CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
CA.CC.RL.9-10. Reading Standards for Literature
Key Ideas and Details
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.Compare and Contrast: Myths and Cultures
The Odyssey : Central Ideas and Character Motivation, Part
2Introduction to Individuality and Conformity: "Initiation"
Descriptive Language and Character: Iqbal
Characterization, Theme, and Irony in "The Gift of the
Magi"Narrative Elements in "Pyramus and Thisbe", from Ovid's
MetamorphosesAn Introduction to Shakespeare and Romeo and Juliet , Part
1Setting the Scene of Romeo and Juliet , Part 2
Characters and Conflict in Romeo and Juliet , Part 3
Literary Devices in Romeo and Juliet , Part 5
Character and Point of View in "The Most Dangerous
Game," Part 1Making Predictions and Visualizing with "The Most
Dangerous Game," Part 2Narration and Point of View in Lizzie Bright and the
Buckminster Boy , Part 2RL.9-10.2. 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.The Odyssey : Conflict and Theme, Part 4
The Odyssey : Theme Development, Part 6
Comparing Poetry: Poetic Devices
Characterization, Theme, and Irony in "The Gift of the
Magi"Rhyme Scheme and Rhythm in a Sonnet by William
ShakespeareThemes and Resolution in Romeo and Juliet , Part 8
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
RL.9-10.3. 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.Heroic Characteristics in "Perseus"
Suspense in "The Cruel Tribute"
The Odyssey : Central Ideas and Character Motivation, Part
2The Odyssey : Writing a Character Analysis, Part 3
The Odyssey : Theme Development, Part 6
Introduction to Individuality and Conformity: "Initiation"
Characters, Conflict, and Idioms in "Daughter of Invention"
by Julia AlvarezCharacter and Setting in "To Build a Fire," Part 1
Descriptive Language and Character: Iqbal
Characterization, Theme, and Irony in "The Gift of the
Magi"Setting the Scene of Romeo and Juliet , Part 2
Characters and Conflict in Romeo and Juliet , Part 3
Literary Devices in Romeo and Juliet , Part 5
Conflict Development in Romeo and Juliet , Part 6
Suspense in Romeo and Juliet , Part 7
Themes and Resolution in Romeo and Juliet , Part 8
Creating a Storyboard for a Shakespeare Scene
Character and Point of View in "The Most Dangerous
Game," Part 1Mood and Narrative Techniques in "Lather and Nothing
Else"Historical Context and Conflict in Lizzie Bright and the
Buckminster Boy , Part 1Narration and Point of View in Lizzie Bright and the
Buckminster Boy , Part 2
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone). (See grade 9-10 Language standards 4-6 for additional expectations.) CA
The Odyssey : Central Ideas and Character Motivation, Part
2The Odyssey : Conflict and Theme, Part 4
The Odyssey : Symbolism and Making Predictions, Part 5
Imagery and Symbolism in "The Scarlet Ibis"
Characters, Conflict, and Idioms in "Daughter of Invention"
by Julia AlvarezWord Choice and Extended Metaphor in a Poem by Maya
AngelouComparing Poetry: Poetic Devices
Conflict and Theme in "To Build a Fire," Part 2
Poetic Form in "I Am Offering This Poem"
Content and Style in Emily Dickinson's Poems
Soliloquy and Figures of Speech in Romeo and Juliet , Part 4
Literary Devices in Romeo and Juliet , Part 5
Creating a Storyboard for a Shakespeare Scene
Introduction to Mystery and Suspense: "The Raven"
Mood and Narrative Techniques in "Lather and Nothing
Else"RL.9-10.5. 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.Suspense in "The Cruel Tribute"
The Odyssey and Epic Poetry: An Introduction, Part 1
The Odyssey : Conflict and Theme, Part 4
Introduction to Individuality and Conformity: "Initiation"
Imagery and Symbolism in "The Scarlet Ibis"
Comparing Poetry: Poetic Devices
Character and Setting in "To Build a Fire," Part 1
Conflict and Theme in "To Build a Fire," Part 2
Poetic Form in "I Am Offering This Poem"
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
RL.9-10.5. 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.(Cont'd.) Rhyme Scheme and Rhythm in a Sonnet by William
ShakespeareNarrative Elements in "Pyramus and Thisbe", from Ovid's
MetamorphosesAn Introduction to Shakespeare and Romeo and Juliet , Part
1Characters and Conflict in Romeo and Juliet , Part 3
Suspense in Romeo and Juliet , Part 7
Introduction to Mystery and Suspense: "The Raven"
Mood and Narrative Techniques in "Lather and Nothing
Else"RL.9-10.6. 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.Introduction to Mythology
Compare and Contrast: Myths and Cultures
Compare and Contrast: Myths and Cultures (Continued)
The Odyssey and Epic Poetry: An Introduction, Part 1
The Odyssey : Central Ideas and Character Motivation, Part
2The Odyssey : Conflict and Theme, Part 4
The Odyssey : Symbolism and Making Predictions, Part 5
