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|Common Core Standards |Converted/Unpacked Standards | |

|Reading Literature | | |

|CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to|I can locate and summarize evidence in the text to support my analysis of what the text | |

|support analysis of what the text says explicitly as well as inferences drawn |says. [RL.9-10.1] | |

|from the text. |I can distinguish between what the text explicitly states versus what the text suggests | |

| |implicitly. [RL.9-10.1] | |

| |I can draw conclusions based on what the text suggests implicitly. [RL.9-10.1] | |

|CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text |I can determine the central idea of a text and describe how each section contributes to the | |

|and analyze in detail its development over the course of the text, including how |central idea. [RL.9-10.2] | |

|it emerges and is shaped and refined by specific details; provide an objective |I can analyze how the central idea of a text is shaped and refined by specific details. | |

|summary of the text. |[RL.9-10.2] | |

| |I can summarize what the text says without including my own opinion about the subject | |

| |matter. [RL.9-10.2] | |

|CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those |I can identify complex characters in a text and explain how their multiple or conflicting | |

|with multiple or conflicting motivations) develop over the course of a text, |motivations contribute to their complexity. [RL.9-10.3] | |

|interact with other characters, and advance the plot or develop the theme. |I can trace how complex characters develop over the course of a text. [RL.9-10.3] | |

| |I can analyze how complex characters interact with other characters over the course of a | |

| |text. [RL.9-10.3] | |

| |I can describe how complex characters advance the plot or develop the theme. [RL.9-10.3] | |

|CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as |I can determine the meanings of words and phrases as they are used in a text. [RL.9-10.4] | |

|they are used in the text, including figurative and connotative meanings; analyze|I can distinguish between the figurative and connotative meanings of words as they are used | |

|the cumulative impact of specific word choices on meaning and tone (e.g., how the|in a text. [RL.9-10.4] | |

|language evokes a sense of time and place; how it sets a formal or informal |I can analyze and understand how an author’s specific word choice affects the meaning and | |

|tone). |tone of a text. [RL.9-10.4] | |

|CC.9-10.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how|I can understand and describe how an author has chosen to structure a text and order events | |

|to structure a text, order events within it (e.g., parallel plots), and |within it. [RL.9-10.5] | |

|manipulate time (e.g., pacing, flashbacks) create such effects as mystery, |I can analyze how the author’s choices to structure a text and manipulate time can create | |

|tension, or surprise. |mystery, tension, or surprise for the reader. [RL.9-10.5] | |

|CC.9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural|I can recognize and understand a particular point of view or cultural experience reflected | |

|experience reflected in a work of literature from outside the United States, |in a text from outside the United States. [RL.9-10.6] | |

|drawing on a wide reading of world literature. |I can draw on a wide reading of world literature to analyzes a particular point of view or | |

| |cultural experience reflected in a text. [RL.9-10.6] | |

|CC.9-10.R.L.7 Integration of Knowledge and Ideas: Analyze the representation of a|I can compare and contrast how a subject or key scene of a text is represented in two | |

|subject or a key scene in two different artistic mediums, including what is |different artistic mediums. [RL.9-10.7] | |

|emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and |I can analyze how the representation of a subject or key scene in two different artistic | |

|Breughel’s Landscape with the Fall of Icarus). |mediums shapes the overall effect of the subject or scene. [RL.9-10.7] | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.R.L.9 Integration of Knowledge and Ideas: Analyze how an author draws on |I can recognize when an author draws on source material (such as a theme or topic) from | |

|and transforms source material in a specific work (e.g., how Shakespeare treats a|another text. [RL.9-10.9] | |

|theme or topic from Ovid or the Bible or how a later author draws on a play by |I can analyze how an author draws on and transforms source material (such as a theme or | |

|Shakespeare). |topic) from another text. [RL.9-10.9] | |

|CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade|I can distinguish between portions of a text that I understand versus portions that I don’t | |

|9, read and comprehend literature, including stories, dramas, and poems, in the |understand. [RL.9-10.10] | |

