READING
EL.9.1.1
2006
Vocabulary and Concept
Development:
Identify and use the
literal and figurative meanings of words and understand the origins of words.
Example: Understand
figurative language when reading text, such as She shot me a glance that
would have made a laser beam seem like a birthday candle. (Larry Servais)
EL.9.1.2
2006
Distinguish between what
words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the
literal and the implied meaning of phrases when reading text, such as We had
a permissive father. He permitted us to work. (Sam Levinson)
EL.9.1.3
2006
Use knowledge of mythology
(Greek, Roman, and other mythologies) to understand the origin and meaning of
new words.
Example: Use the story of
Midas to understand the phrase the Midas touch. Use the story of the Iliad
and Achilles to understand the phrase Achilles' heel.
EL.9.2.1
2006
Structural Features of
Informational and Technical Materials:
Analyze the structure and
format of reference or functional workplace documents, including the graphics
and headers, and explain how authors use the features to achieve their
purposes.
Example: After collecting
samples of several different applications for employment from different area
employers, evaluate what information the applications ask for and what this
suggests about the skills the employers are looking for in an applicant.
EL.9.2.2
2006
Prepare a bibliography of
reference materials for a report using a variety of public documents, such as
consumer, government, workplace and others.
Example: Prepare a
bibliography citing a wide variety of consumer, workplace, and public documents
for a report on labor laws for children or for a report on the history and
future of American innovation and invention.
EL.9.2.3
2006
Analysis of
Grade-Level-Appropriate Nonfiction and Informational Text:
Generate relevant
questions about readings on issues or topics that can be researched.
Example: Read about some
of the different cultures described in African Beginnings by James
Haskins, Kathleen Benson, and Floyd Cooper. Generate researchable questions
about how and why the cultures developed as differently as they did.
EL.9.2.4
2006
Synthesize the content
from several sources or works by a single author dealing with a single issue;
paraphrase the ideas and connect them to other sources and related topics to
demonstrate comprehension.
Example: Read three or more
nonfiction texts about black holes: Black Holes by Heather Couper et
al.; Black Holes by Jean-Pierre Luminet et al.; articles identified
using the Reader's Guide to Periodical Literature; or an online database
of articles. Take notes that describe black holes and identify quotes that can
be used in writing a paper that cites the sources.
EL.9.2.5
2006
Demonstrate use of
technology by following directions in technical manuals.
Example: Locate and follow
the directions embedded in word processing help menus for formatting text
paragraphs, such as hanging indents.
EL.9.2.6
2006
Expository (Informational)
Critique:
Critique the logic of
functional documents (such as an appeal to tradition or an appeal to force) by
examining the sequence of information and procedures in anticipation of
possible reader misunderstandings.
Example: Evaluate a
document that gives a set of expectations and rules for behavior. This could be
a school's code of ethics, an extracurricular organization's constitution and
bylaws, or it could be a set of local, state, or federal laws. Evaluate the way
the document is written and whether the expectations for readers are clear.
EL.9.2.7
2006
Evaluate an author's
argument or defense of a claim by examining the relationship between
generalizations and evidence, the comprehensiveness of evidence, and the way in
which the author's intent affects the structure and tone of the text.
Example: Analyze the
language and images used in print advertisements or electronic media and
evaluate how the advertisement is written and designed to convince a potential
customer to use a product.
EL.9.2.8
2006
Make reasonable statements
and draw conclusions about a text, supporting them with accurate examples.
EL.9.3.1
2006
Structural Features of
Literature:
Explain the relationship
between the purposes and the characteristics of different forms of dramatic
literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays
with similar themes, such as the theme of prejudice in Twelve Angry Men
by Reginald Rose and The King and I by Richard Rodgers and Oscar
Hammerstein II.
EL.9.3.10
2006
Identify and describe the
function of dialogue, soliloquies, asides, character foils, and stage designs
in dramatic literature.
