Vance County Schools English II Pacing Guide 2016-2017 RL ...€¦ · RL. 9-10.1 RL. 9-10.2 RL....

Vance County Schools English II Pacing Guide 2016-2017

Unit and Grading Period

Standards

Literary Devices/ Figurative Language/ Poetic Devices

Writing Focus and Assessment

Assignments

First Ten Days Aug. 28 Sep. 12

RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.6

Introduction to Course and the Following Topic: -Syllabus -Short Stories -Personal Narratives -Reading Strategies such as, Summary, Note-Taking, and Hamburger Powerpoint. -Book Report/ Journal/Article Expectations. Information such as Annotations, Literary Devices, and Reflections Overview will be discussed. - Context Clues

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-Construct Response Expectations -Pre-Test- This will be the pretest that was used last semester. You will get the code from Mrs. Morrison. As a result, you will be able to access your data online in powerschool.

1.Ancient and Classic Literature Sep 13- Sep. 27 2 Weeks Suggested Readings “The Epic of Gilgamesh” “Julius Caesar” “Parable of the Prodigal Son” “Damon and Pythias” “The Jewels” (PH) - BigMyth.com -

Reading Literature R.L.8, R.L.9, R.L.10 RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.5 RL. 9-10.6 Reading Informational RI. 9-10.2 RI. 9-10.3 RI. 9-10.4 RI. 9- 10.5 Writing

Theme Plot Archetype Motif Conflict

a. Internal Conflict- Man vs Himself

b. External Conflict- Man vs. Man, Man vs Nature, Man vs Society, Society vs Society, Man vs Supernatural

Point of View and the

Introduce Students to Book Report Definition essay. Examples: 1.Define the hero. 2. What is a myth? 3. What is an archetype?What is friendship? Focus on use of examples illustrate a point. (point, example, evidence structure)

Students will complete pre-assessment Discussion of class expectations -View and score released essays from Department of Public Instruction website -Literary Analysis essay - Identify and explain the use of archetypal elements in (work)

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“In the Beginning” (PH) - Fairy Tales/ Myths (PH) − Les Miserables (film) Constructed Response Practice Use Race Video and students will use ARMS to practice their responses. Context Clues Grammar Focus -Fragments -Run Ons Capitalization -Sentence Structure -Subject/Verb Agreement

W. 9-10.1A W. 9-10.2B W. 9-10.2. C W. 9- 10.2 F W. 9-10.3A W9. -10.3 B W.9- 10.3 D W.9- 10.6 W.9- 10.9 A Speaking and Listening SL. 9-10.4 SL. 9-10.6 Language L. 9-10.2 L. 9- 10.4 Number of Items by Standard on the English II End of Course Assessment are as follows: R.L.1- 3-9 R.L.2- 2-4 R.L.3- 0-4 R.L.4- 3-6 R.L.5- 1-3 R.L.6-1-3

various types

Cause and effect essay. Example: Discuss the effects of the gods' presences in the story. Literary Analysis essay. Discuss a character's growth in motivation, outlook, etc. through a text 2. Evaluate the presentation of the archetype of the hero in “The Epic of Gilgamesh” and Les Miserables. 3. Grammar puzzles and quizzes 4. Incorporate applicable technology such as Kahoot itand https://www.mentimeter.com/

Take notes and apply to stories/works from the unit - Storyboard the events of "The Epic of Gilgamesh" and label the frames with the appropriate steps of the hero's journey. Create a graphic organizer of categories of archetype (symbols, plots, characters, colors) and have students take detailed notes of archetypes in Les Miserables. Have students write an essay explaining the use of archetypal elements in the film. Put students in groups and give each group a different Grimm

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https://www.mentimeter.com/

https://www.mentimeter.com/

R.L.7- R.L.8- R.L.9- R.L.10- Number of Items by Standard on the English II End of Course Assessment are as follows: L.4a- 5 L.5a-3-5

fairytale. Have each group create large graphic organizers of the archetypal elements. Discuss hot topic of the week... ***Students can work on their dialectic journal *** Students can construct and respond to short answer/constructed response questions based on the sections read/discussed. *** Explain and begin working on Book Report # 1 that is due in this first four weeks of the start of this semester.

