ELA21.8.VL.A.R.L
Listening
Listening
ELA21.8.VL.A.R.L
ELA21.8.30
Analyze and connect word meanings through active listening in various contexts for purposeful, effective communication.
COS Examples
Examples: classroom discussion, oral presentations, digital formats
Analyze and connect word meanings through active listening in various contexts for purposeful, effective communication.
COS Examples
Examples: classroom discussion, oral presentations, digital formats
Unpacked Content
Knowledge
Students know:
- Strategies to analyze and connect word meanings in spoken language.
- Active listening skills.
Skills
Students are able to:
- Actively listen to analyze and connect word meanings.
- Engage in purposeful, effective communication.
Understanding
Students understand that:
- Listening is vital in understanding the full meaning of a speaker's message and when communicating effectively with others.
Vocabulary
- Active listening
- Various contexts
- Purposeful communication
- Effective communication
ELA21.8.VL.A.E
Expression
Expression
ELA21.8.VL.A.E.W
Writing
Writing
ELA21.8.31
Integrate effective vocabulary into writing to create specific effects and communicate purposefully.
Integrate effective vocabulary into writing to create specific effects and communicate purposefully.
Unpacked Content
Knowledge
Students know:
- Purposeful word choice can create specific effects written communication.
Skills
Students are able to:
- Strategically use vocabulary to create specific effects in writing.
- Strategically use vocabulary to communicate purposefully.
Understanding
Students understand that:
- Vocabulary plays an important role in clearly communicating and creating effects in writing.
Vocabulary
- Effective vocabulary
ELA21.8.VL.A.E.S
Speaking
Speaking
ELA21.8.32
Utilize appropriate vocabulary in various classroom, digital, and real-world situations to facilitate effective communication.
Utilize appropriate vocabulary in various classroom, digital, and real-world situations to facilitate effective communication.
Unpacked Content
Knowledge
Students know:
- Strategies to adapt spoken language suitable for a particular situation.
Skills
Students are able to:
- Use appropriate vocabulary for effective communication for multiple situations.
Understanding
Students understand that:
- The vocabulary they use in speech should change depending on the situation of their presentation.
Vocabulary
- Appropriate vocabulary
- Classroom situations
- Digital situations
- Real-world situations
- Effective communication
ELA21.9
Grade 9
Grade 9
ELA21.9.R
Recurring Standards
Recurring Standards
ELA21.9.R.R
Reception
Reception
ELA21.9.R1
Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace.
COS Examples
Examples: emails, directions, diagrams, charts, other common workplace documents
Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace.
COS Examples
Examples: emails, directions, diagrams, charts, other common workplace documents
Unpacked Content
Knowledge
Students know:
- Necessary skills to read a variety of informational print and nonprint documents.
- Strategies to acquire and utilize information learned through print and nonprint documents.
Skills
Students are able to:
- Read a variety of print and nonprint documents.
- Acquire information from print and nonprint documents.
- Utilize information learned from print and nonprint documents to respond to the needs and demands of society and the workplace.
Understanding
Students understand that:
- Reading different types of documents and information are essential for finding information and for success in the workplace.
Vocabulary
- Print documents
- Nonprint documents
- Society
- Workplace
ELA21.9.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.
COS Examples
Examples: short and long prose texts, poetry, dramas
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.
COS Examples
Examples: short and long prose texts, poetry, dramas
Unpacked Content
Knowledge
Students know:
- Necessary skills to read and comprehend a variety of literary texts.
- Strategies to analyze literary text to develop a literal and figurative understanding.
- Literary texts have different intended meanings depending on the genre, purpose, and situation.
Skills
Students are able to:
- Read and comprehend a variety of literary texts.
- Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.
Understanding
Students understand that:
- Literary texts can be understood on both a literal and figurative level.
Vocabulary
- Literary texts
- Literal understanding
- Figurative understanding
- Text
- Purpose
- Situation
ELA21.9.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.
Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Strategies to identify formal and informal settings.
- Engage in formal and informal conversations.
- Predetermined norms for formal and informal discussions.
Skills
Students are able to:
- Demonstrate active listening skills during formal and informal discussions.
- Practice predetermined norms for formal and informal discussions.