• Dialogue: a conversation
between two characters
• Soliloquies: long
speeches in which characters, on stage alone, reveal inner thoughts aloud
• Asides: words spoken by
characters directly to the audience
• Character foils:
characters who are used as contrast to another character
• Stage designs:
directions and drawings for the setting of a play
Example: Define different
dramatic literary terms in Shakespeare's Romeo and Juliet. Describe the
function that these devices play to expound on plot, advance the action of the
story, and reveal additional information about the characters.
EL.9.3.11
2006
Literary Criticism:
Evaluate the aesthetic
qualities of style, including the impact of diction and figurative language on
tone, mood, and theme.
Example: Read one of the
stories by Edgar Allan Poe, such as "The Cask of Amontillado," to
understand how Poe creates a sense of eerie foreboding.
EL.9.3.12
2006
Analyze the way in which a
work of literature is related to the themes and issues of its historical
period.
Example: Read selections
that are connected to a certain period in history, such as "The Legend of
Sleepy Hollow" by Washington Irving and Our Town by Thornton
Wilder. Describe the role that the time period plays in these works and analyze
the author's perspective on the period.
EL.9.3.13
2006
Explain how voice,
persona, and the choice of narrator affect the mood, tone, and meaning of text.
EL.9.3.2
2006
Compare and contrast the
presentation of a similar theme or topic across genres (different types of
writing) to explain how the selection of genre shapes the theme or topic.
Example: Consider the
theme of the relationship between nature and humans. Read different works on
the theme, including a poem praising the beauty of nature (such as John
Greenleaf Whittier's "Snowbound"), a novel in which elements of
nature play a large role (such as My Antonia by Willa Cather), or a play
(such as Shakespeare's The Tempest).
EL.9.3.3
2006
Analysis of
Grade-Level-Appropriate Literary Text:
Analyze interactions
between characters in a literary text and explain the way those interactions
affect the plot.
Example: Discuss the
development of the different characters in Charles Dickens' Great
Expectations.
EL.9.3.4
2006
Determine characters'
traits by what the characters say about themselves in narration, dialogue, and
soliloquy (when they speak out loud to themselves).
Example: Read works, such
as The Secret Diary of Adrian Mole, Aged 13 ѕ by Sue Townsend or Spoon
River Anthology by Edgar Lee Masters, and describe the characters, citing
specific examples from the text to support this description.
EL.9.3.5
2006
Compare works that express
a universal theme and provide evidence to support the views expressed in each
work.
Example: Analyze and
compare selections from Russell Baker's Growing Up, Ed McClanahan's Natural
Man, and Reynolds Price's Long and Happy Life as variations on a
theme.
EL.9.3.6
2006
Analyze and trace an
author's development of time and sequence, including the use of complex
literary devices, such as foreshadowing (providing clues to future events) or
flashbacks (interrupting the sequence of events to include information about an
event that happened in the past).
Example: Discuss how
Tennessee Williams uses shifts between narration and "in-scene"
characters to tell the story in his play The Glass Menagerie.
EL.9.3.7
2006
Recognize and understand the
significance of various literary devices, including figurative language,
imagery, allegory (the use of fictional figures and actions to express truths
about human experiences), and symbolism (the use of a symbol to represent an
idea or theme), and explain their appeal.
Example: Analyze and
compare figurative language in The Odyssey.
EL.9.3.8
2006
Interpret and evaluate the
impact of ambiguities, subtleties, contradictions, and ironies in a text.
Example: After reading The
Bridge of San Luis Rey by Thornton Wilder or "The Monkey's Paw"
by W.W. Jacobs or "The Necklace" by Guy de Maupassant, discuss the
ironies revealed by the story.
EL.9.3.9
2006
Explain how voice and the
choice of a narrator affect characterization and the tone, plot, and
credibility of a text.
Example: Read To Kill a
Mockingbird by Harper Lee and discuss the impact of Scout's narration as
the story unfolds.
WRITING:
EL.9.4.1
2006
Organization and Focus:
Discuss ideas for writing
with classmates, teachers, and other writers and develop drafts alone and
collaboratively.
EL.9.4.10
2006
Evaluation and Revision:
Review, evaluate, and
revise writing for meaning, clarity, content, and mechanics.