Benchmark # 1 Oct. 2-6, 2017 One Period for Testing Based on the amount Of Items (25-28)

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2.Magical Realism Sep. 28- Oct 12, 2017 2 weeks -"A Very Old Man With Enormous Wings" by Gabriel Garcia Marquez (PH) -"A Walk to the Jetty" (PH) -The Metamorphosis (Kafka) (PH) Grammar Focus -End Marks -Commas -Vocabulary -Parallel Structure

Reading Literature RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.6 Reading Informational RI. 9-10.2 RI. 9-10.3 RI.9- 10.4 RI.9 -10.6 RI 9- 10.7 Writing W. 9- 10.1.D W. 9- 10.2 B W. 9- 10.2. E W.9- 10.3.D Language L. 9- 10.1 A L. 9- 10.2 L. 9- 10.4a L. 9- 10.6 L. 9- 10.5 L.9- 10.5.A

Definition essay: What is magical realism? -With "A Walk to the Jetty," write a descriptive essay about one American "Rite of Passage." - Released Prompts

- Students research magical realism art and then create their own artwork. Gallery walk... students create story ideas on post it notes for various student art pieces. Students then produce a short magical realism story. -Literary Analysis-find examples of suspense and surrealism in "Half a Day"

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3.Realism (PH) Oct 13- Oct 27, 2017 2weeks −“Fear” - “The Street” -"The Glass of Milk” Rojas -"How Much Land Does a Man...” -”The Bet”- Checkov Grammar Focus -End Marks -Commas -Vocabulary

Reading Literature RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.6 Reading Informational RI. 9-10.2 RI. 9-10.3 RI.9- 10.4 RI.9 -10.6 RI 9- 10.7 Writing W. 9- 10.1.D W. 9- 10.2 B W. 9- 10.2. E W.9- 10.3.D Language L. 9- 10.1 A L. 9- 10.2 L. 9- 10.4a L. 9- 10.6 L. 9- 10.5 L.9- 10.5.A

- Comparative Analysis essay based on "Fear" and “The Street” −Argumentative research paper on capital punishment (after reading "The Bet"). Students must write an essay supporting or criticizing capital punishment in the United States. - Released Prompts

-Formal debates −Speeches -Personal Narratives

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PSAT for Grade 11 Students Wednesday November

Unit and Grading Period Standards

Writing and Focus Assessments

Assignments

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4.Asian/African Literature Oct 30- Nov. 13, 2017 2weeks Suggested Readings “The Madman” by Chinua Achebe -The Misty Poets (PH) -"All," "Also All" (PH) -Japanese Poetry (PH) Anansi stories(Ph) -Things Fall Apart by Chinua Achebe The Kite Runner Dead Men’s Paths I am Prepared to Die by Nelson Mandela Hotel Rwanda Constructed Response Practice Use Race Video and students will use ARMS

Reading Literature RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.6 Reading Informational RI. 9-10.2 RI. 9-10.3 RI.9- 10.4 RI.9 -10.6 RI 9- 10.7 Writing W. 9- 10.1.D W. 9- 10.2 B W. 9- 10.2. E W.9- 10.3.D Language L. 9- 10.1 A L. 9- 10.2 L. 9- 10.4a L. 9- 10.6 L. 9- 10.5 L.9- 10.5.A Number of Items by Standard on the English

Research essay. Footbinding in Chinese Culture. Poetry: Write Tanka/Haiku with imagery and contrasts Cause Essay. Example: What are the causes of immigration? Definition/Cause-effect Essay Define a "trickster" character and discuss how they affect others and the events of the story. Released Prompts

Students would begin working on Book Report # 2 Continue working on Journals Context Clues Continue writing and scoring constructed response for this unit. Students will be given the necessary rubrics. - Chinese culture mini research project -Research Yoruba culture in Things Fall Apart. -Compare/contrast Yoruba culture before and after white missionaries and colonists arrive. Students will evaluate how societal occurrences help to

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to practice their responses. Grammar Focus -Focus and Elaboration -Vocabulary -Quotation Marks -Vocabulary Run-ons Fragments

