10th Grade English


[RL] Reading Literature

ELA-10.RL.01

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.01 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

Student Learning Targets:

Knowledge Targets

  • I can identify inferred and literal meanings.
  • I can explain the difference between explicit and implicit.
  • I understand how much evidence is needed to support my conclusions or claims.
  • I can distinguish between text that provides strong support and text that is not related, uncertain, or is insufficient or unreliable as evidence.

Reasoning Targets

  • I can insightfully analyze texts, showing that I can make meaning from details that are directly stated as well as from those that are implied.
  • I can draw conclusions from a text and support my thoughts with specific and cited textual references.

Skills (Performance) Targets

  • I can use textual evidence that is convincing and complete to support my ideas.
  • I can cite from the text in a formal citation as well as in a verbal reference.
  • I can closely read a text, looking for patterns, use of figurative language, character development, etc. in order to express and support my conclusions.
  • I can take part in small or large group discussions where I can cite specific textual evidence in order to discuss the meaning of a work of literature.

Product Targets

  • I can write a explanation and/or provide a verbal explanation of conclusions I have drawn after a close read of a text.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

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 the 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 the plot or develop the theme.

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.

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.
-
Proficient

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.
-
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

  • 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

-
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-10.RL.02

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.02 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

Student Learning Targets:

Knowledge Targets

  • I can define theme as a universal truth that run throughout a piece of literature.
  • I can define objective and subjective.
  • I can determine what details are necessary to include in an objective summary.
  • I can determine a theme.

Reasoning Targets

  • I can analyze themes as they relate to a specific story and its characters.
  • I can support my analysis by showing how my determined theme progresses throughout the literary work.

Skills (Performance) Targets

  • I can differentiate between theme and plot.
  • I can summarize a written passage without editorializing.
  • I can collect and cite details and evidence to support a theme or central idea of a text.

Product Targets

  • I can write or verbalize an objective summary.
  • I can produce a written work or spoken statements reveal literary analysis of theme.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

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 the 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 the plot or develop the theme.

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.

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.
-
Proficient

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.
-
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

  • 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

-
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-10.RL.03

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.03 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 the plot or develop the 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.

Skills (Performance) Targets

  • I can

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.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

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 the 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 the plot or develop the theme.

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.

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.
-
Proficient

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.
-
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

  • 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

-
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-10.RL.04

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.04  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).

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood and tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning.
  • I know the difference between connotative and denotative meanings of words, and I understand how connotative meanings shape tone.

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can take part in a conversation, in large or small group settings, where I am expected to discuss how word choice and selection of detail influence setting and tone.

Product Targets

  • I can write a paper that asks me to analyze how word choice influences the meaning of a work of fiction.

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • 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

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

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates 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 examines 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 how cultural experiences influence particular points of view in diverse works of literature.
-
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, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
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-10.RL.05

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.05 Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Student Learning Targets:

Knowledge Targets

  • I can define figurative language.
  • I can define connotation and denotation.
  • I can define tone.
  • I can determine the difference between formal and informal tone.

Reasoning Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can determine the tone of a piece of literature.

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • 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

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

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates 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 examines 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 how cultural experiences influence particular points of view in diverse works of literature.
-
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, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
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-10.RL.06

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.06 Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

  • I can define point of view.

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.
  • I can analyze multiple texts of world literature to gain insight into point of view of other societies and cultures.

Skills (Performance) Targets

  • I can determine an author's point of view in a text.

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • 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

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

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates 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 examines 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 how cultural experiences influence particular points of view in diverse works of literature.
-
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, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
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-10.RL.07

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.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

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement 

of Progress

Integration of Knowledge and Ideas

  • 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 Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 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

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes. 

  • 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

-
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-10.RL.09

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.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 

Reasoning Targets

  • I can 

  • I can 

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

ResourcesWebsitesVocabulary

Measurement 

of Progress

Integration of Knowledge and Ideas

  • 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 Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 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

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes. 

  • 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

-
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. -