This text resource illustrates the Standards Map for the Grades 9 and 10 Reading Literature domain in the Common Core State Standards.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Cite (Textual evidence)
1 - Cite (Inferences drawn from the text)
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1 - I can cite strong and thorough textual evidence to support analysis of what the text says explicitly
1 - I can cite inferences drawn from text.
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A. Citing evidence and inferences strengthens analysis.
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A.1 Why must I cite references in analysis and inferences?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Determine (Theme or central idea)
4 - Analyze (Theme development in detail)
3 - Include (Emergence)
3 - Include (Shaping)
3 - Include (Refining by specific details)
3 - Provide (Objective summary)
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2 - I can determine a theme or central idea of a text.
4 - I can analyze in detail theme development over the course of the text.
3 - I can include how theme emerges.
3 - I can include how theme is shaped.
3 - I can include how theme is refined by specific details
3 - I can provide an objective summary of the text.
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A. Identifying the theme of the text enables the reader to objectively summarize and organize a response.
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A.1 Why does a reader look for a theme?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Characters
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4 - Analyze (Complex characters development)
4 - Analyze (Interaction with other characters)
4 - Analyze (Advancement of the plot or development of the theme)
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4 - I can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
4 - I can analyze how complex characters interact with other characters.
4 - I can analyze how complex characters advance the plot or develop the theme.
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A. Complex characters develop theme or plot throughout the text,building suspense through interaction.
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A.1 How do complex characters enhance the story?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Meaning of words and phrases
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2 - Determine (Meaning of words and phrases)
3 - Include (Figurative meanings)
3 - Include (Connotative meanings)
4 - Analyze (Cumulative impact of specific word choices on meaning)
4 - Analyze (Cumulative impact of specific word choices on tone [e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone])
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2 - I can determine the meaning of words and phrases as they are used in the text.
3 - I can include figurative meanings.
3 - I can include connotative meanings.
4 - I can analyze the cumulative impact of specific word choices on meaning
4 - I can analyze the cumulative impact of specific word choices on tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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A. Tone is related to intended persona (humorous, angry,questioning,persuasive), or the image writers portray to audiences.
B. Language reflects the times; imagery presents setting.
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A.1 How do writers present a particular tone?
B.1 How do words evoke a sense of time and place?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Text structure)
4 - Analyze (Order of events)
4 - Analyze (Time manipulation)
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4 - I can analyze an author’s choices concerning how to structure a text creates such effects as mystery, tension, or surprise.
4 - I can analyze an author’s choices ordering events (e.g., parallel plots) creates such effects as mystery, tension, or surprise.
4 - I can analyze an author’s choices manipulate time (e.g., pacing, flashbacks) a text creates such effects as mystery, tension, or surprise.
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A. Structure, order of events and manipulation of time create mystery, tension or suspense.
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A.1 Why do authors choose to structure a text, manipulate time and order events?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literature
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4 - Analyze (Point of view)
4 - Analyze (Cultural experience)
4 - Draw (On wide reading of world literature)
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4 - I can analyze a particular point of view reflected in a work of literature from outside the United States.
4 - I can analyze a particular cultural experience reflected in a work of literature from outside the United States.
4 - I can draw on a wide reading of world literature.
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A. Different cultures have different values reflected in their literature.
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A.1 How does cultural background influence point of view?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Representation of a subject in two different artistic mediums)
4 - Analyze (Representation of a key scene in two different artistic mediums)
3 - Include (What is emphasized or absent in each treatment)
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4 - I can analyze the representation of a subject in two different artistic mediums.
4 - I can analyze the representation of a key scene in two different artistic mediums.
3 - I can include 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).
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A. Different media may portray subjects or key scenes differently, based on what is being emphasized or omitted.
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A.1 How do different artistic media vary in representation of subjects or key scenes?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Source Material
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4 - Analyze (Source material in a specific work)
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4 - I can 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).
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A. Source materials strengthen theme and present familiar background content upon which the reader builds.
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A.1 Why would an author draw from source materials for their work?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Read (Literature)
1 - Comprehend (Literature)
3 - Include (Stories)
3 - Include (Dramas)
3 - Include (Poems)
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1 - I can, by the end of grade 9, read literature in grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
1 - I can by the end of grade 10, read literature at the high end of the grades 9-10 text complexity band independently and proficiently.
2 - I can comprehend literature in grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
3 - I can include stories at the high end of the grades 9-10 text complexity band.
3 - I can include dramas at the high end of the grades 9-10 text complexity band.
3 - I can include poems at the high end of the grades 9-10 text complexity band.
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A. Student's ability to read and comprehend various forms of literature at grade level reflects proficiency.
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A.1 What do proficient abilities of reading and comprehending literature look like?
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