EL.9.4.11
2006
Edit and proofread one's
own writing, as well as that of others, using an editing checklist with
specific examples of corrections of frequent errors.
EL.9.4.12
2006
Revise writing to improve
the logic and coherence of the organization and perspective, the precision of
word choice, and the appropriateness of tone by taking into consideration the
audience, purpose, and formality of the context.
EL.9.4.13
2006
Establish coherence within
and among paragraphs through effective transitions, parallel structures, and
similar writing techniques.
EL.9.4.2
2006
Establish a coherent
thesis that conveys a clear perspective on the subject and maintain a
consistent tone and focus throughout the piece of writing.
EL.9.4.3
2006
Use precise language,
action verbs, sensory details, and appropriate modifiers.
EL.9.6.1
2006
Grammar and Mechanics of
Writing:
Identify and correctly use
clauses, both main and subordinate; phrases, including gerund, infinitive, and
participial; and the mechanics of punctuation, such as semicolons, colons,
ellipses, and hyphens.
EL.9.6.2
2006
Demonstrate an understanding
of sentence construction, including parallel structure, subordination, and the
proper placement of modifiers, and proper English usage, including the use of
consistent verb tenses.
EL.9.6.3
2006
Manuscript Form:
Produce legible work that
shows accurate spelling and correct use of the conventions of punctuation and
capitalization.
EL.9.6.4
2006
Apply appropriate
manuscript conventions - including title page presentation, pagination,
spacing, and margins - and integration of source and support material by citing
sources within the text, using direct quotations, and paraphrasing.
EL.9.5.1
2006
Write biographical or
autobiographical narratives or short stories that:
• describe a sequence of
events and communicate the significance of the events to the audience.
• locate scenes and
incidents in specific places.
• describe with specific
details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of the characters; in the case of short
stories or autobiographical narratives, use interior monologue (what the
character says silently to self) to show the character's feelings.
• pace the presentation of
actions to accommodate changes in time and mood.
Example: Write a personal
narrative showing an audience the story of a particular object of significance
in one's life.
EL.9.5.9
2006
Research Application:
Write or deliver a
research report that has been developed using a systematic research process
(defines the topic, gathers information, determines credibility, reports
findings) and that:
• uses information from a
variety of sources (books, technology, multimedia), distinguishes between
primary and secondary documents, and documents sources independently by using a
consistent format for citations.
• synthesizes information
gathered from a variety of sources, including technology and one's own
research, and evaluates information for its relevance to the research
questions.
• demonstrates that
information that has been gathered has been summarized, that the topic has been
refined through this process, and that conclusions have been drawn from
synthesizing information.
• demonstrates that
sources have been evaluated for accuracy, bias, and credibility.
• organizes information by
classifying, categorizing, and sequencing, and demonstrates the distinction
between one's own ideas from the ideas of others, and includes a bibliography
(Works Cited).
Example: Develop a
research report on a specific event in history documented by the Smithsonian
Institution, such as the Wright brothers? first flights on December 17, 1903.
Find primary sources through the museum's Web site and then compare these to a
secondary source, such as newspaper stories written after the event.
EL.9.5.4
2006
Write persuasive
compositions that:
• organize ideas and
appeals in a sustained and effective fashion with the strongest emotional
appeal first and the least powerful one last.
• use specific rhetorical
(communication) devices to support assertations, such as appealing to logic
through reasoning; appealing to emotion or ethical belief; or relating a
personal anecdote, case study, or analogy.
• clarify and defend
positions with precise and relevant evidence; including facts, expert opinions,
quotations, expressions of commonly accepted beliefs, and logical reasoning.
• address readers'
concerns, counterclaims, biases, and expectations.
Example: Write a letter to
the principal or the president of the school board to persuade that person to
support your views on some educational policy that has been adopted by the
local school district, sucha as a dress code policy, a change to or from block
scheduling, or a decision about grade requirements to participate in
extracurriculuar activities.
EL.9.5.2
2006
Write responses to
literature that:
• demonstrate a
comprehensive grasp of the significant ideas of literary works.