The Odyssey : Theme Development, Part 6
Descriptive Language and Character: Iqbal
Integration of Knowledge and Ideas
RL.9-10.7. 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).Comparing Accounts of Iqbal's Story
Soliloquy and Figures of Speech in Romeo and Juliet , Part 4
Creating a Storyboard for a Shakespeare Scene
Making Predictions and Visualizing with "The Most
Dangerous Game," Part 2Structure and Narrative: Rosa Parks' Memoir, My Story
RL.9-10.8. (Not applicable to literature)
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
RL.9-10.9. 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).Viewpoint in I Know Why the Caged Bird Sings
Comparing Accounts of Iqbal's Story
Narrative Elements in "Pyramus and Thisbe", from Ovid's
MetamorphosesStructure and Narrative: Rosa Parks' Memoir, My Story
Range of Reading and Level of Text Complexity
RL.9-10.10. 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.Introduction to Mythology
Compare and Contrast: Myths and Cultures
Compare and Contrast: Myths and Cultures (Continued)
Heroic Characteristics in "Perseus"
Suspense in "The Cruel Tribute"
The Odyssey and Epic Poetry: An Introduction, Part 1
The Odyssey : Central Ideas and Character Motivation, Part
2The Odyssey : Conflict and Theme, Part 4
The Odyssey : Symbolism and Making Predictions, Part 5
The Odyssey : Theme Development, Part 6
Introduction to Individuality and Conformity: "Initiation"
Imagery and Symbolism in "The Scarlet Ibis"
Characters, Conflict, and Idioms in "Daughter of Invention"
by Julia AlvarezWord Choice and Extended Metaphor in a Poem by Maya
AngelouViewpoint in I Know Why the Caged Bird Sings
Making Inferences about a Time Period in "A Century Ride"
Understanding Procedures
Comparing Poetry: Poetic Devices
Character and Setting in "To Build a Fire," Part 1
Conflict and Theme in "To Build a Fire," Part 2
Writing an Analysis of "To Build a Fire," Part 3
©Edgenuity Inc. Confidential Page 5 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
RL.9-10.10. 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.(Cont'd.) Descriptive Language and Character: Iqbal
Comparing Accounts of Iqbal's Story
Characterization, Theme, and Irony in "The Gift of the
Magi"Poetic Form in "I Am Offering This Poem"
Content and Style in Emily Dickinson's Poems
Rhyme Scheme and Rhythm in a Sonnet by William
ShakespeareNarrative Elements in "Pyramus and Thisbe", from Ovid's
MetamorphosesAn Introduction to Shakespeare and Romeo and Juliet , Part
1Setting the Scene of Romeo and Juliet , Part 2
Characters and Conflict in Romeo and Juliet , Part 3
Soliloquy and Figures of Speech in Romeo and Juliet , Part 4
Literary Devices in Romeo and Juliet , Part 5
Conflict Development in Romeo and Juliet , Part 6
Suspense in Romeo and Juliet , Part 7
Themes and Resolution in Romeo and Juliet , Part 8
Introduction to Mystery and Suspense: "The Raven"
Character and Point of View in "The Most Dangerous
Game," Part 1Making Predictions and Visualizing with "The Most
Dangerous Game," Part 2Mood and Narrative Techniques in "Lather and Nothing
Else"Historical Context and Conflict in Lizzie Bright and the
Buckminster Boy , Part 1Narration and Point of View in Lizzie Bright and the
Buckminster Boy , Part 2
©Edgenuity Inc. Confidential Page 6 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
CA.CC.RI.9-10. Reading Standards for Information Text
Key Ideas and Details
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.Viewpoint in I Know Why the Caged Bird Sings
Making Inferences about a Time Period in "A Century Ride"
Supporting Conclusions with Evidence in The Dark Game ,
Part 2Analyzing the Series of Events in Outcasts United
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.Central Ideas and Description in The Ancient City Life in
Classical Athens and RomeIntroducing a Text in Wheels of Change , Part 1
Developing Central Ideas in Wheels of Change , Part 5
Summarizing Central Ideas and Purpose: The Hot Zone
Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Word Choice and Author's Purpose in Warriors Don't Cry
The Art of Creating Suspense: Central Ideas of Two Authors
Summarizing Central Ideas in The Dark Game , Part 1
Using Strategies and Word Patterns: The Code Book
Tracing the Central Idea in "A Quilt of a Country"
Rhetoric and Structure in Roosevelt's Four Freedoms
SpeechRI.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.Central Ideas and Description in The Ancient City Life in
Classical Athens and RomeText Structures in Wheels of Change , Part 2
Cause and Effect in Wheels of Change , Part 4
Developing Central Ideas in Wheels of Change , Part 5
Organization and Historical Context in Wheels of Change ,
Part 6Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.(Cont'd.) Introduction to Making a Difference: It's Our World, Too!
