9th Grade English

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:

Knowledge 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.

Reasoning Targets

• 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.

Product Targets

• I can create a product using effective word choices and figurative language to suit the tone and purpose.

 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.