NINTH AND TENTH GRADE

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

NINTH/TENTH GRADE

1.  Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (comedy, tragedy, drama, and dramatic monologue)

2.  Compare the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

 

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

NINTH/TENTH GRADE

1.  Synthesize the content and ideas from several sources dealing with a single issue or written by a single author. Paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

2.  Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration

3.  Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings

4.  Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and how the author’s intent affects the text’s structure and tone (e.g., professional journals, editorials, political speeches, primary source material)

5.  Analyze interactions between main and subordinate characters in literary text (e.g., internal and external conflicts, motivations, relationships, and influences) and how they affect the plot

6.  Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, and flashbacks)

7.  Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in text

8.  Analyze a group of historically significant speeches to find the rhetorical devices and features that make them memorable (e.g., Abraham Lincoln’s Gettysburg Address and Martin Luther King’s I Have a Dream)

9.  Analyze types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

NINTH/TENTH GRADE

1.  Identify and use the literal and figurative meanings of words, and understand word derivation

2.  Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words

3.  Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words (e.g., the word “narcissistic” drawn from the myth of Narcissus and Echo)

4.  Analyze both (1) the structure and format of functional workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes

5.  Determine characters’ traits by what they say about themselves in narration, dialogue, dramatic monologue, and soliloquy

6.  Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

NINTH/TENTH GRADE

1.  Formulate judgments about the ideas under discussion and support those judgments with convincing evidence

2.  Compare how media genres (e.g., nightly news, news magazines, documentaries, and on-line information) cover the same event

3.  Choose logical patterns of organization (e.g., chronological, topical, cause/effect) to inform and to persuade by soliciting agreement or action, or to unite audiences behind a common belief or cause

4.  Choose appropriate devices for introduction and conclusion (e.g., literary quotations, anecdotes, references to authoritative sources)

5.  Recognize and use elements of classical form (introduction, first and second transitions, body, and conclusion), formulation rational arguments and applying the art of persuasion and debate

6.  Present and advance a clear thesis statement and choose appropriate types of proofs (e.g., statistics, testimony, and specific instances) that meet standard tests for evidence, including credibility, validity, and relevance

7.  Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations

8.  Produce concise notes for extemporaneous delivery

9.  Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations (e.g., voice, gestures, and eye contact)

10. Evaluate the clarity, quality, effectiveness, and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas, delivery, diction, and syntax

11. Assess how language and delivery affect the mood and tone of the oral communication and impact the audience

12. Deliver narrative presentations that; narrate a sequence of events and communicate their significance to the audience, locate scenes and incidents in specific places, develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes: descriptions of sounds, smells, specific actions, movements, and gestures: feelings of characters), pace the presentation of actions to accommodate time or mood changes

13. Deliver expository presentations that; marshal evidence in support of a thesis and related claims, including information on all relevant perspectives, convey information and ideas from primary and secondary sources accurately and coherently, make distinctions about the relative value and significance of specific data, facts, and ideas, organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology, anticipate and address the listener’s potential misunderstandings, biases, and expectations, use technical terms and notations accurately

14. Deliver oral responses to literature that; advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages (i.e., makes and supports warranted assertions about the text), support key ideas and viewpoints through accurate and detailed references to the text or to other works, demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created, identify and assess the impact of perceived ambiguities, nuances, and complexities within text

15. Deliver descriptive presentations that; provide a clear spatial perspective on the subject of the presentation, clearly establish the speaker’s relationship with that subject (e.g., dispassionate observations, personal involvement), use factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory detail effectively

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

NINTH/TENTH GRADE

1.  Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing

2.  Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheticals, and/or definitions)

3.  Synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents)

4.  Integrate quotations and citations into written text, while maintaining the flow of ideas

5.  Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context

6. Write biographical, autobiographical, narratives, and/or short stories that; narrate a sequence of events and communicate their significance to the audience, locate scenes and incidents in specific places, develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes: descriptions of sounds, smells, specific actions, movements and gestures, interior monologue, feelings of characters), pace the presentation of actions to accommodate time/mood changes, make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details

7. Write responses to literature that; advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages, support key ideas and viewpoints through accurate and detailed references to the text or to other works, demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created, identify and assess the impact of perceived ambiguities, nuances, and complexities within text

8. Write expository compositions, including analytical essays and research reports that; marshal evidence in support of a thesis and related claims, including information on all relevant perspectives, convey information and ideas from primary and secondary sources accurately and coherently, make distinctions about the relative value and significance of specific data, facts, and ideas, organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology, anticipate and address readers’ potential misunderstandings, biases, and expectations, use technical terms and notations accurately

9. Write persuasive compositions that; structure ideas and arguments in a sustained and logical fashion, use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; personal anecdote, case study, or analogy), clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning, address readers’ concerns, counterclaims, biases, and/or expectations

10. Write business letters that; are clear and purposeful, and address the intended audience appropriately, use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients, highlight central ideas or images, follow conventional style, and use page formats, fonts, and spacing that contribute to the documents’ readability and impact

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

NINTH/TENTH GRADE

1.  Identify and use clauses (e.g., main and subordinate), phrases (e.g., gerunds, infinitives and participles), mechanic (e.g., semi-colons, colons, ellipses and hyphens), usage (e.g., tense consistency), and sentence structure (e.g., parallel structure, properly placed modifiers)

 

2.  Demonstrate control of grammar, paragraph and sentence structure, diction, syntax, and usage

3.  Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization

4.  Reflect appropriate manuscript requirements, including; title page presentation, pagination, spacing and margins, integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

NINTH/TENTH GRADE

1.  Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents

2.  Generate relevant questions about readings that can be researched

3.  Use clear research questions and coherent research methods (e.g., library, electronic media, and personal interview) to elicit and present evidence from primary and secondary sources

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media. This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhance academic success and empower students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

    technologies.

· Students will use technology responsibly, legally and ethically.

           

 

NINTH/TENTH GRADE

1.  Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare’s Henry V to Kenneth Branagh’s 1990 film version)

2.  Demonstrate use of sophisticated learning tools by following technical directions (e.g., graphic calculators, specialized software programs, access guides to Internet worldwide websites)

3.  Design and publish multi-paged documents using advanced publishing software and graphic programs

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

 

NINTH/TENTH GRADE

 

 

 

 

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

 

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2.  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

 

 

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

NINTH/TENTH GRADE

1.  Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects that; structure ideas and arguments in a coherent, logical fashion, use specific rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by personal anecdote, case study, or analogy), clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning, anticipate and address the listener’s concerns and counter-arguments

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

NINTH/TENTH GRADE

1.  Apply appropriate interviewing techniques; prepare and ask relevant questions, make notes of responses, use language that conveys maturity, sensitivity, and respect, respond correctly and effectively to questions, demonstrate knowledge of the subject or organization, compile and report responses, evaluate the effectiveness of the interview

2.  Write technical documents e.g., manual on rules of behavior for conflict resolution, procedures for conducting a meeting, transcription of minutes of a meeting) that; report and/or convey information and ideas logically and correctly, offer detailed and accurate specifications, include scenarios, definition, and examples to aid comprehension (e.g., troubleshooting guide), anticipate readers’ problems, mistakes, and misunderstanding