The Art of Creating Suspense: Central Ideas of Two Authors
Structure and Narrative: Rosa Parks' Memoir, My Story
Analyzing the Series of Events in Outcasts United
Rhetoric and Structure in Roosevelt's Four Freedoms
SpeechCraft and Structure
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).
(See grade 9-10 Language standards 4-6 for additional expectations.) CA
Central Ideas and Description in The Ancient City Life in
Classical Athens and RomeWord Choice and Evidence in Wheels of Change , Part 3
Making Inferences about a Time Period in "A Century Ride"
Understanding Procedures
Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Word Choice and Author's Purpose in Warriors Don't Cry
Author's Purpose and Viewpoint in The Dark Game , Part 3
Using Strategies and Word Patterns: The Code Book
Argument Technique in Martin Luther King, Jr.'s "I Have a
Dream" SpeechArgument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)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).RI.9-10.5.a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace
documents. CACreating a Blog
Understanding Procedures
Creating a PSA
Media Literacy
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.Viewpoint in I Know Why the Caged Bird Sings
Introducing a Text in Wheels of Change , Part 1
Word Choice and Evidence in Wheels of Change , Part 3
Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Introduction to Making a Difference: It's Our World, Too!
Comparing Accounts of Iqbal's Story
Word Choice and Author's Purpose in Warriors Don't Cry
The Art of Creating Suspense: Central Ideas of Two Authors
Author's Purpose and Viewpoint in The Dark Game , Part 3
Argument Technique in Martin Luther King, Jr.'s "I Have a
Dream" SpeechArgument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)Analyzing the Series of Events in Outcasts United
Rhetoric in Reagan's Address at Moscow State University
Media Literacy
Integration of Knowledge and Ideas
RI.9-10.7. 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.Comparing Accounts of Iqbal's Story
Structure and Narrative: Rosa Parks' Memoir, My Story
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.Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Evaluating an Argument and Questioning: The Code Book
Rhetoric in Reagan's Address at Moscow State University
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.
Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Argument Technique in Martin Luther King, Jr.'s "I Have a
Dream" SpeechArgument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)Structure and Narrative: Rosa Parks' Memoir, My Story
Rhetoric and Structure in Roosevelt's Four Freedoms
SpeechRhetoric in Reagan's Address at Moscow State University
Range of Reading and Level of Text Complexity
RI.9-10.10. 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.Central Ideas and Description in The Ancient City Life in
Classical Athens and RomeIntroducing a Text in Wheels of Change , Part 1
Text Structures in Wheels of Change , Part 2
Word Choice and Evidence in Wheels of Change , Part 3
Cause and Effect in Wheels of Change , Part 4
Developing Central Ideas in Wheels of Change , Part 5
Organization and Historical Context in Wheels of Change ,
Part 6Summarizing Central Ideas and Purpose: The Hot Zone
Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Introduction to Making a Difference: It's Our World, Too!
