9th Grade ELA Targeted Standards (L) Language Strand Cluster: Vocabulary Acquisition and Use
ELA-09.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Student Learning Targets:
I know that nuance means a subtle or slight degree of difference in meaning.
I can define connotation and denotation.
I understand that word choice is important in constructing meaning.
I can identify/recognize euphemism, oxymoron, and various types of figurative language.
I can analyze (explain how a specific technique or literary device contributes to the meaning of the larger work) the author's use of literary techniques and devices and provide extensive textual support for the analysis.
I can interpret figurative language, imagery, and symbolism.
I can determine the meaning of words and phrases, including figurative and connotative meanings.
Skills (Performance) Targets
I can demonstrate an understanding of figurative language and word nuances by taking part in class discussion or writing a response to an appropriate prompt.
I can create a product using effective word choices and figurative language to suit the tone and purpose.
Measurement of Progress
Vocabulary Acquisition and Use
L.9-10.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (context clues, reference materials, patterns of words, verification of inferred meaning).
L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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
use context clues to determine the meaning of a word or a phrase.
identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
consult reference materials for guidance in how to use, speak, or better understand a given word.
interpret figures of speech and analyze their overall role in the text.
analyze how certain words and phrases that have similar denotations can carry different nuances.
acquire and use college- and career-readiness level academic and domain-specific words and phrases.
There are no major errors or omissions regarding the simpler details and processes as the student:
uses context clues to determine the meaning of a word or a phrase.
identifies how words change when used in different ways.
consults reference materials for guidance in how to better understand a given word.
recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.
defines and identifies various forms of figurative language.
recognizes the difference between denotative and connotative meanings.
consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.
recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.