Reading 9th and
10th
1.0 Word Analysis,
Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new
words encountered in reading materials and use those words accurately.
Vocabulary
and Concept Development
1.1 Identify and use the literal and figurative meanings of words and
understand word derivations.
1.2. Distinguish between the denotative and connotative meanings of words and
interpret the connotative power of words.
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to
understand the origin and meaning of new words (e.g., the word narcissistic drawn
from the myth of Narcissus and Echo).
2.0
Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate
material. They analyze the organizational patterns, arguments, and positions
advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and
complexity of the materials to be read by students. In addition, by grade
twelve, students read two million words annually on their own, including a wide
variety of classic and contemporary literature, magazines, newspapers, and
online information. In grades nine and ten, students make substantial progress
toward this goal.
Structural
Features of Informational Materials
2.1 Analyze the structure and format of functional
workplace documents, including the graphics and headers, and explain how
authors use the features to achieve their purposes.
2.2 Prepare a bibliography of reference materials for a report using a variety
of consumer, workplace, and public documents. Comprehension and Analysis of
Grade-Level-Appropriate Text
2.3 Generate relevant questions about readings on issues that can be
researched.
2.4 Synthesize the content from several sources or works by a single author
dealing with a single issue; paraphrase the ideas and connect them to other
sources and related topics to demonstrate comprehension.
2.5 Extend ideas presented in primary or secondary sources through original
analysis, evaluation, and elaboration.
2.6 Demonstrate use of sophisticated learning tools by following technical
directions (e.g., those found with graphic calculators and specialized software
programs and in access guides to World Wide Web sites on the Internet).
Expository
Critique
2.7 Critique the logic of functional documents by examining the sequence of
information and procedures in anticipation of possible reader
misunderstandings.
2.8 Evaluate the credibility of an author's argument or defense of a claim by
critiquing the relationship between generalizations and evidence, the
comprehensiveness of evidence, and the way in which the author's intent affects
the structure and tone of the text (e.g., in professional journals, editorials,
political speeches, primary source material).
3.0
Literary Response and Analysis
Students read and respond to historically or culturally significant works of
literature that reflect and enhance their studies of history and social
science. They conduct in-depth analyses of recurrent patterns and themes. The
selections in Recommended Literature, Grades Nine Through
Twelve illustrate the quality and complexity of the materials to be read by
students.
Structural
Features of Literature
3.1 Articulate the relationship between the expressed purposes and the
characteristics of different forms of dramatic literature (e.g., comedy,
tragedy, drama, dramatic monologue).
3.2 Compare and contrast the presentation of a similar theme or topic across
genres to explain how the selection of genre shapes the theme or topic.
Narrative
Analysis of Grade-Level-Appropriate Text
3.3 Analyze interactions between main and subordinate characters in a literary
text (e.g., internal and external conflicts, motivations, relationships,
influences) and explain the way those interactions affect the plot.
3.4 Determine characters' traits by what the characters say about themselves in
narration, dialogue, dramatic monologue, and soliloquy.
3.5 Compare works that express a universal theme and provide evidence to
support the ideas expressed in each work.
3.6 Analyze and trace an author's development of time and sequence, including
the use of complex literary devices (e.g., foreshadowing, flashbacks).
3.7 Recognize and understand the significance of various literary devices,
including figurative language, imagery, allegory, and symbolism, and explain
their appeal.
3.8 Interpret and evaluate the impact of ambiguities, subtleties,
contradictions, ironies, and incongruities in a text.
3.9 Explain how voice, persona, and the choice of a narrator affect
characterization and the tone, plot, and credibility of a text.
3.10 Identify and describe the function of dialogue, scene designs,
soliloquies, asides, and character foils in dramatic literature.
Literary
Criticism
3.11 Evaluate the aesthetic qualities of style, including the impact of diction
and figurative language on tone, mood, and theme, using the terminology of
literary criticism. (Aesthetic approach)
3.12 Analyze the way in which a work of literature is related to the themes and
issues of its historical period. (Historical approach)
Writing
1.0 Writing Strategies Students write coherent and focused essays that
convey a well-defined perspective and tightly reasoned argument. The writing
demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process
as needed.
