Common+Core+Standards

= Common Core State Standard: =

=**Reading: Literature**=

• 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.

• CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, drama, and poems, in the grades 9-10 complexity band proficiently, with scaffolding as needed at the high end of the range.

=**Reading: Informational Text**=

• CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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)

• CCSS.ELA-Literacy.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)

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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.

=**Writing**=

• CCSS.ELA-Literacy.W.9-10.1Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and sufficient evidence.

– CCSS.ELA-Literary.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.

• CCSS.ELA-Literacy.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.

– CCSS.ELA-Literacy.W.9-10.2b 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.

– CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

=**Learning Progressions Frameworks Progress Indicators**=

• H.RL.b using a range of textual evidence to support summaries and interpretations of text (e.g., purpose,

plot/subplot, central idea, theme)

• H.RL.c identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes

• H.RI.b using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored)

• H.RI.c analyzing the author’s use of organizational patterns, idea development, or persuasive and propaganda techniques to convey information and advance a point of view

• H.WL.a employing advanced strategies (e.g., writing log, mentor texts, peer conferencing, researching author styles and genre structures and features) to develop images, characters, plot/subplots, central message/theme, or discourse style

• H.WI.d including precise and descriptive language, specialized domain-specific vocabulary, and maintaining a knowledgeable stance and consistent (formal) style and tone

• H.WI.a using advanced searches to locate relevant information from multiple (print/non-print and digital) sources, including research studies, documentaries, and historical and primary sources, to establish a central question or focus/thesis for a topic, problem, concept, or issue

=**Instructional Family: Retelling Texts Using Details**=

**Core Content Connectors addressed:**
• 910.RL.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text.

• 1112.RL.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose or theme within a text.

• 1112.RL.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text.

• 1112 RL.b3 Use evidence to support conclusions about ideas not explicitly stated in the text.

=**Instructional Family: Distinguishing a Point of View**=

**Core Content Connectors addressed:**
• 910.RI.c3 Analyze in detail how an author’s ideas or claims are developed.

• 910.RI.c4 Identify key sentences or paragraphs that support claims.

• 910.RI.c4 Identify key sentences or paragraphs that support claims.

• 910.RI.c6 Determine/identify the specific language/words that the author uses to advance the point of view or purpose.

• 910.RI.c7 Determine the speaker’s point of view or purpose in a text.

• 910.RI.c8 Determine what arguments the speaker makes.

• 910.RI.c9 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• 910.RI.d1 Identify claims and arguments made by the author.

• 910.RI.d2 Delineate/trace the authors argument and specific claims

• 1112.RI.f5 Evaluate the evidence used to make the speaker’s argument.

• 910.RI.c3 Analyze in detail how an author’s ideas or claims are developed.

• 910.RI.c4 Identify key sentences or paragraphs that support claims.

• 910.RI.c5 Determine the author’s point of view or purpose in a text.

• 910.RI.c6 Determine/identify the specific language/words that the author uses to advance the point of view or purpose.

• 910.RI.c7 Determine the speaker’s point of view or purpose in a text.

• 910.RI.c9 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• 910.RI.d3 Evaluate the argument/claims that the author makes to determine if the statements are true or false.

• 1112.RI.c4 Evaluate the effectiveness of the structure an author uses in his or her exposition or argument, to determine whether the structure makes points clear, convincing.

• 1112.RI.d6 Evaluate the premises, purposes, argument that the author makes.

• 1112.RI.f5 Evaluate the evidence used to make the speaker’s argument.

=WI 2. Write Informative Text=

**Core Content Connectors Addressed:**
• 1112.WI.f3 Report on a topic with a logical sequence of ideas, appropriate facts, and relevant, descriptive details which support the main ideas.

• 1112.WI.d1 Use precise language, and domain-specific vocabulary to manage the complexity of the topic.

• 910.WI.d1 Use precise language and domain-specific vocabulary to manage the complexity of the topic.

=WI 4. Develop appropriate Product for the Task, Audience & Purpose.=

**Core Content Connectors Addressed:**
• 1112.WI.f1 Produce a clear coherent permanent product (e.g. select/generate responses to form paragraph/essay) that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), or audience (e.g., reader).

The