II End of Course Assessment are as follows: R.L.1- 3-9 R.L.2- 2-4 R.L.3- 0-4 R.L.4- 3-6 R.L.5- 1-3 R.L.6-1-3 R.L.7- R.L.8- R.L.9- R.L.10-

shape our future. Discuss hot topics and applicable themes

Benchmark # 2 November 6-10 One Period for Testing Based on the amount of items (33-35)

5.Poetry Nov 14- Nov 28, 2017 2 weeks Constructed Response Practice Use Race Video and students will use ARMS to practice their responses. Grammar Focus

Reading Literature RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.6 Reading Informational RI. 9-10.2 RI. 9-10.3 RI.9- 10.4 RI.9 -10.6

Simile Metaphor Extended Metaphor Personification Onomatopoeia Main Idea Pun Oxymoron Hyperbole

Students will analyze various poems

Use selected poems and selections for a comparative study Create a poetry portfolio that can be produced online in a blog or story board Students must be able to explain the effectiveness of the

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Parallel Structure Punctuation- Comma, Semicolons, Apostrophe, Comparative and Superlative

RI 9- 10.7 Writing W. 9- 10.1.D W. 9- 10.2 B W. 9- 10.2. E W.9- 10.3.D Language L. 9- 10.1 A L. 9- 10.2 L. 9- 10.4a L. 9- 10.6 L. 9- 10.5 L.9- 10.5.A

Figurative Device that was used by the poet and/or selection writer.

6.Holocaust/Human Rights Nov 29- Dec 13 2 weeks -Night - A Survivor Remembers(film) -Hotel Rwanda (film) Constructed Response Practice Use Race Video and students will use ARMS

Reading Literature RL. 9-10.1 RL. 9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.6 Number of Items by Standard on the English II End of Course Assessment are as

Themes Main Idea

Definition Essay- What is the meaning of human rights? What is the definition of citizenship? (What does it mean to be a citizen?) - Cause/ Effect essay- How does indoctrination condition a

-Portfolio/Powerpoint/Presentation research project regarding the Holocaust - Writing Assignment

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to practice their responses. Grammar Focus -Dangling Modifiers -Misused Words -Vocabulary

follows: RI. 1- 3-7 RI.2- 2-5 RI.3- 1-4 RI.4- 5-7 RI.5- 2-5 RI.6- 3-6

society? -Write critical analyses of Holocaust poems. -Released Prompts Read Informational Texts and Speeches

English II Review Monday, Dec 11- Jan. 11 Proposed Date for Final Exams to start is Jan 12th, 2018

Mock Exams Dec 11-15, 2017 Released English II Exam

Two Periods May be Needed (53 items)

http://www.dpi.state.nc.us/docs/accountability/testing/technotes/elatestspecs15.pdf

Weight Distributions for English II End of Course Examination

Unifying Concept English II

Reading for Literature 30-34%

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http://www.dpi.state.nc.us/docs/accountability/testing/technotes/elatestspecs15.pdf

Reading for Information 32-38%

Writing 14-18%

Speaking and Listening N/A

Language 14-18%

Total 100%

How to Find Released test Items in Schoolnet for English How to Find a Passage in Schoolnet based on the English Standards. Remember that you go to my.ncedcloud.org and type in your username and password. From the homepage you then click on the school building icon that takes you to schoolnet. Once in schoolnet follow the directions below.. 1. Hover at the Assessment Admin link once you are in schoolnet 2. Click find an item, passage, or rubric 3. Click Advance search 4. Click Standard Look up 5. Select Standard Document- Drop down arrow that allows you to select your subject 6. Select grade level 7. Select your subject by clicking on the + sign. You can also select specific standards 8. Once you click the plus (+) sign the subject that you have chosen will automatically drop down to specific standards for your subject 9. You can select specific standards by checking the box beside each standards 10. If you click the + sign beside specific standards you will be taken to the sub topic for each standard. 11. After you decide which standards you want click the box beside each standard.

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12. Then click add 13. You are now to scroll down to the properties section and type ncdpi_classroom for the publisher in the passage properties section. 14. Then you would click search passages at the bottom of the page. Always search passages and not items…

English II Standards

All English courses are broken down into five standards: Reading Literature, Reading Informational, Writing, Speaking and Listening and Language.

Reading Literature

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.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.