Comparing Accounts of Iqbal's Story
Word Choice and Author's Purpose in Warriors Don't Cry
An Introduction to Shakespeare and Romeo and Juliet , Part
1The Art of Creating Suspense: Central Ideas of Two Authors
Summarizing Central Ideas in The Dark Game , Part 1
Supporting Conclusions with Evidence in The Dark Game ,
Part 2
©Edgenuity Inc. Confidential Page 10 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
RI.9-10.10. 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.(Cont'd.) Author's Purpose and Viewpoint in The Dark Game , Part 3
Using Strategies and Word Patterns: The Code Book
Evaluating an Argument and Questioning: The Code Book
Argument Technique in Martin Luther King, Jr.'s "I Have a
Dream" SpeechArgument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)Structure and Narrative: Rosa Parks' Memoir, My Story
Tracing the Central Idea in "A Quilt of a Country"
Analyzing the Series of Events in Outcasts United
Rhetoric and Structure in Roosevelt's Four Freedoms
SpeechRhetoric in Reagan's Address at Moscow State University
Media Literacy
CA.CC.W.9-10. Writing Standards
Text Types and Purposes
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.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.Creating a PSA
Writing an Argumentative Essay about Fire Prevention
Writing an E-mail about an Important Issue
Writing an Argumentative Editorial about Initiating Change
Writing a Research-Based Argumentative Essay about
TechnologyW.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.Creating a PSA
Writing an Argumentative Essay about Fire Prevention
Writing an Argumentative Editorial about Initiating Change
Writing a Research-Based Argumentative Essay about
Technology
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.Writing an Argumentative Essay about Fire Prevention
Writing an Argumentative Editorial about Initiating Change
Writing a Research-Based Argumentative Essay about
TechnologyW.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.Writing an Argumentative Essay about Fire Prevention
Writing an E-mail about an Important Issue
Writing an Argumentative Editorial about Initiating Change
Writing a Research-Based Argumentative Essay about
TechnologyW.9-10.1.e. Provide a concluding statement or section that follows from and supports the argument
presented.Writing an Argumentative Essay about Fire Prevention
Writing an Argumentative Editorial about Initiating Change
Writing a Research-Based Argumentative Essay about
TechnologyW.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.W.9-10.2.a. Introduce a topic or thesis statement; 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. CA
Researching and Writing about a Mythical Character
Writing an Analysis of "To Build a Fire," Part 3
Writing an Informative Essay about Making Sacrifices
Writing an Argument Based on "The Most Dangerous
Game," Part 3Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasCreating a Multimedia Presentation
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
W.9-10.2.b. 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.Researching and Writing about a Mythical Character
Writing an Analysis of "To Build a Fire," Part 3
Writing an Informative Essay about Making Sacrifices
Writing an Argument Based on "The Most Dangerous
Game," Part 3Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasCreating a Multimedia Presentation
W.9-10.2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.Researching and Writing about a Mythical Character
Writing an Informative Essay about Making Sacrifices
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasW.9-10.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Researching and Writing about a Mythical Character
Writing about Mood in Art
Writing an Informative Essay about Making Sacrifices
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasW.9-10.2.e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.Researching and Writing about a Mythical Character
Writing about Mood in Art
Writing an Informative Essay about Making Sacrifices
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of Ideas
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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).Researching and Writing about a Mythical Character
Writing an Informative Essay about Making Sacrifices
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasW.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.W.9-10.3.a. 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.Writing a Narrative about Overcoming a Challenge
W.9-10.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines,
to develop experiences, events, and/or characters.Writing a Narrative about Overcoming a Challenge
W.9-10.3.c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.Writing a Narrative about Overcoming a Challenge
W.9-10.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.Writing a Narrative about Overcoming a Challenge
W.9-10.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.Writing a Narrative about Overcoming a Challenge
Production and Distribution of Writing
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.)Writing a Narrative about Overcoming a Challenge
The Odyssey : Writing a Character Analysis, Part 3
Researching and Writing about a Mythical Character
Creating a PSA
Writing an Argumentative Essay about Fire Prevention
Writing an E-mail about an Important Issue
Writing an Argumentative Editorial about Initiating Change
Writing an Informative Essay about Making Sacrifices
©Edgenuity Inc. Confidential Page 14 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.)(Cont'd.) Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasArgument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)Writing a Research-Based Argumentative Essay about
TechnologyCreating a Multimedia Presentation
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.)Writing a Narrative about Overcoming a Challenge
Researching and Writing about a Mythical Character
Writing an Argumentative Essay about Fire Prevention
Writing an Argumentative Editorial about Initiating Change
Writing an Informative Essay about Making Sacrifices
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasWriting a Research-Based Argumentative Essay about
TechnologyW.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.Writing a Narrative about Overcoming a Challenge
Researching and Writing about a Mythical Character
Creating a Blog
Creating a PSA
Writing an Argumentative Essay about Fire Prevention
Writing an Argumentative Editorial about Initiating Change
Writing an Informative Essay about Making Sacrifices
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of Ideas
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.(Cont'd.) Writing a Research-Based Argumentative Essay about
TechnologyCreating a Multimedia Presentation
Research to Build and Present Knowledge
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.Researching and Writing about a Mythical Character
Creating a Blog
Writing a Research-Based Argumentative Essay about
TechnologyWriting a Works Cited Page
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 including footnotes and endnotes. CA
Researching and Writing about a Mythical Character
Creating a Blog
Writing a Works Cited Page
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.9.a. 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]").