|grades 9–10 text complexity band proficiently, with scaffolding as needed at the |I can use various reading and note-taking strategies that will help me locate portions of a | |

|high end of the range. By the end of grade 10, read and comprehend literature, |text that are difficult for me. [RL.9-10.10] | |

|including stories, dramas, and poems, at the high end of the grades 9–10 text |I can list questions I have about a text and ask for help in order to understand portions of| |

|complexity band independently and proficiently. |a text that are too difficult for me. [RL.9-10.10] | |

|Reading Informational Text | | |

|CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to|I can locate and summarize evidence in the text to support my analysis of what the text | |

|support analysis of what the text says explicitly as well as inferences drawn |says. [RI.9-10.1] | |

|from the text. |I can distinguish between what the text explicitly states versus what the text suggests | |

| |implicitly. [RI.9-10.1] | |

| |I can draw conclusions based on what the text suggests implicitly. [RI.9-10.1] | |

|CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and |I can determine the central idea of a text and describe how each section contributes to the | |

|analyze its development over the course of the text, including how it emerges and|central idea. [RI.9-10.2] | |

|is shaped and refined by specific details; provide an objective summary of the |I can analyze how the central idea of a text is shaped and refined by specific details. | |

|text. |[RI.9-10.2] | |

| |I can summarize what the text says without including my own opinion about the subject | |

| |matter. [RI.9-10.2] | |

|CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis |I can describe how the author unfolds an analysis or series of ideas or events, including | |

|or series of ideas or events, including the order in which the points are made, |the order in which the points are made. [RI.9-10.3] | |

|how they are introduced and developed, and the connections that are drawn between|I can analyze how the author introduces and develops each point, and how this contributes to| |

|them. |the overall purpose of the text. [RI.9-10.3] | |

| |I can analyze the connections the author draws between each point, and how these contribute | |

| |to the overall purpose of the text. [RI.9-10.3] | |

|CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as |I can determine the meanings of words and phrases as they are used in a text. [RI.9-10.4] | |

|they are used in a text, including figurative, connotative, and technical |I can distinguish between the figurative and connotative meanings of words as they are used | |

|meanings; analyze the cumulative impact of specific word choices on meaning and |in a text. [RI.9-10.4] | |

|tone (e.g., how the language of a court opinion differs from that of a |I can analyze and understand how an author’s specific word choice affects the meaning and | |

|newspaper). |tone of a text. [RI.9-10.4] | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author’s ideas or |I can understand and describe how an author has chosen to structure a text and order ideas | |

|claims are developed and refined by particular sentences, paragraphs, or larger |or claims within it. [RI.9-10.5] | |

|portions of a text (e.g., a section or chapter). |I can analyze how the structure of a text and order of ideas or claims within it affect the | |

| |overall purpose of the text. [RI.9-10.5] | |

| |I can analyze in detail how the author’s claims or ideas are developed and shaped by | |

| |particular sentences, paragraphs, or longer portions of a text. [RI.9-10.5] | |

|CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose|I can determine the author’s overall purpose and analyze how an author uses rhetorical | |

|in a text and analyze how an author uses rhetoric to advance that point of view |strategies to advance that purpose. [RI.9-10.6] | |

|or purpose. | | |

|CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various accounts of a |I can compare and contrast how various accounts of a subject are told in two different | |

|subject told in different mediums (e.g., a person’s life story in both print and |mediums. [RI.9-10.7] | |

|multimedia), determining which details are emphasized in each account. |I can analyze how the details emphasized in each account of a subject told in different | |

| |mediums affect the overall message. [RI.9-10.7] | |

|CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the |I can outline the argument and specific claims presented in a text, and evaluate its | |

|argument and specific claims in a text, assessing whether the reasoning is valid |effectiveness based on whether the reasoning is valid and the evidence is relevant and | |

|and the evidence is relevant and sufficient; identify false statements and |sufficient. [RI.9-10.8] | |

|fallacious reasoning. |I can recognize when a text presents false statements and fallacious reasoning, and can | |

| |explain how I know. [RI.9-10.8] | |

|CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents |I can analyze how multiple seminal U.S. historical and literary documents address a similar | |

|of historical and literary significance (e.g., Washington’s Farewell Address, the|theme or concept. [RI.9-10.9] | |

|Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From |I can evaluate how effectively multiple seminal U.S. historical and literary documents | |

|Birmingham Jail"), including how they address related themes and concepts. |address a similar theme or concept. [RI.9-10.9] | |

