9th Grade English

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