Common Core State Standards for English Language Arts
Grades 6–12
Reading: Literature
Grade 8
Key Ideas and Details
RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Reading: Informational Text
Grades 9-10
Integration of Knowledge and Ideas
RI.9-10.7
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.9-10.9
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.
Range of Reading and Level of Text Complexity
RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction 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 literary nonfiction 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.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
Research to Build and Present Knowledge
W.9-10.7
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.
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.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)
Ohio English Language Arts Standards (2001)
Reading Applications: Literary Text Standard
Benchmarks (8–10)
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.
Grade Level Indicators (Grade 9)
2.
Analyze the influence of setting in relation to other literary elements.
Grade Level Indicators (Grade 10)
2.
Analyze the features of setting and their importance in a literary text.
Grade Level Indicators (Grade 11)
2.
Analyze the historical, social and cultural context of setting.
Grade Level Indicators (Grade 12)
2.
Analyze the historical, social and cultural context of setting.
Writing Applications Standard
Grade Level Indicators (Grade 9)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and,
c. include an organized, well developed structure.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 10)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and
c. include an organized, well-developed structure.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 11)
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.