Understanding
Students understand that:
- Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
Vocabulary
- Active listening
- Formal conversations
- Informal conversations
- Predetermined norms
ELA21.9.R.E
Expression
Expression
ELA21.9.R4
Use digital and electronic tools appropriately, safely, and ethically.
Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Knowledge
Students know:
- Digital and electronic tools must be used appropriately, safely, and ethically.
Skills
Students are able to:
- Engage in safe and ethical behavior when using digital and electronic tools.
Understanding
Students understand that:
- Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
- Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
Vocabulary
- Digital tools
- Electronic tools
- Appropriately
- Safely
- Ethically
ELA21.9.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Knowledge
Students know:
- The writing process steps are to plan, revise, edit, and rewrite.
- Editing can be completed by the writer or by a peer.
- Peer-editing skills.
- Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
Skills
Students are able to:
- Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
- Compose a writing piece for a specific purpose and intended audience.
- Engage in the peer-editing process.
Understanding
Students understand that:
- Writing is a process that requires multiple drafts, edits, and versions.
Vocabulary
- Writing process
- Plan
- Revise
- Edit
- Peer-edit
- Rewrite
- Focused
- Organized
- Coherent
- Purpose
- Audience
ELA21.9.R6
Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.
COS Examples
Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.
COS Examples
Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
Unpacked Content
Knowledge
Students know:
- Grammar, mechanics, and usage conventions.
- Effective communication strategies.
- Methods to identify a target audience.
Skills
Students are able to:
- Employ the conventions of grammar, mechanics, and usage.
- Communicate effectively with a target audience.
Understanding
Students understand that:
- To communicate effectively, they must use the conventions of standard English grammar, mechanics, and usage.
- There are situations and audiences when formal language should be used, while in other situations, informal language is acceptable.
Vocabulary
- Conventions
- Grammar
- Mechanics
- Usage
- Target audience
- Punctuation
- Capitalization
- Spelling
- Effective sentence structure
- Appropriate formality of language
ELA21.9.R7
Use context clues to determine meanings of unfamiliar spoken or written words.
Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Knowledge
Students know:
- Context clues in speech or text can provide the meaning of unfamiliar words.
- There are different types of context clues, including: inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
- Context clues in text are often indicated by punctuation marks.
Skills
Students are able to:
- Use context clues to determine the meanings of unfamiliar words in speech.
- Use context clues to determine the meanings of unfamiliar words in text.
Understanding
Students understand that:
- An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
Vocabulary
- Context clues
- Determine
- Unfamiliar spoken words
- Unfamiliar written words
ELA21.9.CL
Critical Literacy
Critical Literacy
ELA21.9.CL.A
Process and employ information for a variety of academic, occupational, and personal purposes.
Process and employ information for a variety of academic, occupational, and personal purposes.
ELA21.9.CL.A.R
Reception
Reception
ELA21.9.CL.A.R.R
Reading
Reading
ELA21.9.1
Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.
Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.
Unpacked Content
Knowledge
Students know:
- Necessary skills to read, analyze, and evaluate complex literary and informational texts.
- Historical texts that originated outside of the United States can provide valuable information about the past.
Skills
Students are able to:
- Read complex texts.
- Analyze elements within complex texts.
- Evaluate text based on specific criteria provided by teacher.
Understanding
Students understand that:
- Historical texts written from various cultural perspectives, that originated from a location other than the United States, can provide them with valuable information about past events, current events, and potential future events.
Vocabulary
- Analyze
- Evaluate
- Complex literary text
- Complex informational texts
- Cultural perspectives
ELA21.9.2
Analyze information from graphic texts to draw conclusions, defend claims, and make decisions.
COS Examples
Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Analyze information from graphic texts to draw conclusions, defend claims, and make decisions.
COS Examples
Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Unpacked Content
Knowledge
Students know:
- Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.
Skills
Students are able to:
- Identify and analyze information presented in graphic texts.
- Draw conclusions, defend claims, and make decisions using information learned from graphic texts.
Understanding
Students understand that:
- Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
- Information learned through graphic sources can be used to draw conclusions, defend claims, and make decisions.
Vocabulary
- Graphic texts
- Draw conclusions
- Defend claims
- Make decisions
ELA21.9.3
Analyze how an author’s cultural perspective influences style, language, and themes.
