Common Core State Standards for English Language Arts
Grades 6–12
Reading: Literature
Grades 9-10
Craft and Structure
RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Range of Reading and Level of Text Complexity
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Writing
Grades 9-10
Production and Distribution of Writing
W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Range of Writing
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
Grades 9-10
Comprehension and Collaboration
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Presentation of Knowledge and Ideas
SL.9-10.4
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.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Language
Grades 9-10
Conventions of Standard English
L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
- Use a colon to introduce a list or quotation.
- Spell correctly.
Ohio English Language Arts Standards (2001)
Reading Applications: Literary Text Standard
Benchmarks (8–10)
A.
Analyze interactions between characters in literary text and how the interactions affect the plot.
B.
Explain and analyze how the context of setting and the author's choice of point of view impact a literary text.
Benchmarks (11–12)
A.
Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.
B.
Explain ways characters confront similar situations and conflict.
Grade Level Indicators (Grade 9)
1.
Identify and explain an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
2.
Analyze the influence of setting in relation to other literary elements.
Grade Level Indicators (Grade 10)
1.
Compare and contrast an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
2.
Analyze the features of setting and their importance in a literary text.
Grade Level Indicators (Grade 11)
1.
Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions.
3.
Explain how voice and narrator affect the characterization, plot and credibility.
Grade Level Indicators (Grade 12)
1.
Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions.
3.
Explain how voice and narrator affect the characterization, plot and credibility.
Writing Applications Standard
Benchmarks (8–10)
B.
Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
Benchmarks (11–12)
B.
Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created.
Grade Level Indicators (Grade 9)
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
Grade Level Indicators (Grade 10)
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
Grade Level Indicators (Grade 11)
2.
Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing.
Grade Level Indicators (Grade 12)
2.
Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing.