9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-09.RI.05 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

Student Learning Targets:

Knowledge Targets

• I can define and determine an author’s point of view or purpose in a text.
• I can refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza.
• I can identify the structural elements of a paragraph in a text, including the role of particular sentences in developing and refining key concepts.

Reasoning Targets

• I can analyze in detail how an author’s ideas or claims are developed by particular sentence structures, word choice, and/or rhetorical elements.
• I can compare and contrast differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., dialogue, stage directions) when writing or speaking about a text.
• I can analyze how style and structure contribute to the text.

Skills (Performance) Targets

         * I can review whether the text structure aids in making points clear and convincing.

Product Targets

Craft and Structure

• RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

• RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

• RI9-10.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the text.

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 (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

• recognize subtext and how it contributes to meaning, tone, and purpose

• compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

The student can

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

• relates the author’s word choice and language to the overall effect on meaning and tone.

• analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

• determine an author’s point of view or purpose and possible biases in a text.

• analyze how an author uses rhetoric to advance point of view or purpose.

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 purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

• identify the author’s point of view and purpose.

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-09.RI.06 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.

Student Learning Targets:

Knowledge Targets

• I can determine an author’s point of view or purpose in a text.
• I can define the term rhetoric in the broad sense.
• I can define ethos, logos, and pathos.

Reasoning Targets

• I can analyze a case in which grasping point of view requires distinguishing what is directly stated in a text as well as what is inferred (e.g., satire, sarcasm, irony, or understatement).
• I can analyze how an author uses rhetorical devices to persuade or advance his/her point of view.

Skills (Performance) Targets

• I can identify rhetorical devices such as alliteration, assonance, allusion, metaphor, etc.

Product Targets

Craft and Structure

• RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

• RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

• RI9-10.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the text.

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 (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

• recognize subtext and how it contributes to meaning, tone, and purpose

• compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

The student can

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

• relates the author’s word choice and language to the overall effect on meaning and tone.

• analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

• determine an author’s point of view or purpose and possible biases in a text.

• analyze how an author uses rhetoric to advance point of view or purpose.

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 purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

• identify the author’s point of view and purpose.

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

ELA-09.RI.07 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.

Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can analyze various accounts of the same subject and determine which details are emphasized in each medium.     
• I can evaluate the advantages and disadvantages of presenting a subject in different mediums.
  
• I can determine the credibility of the author and his/her purpose.
  

Skills (Performance) Targets

• I can 

  • identify the side of an argument, its claims and relevant evidence.

  • identify various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • Identify what constitutes credibility.
    

  • distinguish between fact and opinion.

  • recognize or recall specific terminology that relates to literature.

Product Targets

• I can
• I can

Integration of Knowledge and Ideas

• RI.9-10.7 -- 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.    

• RI.9-10.8 -- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• RI.9-10.9  -- 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.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.

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

• analyze various accounts of the same subject and determine which details are emphasized in each medium.     

• evaluate the advantages and disadvantages of presenting a subject in different mediums.

• identify the side of an argument, its claims and relevant evidence.

• determine the credibility of the author and his/her purpose.

• recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

• analyze the power and purpose of allusions and direct references.

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

• identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

• identifies the side of an argument and supporting evidence.

• Identifies what constitutes credibility.

• distinguishes between fact and opinion.

• recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

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

ELA-09.RI.08 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.

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can
• I can
  

Product Targets

• I can
• I can

Integration of Knowledge and Ideas

• RI.9-10.7 -- 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.    

• RI.9-10.8 -- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• RI.9-10.9  -- Analyze how authors draw on other texts in a specific work (e.g., through allusion, direct reference), including how they address related themes and/or concepts.

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

• analyze various accounts of the same subject and determine which details are emphasized in each medium.     

• evaluate the advantages and disadvantages of presenting a subject in different mediums.

• identify the side of an argument, its claims and relevant evidence.

• determine the credibility of the author and his/her purpose.

• recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

• analyze the power and purpose of allusions and direct references.

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

• identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

• identifies the side of an argument and supporting evidence.

• Identifies what constitutes credibility.

• distinguishes between fact and opinion.

• recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

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

ELA-09.RI.09 Analyze how authors draw on other texts in a specific work (e.g., through allusion, direct reference), including how they address related themes and/or concepts.

Student Learning Targets:

Knowledge Targets

• I can define the concepts of social, cultural, and historical context.

Reasoning Targets

• I can explain how a piece of literature is shaped by the period in which it was written.
• I can independently read and connect background information to literature.
• I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

• I can explore the social, cultural, and historical influence on theme.
• I can demonstrate knowledge of foundational works of American Literature.

Product Targets

• I can develop a product that demonstrates an understanding of the connection between American literature and the context in which it was written.

Integration of Knowledge and Ideas

• RI.9-10.7 -- 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.    

• RI.9-10.8 -- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• RI.9-10.9  -- Analyze how authors draw on other texts in a specific work (e.g., through allusion, direct reference), including how they address related themes and/or concepts.

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

• analyze various accounts of the same subject and determine which details are emphasized in each medium.     

• evaluate the advantages and disadvantages of presenting a subject in different mediums.

• identify the side of an argument, its claims and relevant evidence.

• determine the credibility of the author and his/her purpose.

• recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

• analyze the power and purpose of allusions and direct references.

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

• identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

• identifies the side of an argument and supporting evidence.

• Identifies what constitutes credibility.

• distinguishes between fact and opinion.

• recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

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.