• support statements with
evidence from the text.
• demonstrate an awareness
of the author's style and an appreciation of the effects created.
• identify and assess the
impact of ambiguities, nuances, and complexities within the text.
Example: Write a
description of the characters of Jem and Scout Finch in Harper Lee's To Kill
a Mockingbird from the viewpoint of another character, Boo Radley or
Atticus Finch. Write a comparison of different characters in a book, such as Great
Expectations by Charles Dickens, explaining how they are alike and
different and how each serves to move the plot of the novel forward.
EL.9.5.3
2006
Write expository
compositions, including analytical essays, summaries, descriptive pieces, or
literary analysis that:
• gather evidence in
support of a thesis (position on the topic), including information on all
relevant perspectives.
• communicate information
and ideas from primary and secondary sources accurately and coheherently.
• make distinctions
between the relative value and significance of specific data, facts, and ideas.
• use a variety of
reference sources, including word, pictoral, audio, and Internet sources, to
locate information in support of a topic.
• include visual aides by
using technology to organize and record information on charts, data tables,
maps, and graphs.
• anticipate and address
readers' potential misunderstandings, biases, and expectations.
• use technical terms and
notations accurately.
EL.9.5.5
2006
Write documents related to
career development, including simple business letters and job applications
that:
• present information
purposefully and in brief to meet the needs of the intended audience.
• follow a conventional
business letter, memorandum, or application format.
Example: Write a letter
requesting an informational interview with a person in a career area that you
would like to know more about. Complete a job application form for a part-time
job and attach a memorandum outlining the particular skills you have that fit
the needs of the position.
EL.9.5.6
2006
Write technical documents,
such as a manual on rules of behavior for conflict resolution, procedures for
conducting a meeting, or minutes of a meeting that:
• report information and
express ideas logically and correctly.
• offer detailed and
accurate specifications.
• include scenarios,
definitions, and examples to aid comprehension.
• anticipate readers'
problems, mistakes, and misunderstandings.
Example: Write a code of
student ethics that outlines the rules of behavior for people in your school.
Organize the document clearly, using headers and a table of contents. Include
specific examples so that all students will understand what is expected of
them.
EL.9.5.7
2006
Use varied and expanded
vocabulary, appropriate for specific forms and topics.
Example: Write a formal
and persuasive speech using words that will convince an audience to accept your
point of view.
EL.9.5.8
2006
Write for different
purposes and audiences, adjusting tone, style, and voice as appropriate.
EL.9.4.4
2006
Research Process and
Methodology:
Use writing to formulate
clear research questions and to compile information from primary and secondary
print or Internet sources.
EL.9.4.5
2006
Develop the main ideas
within the body of the composition through supporting evidence, such as
scenarios, commonly held beliefs, hypotheses, and definitions.
EL.9.4.6
2006
Synthesize information
from multiple sources, including almanacs, microfiche, news sources, in-depth
field studies, speeches, journals, technical documents, and Internet sources.
EL.9.4.7
2006
Integrate quotations and
citations into a written text while maintaining the flow of ideas.
EL.9.4.8
2006
Use appropriate
conventions for documentation in text, notes, and bibliographies, following the
formats in specific style manuals.
EL.9.4.9
2006
Use a computer to design
and publish documents by using advanced publishing software and graphic
programs.
LISTENING AND SPEAKING:
EL.9.7.1
2006
Comprehension:
Summarize a speaker's
purpose and point of view and ask questions concerning the speaker's content,
delivery, and attitude toward the subject.
EL.9.7.10
2006
Assess how language and
delivery affect the mood and tone of the oral communication and make an impact
on the audience.
EL.9.7.11
2006
Evaluate the clarity,
quality, effectiveness, and general coherence of a speaker's important points,
arguments, evidence, organization of ideas, delivery, choice of words, and use
of language.
EL.9.7.12
2006
Analyze the types of
arguments used by the speaker, including argument by causation, analogy
(comparison), authority, emotion, and the use of sweeping generalizations.
