9th Grade English


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ELA-09.RL.06

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.06   Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

  • I can determine an author’s point of view or purpose in a text.
  • I can identify who is telling the story at various points in a text.

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.

Skills (Performance) Targets

  • I can 
  • I can 

Product Targets

  • I can develop a product that demonstrates an analysis of point of view or cultural experience.
Rubric - Resources

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE

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.

Sample Activity
Advanced Proficient

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 can

  • determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

  • relate 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 examine 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 point of view, recognizing when and why an author says one thing but means another.
-
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, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

-
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


ELA-09.RL.07

9th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-9.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.

Student Learning Targets:

Knowledge Targets

  • I can identify a subject or a key scene that is portrayed in two different artistic mediums (e.g., poetry, painting, drama).

Reasoning Targets

  • I can determine what is emphasized or absent in each artistic medium.
  • I can analyze the impact of a particular subject or key scene from another artistic medium.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measure of Progress

INTEGRATION OF KNOWLEDGE & IDEAS (Reading Literature)

  • 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.

  • 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).

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. -
Proficient

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

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

  • 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

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
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-09.RL.09

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-09.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).

Student Learning Targets:

Knowledge Targets

  • I can define and recognize allusion.

Reasoning Targets

  • I can analyze how authors interpret and transform themes, events, topics, etc. from source material.
  • I can critique various works that have drawn on or transformed the same source material and explainthe varied interpretations of different authors.  

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 
Rubric - Resources

Proficiency Scale

Measure of Progress

INTEGRATION OF KNOWLEDGE & IDEAS (Reading Literature)

  • 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.

  • 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).

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. -
Proficient

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

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

  • 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

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
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-09.SL.01

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-09.SL.01 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 

b. Work with peers to set rules for collaborative discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. 

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 

d. Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement; when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Student Learning Targets:

Knowledge Targets

  • I can list the attributes of a collegial discussion. 
  • I can explain what it means to collaborate.
  • I can define key words associated with this standard: elaborate, integrate, warranted, justify.

Reasoning Targets

  • I can review and/or research material(s) to be discussed and determine key points and/or central ideas for discussion.
  • I can come prepared with key points and textual evidence to contribute to a discussion and stimulate a thoughtful well-reasoned exchange of ideas.
  • I can respond thoughtfully to diverse perspectives by
    • summarizing points of agreement and disagreement
    • qualifying or justifying my own view and understanding
    • making new connections in light of the evidence and reasoning presented.

Skills (Performance) Targets

  • I can work with my peers to define the rules and roles necessary for collegial discussions and decision-making.
  • I can actively incorporate others into the discussion
  • I can clarify, verify, or challenge ideas and conclusions with maturity and self-control.
  • I can make relevant observations and use my ideas and comments to relate to the current discussion to broader themes or ideas.
  • I can fulfill my role within a group to meet group-established goals and deadlines. 
  • I can positively contribute to discussion by
    • posing questions that connect the ideas of several speakers
    • responding to questions
    • elaborating on my own ideas and/or the ideas of others. 

Product Targets

  • I can create questions to move the conversation forward, to make connections, and to dig deeper into the topic.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
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.

-
Proficient

The student

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
  • evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
-
Progressing 

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

  • participates in a range of collaborative discussions by working with peers.

  • prepares limited materials needed for discussion.

  • responds to conversations.  

  • identifies diverse perspectives based on topics, texts, and/or issues.

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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

-
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-09.SL.02

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-09.SL.02 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

Student Learning Targets:

Knowledge Targets

  • I can identify various purposes (e.g., to inform, to persuade, to describe, to convey and experience) for presenting information to a reader or audience.
  • I can list the criteria needed to evaluate a source. 
  • I can define the following terms as they apply to this standard: credibility, data, evaluate, format, quantitative.

Reasoning Targets

  • I can analyze the information presented in diverse media and formats (e.g., charts, graphs, tables, websites, speeches).
  • I can evaluate and determine the credibility and accuracy of various sources.

Skills (Performance) Targets

  • I can integrate information from various sources and media formats into a presentation, composition, or class discussion.

Product Targets

  • I can create a presentation or a composition that integrates multiple credible sources and includes diverse media and formats that complement my topic and purpose.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
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.

-
Proficient

The student

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
  • evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
-
Progressing 

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

  • participates in a range of collaborative discussions by working with peers.

  • prepares limited materials needed for discussion.

  • responds to conversations.  

  • identifies diverse perspectives based on topics, texts, and/or issues.

