Thisbe to The Tragedy of
Romeo and Juliet. (See Writing to
Compare Archetypal Themes on p.
959).
Textbook (hard copy or
eBook)
Literature: Language and
Literacy
“I Hear America
Singing” p. 750
“Daily” p. 679
Writing and Grammar
Chapter 7: Drafting 7.3
pp. 89-90; Revising pp.
91-95; Editing p. 96;
Self-Assessment p. 97
Non-print text
“Toward Los Angeles,
California (1937)” by
Dorothea Lange
(photograph)
Work by Ford Maddox
Brown (painting)
Man and Machine by
Diego Rivera (painting)
Speech
“Hope, Despair, and
Memory” by Elie
Wiesel
Additional print text
Excerpt from The
Communist Manifesto
by Karl Marx and
Writing
Prompt: What does Ford Maddox
Brown or Diego Rivera suggest
about the relationship of men and
women to their work? After
analyzing either Work or Man and
Machine, write an essay that
addresses the question. Support
your position with evidence from
the painting (visual text). L2 Be
sure to acknowledge competing
views. L3 Give examples from past
or current events or issues to
illustrate and clarify your position.
Quick write: Students state exactly
what they see in the photograph
“Toward Los Angeles, California”
without attempting to interpret the
image.
Whole class, with teacher
guidance, writes a claim statement
that expresses a point of view
about the photograph.
Using “I Hear America Singing”
and “Daily,” students list verbs
related to work, images associated
with work, and examples of
figurative language.
Draft of writing portfolio prompt
Revisions of writing portfolio
prompt
Publishing of writing portfolio
editing, publishing
Friedrich Engel
prompt
Technology
Love is a Fallacy
(video): see lesson
plan for link.
Ethos, Pathos, Logos
(video): see lesson
plan for link.
Reading
Close reading of “Hope, Despair,
and Memory”
Close reading of an excerpt from
The Communist Manifesto
Close reading of “I Hear America
Singing” and “Daily”
CCS Curriculum Guide
Website
A complete lesson plan
is available in the
writing folder on the
CCS Curriculum Guide
Website.
Speaking and Listening
Whole class discussion on ethos,
pathos, and logos where students
categorize details they noted in
their quick write
Whole class discussion on
rhetorical strategies within “Hope,
Despair, and Memory”
Whole class discussion based on
an analysis of the poetry in terms
of the relationship of men and
women to work
In groups of 4, each student reads
his/her claim statement followed
by his/her support argument. The
other 3 students respond with
rebuttal comments. As a class,
discuss the importance of
recognizing other opinions and
how this relates to ethos.
Language
Punctuating adverb clauses
Spelling
Figurative language
Word choice
Intervention/Enrichment
Use the following videos to reteach
logos, ethos, and pathos: Love is a
Fallacy and/or Judge June
Assessment
Use the online CCS writing
8.
Reading Literature; Reading for
Information; Writing; Speaking and
Listening; Language
Review for end-of-course
examination
Week 9
Periods: 5
Review the Common
Core State Standards
as needed to prepare
the students for the
final examination.
9.
Reading Literature; Reading for
Information; Writing; Speaking and
Listening; Language
Final exam
Teacher work day
Exam
Week
Periods: 3
+1
teacher
work day
Assess student
understanding of the
Common Core State
Standards.
Textbook (hard copy or
eBook)
Literature: Language and
Literacy
Writing and Grammar
Copy of final exam
Writing utensils
Teacher answer key
portfolio rubric for argumentative
writing.
Select reading, writing,
speaking/listening, and language
activities as necessary to prepare students
for the final exam.
Final assessment of student reading and
writing skills
* 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 Information; 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.