EL.9.7.13
2006
Identify the artistic
effects of a media presentation and evaluate the techniques used to create them
(comparing, for example, Shakespeare's Romeo and Juliet with Franco
Zefferelli's film version).
EL.9.7.14
2006
Speaking Applications:
Deliver narrative
presentations that:
• narrate a sequence of
events and communicate their significance to the audience.
• locate scenes and
incidents in specific places.
• describe with specific
details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of characters.
• time the presentation of
actions to accommodate time or mood changes.
EL.9.7.15
2006
Deliver expository
(informational) presentations that:
• provide evidence in
support of a thesis and related claims, including information on all relevant
perspectives.
• convey information and
ideas from primary and secondary sources accurately and coherently.
• make distinctions
between the relative value and significance of specific data, facts, and ideas.
• include visual aids by
employing appropriate technology to organize and display information on charts,
maps, and graphs.
• anticipate and address
the listeners' potential misunderstandings, biases, and expectations.
• use technical terms and
notations accurately.
EL.9.7.16
2006
Apply appropriate
interviewing techniques:
• prepare and ask relevant
questions.
• make notes of responses.
• use language that
conveys maturity, sensitivity, and respect.
• respond correctly and
effectively to questions.
• demonstrate knowledge of
the subject or organization.
• compile and report
responses.
• evaluate the
effectiveness of the interview.
EL.9.7.17
2006
Deliver oral responses to
literature that:
• advance a judgment
demonstrating a comprehensive understanding of the significant ideas of works
or passages.
• support important ideas
and viewpoints through accurate and detailed references to the text and to
other works.
• demonstrate awareness of
the author's writing style and an appreciation of the effects created.
• identify and assess the
impact of ambiguities, nuances, and complexities within the text.
EL.9.7.18
2006
Deliver persuasive
arguments (including evaluation and analysis of problems and solutions and
causes and effects) that:
• structure ideas and
arguments in a coherent, logical fashion from the hypothesis to a reasonable
conclusion, based on evidence.
• contain speech devices
that support assertions (such as by appeal to logic through reasoning; by
appeal to emotion or ethical belief; or by use of personal anecdote, case
study, or analogy).
• clarify and defend
positions with precise and relevant evidence, including facts, expert opinions,
quotations, expressions of commonly accepted beliefs, and logical reasoning.
• anticipate and address
the listener's concerns and counterarguments.
EL.9.7.19
2006
Deliver descriptive
presentations that:
• establish a clear point
of view on the subject of the presentation.
• establish the
presenter's relationship with the subject of the presentation (whether the
presentation is made as an uninvolved observer or by someone who is personally
involved).
• contain effective,
factual descriptions of appearance, concrete images, shifting perspectives, and
sensory details.
EL.9.7.2
2006
Organization and Delivery
of Oral Communication:
Choose appropriate
techniques for developing the introduction and conclusion in a speech,
including the use of literary quotations, anecdotes (stories about a specific
event), and references to authoritative sources.
EL.9.7.3
2006
Recognize and use elements
of classical speech forms (including the introduction, transitions, body, and
conclusion) in formulating rational arguments and applying the art of
persuasion and debate.
EL.9.7.4
2006
Use props, visual aids,
graphs, and electronic media to enhance the appeal and accuracy of
presentations.
EL.9.7.5
2006
Produce concise notes for
extemporaneous speeches (speeches delivered without a planned script).
EL.9.7.6
2006
Analyze the occasion and
the interests of the audience and choose effective verbal and nonverbal
techniques (including voice, gestures, and eye contact) for presentations.
EL.9.7.7
2006
Analysis and Evaluation of
Oral and Media Communications:
Make judgments about the
ideas under discussion and support those judgments with convincing evidence.
EL.9.7.8
2006
Compare and contrast the
ways in which media genres (including televised news, news magazines,
documentaries, and online information) cover the same event.
EL.9.7.9
2006
Analyze historically
significant speeches (such as Abraham Lincoln's "House Divided"
speech or Winston Churchill's "We Will Never Surrender" speech) to
find the rhetorical devices and features that make them memorable.
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