Introduction to Mythology
Compare and Contrast: Myths and Cultures
Compare and Contrast: Myths and Cultures (Continued)
Suspense in "The Cruel Tribute"
The Odyssey and Epic Poetry: An Introduction, Part 1
The Odyssey : Central Ideas and Character Motivation, Part
2The Odyssey : Writing a Character Analysis, Part 3
©Edgenuity Inc. Confidential Page 16 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
W.9-10.9.a. 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]").
(Cont'd.) The Odyssey : Symbolism and Making Predictions, Part 5
The Odyssey : Theme Development, Part 6
Introduction to Individuality and Conformity: "Initiation"
Characters, Conflict, and Idioms in "Daughter of Invention"
by Julia AlvarezWord Choice and Extended Metaphor in a Poem by Maya
AngelouMaking Inferences about a Time Period in "A Century Ride"
Comparing Poetry: Poetic Devices
Writing an Analysis of "To Build a Fire," Part 3
Characterization, Theme, and Irony in "The Gift of the
Magi"Rhyme Scheme and Rhythm in a Sonnet by William
ShakespeareNarrative Elements in "Pyramus and Thisbe", from Ovid's
MetamorphosesAn Introduction to Shakespeare and Romeo and Juliet , Part
1Setting the Scene of Romeo and Juliet , Part 2
Characters and Conflict in Romeo and Juliet , Part 3
Soliloquy and Figures of Speech in Romeo and Juliet , Part 4
Literary Devices in Romeo and Juliet , Part 5
Conflict Development in Romeo and Juliet , Part 6
Themes and Resolution in Romeo and Juliet , Part 8
Creating a Storyboard for a Shakespeare Scene
Introduction to Mystery and Suspense: "The Raven"
Making Predictions and Visualizing with "The Most
Dangerous Game," Part 2Writing an Argument Based on "The Most Dangerous
Game," Part 3Historical Context and Conflict in Lizzie Bright and the
Buckminster Boy , Part 1Narration and Point of View in Lizzie Bright and the
Buckminster Boy , Part 2
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CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
W.9-10.9.b. 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").
Researching and Writing about a Mythical Character
Creating a Blog
Introducing a Text in Wheels of Change , Part 1
Word Choice and Evidence in Wheels of Change , Part 3
Cause and Effect in Wheels of Change , Part 4
Developing Central Ideas in Wheels of Change , Part 5
Organization and Historical Context in Wheels of Change ,
Part 6Summarizing Central Ideas and Purpose: The Hot Zone
Comparing Argumentative Texts: Silent Spring and "Save
the Redwoods"Comparing Accounts of Iqbal's Story
Word Choice and Author's Purpose in Warriors Don't Cry
The Art of Creating Suspense: Central Ideas of Two Authors
Summarizing Central Ideas in The Dark Game , Part 1
Supporting Conclusions with Evidence in The Dark Game ,
Part 2Author's Purpose and Viewpoint in The Dark Game , Part 3
Writing an Analysis of The Dark Game , Part 4
Argument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)Structure and Narrative: Rosa Parks' Memoir, My Story
Range of Writing
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.Writing a Narrative about Overcoming a Challenge
The Odyssey : Writing a Character Analysis, Part 3
Writing about Mood in Art
Creating a Blog
Creating a PSA
Writing an Analysis of "To Build a Fire," Part 3
Writing an Argumentative Essay about Fire Prevention
©Edgenuity Inc. Confidential Page 18 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
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.(Cont'd.) Writing an E-mail about an Important Issue
Writing an Argumentative Editorial about Initiating Change
Writing a Shakespearean Sonnet
Writing an Informative Essay about Making Sacrifices
Writing an Argument Based on "The Most Dangerous
Game," Part 3Writing a Literary Analysis through the Lens of a Quotation
Writing an Analysis of The Dark Game , Part 4
Writing a Compare-and-Contrast Essay about Presentation
of IdeasArgument Technique in Martin Luther King, Jr.'s "I Have a
Dream" Speech (Continued)Writing a Research-Based Argumentative Essay about
TechnologyCreating a Multimedia Presentation
CA.CC.SL.9-10. Speaking and Listening Standards
Comprehension and Collaboration
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.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.
Speaking and Listening: Effective Group Discussions
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.Speaking and Listening: Effective Group Discussions
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.Speaking and Listening: Effective Group Discussions
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.