Organization
and Focus
1.1 Establish a controlling impression or coherent thesis that conveys a clear
and distinctive perspective on the subject and maintain a consistent tone and
focus throughout the piece of writing.
1.2 Use precise language, action verbs, sensory details, appropriate modifiers,
and the active rather than the passive voice.
Research and Technology
1.3 Use clear research questions and suitable research methods (e.g., library,
electronic media, personal interview) to elicit and present evidence from
primary and secondary sources.
1.4 Develop the main ideas within the body of the composition through
supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each
medium (e.g., almanacs, microfiche, news sources, in-depth field studies,
speeches, journals, technical documents).
1.6 Integrate quotations and citations into a written text while maintaining
the flow of ideas.
1.7 Use appropriate conventions for documentation in the text, notes, and
bibliographies by adhering to those in style manuals (e.g., Modern Language
Association Handbook, The
1.8 Design and publish documents by using advanced publishing software and
graphic programs.
Evaluation
and Revision
1.9 Revise writing to improve the logic and coherence of the organization and
controlling perspective, the precision of word choice, and the tone by taking
into consideration the audience, purpose, and formality of the context.
2.0
Writing Applications (Genres and Their Characteristics)
Students combine the rhetorical strategies of narration, exposition,
persuasion, and description to produce texts of at least 1,500 words each.
Student writing demonstrates a command of standard American English and the
research, organizational, and drafting strategies outlined in Writing Standard
1.0.
Using
the writing strategies of grades nine and ten outlined in Writing Standard 1.0,
students:
2.1
Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events
to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a
scene and the specific actions, movements, gestures, and feelings of the
characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate
changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting
perspectives, and sensory details.
2.2
Write responses to literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary
works.
b. Support important ideas and viewpoints through accurate and detailed references
to the text or to other works.
c. Demonstrate awareness of the author's use of stylistic devices and an
appreciation of the effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text.
2.3
Write expository compositions, including analytical essays and research reports:
a. Marshal evidence in support of a thesis and related claims, including
information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately
and coherently.
c. Make distinctions between the relative value and significance of specific
data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and
record information on charts, maps, and graphs.
e. Anticipate and address readers' potential misunderstandings, biases, and
expectations.
f. Use technical terms and notations accurately.
2.4
Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic
through reasoning; appeal to emotion or ethical belief; relate a personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts,
expert opinions, quotations, and expressions of commonly accepted beliefs and
logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
2.5
Write business letters:
a. Provide clear and purposeful information and address the intended audience
appropriately.
b. Use appropriate vocabulary, tone, and style to take into account the nature
of the relationship with, and the knowledge and interests of, the recipients.
c. Highlight central ideas or images.
d. Follow a conventional style with page formats, fonts, and spacing that
contribute to the documents' readability and impact.
2.6
Write technical documents (e.g., a manual on rules of behavior for conflict
resolution, procedures for conducting a meeting, minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid comprehension (e.g.,
troubleshooting guide).
d. Anticipate readers' problems, mistakes, and misunderstandings.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been
placed between those for writing and for listening and speaking because these
conventions are essential to both sets of skills.
1.0
Written and Oral English Language Conventions
Students write and speak with a command of standard
English conventions.
Grammar
and Mechanics of Writing
1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases
(e.g., gerund, infinitive, and participial), and mechanics of punctuation
(e.g., semicolons, colons, ellipses, hyphens).
1.2 Understand sentence construction (e.g., parallel structure, subordination,
proper placement of modifiers) and proper English usage (e.g., consistency of
verb tenses).
1.3 Demonstrate an understanding of proper English usage and control of
grammar, paragraph and sentence structure, diction, and syntax.
Manuscript
Form
1.4 Produce legible work that shows accurate spelling and correct use of the
conventions of punctuation and capitalization.
