9th ELA

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R.L 7 CC.9-10.R.L.7 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). R.L 9 CC.9-10.R.L.9 Integrationof Knowledge and Ideas: Analyzehowanauthor draws onand transforms sourcematerial ina 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). R.L 10 CC.9-10.R.L.10Rangeof ReadingandLevel of Text Complexity: By theendof grade9, readandcomprehend 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.

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CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.I.2Key Ideas andDetails: 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.

CLR 501 & 502. Locate and interpret minor or subtly stated details in somewhat challenging passages and important details in more challenging passages. CLR 503 &504. Draw subtle logical conclusions in somewhat challenging passages and logical conclusions in more challenging passages. CLR 505 & 506. Paraphrase virtually any statement as it is used in somewhat challenging passages and some statements as they are used in more challenging passages. IDT 503. Summarize key supporting ideas and details in more challenging passages. REL 501. Order sequences of events in somewhat challenging passages. REL 502 & 503. Understand implied or subtly stated comparative relationships in somewhat challengingpassages and identify clear comparative relationships in more challenging passages. REL 504 & 506. Understand implied or subtly stated cause-effect relationships in somewhat challengingpassages and identify clear cause-effect relationships in more challenging passages. WME 501 & 502. Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is subtle and in more challenging. WME 503 & 504. Interpret virtually any word or phrase as it is used in somewhat challenging passages and most words and phrasesas theyareusedinmorechallengingpassages, including determining technical, connotative, and figurative meanings passages. ARG 501. Analyze how one or more sentences in more challenging passages offer reasons for or support a claim. ARG 502 & 503. Infer a central claim in somewhat challenging passages and identify a clear central claim in more challenging passages. TST 501 & 502. Analyze how one or more sentences in somewhat

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CC.9-10.R.I.3Key IdeasandDetails:Analyzehow 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.

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CC.9-10.R.I.4Craft andStructure:Determine the meaningof 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). CC.9-10.R.I.5Craft andStructure: 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 orchapter).

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Courtesy of Bruce Eschler, CCHS

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