ELA-10.W.09

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-10.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
  • b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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 

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

 Research to Build and Present Knowledge

  • W9-10.7 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems (a-c).

  • W9-10.8 Gather relevant information from multiple authoritative print and digital sources (a-e).

  • W9-10.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.
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.

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Proficient

The student can

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • limit or extend the scope of inquiry as needed.

  • assess usefulness of sources in answering the driving question or solving the problem.

  • synthesize different sources about the topic under investigation.

  • effectively search for and collect credible, useful information from a range of established sources.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

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Progressing 

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes and organizes information and sources.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research.

  • cites sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection                

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


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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

» 10th Grade English