Analyze how an author’s cultural perspective influences style, language, and themes.
Unpacked Content
Knowledge
Students know:
- An author's cultural perspective influences the style, language, and themes of their work.
Skills
Students are able to:
- Identify the style, language, and theme of text.
- Analyze how an author's cultural perspective influenced the style, language, and theme of their work.
Understanding
Students understand that:
- An author's cultural perspective affects word choice, style, theme, and other aspects of a text.
Vocabulary
- Cultural perspective
- Style
- Language
- Theme
ELA21.9.4
Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
Unpacked Content
Knowledge
Students know:
- Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
Skills
Students are able to:
- Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
- Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.
Understanding
Students understand that:
- Authors select particular literary elements and devices to create and convey meaning within their written work.
Vocabulary
- Characterization
- Connotation
- Denotation
- Figurative language
- Literary elements
- Point of view
ELA21.9.5
Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.
Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.
Unpacked Content
Knowledge
Students know:
- The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
- Strategies to identify the theme, tone, and meaning of written work.
Skills
Students are able to:
- Identify the theme, tone, and meaning of written work.
- Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.
Understanding
Students understand that:
- A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
Vocabulary
- Context
- Organizational structure
- Tone
- Theme
ELA21.9.6
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
Unpacked Content
Knowledge
Students know:
- Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
- Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
- Methods to compare and contrast texts.
Skills
Students are able to:
- Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
- Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
Understanding
Students understand that:
- The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
- Similar and different ideas and themes can be presented in a variety of textual formats.
Vocabulary
- Fiction texts
- Nonfiction texts
- Perspectives
- Informational texts
- Digital texts
- Multimodal texts
- Historical viewpoints
- Cultural viewpoints
- Global viewpoints
ELA21.9.7
Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Knowledge
Students know:
- Strategies to read, analyze, and evaluate texts from various academic disciplines.
- Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills
Students are able to:
- Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
- Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding
Students understand that:
- Different academic disciplines may utilize different vocabulary.
- Different academic disciplines may arrange content in particular organizational styles.
Vocabulary
- Academic disciplines
- Domain-specific vocabulary
- Content organization
ELA21.9.CL.A.R.L
Listening
Listening
ELA21.9.8
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Strategies to evaluate the tone, organization, and content of spoken language.
- Methods to identify nonverbal cues of a speaker.
Skills
Students are able to:
- Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
- Evaluate a speaker's nonverbal cues.
- Listen actively to determine the credibility of a speaker and the purpose of the presentation.
Understanding
Students understand that:
- Spoken language can be analyzed similarly to the way one analyzes a text and an author.
Vocabulary
- Active listening
- Tone
- Organization
- Content
- Nonverbal cues
- Purpose
- Credibility
ELA21.9.CL.A.E
Expression
Expression
ELA21.9.CL.A.E.W
Writing
Writing
ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.
COS Examples
Examples: paragraphs, constructed responses, essays
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.
COS Examples
Examples: paragraphs, constructed responses, essays
Unpacked Content
Knowledge
Students know:
- Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
- A narrative is a piece of writing that tells a story.
- The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
- Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
- The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
- Formal academic writing should demonstrate an appropriate command of language.
Skills
Students are able to:
- Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
- Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
- Demonstrate command of the written language.
Understanding
Students understand that:
- There are different genres of writing that serve various purposes.
- The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
- Formal academic writing should display their command of the English language.
Vocabulary
- Short writings
- Extended writings
- Narrative writing
- Argumentative writing
- Informative/explanatory writing
- Writing development
- Writing organization
- Style
- Tone
- Task
- Purpose
- Audience
- Command of language
ELA21.9.9a
Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.
COS Examples
Examples: dialogue, pacing, description, reflection
Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.
COS Examples
Examples: dialogue, pacing, description, reflection
Unpacked Content
Knowledge
- A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative.
- Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
- Events in narrative writing should be sequenced in a coherent manner.
Skills
- Write a narrative with a coherent sequence of plot events and a clear purpose.
- Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
Understanding
- Narrative writing can take many forms, but there should be a coherent sequence of events.
- Literary techniques are tools that can be used to create a piece of narrative writing.
- Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.
Vocabulary
- Memoir
- Narrative essay
- Personal narrative
- Fictional narrative
- Narrative techniques