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|CC.9-10.R.I.10 Range of Reading and Level of Text Complexity: By the end of grade|I can distinguish between portions of a text that I understand versus portions that I don’t | |

|9, read and comprehend literary nonfiction in the grades 9–10 text complexity |understand. [RI.9-10.10] | |

|band proficiently, with scaffolding as needed at the high end of the range. By |I can use various reading and note-taking strategies that will help me locate portions of a | |

|the end of grade 10, read and comprehend literary nonfiction at the high end of |text that are difficult for me. [RI.9-10.10] | |

|the grades 9–10 text complexity band independently and proficiently. |I can list questions I have about a text and ask for help in order to understand portions of| |

| |a text that are too difficult for me. [RI.9-10.10] | |

|Reading Fundamentals | | |

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|Writing | | |

|CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an | | |

|analysis of substantive topics or texts, using valid reasoning and relevant and | | |

|sufficient evidence. | | |

|CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish |I can write arguments where I make claims based on my analysis of a substantive topic or | |

|the claim(s) from alternate or opposing claims, and create an organization that |text. [W.9-10.1a] | |

|establishes clear relationships among claim(s), counterclaims, reasons, and |I can write arguments using valid reasoning and sufficient evidence. [W.9-10.1a] | |

|evidence. |I can introduce claims and evidence and establish clear relationships among them, including | |

| |how each connects and supports the central argument. [W.9-10.1a] | |

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|CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly,|I can develop claims fairly, supplying evidence in a way that accurately reflects my | |

|supplying evidence for each while pointing out the strengths and limitations of |audience’s knowledge of the topic or text and concerns. [W.9-10.1b] | |

|both in a manner that anticipates the audience’s knowledge level and concerns. |I can address and develop counterclaims fairly, pointing out the strengths and, ultimately, | |

| |limitations of them to strengthen my central argument. [W.9-10.1b] | |

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|CC.9-10.W.1.c Text Types and Purposes: Use words, phrases, and clauses to link |I can create and maintain flow in my arguments using words, phrases, and clauses to link the| |

|the major sections of the text, create cohesion, and clarify the relationships |major sections of the text, create cohesion, and clarify the relationships between claims, | |

|between claim(s) and reasons, between reasons and evidence, and between claim(s) |evidence, reasons, and counterclaims. [W.9-10.1c] | |

|and counterclaims. | | |

|CC.9-10.W.1.d Text Types and Purposes: Establish and maintain a formal style and |I can maintain a formal style and objective tone appropriate for the task and audience. | |

|objective tone while attending to the norms and conventions of the discipline in |[W.9-10.1] | |

|which they are writing. |I can attend to the proper conventions of the discipline in which I’m writing, including | |

| |incorporating and citing evidence and sources appropriate to the specific discipline. | |

| |[W.9-10.1d] | |

|CC.9-10.W.1.e Text Types and Purposes: Provide a concluding statement or section |I can provide a concluding statement or section that supports and further strengthens the | |

|that follows from and supports the argument presented. |argument because I addressed both claims and counterclaims prior to the conclusion. | |

| |[W.9-10.1e] | |

|CC.9-10.W.2 Text Types and Purposes: Write informative/explanatory texts to |I can write informational/explanatory texts that examine and convey complex ideas, concepts,| |

|examine and convey complex ideas, concepts, and information clearly and |and other information. [W.9-10.2] | |

