Grade 9

Other Mississippi English Language Arts sets

• Grade K
• Kindergarten
• Grade 1
• Grade 1
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• Grade 2
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• Grade 3
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• Grade 4
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• Grade 5
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• Literacy & Writing: Grades 6-8
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• English I
• Literacy & Writing: Grades 9-10
• English II
• Grade 10
• English III
• Grade 11
• Literacy & Writing: Grades 11-12
• English IV
• Grade 12

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.CCR.W.1

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCR.W.2

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.CCR.W.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCR.W.4

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCR.W.5

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.CCR.W.6

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.CCR.W.7

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCR.W.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.CCR.W.9

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.CCR.W.10

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.CCR.SL.1

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.CCR.SL.2

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.CCR.SL.3

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.CCR.SL.4

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.CCR.SL.5

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.CCR.SL.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCR.L.1

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCR.L.2

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.CCR.L.3

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.CCR.L.4

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCR.L.5

Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.CCR.L.6

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.RH.9-10.1

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.RH.9-10.2

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.RH.9-10.3

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.RH.9-10.4

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.RH.9-10.5

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.RH.9-10.6

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.RH.9-10.7

Assess the extent to which the reasoning and evidence in a text support the author's claims.RH.9-10.8

Compare and contrast treatments of the same topic in several primary and secondary sources.RH.9-10.9

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.RH.9-10.10

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RST.9-10.1

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.RST.9-10.2

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.RST.9-10.3

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.RST.9-10.4

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).RST.9-10.5

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.RST.9-10.6

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.RST.9-10.7

Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.9-10.8

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.RST.9-10.9

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.RST.9-10.10

Write arguments focused on discipline-specific content.WHST.9-10.1

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-10.2

Not ApplicableWHST.9-10.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.9-10.4

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.WHST.9-10.5

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.WHST.9-10.6

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.WHST.9-10.7

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.WHST.9-10.8

Draw evidence from informational texts to support analysis, reflection, and research.WHST.9-10.9

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.WHST.9-10.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9.1

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.RL.9.2

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.RL.9.3

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).RL.9.4

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.RL.9.5

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.RL.9.6

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.9.7

Not applicable to literature.RL.9.8

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).RL.9.9

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.RL.9.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9.1

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.RI.9.2

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.RI.9.3

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).RI.9.4

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.9.5

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.RI.9.6

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.RI.9.7

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.RI.9.8

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.RI.9.9

By the end of grade 9, read and comprehend literacy nonfiction in the grades 9- 10 text complexity band proficiently, with scaffolding as needed at the high end of the range.RI.9.10

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9.1

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.9.2

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9.4

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.W.9.5

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.W.9.6

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.W.9.7

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.W.9.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9.9

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.W.9.10

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.9.1

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9.2

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9.3

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.SL.9.4

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.SL.9.5

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.SL.9.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9.1

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9.2

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.9.3

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.9.4

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9.5

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.L.9.6

Understand the relationship of a free press to a democratic society.1.a

Trace the historical development of media through American history, including but not limited to the following events/periods:<ul><li>1st newspaper in America</li><li>The Civil War and the rise of the telegraph</li> <li>Yellow Journalism</li> <li>Orson Welles and the power of radio</li> <li>Kennedy/Nixon debate and the power of television</li> <li>Cable Network News (CNN) starts 24-hour news cycle</li> <li>Newspapers start websites and the rise of bloggers</li> <li>Facebook, Twitter and the social media revolution</li></ul>1.b

Identify famous Mississippi journalists/newspapers and their historical significance.1.c

Identify careers related to the field of journalism and new media.1.d

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.2.a

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.2.b

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.2.c

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.2.d

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.2.e

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.2.f

Develop techniques in interviewing and note-taking, and interview sources from a list of developed questions.2.g

Develop techniques in researching and gathering background information for written reports.2.h

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.3.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), counter-claims, reasons, and evidence.3.b