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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

-
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-09.SL.03

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-09.SL.03 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • point of view -- how the speaker feels about the situation or topic being presented
    • reasoning -- the logic of the speaker as it relates to his ideas; how well the author supports his conclusions
    • rhetoric -- the speaker's use of devices, techniques, or strategies to persuade or influence how the listener or audience thinks acts, or feels about a topic
    • fallacious reasoning -- flawed logic applied to the connection between claims and evidence
    • distorted evidence -- referring to any evidence taken out of context and used in a way the original author did not intend
    • bias -- prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Reasoning Targets

  • I can determine a speaker's point of view: what the speaker's opinions, values, and beliefs are and if the speaker is biased (representing ideas of another person or agency).
  • I can evaluate whether the reasoning of a speaker is logical and legitimate, if the evidence is relevant to the argument.
  • I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose.
  • I can recognize when a speaker introduces distorted evidence and/or fallacious reasoning to his arguments.

Product Targets

  • I can produce written or spoken evidence that reveals my understanding of this standard.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
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.

-
Proficient

The student

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
  • evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
-
Progressing 

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

  • participates in a range of collaborative discussions by working with peers.

  • prepares limited materials needed for discussion.

  • responds to conversations.  

  • identifies diverse perspectives based on topics, texts, and/or issues.

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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

-
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-09.SL.04

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-09.SL.04 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose, audience, and task.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • Concisely -- to state in as few words as possible (does not mean simplicity).
    • Development -- the examples, ideas, details, and commentary the speaker adds to ensure the ideas are thoroughly expressed.
    • Findings -- conclusions drawn from observations, investigations, experiments or inquiries.
    • Line of reasoning -- the speaker links a series of ideas in a meaningful and clear way; the speaker connect the dots to show how he/she arrived at his/her conclusion.
    • Supporting evidence -- data, information, quotations, examples, or other information the speaker uses to support the claim.

Reasoning Targets

  • I can determine what evidence I need to support my claim and develop my ideas.
  • I can determine what style, format, or approach would be best to deliver my information and findings.

Skills (Performance) Targets

  • I can adjust my message so it is appropriate to purpose, audience, and task.

Product Targets

  • I can deliver a well-developed speech, complete with supporting evidence, that presents information in a clear, concise, and logical manner.
  • I can prepare a presentation with organization, development, substance, and style appropriate to purpose, task, and audience.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.
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.

-
Proficient
  • The student can

    • present information clearly, concisely, and logically.

    • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

    • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

    • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

-
Progressing 

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

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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

-
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-09.SL.05

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-09.SL.05 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Student Learning Targets:

Knowledge Targets

  • I can identify what types of digital media are available to me (PowerPoint, Google Presentation, Prezi, digital images, screen captures, embedded video, audio, mixed media formats, etc.).

Reasoning Targets

  • I can determine what part of my presentation would be clarified and strengthened by the use of media.

Skills (Performance) Targets

  • I can integrate appropriate digital media in a strategic manner to improve my presentation.

Product Targets

  • I can prepare a presentation that effectively integrates digital media to enhance understanding and increase interest.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.
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.

-
Proficient
  • The student can

    • present information clearly, concisely, and logically.

    • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

    • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

    • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

-
Progressing 

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

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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

-
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-09.SL.06

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-09.SL.06 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate

Student Learning Targets:

Knowledge Targets

  • I can determine whether or not an audience and occasion calls for a formal or informal tone and style.
  • I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal).

Reasoning Targets

  • I can determine what style, syntax, diction, and tone matches given formal and informal situations.
  • I can determine speaking tasks that will require a formal structure.

Skills (Performance) Targets

  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

  • I can compose a formal speech that demonstrates a command of grades 9-10 language standards.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.
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.

-
Proficient
  • The student can

    • present information clearly, concisely, and logically.

    • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

    • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

    • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

-
Progressing 

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

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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

-
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-09.W.01

Rubric - Resources

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-09.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

a. Introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader. 

b. Organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. 

c. Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.

d. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 

e. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing. 

f. Provide a conclusion that follows from and supports the argument presented.

Student Learning Targets:

Knowledge Targets

  • I can define claim, counterclaim, evidence, justify, argument, relevant, formal/informal style. 
  • I can recognize multiple sides of an issue.
  • I can identify solid supporting details in writing.
  • I can choose a position in an argument.
  • I can identify at least two sides of an argument.
  • I can identify effective transition statements.
  • I can distinguish (tell the difference) between formal and informal language.

Reasoning Targets

  • I can develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  • I can justify my argument with relevant supporting details.
  • I can use valid reasoning and relevant and sufficient evidence to support a claim.
  • I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.

Skills (Performance) Targets

  • I can introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • I can use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • stablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Product Targets

  • I can create a persuasive text or presentation.
  • I can develop and write an argument to support a claim using valid reasoning and relevant evidence.
  • I can produce a written document that has supporting details.
  • I can present a written or oral argument. 

 

Proficiency Scale

Measurement of Progress

 ELA-09-10.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

 
Proficient

The student can

  • introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
  • organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.
  • use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
  • provide a conclusion that follows from and supports the argument presented.

 

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. 

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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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