|accurately through the effective selection, organization, and analysis of | | |

|content. | | |

|CC.9-10.W.2.a Text Types and Purposes: Introduce a topic; organize complex ideas,|I can select, organize, and analyze ideas, concepts, and processes accurately and clearly. | |

|concepts, and information to make important connections and distinctions; include|[W.9-10.2a] | |

|formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia |I can introduce a topic effectively and develop it with relevant and sufficient facts, | |

|when useful to aiding comprehension. |extended definitions, concrete details, quotations, and examples appropriate for my | |

| |audience’s knowledge of the topic. [W.9-10.2a] | |

| |I can incorporate formatting, graphics, and multimedia into my informational/explanatory | |

| |texts. [W.9-10.2a] | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.W.2.b Text Types and Purposes: Develop the topic with well-chosen, |I can organize complex ideas, concepts, and information, making connections and distinctions| |

|relevant, and sufficient facts, extended definitions, concrete details, |to clarify their meaning. [W.9-10.2b] | |

|quotations, or other information and examples appropriate to the audience’s | | |

|knowledge of the topic. | | |

|CC.9-10.W.2.c Text Types and Purposes: Use appropriate and varied transitions to |I can create and maintain flow using varied transitional language to link the major sections| |

|link the major sections of the text, create cohesion, and clarify the |of the text, create cohesion, and clarify the relationships between complex ideas and | |

|relationships among complex ideas and concepts. |concepts. [W.9-10.2c] | |

|CC.9-10.W.2.d Text Types and Purposes: Use precise language and domain-specific |I can use domain-specific vocabulary and technical language to capture the complexity of the| |

|vocabulary to manage the complexity of the topic. |topic. [W.9-10.2d] | |

|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.W.2.e Text Types and Purposes: Establish and maintain a formal style and |I can maintain a formal style and objective tone appropriate for the task and audience. | |

|objective tone while attending to the norms and conventions of the discipline in |[W.9-10.2e] | |

|which they are writing. |I can attend to the proper conventions of the discipline in which I’m writing, including | |

| |incorporating and citing evidence and sources appropriate to the specific discipline. | |

| |[W.9-10.2e] | |

|CC.9-10.W.2.f Text Types and Purposes: Provide a concluding statement or section |I can provide a concluding statement or section that supports and further strengthens the | |

|that follows from and supports the information or explanation presented (e.g., |piece by articulating implications or the significance of the topic. [W.9-10.2f] | |

|articulating implications or the significance of the topic). | | |

|CC.9-10.W.3 Text Types and Purposes: Write narratives to develop real or imagined|I can write narratives to develop real or imagined experiences or events. [W.9-10.3] | |

|experiences or events using effective technique, well-chosen details, and | | |

|well-structured event sequences. | | |

|CC.9-10.W.3.a Text Types and Purposes: Engage and orient the reader by setting |I can engage and orient a reader by establishing a problem, situation, or observation. | |

|out a problem, situation, or observation, establishing one or multiple point(s) |[W.9-10.3a] | |

|of view, and introducing a narrator and/or characters; create a smooth |I can establish one or more points of view and introduce a narrator and/or other characters.| |

|progression of experiences or events. |[W.9-10.3a] | |

|CC.9-10.W.3.b Text Types and Purposes: Use narrative techniques, such as |I can employ narrative techniques such as dialogue, pacing, description, reflection, and | |

|dialogue, pacing, description, reflection, and multiple plot lines, to develop |multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b] | |

|experiences, events, and/or characters. | | |

|CC.9-10.W.3.c Text Types and Purposes: Use a variety of techniques to sequence |I can use a variety of techniques such as flashback, rising action, frame, and time shift to| |

|events so that they build on one another to create a coherent whole. |sequence events so that they build on one another to create a coherent whole. [W.9-10.3c] | |

| |I can employ narrative techniques, provide well-chosen details, and structure event | |

| |sequences effectively. [W.9-10.3c) | |

|CC.9-10.W.3.d Text Types and Purposes: Use precise words and phrases, telling |I can use precise words and phrases, telling details, and sensory language to convey a vivid| |

