ELA-10.RL.01
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details
ELA-10.RL.01 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
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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
| Measurement of Progress |
KEY IDEAS & DETAILS (LITERATURE)
Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they
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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 the text, including how it emerges and is shaped and refined by specific details.
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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 the plot or develop the theme.
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Sample Activity
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| Advanced |
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.
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- |
| Proficient |
The student
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relies on strong and thorough textual evidence while
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making inferences
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analyzing the development of theme(s) and/or central idea(s)
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analyzing the impact of the author’s choices on setting, plot, and characterization.
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accurately determines what the text says explicitly, even in more complex texts where ambiguities surface
- moves beyond summary to analysis.
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| Progressing |
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
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| Novice |
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
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Resources
Websites
Vocabulary |
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ELA-10.RL.02
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details
ELA-10.RL.02 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.
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Student Learning Targets:
Knowledge Targets
- I can define theme as a universal truth that run throughout a piece of literature.
- I can define objective and subjective.
- I can determine what details are necessary to include in an objective summary.
- I can determine a theme.
Reasoning Targets
- I can analyze themes as they relate to a specific story and its characters.
- I can support my analysis by showing how my determined theme progresses throughout the literary work.
Skills (Performance) Targets
- I can differentiate between theme and plot.
- I can summarize a written passage without editorializing.
- I can collect and cite details and evidence to support a theme or central idea of a text.
Product Targets
- I can write or verbalize an objective summary.
- I can produce a written work or spoken statements reveal literary analysis of theme.
Proficiency Scale
| Measurement of Progress |
KEY IDEAS & DETAILS (LITERATURE)
Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they
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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 the text, including how it emerges and is shaped and refined by specific details.
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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 the plot or develop the theme.
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Sample Activity
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| Advanced |
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.
|
- |
| Proficient |
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.
|
- |
| Progressing |
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
|
- |
| Novice |
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-10.RL.03
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details
ELA-10.RL.03 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 the plot or develop the theme.
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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.
Skills (Performance) Targets
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.
Proficiency Scale
| Measurement of Progress |
KEY IDEAS & DETAILS (LITERATURE)
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 the 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 the plot or develop the theme.
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Sample Activity
|
| Advanced |
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.
|
- |
| Proficient |
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.
|
- |
| Progressing |
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
|
- |
| Novice |
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-10.RL.04
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure
ELA-10.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).
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Student Learning Targets:
Knowledge Targets
- I can recognize figurative language.
- I can recognize mood and tone in different genres of literature.
- I understand figurative language, word relationships, and nuances in word meaning.
- I know the difference between connotative and denotative meanings of words, and I understand how connotative meanings shape tone.
Reasoning Targets
- I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
- 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 take part in a conversation, in large or small group settings, where I am expected to discuss how word choice and selection of detail influence setting and tone.
Product Targets
- I can write a paper that asks me to analyze how word choice influences the meaning of a work of fiction.
Proficiency Scale
| Measurement of Progress |
CRAFT & STRUCTURE (LITERATURE)
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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).
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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.
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RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.
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Sample Activity
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| Advanced |
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.
|
- |
| Proficient |
The student
- determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
- relates 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 examines 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 how cultural experiences influence particular points of view in diverse works of literature.
|
- |
| Progressing |
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, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
|
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| Novice |
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-10.RL.05
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure
ELA-10.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.
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Student Learning Targets:
Knowledge Targets
- I can define figurative language.
- I can define connotation and denotation.
- I can define tone.
- I can determine the difference between formal and informal tone.
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 determine the tone of a piece of literature.
Product Targets
Proficiency Scale
| Measurement of Progress |
CRAFT & STRUCTURE (LITERATURE)
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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.
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Sample Activity
|
| Advanced |
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.
|
- |
| Proficient |
The student
- determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
- relates 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 examines 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 how cultural experiences influence particular points of view in diverse works of literature.
|
- |
| Progressing |
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, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
|
- |
| Novice |
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
|
ELA-10.RL.06
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure
ELA-10.RL.06 Analyze how cultural experiences influence particular points of view in diverse works of literature.
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Student Learning Targets:
Knowledge Targets
- I can define point of view.
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.
- I can analyze multiple texts of world literature to gain insight into point of view of other societies and cultures.
Skills (Performance) Targets
- I can determine an author's point of view in a text.
Product Targets
Proficiency Scale
| Measurement of Progress |
CRAFT & STRUCTURE (LITERATURE)
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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.
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Sample Activity
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| Advanced |
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.
|
- |
| Proficient |
The student
- determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
- relates 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 examines 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 how cultural experiences influence particular points of view in diverse works of literature.
|
- |
| Progressing |
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, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
|
- |
| Novice |
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-10.RL.07
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas
ELA-10.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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
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Measurement
of Progress
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Integration of Knowledge and Ideas
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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.
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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).
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Sample Activity
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| Advanced |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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| Proficient |
The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can
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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).
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analyze how an author makes use of allusions in a specific work.
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analyze how an author draws from cultural and historical background to shape a text.
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| Progressing |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
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recognizes surface-level similarities and differences between two subject-related mediums.
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recognizes or identifies allusions within a text.
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identifies cultural or historical influences within literature.
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recognizes or recalls specific terminology that relates to literature, such as: allusion, medium, compare, contrast, genre
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| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-10.RL.09
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10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas
ELA-10.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).
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
ResourcesWebsitesVocabulary
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Measurement
of Progress
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Integration of Knowledge and Ideas
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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.
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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).
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Sample Activity
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| Advanced |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| Proficient |
The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 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.
|
- |
| Progressing |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
-
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
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
|
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