1.5 Reflect appropriate manuscript requirements, including title page
presentation, pagination, spacing and margins, and integration of source and
support material (e.g., in-text citation, use of direct quotations,
paraphrasing) with appropriate citations.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver
focused and coherent presentations of their own that convey clear and distinct
perspectives and solid reasoning. They use gestures, tone, and vocabulary
tailored to the audience and purpose.
Comprehension
1.1 Formulate judgments about the ideas under discussion and support those
judgments with convincing evidence.
1.2 Compare and contrast the ways in which media genres (e.g., televised news,
news magazines, documentaries, online information)
cover the same event.
Organization and Delivery of Oral Communication
1.3 Choose logical patterns of organization (e.g., chronological, topical,
cause and effect) to inform and to persuade, by soliciting agreement or action,
or to unite audiences behind a common belief or cause.
1.4 Choose appropriate techniques for developing the introduction and
conclusion (e.g., by using literary quotations, anecdotes, references to
authoritative sources).
1.5 Recognize and use elements of classical speech forms (e.g., introduction,
first and second transitions, body, conclusion) in formulating rational
arguments and applying the art of persuasion and debate.
1.6 Present and advance a clear thesis statement and choose appropriate types
of proof (e.g., statistics, testimony, specific instances) that meet standard
tests for evidence, including credibility, validity, and relevance.
1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal
and accuracy of presentations.
1.8 Produce concise notes for extemporaneous delivery.
1.9 Analyze the occasion and the interests of the audience and choose effective
verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for
presentations.
Analysis
and Evaluation of Oral and Media Communications
1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's
"Gettysburg Address," Martin Luther King, Jr.'s
"I Have a Dream") to find the rhetorical devices and features that
make them memorable.
1.11 Assess how language and delivery affect the mood and tone of the oral
communication and make an impact on the audience.
1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a
speaker's important points, arguments, evidence, organization of ideas,
delivery, diction, and syntax.
1.13 Analyze the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
1.14 Identify the aesthetic effects of a media presentation and evaluate the
techniques used to create them (e.g., compare Shakespeare's Henry V with
Kenneth Branagh's 1990 film version).
2.0
Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine
the traditional rhetorical strategies of narration, exposition, persuasion, and
description. Student speaking demonstrates a command of standard American
English and the organizational and delivery strategies outlined in Listening
and Speaking Standard 1.0.
Using
the speaking strategies of grades nine and ten outlined in Listening and
Speaking Standard 1.0, students:
2.1.
Deliver narrative presentations:
a. Narrate a sequence of events and communicate their significance to the
audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a
scene and the specific actions, movements, gestures, and feelings of
characters.
d. Pace the presentation of actions to accommodate
time or mood changes.
2.2
Deliver expository presentations:
a. Marshal evidence in support of a thesis and related claims, including
information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately
and coherently.
c. Make distinctions between the relative value and significance of specific
data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and display
information on charts, maps, and graphs.
e. Anticipate and address the listener's potential misunderstandings, biases,
and expectations.
f. Use technical terms and notations accurately.
2.3 Apply appropriate interviewing techniques:
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
2.4
Deliver oral responses to literature:
a. Advance a judgment demonstrating a comprehensive grasp of the significant
ideas of works or passages (i.e., make and support warranted assertions about
the text).
b. Support important ideas and viewpoints through accurate and detailed
references to the text or to other works.
c. Demonstrate awareness of the author's use of stylistic devices and an
appreciation of the effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text.
2.5 Deliver persuasive arguments (including evaluation and analysis of problems
and solutions and causes and effects):
a. Structure ideas and arguments in a coherent, logical fashion.
b. Use rhetorical devices to support assertions (e.g., by appeal to logic
through reasoning; by appeal to emotion or ethical belief; by use of personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including
facts, expert opinions, quotations, expressions of commonly accepted beliefs,
and logical reasoning.
d. Anticipate and address the listener's concerns and counterarguments.
2.6
Deliver descriptive presentations:
a. Establish clearly the speaker's point of view on the subject of the
presentation.
b. Establish clearly the speaker's relationship with that subject (e.g.,
dispassionate observation, personal involvement).
c. Use effective, factual descriptions of appearance, concrete images, shifting
perspectives and vantage points, and sensory details.