|details, and sensory language to convey a vivid picture of the experiences, |picture of the experiences, events, setting, and/or characters. [W.9-10.3d] | |

|events, setting, and/or characters. | | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.W.3.e Text Types and Purposes: Provide a conclusion that follows from and|I can provide a conclusion that follows from and reflects on what is experienced, observed, | |

|reflects on what is experienced, observed, or resolved over the course of the |or resolved over the course of the narrative. [W.9-10.3e] | |

|narrative. | | |

|CC.9-10.W.4 Production and Distribution of Writing: Produce clear and coherent |I can understand my task, purpose, and audience when I write. [W.9-10.4] | |

|writing in which the development, organization, and style are appropriate to |I can match the development, organization, and style of my writing to my task, audience, and| |

|task, purpose, and audience. (Grade-specific expectations for writing types are |purpose. [W.9-10.4] | |

|defined in standards 1–3 above.) | | |

|CC.9-10.W.5 Production and Distribution of Writing: Develop and strengthen |I can understand writing as a process of planning, revising, editing, and rewriting. | |

|writing as needed by planning, revising, editing, rewriting, or trying a new |[W.9-10.5] | |

|approach, focusing on addressing what is most significant for a specific purpose |I can develop and strengthen my writing by planning, revising, editing, rewriting, or trying| |

|and audience. (Editing for conventions should demonstrate command of Language |a new approach, focusing on addressing what is most significant for a specific purpose and | |

|standards 1–3 on up to and including grades 9-10 page 55.) |audience. [W.9-10.5] | |

|CC.9-10.W.6 Production and Distribution of Writing: Use technology, including the|I can use technology, including the internet, to produce, publish, and update individual or | |

|Internet, to produce, publish, and update individual or shared writing products, |shared writing products. [W.9-10.6] | |

|taking advantage of technology’s capacity to link to other information and to |I can collaborate with others using technology, including the internet when planning, | |

|display information flexibly and dynamically. |revising, editing, and rewriting drafts of writing. [W.9-10.6] | |

|CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as |I can conduct short as well as more sustained research projects to answer a question I have | |

|more sustained research projects to answer a question (including a self-generated|or one that is assigned to me. [W.9-10.7] | |

|question) or solve a problem; narrow or broaden the inquiry when appropriate; |I can conduct short as well as more sustained research projects to solve a problem. | |

|synthesize multiple sources on the subject, demonstrating understanding of the |[W.9-10.7] | |

|subject under investigation. |I can adjust my search process according to the information I encounter during my research. | |

| |[W.9-10.7] | |

| |I can synthesize multiple sources on a subject and demonstrate an understanding of the | |

| |subject under investigation. [W.9-10.7] | |

|CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information |I can gather relevant information from multiple authoritative print and digital sources, | |

|from multiple authoritative print and digital sources, using advanced searches |using advanced search tools effectively. [W.9-10.8] | |

|effectively; assess the usefulness of each source in answering the research |I can assess the usefulness of each source in answering a research question. [W.9-10.8] | |

|question; integrate information into the text selectively to maintain the flow of|I can integrate information into the text selectively to maintain the flow of ideas, | |

|ideas, avoiding plagiarism and following a standard format for citation. |avoiding plagiarism and following a standard format for citation. [W.9-10.8] | |

|CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary |I can draw evidence from literary texts to support my analysis, reflection, and research. | |

|or informational texts to support analysis, reflection, and research. |[W.9-10.9] | |

|CC.9-10.W.9.a Research to Build and Present Knowledge: Apply grades 9–10 Reading |I can draw evidence from informational texts to support my analysis, reflection, and | |

|standards to literature(e.g., “Analyze how an author draws on and transforms |research. [W.9-10.9a] | |

|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]”). | | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.W.9.b Research to Build and Present Knowledge: Apply grades 9–10 Reading |I can apply the analytical and reflective skills I use when I read to my writing. | |