Speaking and Listening: Effective Group Discussions
©Edgenuity Inc. Confidential Page 19 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.Creating a Blog
Creating a PSA
Speaking and Listening: Planning a Multimedia Presentation
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.Speaking and Listening: Effective Group Discussions
The Art of Creating Suspense: Central Ideas of Two Authors
Presentation of Knowledge and Ideas
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically (using
appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to
purpose (e.g., argument, narrative, informative, response to literature presentations), audience,
and task. CASL.9-10.4.a. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a
thesis, conveys information from primary and secondary sources coherently, uses domain specific
vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade.) CA
Speaking and Listening: Planning a Multimedia Presentation
Creating a Multimedia Presentation
SL.9-10.4.b. Plan, memorize, and present a recitation (e.g., poem, selection from a speech or dramatic
soliloquy) that: conveys the meaning of the selection and includes appropriate performance
techniques (e.g., tone, rate, voice modulation) to achieve the desired aesthetic effect. (9th or 10th
grade.) CARhyme Scheme and Rhythm in a Sonnet by William
ShakespeareSL.9-10.5. 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.Creating a Blog
Creating a PSA
Creating a Storyboard for a Shakespeare Scene
Speaking and Listening: Planning a Multimedia Presentation
Creating a Multimedia Presentation
©Edgenuity Inc. Confidential Page 20 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
SL.9-10.6. 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 3 for specific expectations.)Creating a Blog
Speaking and Listening: Effective Group Discussions
Rhyme Scheme and Rhythm in a Sonnet by William
ShakespeareCreating a Storyboard for a Shakespeare Scene
Speaking and Listening: Planning a Multimedia Presentation
Creating a Multimedia Presentation
CA.CC.L.9-10. Language Standards
Conventions of Standards English
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.L.9-10.1.a. Use parallel structure.
Compound and Complex Sentences
Punctuating Restrictive and Nonrestrictive Elements
Writing Coherent Sentences
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.
Parts of Speech: Words and Basic Phrases
Simple Sentences: Sentence Parts, Verb Tense, and Verb
VoiceCompound and Complex Sentences
Punctuating Restrictive and Nonrestrictive Elements
Writing Coherent Sentences
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.L.9-10.2.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.Compound and Complex Sentences
Writing Coherent Sentences
L.9-10.2.b. Use a colon to introduce a list or quotation.
Punctuating Restrictive and Nonrestrictive Elements
©Edgenuity Inc. Confidential Page 21 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
L.9-10.2.c. Spell correctly.
Using Reference Resources
Knowledge of Language
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.L.9-10.3.a. 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.The Odyssey : Writing a Character Analysis, Part 3
Writing a Works Cited Page
Vocabulary Acquisition and Use
L.9-10.4. 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.L.9-10.4.a. 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.Improving Vocabulary with Word Parts and Context Clues
Characters, Conflict, and Idioms in "Daughter of Invention"
by Julia AlvarezParts of Speech: Words and Basic Phrases
Making Inferences about a Time Period in "A Century Ride"
L.9-10.4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of
Greek and Latin roots and affixes. CAImproving Vocabulary with Word Parts and Context Clues
Parts of Speech: Words and Basic Phrases
L.9-10.4.c. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming
dictionaries, bilingual 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. CAUsing Reference Resources
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).Using Reference Resources
©Edgenuity Inc. Confidential Page 22 of 23
CA-Common Core English Language Arts 9 Honors California Content Standards 2013
Standard ID Standard Text Edgenuity Lesson Name
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.L.9-10.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.Characters, Conflict, and Idioms in "Daughter of Invention"
by Julia AlvarezWord Choice and Extended Metaphor in a Poem by Maya
AngelouLiterary Devices in Romeo and Juliet , Part 5
L.9-10.5.b. Analyze nuances in the meaning of words with similar denotations.
Word Choice and Extended Metaphor in a Poem by Maya
AngelouContent and Style in Emily Dickinson's Poems
Argument Technique in Martin Luther King, Jr.'s "I Have a
Dream" SpeechTracing the Central Idea in "A Quilt of a Country"
L.9-10.6. 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.Improving Vocabulary with Word Parts and Context Clues
Using Reference Resources
Writing about Mood in Art
Writing a Literary Analysis through the Lens of a Quotation
Writing a Compare-and-Contrast Essay about Presentation
of IdeasWriting Coherent Sentences
©Edgenuity Inc. Confidential Page 23 of 23