L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Addressed in: Plan 1, Plan 2, Seed 4, Seed 6

L.9-10.1a Use parallel structure.*
Addressed in: Seed 4

L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Addressed in: Seed 4

L.9-10.1c Statement not found
Addressed in: Seed 6

L.9-10.1d Statement not found
Addressed in: Seed 6

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Addressed in: Plan 1, Plan 2, Seed 4, Seed 6

L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Addressed in: Seed 4

L.9-10.2b Use a colon to introduce a list or quotation.
Addressed in: Seed 4

L.9-10.2c Spell correctly.
Addressed in: Seed 6

L.9-10.2d Statement not found
Addressed in: Seed 6

L.9-10.2e Statement not found
Addressed in: Seed 6

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Addressed in: Plan 1, Plan 2, Seed 4, Seed 6

L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook_, Turabian’s _Manual for Writers) appropriate for the discipline and writing type.
Addressed in: Seed 6

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Addressed in: Plan 1, Plan 2, Seed 6

L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Addressed in: Plan 2, Seed 6

L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
Addressed in: Plan 2, Seed 6

Reading: Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Addressed in: Seed 2, Plan 1, Seed 3, Plan 2, Seed 5

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Addressed in: Seed 1, Plan 1, Seed 3, Plan 2

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Addressed in: Seed 2, Plan 1, Seed 3, Plan 2

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Addressed in: Plan 1, Seed 3, Plan 2

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Addressed in: Plan 1, Seed 3, Plan 2

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Addressed in: Seed 1, Plan 1, Seed 3, Plan 2

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Addressed in: Seed 3

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Addressed in: Plan 1, Plan 2, Seed 5

RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
Addressed in: Plan 1, Plan 2, Seed 5

Speaking & Listening

SL.9-10.1 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.
Addressed in: Plan 1, Plan 2

SL.9-10.1a 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.
Addressed in: Plan 1, Plan 2

SL.9-10.1b Work with peers to set rules for collegial 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.
Addressed in: Plan 1, Plan 2

SL.9-10.1c 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.
Addressed in: Plan 1, Plan 2

SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Addressed in: Plan 1, Plan 2

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Addressed in: Plan 1, Plan 2

Writing

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Addressed in: Seed 6

W.9-10.1a 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.
Addressed in: Seed 6

W.9-10.1b 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.
Addressed in: Seed 6

W.9-10.1c 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.
Addressed in: Seed 6

W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Addressed in: Seed 6

W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.
Addressed in: Seed 6

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Addressed in: Seed 1, Seed 2, Plan 1

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Addressed in: Seed 1, Seed 2, Plan 1, Plan 2, Seed 6

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
Addressed in: Plan 1, Plan 2, Seed 6

W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Addressed in: Plan 1, Plan 2, Seed 6

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Addressed in: Seed 5

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Addressed in: Seed 5

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Addressed in: Plan 2, Seed 5

W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Addressed in: Plan 2

W.9-10.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Addressed in: Seed 5

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Addressed in: Seed 1, Seed 2, Seed 5

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Last Updated 3/17/2020 11:56 AM