|standards to literary nonfiction (e.g., “Delineate and evaluate the argument and |[W.9-10.9b] | |

|specific claims in a text, assessing whether the reasoning is valid and the | | |

|evidence is relevant and sufficient; identify false statements and fallacious | | |

|reasoning”). | | |

|CC.9-10.W.10 Range of Writing: Write routinely over extended time frames (time |I can design a work plan to appropriately match the task, purpose, and audience for a piece | |

|for research, reflection, and revision) and shorter time frames (a single sitting|of writing. [W.9-10.10] | |

|or a day or two) for a range of tasks, purposes, and audiences. |I can design a work plan that incorporates research, reflection, and revision. [W.9-10.10] | |

| |I can write routinely over shorter time frames for a range of tasks, purposes, and | |

| |audiences. [W.9-10.10] | |

| |I can write routinely over extended time frames for a range of tasks, purposes, and | |

| |audiences. [W.9-10.10] | |

| |I can manage a long-term research project that incorporates research, reflection, and | |

| |revision. [W.9-10.10] | |

| |I can synthesize research gathered over shorter time frames into a long-term research | |

| |project. [W.9-10.10] | |

|Speaking and Listening | | |

|CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate |I can effectively participate in one-on-one, group, and teacher-led discussions. [SL.9-10.1]| |

|effectively in a range of collaborative discussions (one-on-one, in groups, and |I can articulate my own ideas clearly and persuasively in a discussion. [SL.9-10.1] | |

|teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, | | |

|building on others’ ideas and expressing their own clearly and persuasively. | | |

|CC.9-10.SL.1.a Comprehension and Collaboration: Come to discussions prepared, |I can prepare for discussions by reading and researching class materials beforehand. | |

|having read and researched material under study; explicitly draw on that |[SL.9-10.1] | |

|preparation by referring to evidence from texts and other research on the topic |I can refer to evidence from texts and other research I have brought to the discussion. | |

|or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |[SL.9-10.1] | |

| |I can draw from and build on the ideas of others in a discussion. [SL.9-10.1a] | |

|CC.9-10.SL.1.b Comprehension and Collaboration: Work with peers to set rules for |I can collaborate with peers to set guidelines for class discussions. [SL.9-10.1b] | |

|collegial discussions and decision-making (e.g., informal consensus, taking votes|I can clarify, verify, or challenge ideas and conclusions in a discussion or collaborative | |

|on key issues, presentation of alternate views), clear goals and deadlines, and |activity. [SL.9-10.1b] | |

|individual roles as needed. |I can establish goals and roles for group members and adhere to the role assigned to me. | |

| |[SL.9-10.1b] | |

| |I can participate in friendly discussions and decision-making activities. [SL.9-10.1b] | |

|CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing |I can respect and promote diverse perspectives in a discussion or collaborative activity. | |

|and responding to questions that relate the current discussion to broader themes |[SL.9-10.1c] | |

|or larger ideas; actively incorporate others into the discussion; and clarify, |I can encourage others to participate in a discussion or collaborative activity. | |

|verify, or challenge ideas and conclusions. |[SL.9-10.1c] | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse |I can summarize where others agree and disagree with my ideas and perspectives. [SL.9-10.1d]| |

|perspectives, summarize points of agreement and disagreement, and, when |I can propel conversations by posing and responding to questions that connect to broader | |

|warranted, qualify or justify their own views and understanding and make new |ideas. [SL.9-10.1] | |

|connections in light of the evidence and reasoning presented. | | |

|CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of |I can actively listen and observe when multiple sources of information are presented to me | |

|information presented in diverse media or formats (e.g., visually, |in diverse formats and media. [SL.9-10.2] | |

|quantitatively, orally) evaluating the credibility and accuracy of each source. |I can integrate multiple sources of information presented in diverse formats and media. | |

| |[SL.9-10.2] | |

| |I can evaluate the credibility and accuracy of multiple sources presented to me. | |