Determine a theme or central idea of a text and analyze in detail 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.


Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with

other characters, and advance the plot or develop the theme.

Craft and Structure:

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http://www.corestandards.org/ELA-Literacy/RL/9-10/2/




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).


Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time

(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a

wide reading of world literature.

Integration of Knowledge and Ideas:


Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in

each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).


(RL.9-10.8 not applicable to literature)


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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).

Range of Reading and Level of Text Complexity:


By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, 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 literature, including stories, dramas, and poems, at the high end of the grades 9-10 text

complexity band independently and proficiently.

Reading Informational

Key Ideas and Details:

CCSS.ELA-LITERACY.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.


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.


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http://www.corestandards.org/ELA-Literacy/RI/9-10/1/




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.

Craft and Structure:


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).


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).


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.

Integration of Knowledge and Ideas:


Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining

which details are emphasized in each account.

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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.


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.

Range of Reading and Level of Text Complexity:


By the end of grade 9, read and comprehend literary 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.

Writing

Text Types and Purposes:

CCSS.ELA-LITERACY.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.

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http://www.corestandards.org/ELA-Literacy/W/9-10/1/



CCSS.ELA-LITERACY.W.9-10.1.A

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.

CCSS.ELA-LITERACY.W.9-10.1.B

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.

CCSS.ELA-LITERACY.W.9-10.1.C

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.

CCSS.ELA-LITERACY.W.9-10.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they

are writing.

CCSS.ELA-LITERACY.W.9-10.1.E

Provide a concluding statement or section that follows from and supports the argument presented.


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.

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http://www.corestandards.org/ELA-Literacy/W/9-10/1/e/


http://www.corestandards.org/ELA-Literacy/W/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/d/


Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience's knowledge of the topic.


Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.


Use precise language and domain-specific vocabulary to manage the complexity of the topic.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they

are writing.

CCSS.ELA-LITERACY.W.9-10.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

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http://www.corestandards.org/ELA-Literacy/W/9-10/2/f/




Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured

event sequences.


Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a smooth progression of experiences or events.


Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events,

and/or characters.


Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters.


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing:

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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.)


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.)


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.

Research to Build and Present Knowledge:


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.


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http://www.corestandards.org/ELA-Literacy/L/9-10/






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.


Draw evidence from literary or informational texts to support analysis, reflection, and research.


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]").


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").

Range of Writing:


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.

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Speaking and Listening

Comprehension and Collaboration:

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.SL.9-10.1.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.

CCSS.ELA-LITERACY.SL.9-10.1.B

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.

CCSS.ELA-LITERACY.SL.9-10.1.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.

CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or

justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

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http://www.corestandards.org/ELA-Literacy/SL/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/d/


Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the

credibility and accuracy of each source.


Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence.

Presentation of Knowledge and Ideas:


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.


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.


Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades

9-10 Language standards 1 and 3here for specific expectations.)

Language

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http://www.corestandards.org/ELA-Literacy/L/9-10/






Conventions of Standard English:

CCSS.ELA-LITERACY.L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.1.A

Use parallel structure.*

CCSS.ELA-LITERACY.L.9-10.1.B

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.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.


Use a colon to introduce a list or quotation.

CCSS.ELA-LITERACY.L.9-10.2.C

Spell correctly.

Knowledge of Language:

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http://www.corestandards.org/ELA-Literacy/L/9-10/2/c/

http://www.corestandards.org/ELA-Literacy/L/9-10/1/a/


http://www.corestandards.org/ELA-Literacy/L/9-10/2/

http://www.corestandards.org/ELA-Literacy/L/9-10/1/b/




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.


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.

Vocabulary Acquisition and Use:


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content,

choosing flexibly from a range of strategies.


Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the

meaning of a word or phrase.


Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,

analytical; advocate, advocacy).

CCSS.ELA-LITERACY.L.9-10.4.C

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http://www.corestandards.org/ELA-Literacy/L/9-10/4/c/




Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

CCSS.ELA-LITERACY.L.9-10.4.D

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a

dictionary).


Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.


Analyze nuances in the meaning of words with similar denotations.


Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a

word or phrase important to comprehension or expression.

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http://www.corestandards.org/ELA-Literacy/L/9-10/4/d/





Sample Items by Standards

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