Develop claim(s) and counter-claims 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.3.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 counter-claims.3.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.3.e

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.3.f

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.3.g

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.3.h

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.3.i

Use precise language and domain-specific vocabulary to manage the complexity of the topic.3.j

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.3.k

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.3.l

Identify news, elements of news and news sources.3.m

Present facts without editorializing.3.n

Write stories with effective leads.3.o

Write stories that answer who, what, when, where, why and how of a topic, using the basic inverted-pyramid structure of a news story.3.p

Recognize and develop categories of specialized writing including opinion, features, sports, blog posts, captions, broadcast reports, headlines, and yearbook.3.q

Use copy symbols and stylebook to proofread/copyedit writing for errors in content, organization, grammar, and accuracy.3.r

Examine the Society of Professional Journalists' Code of Ethics.4.a

Identify court decisions and understand how they are relevant to student media, including but not limited to Tinker vs. Des Moines School District (1969) and Hazelwood School District vs. Kuhlmeier (1988).4.b

Understand the legal parameters of libel, slander and copyright law.4.c

Understand basic rules of layout and page design, including typography.5.a

Develop skills in photo journalism.5.b

Explore the basics of filming and video editing for journalism.5.c

Examine the ways that online content differs from print content.6.a

Publish stories in a digital format, such as blog.6.b

Insert links into online stories that add context or depth to coverage.6.c

Understand the role of advertising in the communications media.7.a

Understand professional techniques in writing and designing advertisements.7.b

Produce sample advertisements for local businesses.7.c

Establish production parameters/vision and organize a plan for deadlines, division of labor, etc.1.a

Understand concepts of basic set design for a small studio news show.1.b

Assume a given role, such as reporter/writer, videographer, director/editor, producer, etc.1.c

Brainstorm ideas for coverage based on news value and assign projects accordingly.1.d

Deliver news show to students/community.1.e

Brainstorm, research and storyboard packages before filming/writing.2.a

Film on-camera interviews and B-roll that capture all angles of a story.2.b

Use a combination of standard camera shots (close-up, medium, wide, establishing, cut-in, cut-away, etc.)2.c

Edit raw footage and audio into a meaningful sequence of events that complements a spoken, non-biased narration.2.d

Compose graphics and special effects that enhance (not distract from) reporting.2.e

Distinguish between newspaper/magazine writing and broadcast writing (writing to be read vs. writing to be heard).3.a

Focus scriptwriting on informing an audience. Eliminate generalities and unnecessary words. Use short, simple, conversational narration that employs proper usage of Standard English.3.b

Identify people by title and full name on first reference. Use only last names in subsequent mentions.3.c

Speak coherently (verbally and non-verbally) and in harmony with the tone of the report, and continually refine presentation skills (voice quality, articulation, body language and stage presence).3.d

Explain the function of each type of production equipment.4.a

Operate and exhibit the correct use of cameras, tripods, hand-held/lavaliere microphones, audio mixers, graphics generators and video editing software.4.b

Execute basic camera movements using a tripod.4.c

Use the basic structure of small studio lighting.4.d

Use relevant broadcasting terminology and establish it as the common language of studio.4.e

Demonstrate the concepts of headroom, nose room, lead room and the Rule of Thirds.4.f

Work with local groups and businesses to design advertisements based on the customer's needs.5.a

Develop a marketing campaign for publication (with both digital and print elements).5.b

Publish work to the web via streaming sites such as Vimeo, TeacherTube or YouTube, via podcast or on the school web site.6.a

Engage audience through social media, including but not limited to links to student content, breaking news reports, polls and requests for feedback.6.b

Critique works of other students.7.a

Encourage other students, community members and industry professionals to submit feedback.7.b

Establish publication parameters/vision and organize a plan for deadlines, division of labor, etc.1.a