| |[SL.9-10.2], [SL.9-10.3] | |

|CC.9-10.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view,|I can define rhetoric, ethos, pathos, and logos. [SL.9-10.3] | |

|reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning|I can evaluate a speakerʼs point of view, reasoning, and use of evidence and rhetoric. | |

|or exaggerated or distorted evidence. |[SL.9-10.3] | |

| |I can identify misleading reasoning or exaggerated or distorted evidence. [SL.9-10.2], | |

| |[SL.9-10.3] | |

|CC.9-10.SL.4 Presentation of Knowledge and Ideas: Present information, findings, |I can formulate a clear and concise perspective on a topic or issue and amass evidence to | |

|and supporting evidence clearly, concisely, and logically such that listeners can|support that perspective. [SL.9-10.4] | |

|follow the line of reasoning and the organization, development, substance, and |I can present information, findings, and evidence that convey my perspective on a topic or | |

|style are appropriate to purpose, audience, and task. |issue. [SL.9-10.4] | |

| |I can engage listeners so that they follow my line of reasoning. [SL.9-10.4] | |

| |I can organize, develop, and produce a presentation in a style appropriate to my purpose and| |

| |audience. [SL.9-10.4] | |

|CC.9-10.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital |I can engage my audience by incorporating digital media into my presentations. [SL.9-10.5] | |

|media (e.g., textual, graphical, audio, visual, and interactive elements) in |I can enhance my audience’s understanding of my findings, reasoning, and evidence by | |

|presentations to enhance understanding of findings, reasoning, and evidence and |incorporating digital media such as textual, graphical, audio, visual, or interactive | |

|to add interest. |elements. [SL.9-10.5] | |

|CC.9-10.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of |I can adapt my speech to a variety of contexts and tasks depending on my purpose and | |

|contexts and tasks, demonstrating command of formal English when indicated or |audience. [SL.9-10.6] | |

|appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific|I can demonstrate a command of formal English when necessary. [SL.9-10.6] | |

|expectations.) | | |

|Language | | |

|CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the | | |

|conventions of standard English grammar and usage when writing or speaking. | | |

|CC.9-10.L.1.a Conventions of Standard English: Use parallel structure.* |I can define and correctly use parallel structure when writing or speaking. [L.9-10.1a] | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.L.1.b Conventions of Standard English: Use various types of phrases |I can define and correctly use the following types of phrases: noun phrase, verb phrase, | |

|(noun, verb, adjectival, adverbial, participial, prepositional, absolute) and |adjectival phrase, adverbial phrase, participial phrase, prepositional phrase, and absolute | |

|clauses (independent, dependent; noun, relative, adverbial) to convey specific |phrase. [L.9-10.1b] | |

|meanings and add variety and interest to writing or presentations. |I can provide an accurate example of a noun phrase, verb phrase, adjectival phrase, | |

| |adverbial phrase, participial phrase, prepositional phrase, and absolute phrase. [L.9-10.1b]| |

| |I can define and correctly use the following types of clauses: independent clause, dependent| |

| |clause, noun clause, relative clause, and adverbial clause. [L.9-10.1b] | |

| |I can provide an accurate example of an independent clause, dependent clause, noun clause, | |

| |relative clause, and adverbial clause. [L.9-10.1b] | |

| |I can use a semicolon or conjunctive adverb to link two or more closely related independent | |

| |clauses. [L.9-10.1b) | |

| | | |

|CC.9-10.L.2 Conventions of Standard English: Demonstrate command of the | | |

|conventions of standard English capitalization, punctuation, and spelling when | | |

|writing. | | |

|CC.9-10.L.2.a Conventions of Standard English: Use a semicolon (and perhaps a |I can use a semicolon or conjunctive adverb to link two or more closely related independent | |

|conjunctive adverb) to link two or more closely related independent clauses. |clauses. [L.9-10.2a] | |

|CC.9-10.L.2.b Conventions of Standard English: Use a colon to introduce a list or|I can use a colon to introduce a list or quotation. [L.9-10.2b] | |

