9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-09.RL.01

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

Student Learning Targets:

Knowledge Targets

• I can identify inferred and literal meanings.
• I can explain the difference between explicit and implicit.
• I understand how much evidence is needed to support my conclusions or claims.
• I can distinguish between text that provides strong support and text that is not related, uncertain, or is insufficient or unreliable as evidence.

Reasoning Targets

• I can insightfully analyze texts, showing that I can make meaning from details that are directly stated as well as from those that are implied.
• I can draw conclusions from a text and support my thoughts with specific and cited textual references.

Skills (Performance) Targets

• I can use textual evidence that is convincing and complete to support my ideas.
• I can cite from the text in a formal citation as well as in a verbal reference.
• I can closely read a text, looking for patterns, use of figurative language, character development, etc. in order to express and support my conclusions.
• I can take part in small or large group discussions where I can cite specific textual evidence in order to discuss the meaning of a work of literature.

Product Targets

• I can write a explanation and/or provide a verbal explanation of conclusions I have drawn after a close read of a text.

Proficiency Scale

Resources

Websites

Vocabulary

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of a text, including how it emerges and is shaped and refined by specific details.

Student Learning Targets:

Knowledge Targets

• I can define theme.
• I can understand that themes are universal truths that run throughout a piece of literature.
• I can define summary, paraphrase, and objective.

Reasoning Targets

• I can analyze how themes develop and can support that analysis with specific details from the text.
• I can interpret how themes in fictional writing relate to the real world.

Skills (Performance) Targets

• I can differentiate between theme and plot.
• I can provide an objective summary of a text.
• I can connect themes to real-life event.
• I can collect evidence to support a central idea of a text.

Product Targets

• I can respond (verbal or written) to literature and support my response regarding theme.

KEY IDEAS & DETAILS

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity      a. Determine what the text says explicitly and implicitly b. Provide an objective summary of the text

• RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of a text, including how it emerges and is shaped and refined by specific details.

• RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance plot or develop theme.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• The student elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
  

The student

• relies on strong and thorough textual evidence while

  • making inferences

  • analyzing the development of theme(s) and/or central idea(s)

  • analyzing the impact of the author’s choices on setting, plot, and characterization.

• accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

• moves beyond summary to analysis.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

• summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

• recognizes or recalls specific terminology that relates to literature, such as:

  • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-09.RL.03

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they 

Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance plot or develop theme.

Student Learning Targets:

Knowledge Targets

• I can identify different types of characters (static, dynamic, round, flate) and the role they play in the plot.

Reasoning Targets

• I can explain the role of complex characters in a text
• I can analyze how complex characters develop over the course of a text.
• I can analyze how characters develop through their interactions with others.
• I can analyze how complex characters advance the plot of a text and/or contribute to the development of the theme.

Product Targets

• I can produce writing or speaking evidence that reveals my understanding of how characters propel the plot forward and contribute to them and/or how characters develop throughout the course of a text.

KEY IDEAS & DETAILS

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity      a. Determine what the text says explicitly and implicitly b. Provide an objective summary of the text
  
• RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of a text, including how it emerges and is shaped and refined by specific details.
  
• RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance plot or develop theme.
  

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• The student elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
  

The student

• relies on strong and thorough textual evidence while

  • making inferences

  • analyzing the development of theme(s) and/or central idea(s)

  • analyzing the impact of the author’s choices on setting, plot, and characterization.

• accurately determines what the text says explicitly, even in more complex texts where ambiguities surface.

• moves beyond summary to analysis.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

• summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

• recognizes or recalls specific terminology that relates to literature, such as:

  • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.04 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).

Student Learning Targets:

Knowledge Targets

• I can define figurative, connotation, denotation, tone (formal and informal), and mood.
• I can recognize figurative language when given a passage.
• I can determine mood and tone in different genres of literature.
• I identify figurative language, word relationships, and nuances in word meaning that make an impact on a piece of literature.

Reasoning Targets

• I can determine the meaning of words and phrases used in the text.
• I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

• I can 

Product Targets

• I can
• I can

CRAFT & STRUCTURE

• 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 about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

• RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• relate the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect of the story -- meaning and tone.

• closely examine specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.

• analyze point of view, recognizing when and why an author says one thing but means another.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.

• recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.05 Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

Student Learning Targets:

Knowledge Targets

• I can identify different literary text structures (e.g., narrative, poem, drama).

Reasoning Targets

• I can analyze a text and determine why an author chose to present his/her text using a particular structure.
• I can analyze a text and determine why an author organized events in a particular order (e.g., parallel plot—two main characters have separate but related story lines merge in the end).
• I can analyze a text and determine how an author manipulates time (e.g., flashback—When a character recalls an experience that occurred in the past).
• I can analyze how an author’s choice of text structure creates such effects as mystery, tension, or surprise.

Skills (Performance) Targets

Product Targets

• I can produce written or spoken evidence revealing my understanding of author's choice.

CRAFT & STRUCTURE

• 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 about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

• RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• relate the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect of the story -- meaning and tone.

• closely examine specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.

• analyze point of view, recognizing when and why an author says one thing but means another.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.

• recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.06   Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

• I can determine an author’s point of view or purpose in a text.
• I can identify who is telling the story at various points in a text.

Reasoning Targets

• I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on world literature.

Skills (Performance) Targets

• I can 
• I can 

Product Targets

• I can develop a product that demonstrates an analysis of point of view or cultural experience.

CRAFT & STRUCTURE

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 about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• relate the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect of the story -- meaning and tone.

• closely examine specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.

• analyze point of view, recognizing when and why an author says one thing but means another.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.

• recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

9th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-9.RL.07  Analyze and evaluate the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

INTEGRATION OF KNOWLEDGE & IDEAS (Reading Literature)

• RL.9-10.7 Analyze and evaluate the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

• RL9-10.9 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

The student can

• compare and contrast the portrayal of a subject, scene, excerpt from different mediums, including what is emphasized or absent (poetry or other literary genre, image, film).

• analyze how an author makes use of allusions in a specific work.

• analyze how an author draws from cultural and historical background to shape a text.

There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes surface-level similarities and differences between two subject-related mediums.

• recognizes or identifies allusions within a text.

• identifies cultural or historical influences within literature.

• recognizes or recalls specific terminology that relates to literature, such as:

  • allusion, medium, compare, contrast, genre

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-09.RL.09  Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Student Learning Targets:

Knowledge Targets

• I can define and recognize allusion.

Reasoning Targets

• I can analyze how authors interpret and transform themes, events, topics, etc. from source material.
• I can critique various works that have drawn on or transformed the same source material and explainthe varied interpretations of different authors.  

Skills (Performance) Targets

• I can 

Product Targets

• I can 

INTEGRATION OF KNOWLEDGE & IDEAS (Reading Literature)

• RL.9-10.7 Analyze and evaluate the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

• RL9-10.9 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

The student can

• compare and contrast the portrayal of a subject, scene, excerpt from different mediums, including what is emphasized or absent (poetry or other literary genre, image, film).

• analyze how an author makes use of allusions in a specific work.

• analyze how an author draws from cultural and historical background to shape a text.

There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes surface-level similarities and differences between two subject-related mediums.

• recognizes or identifies allusions within a text.

• identifies cultural or historical influences within literature.

• recognizes or recalls specific terminology that relates to literature, such as:

  • allusion, medium, compare, contrast, genre