Assume a given role, such as reporter/writer, photographer, editor, etc.1.b

Identify ideas for coverage based on news value and assign work accordingly.1.c

Operate within parameters of standard legal and ethical practices1.d

Gather background information via books, reports, the web, etc.2.a

Formulate a list of big-idea questions that need answering and seek out human sources that can answer them.2.b

Interview sources using a list of pre-prepared questions; eliminating items, adding others and asking follow-up/clarifying questions as needed.2.c

Structure stories as an inverted pyramid, with the major facts at the top of the story. Leads should be succinct and engaging.3.a

Focus writing on informing an audience. Eliminate generalities and unnecessary words. Use short, simple, conversational writing that employs proper usage of Standard English.3.b

Properly attribute quotes (direct and indirect) from outside sources.3.c

Demonstrate ability to clearly articulate opinions in staff editorials, columns & reviews. These stories should be clearly marked as opinion/commentary.3.d

Use copy symbols and stylebook to proofread/copyedit writing for errors in content, organization, grammar and accuracy.3.e

Take quality photographs that capture the action and/or emotion of the event/topic. All photographs should be accompanied by an identifying caption.4.a

Develop a consistent layout/design that reflects the identity/theme of the online/print publication. This includes typography, artwork, modules and copy.4.b

Work with local groups and businesses to design advertisements that meet the customer's needs.5.a

Develop a marketing campaign for a publication (with both digital and print elements).5.b

Publish work to the web via an independent staff site (recommended) or on the school web site.6.a

Engage audience through social media, including but not limited to links to student content, breaking news reports, polls and requests for feedback.6.b

Critique the work of other students.7.a

Encourage other students, community members and industry professionals to submit feedback.7.b

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.1

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.2

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.3

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.RL.11-12.4

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.5

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.6

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.RL.11-12.7

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.9

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.RL.11-12.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.1

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.2

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.RI.11-12.4

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.5

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.RI.11-12.6

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.7

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal and the premises, purposes, and arguments in works of public advocacy.RI.11-12.8

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.RI.11-12.9

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.RI.11-12.10

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1

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.11-12.2

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.4

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.W.11-12.5

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.6

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.W.11-12.7

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.W.11-12.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9

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.W.11-12.10

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1

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.11-12.2

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.4

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.W.11-12.5

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.6

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.W.11-12.7

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.W.11-12.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9

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.W.11-12.10

Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.1

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.2

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.3

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,SL.11-12.4

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.SL.11-12.5

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.SL.11-12.6

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.1

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.2

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.3

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.4

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.5

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.6

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.RL.11-12.7

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.9

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.RL.11-12.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.1

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.2

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.4

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.5

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.RI.11-12.6

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.7

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy.RI.11-12.8

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.RI.11-12.9

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.RI.11-12.10

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1

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.11-12.2

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.4

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.W.11-12.5

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.6

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.W.11-12.7

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.W.11-12.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9

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.W.11-12.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.1

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.2

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.3

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.4

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.5

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.6

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.RL.11-12.7

Demonstrate knowledge of twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.9

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.RL.11-12.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.1

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.2

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.RI.11-12.4

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.5

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.RI.11-12.6

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.7

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy.RI.11-12.8

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.RI.12.10

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1

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.11-12.2

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.4

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.W.11-12.5

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.6

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.W.11-12.7

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.W.11-12.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9

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.W.11-12.10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.1

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.2

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.4

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.5

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.RI.11-12.6

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.7

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.8

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.RI.11-12.9

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.RI.11-12.10

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1

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.11-12.2

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.4

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.6

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.W.11-12.7

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.W.11-12.8

Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9

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.W.11-12.10

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.W.11-12.5

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.1

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.2

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.11-12.3

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.4

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.5

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.L.11-12.6

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.1

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.RL.9-10.2

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.RL.9-10.3

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).RL.9-10.4

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.RL.9-10.5

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.RL.9-10.6

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.9-10.7

Not applicable to literature.RL.9-10.8

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).RL.9-10.9

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.RL.9-10.10

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

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

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