|quotation. | | |

|CC.9-10.L.2.c Conventions of Standard English: Spell correctly. |I can spell correctly. [L.9-10.2c] | |

|CC.9-10.L.3 Knowledge of Language: Apply knowledge of language to understand how |I can apply what I know about language to understand how language functions in different | |

|language functions in different contexts, to make effective choices for meaning |situations, and can provide examples. [L.9-10.3] | |

|or style, and to comprehend more fully when reading or listening. |I can apply what I know about language to make effective choices in the language I use to | |

| |shape the meaning and style. [L.9-10.3] | |

| |I can apply what I know about language to comprehend more fully when reading or listening. | |

| |[L.9-10.3] | |

|CC.9-10.L.3.a Knowledge of Language: Write and edit work so that it conforms to |I can write and edit work so it conforms to the guidelines in a style manual such as the MLA| |

|the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for |Handbook or Turban’s Manual for Writers. [L.9-10.3a] | |

|Writers) appropriate for the discipline and writing type. |I can consult a style manual to understand discipline-specific guidelines and types of | |

| |writing. [L.9-10.3a] | |

| |I can produce writing which conforms to discipline-specific guidelines. [L.9-10.3a] | |

|CC.9-10.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of |I can define and identify euphemism and oxymoron in a text. [L.9-10.4] | |

|unknown and multiple-meaning words and phrases based on grades 9–10 reading and | | |

|content, choosing flexibly from a range of strategies. | | |

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|Common Core Standards |Converted/Unpacked Standards | |

|CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall |I can determine the meaning of a word or phrase from context clues such as the overall | |

|meaning of a sentence, paragraph, or text; a word’s position or function in a |meaning of a sentence, paragraph, or text, or a word’s position or function in a sentence. | |

|sentence) as a clue to the meaning of a word or phrase. |[L.9-10.4a] | |

|CC.9-10.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns|I can identify and correctly use patterns of word changes that indicate different meanings | |

|of word changes that indicate different meanings or parts of speech (e.g., |or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). [L.9-10.4b] | |

|analyze, analysis, analytical; advocate, advocacy). | | |

|CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized |I can consult reference materials to find the pronunciation of a word or determine or | |

|reference materials (e.g., dictionaries, glossaries, thesauruses), both print and|clarify its precise meaning, its part of speech, or its etymology. [L.9-10.4c] | |

|digital, to find the pronunciation of a word or determine or clarify its precise | | |

|meaning, its part of speech, or its etymology. | | |

|CC.9-10.L.4.d Vocabulary Acquisition and Use: Verify the preliminary |I can verify the definition of a word or phrase I’m unsure of by studying the context or | |

|determination of the meaning of a word or phrase (e.g., by checking the inferred |consulting a reference material. [L.9-10.4d] | |

|meaning in context or in a dictionary). | | |

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|CC.9-10.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of |I can distinguish between words with similar denotations. [L.9-10.5] | |

|figurative language, word relationships, and nuances in word meanings. | | |

|CC.9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., |I can understand figures of speech in context and analyze their role in a text. [L.9-10.5b] | |

|satire, sarcasm) in context and analyze their role in the text. | | |

|CC.9-10.L.5.b Vocabulary Acquisition and Use: Analyze nuances in the meaning of |I can analyze nuances in the meaning of words with similar denotations. [L.9-10.5b] | |

|words with similar denotations. | | |

|CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general |I can accurately use and understand academic and domain-specific words and phrases | |

|academic and domain-specific words and phrases, sufficient for reading, writing, |appropriate for college and career readiness in my reading, writing, speaking, and | |

|speaking, and listening at the college and career readiness level; demonstrate |listening. [L.9-10.6] | |

|independence in gathering vocabulary knowledge when considering a word or phrase |I can independently gather vocabulary knowledge when considering a word or phrase important | |

|important to comprehension or expression |to comprehension or expression. [L.9-10.6] | |

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