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TEACHER GUIDANCE

FOR TRANSITION TO THE COMMON CORE

GEORGIA PERFORMANCE STANDARDS

GRADE TEN

D R A F T

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

Georgia Department of Education

Dr. John D. Barge, State School Superintendent

November 2011 of 75 All Rights Reserved

Introduction

The purpose of this document is to provide concise and thorough guidance for teachers during the transition from the Georgia Performance

Standards (GPS) to the new Common Core Georgia Performance Standards (CCGPS). The document is divided into two main sections: CCGPS

Teacher Guidance by standard, and CCGPS/GPS Comparison and Transition. Contained within the CCGPS Teacher Guidance section are the

skills, concepts, vocabulary, and strategies essential to each standard. The CCGPS Comparison and Transition section provides a side-by-side

view of the original and the new standards to assist educators in identifying areas where instruction will remain unchanged and specific areas

where skills or concepts have been added, moved, or where they may no longer exist within a particular grade. The information provided here will

be vital to instructors and other stakeholders during the 2012-2013 implementation of the CCGPS and beyond.

About Grade Ten

Students in Grade Ten are expected to continue to increase their analytical skills, reading increasingly complex texts across all genres and writing

cogent, well-supported analysis and argument essays using evidence from those texts. Students at this level can trace the development of a

theme or argument through a text and provide an objective summary of the text without editorial bias. Through reading and writing and the use of

appropriate reference materials, the student acquires academic and other contextual vocabulary, showing independence in acquisition and usage.

In the early high school years particular focus is brought to world culture and how points of view can vary with cultural experience, as well as how

interpretations can vary between artistic mediums. In Grade Ten students will create more complex arguments, addressing counter-arguments

and using sophisticated structures and formal manuscript styles. Their expository essays will convey increasingly complex ideas, excluding

extraneous details and using graphic and digital elements to convey information. Narratives will develop personal experiences employing dialogue,

pacing, description, reflection, and multiple plot lines. Students are proficient by Grade Ten in all steps of the writing process editing effectively and

using digital publishing options. Research using appropriate formats for citation and evaluating sources is routine. Through repeated exposure

students will become confident presenters and participants in discourse with both peers and experts.




Key to Contents

GUIDANCE

A step by step guide to teaching CCGPS, including skills, concepts, and strategies

Standards that did not previously appear in GPS, or are new concepts

Additional material to assist in transitioning to the CCGPS

COMPARISON

A comparison of GPS and CCGPS rigor, texts, terminology, expectations, and tasks

Standards that did not previously appear in GPS, or are new concepts Standards that previously appeared in GPS but do not appear in CCGPS

Additional material to assist in transitioning to the CCGPS




CCGPS TEACHER GUIDANCE:

Skills, concepts, strategies, tasks,

and recommended vocabulary




Grade 10 CCGPS

Reading Literary (RL)

ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

Skills/Concepts for Students:

Practice attentive reading both in the classroom and independently

Think critically and analytically about text, making connections within a text and among texts

Distinguish important facts from extraneous details

Recognize and identify literary elements for analysis (such as diction, tone, imagery, figurative language, etc.)

Make inferences based on textual evidence, including predictions, biases, and patterns including motif

Support all claims with textual evidence, both in formal analysis and in discussion

Take notes and annotate texts, both formally and informally Strategies for Teachers:

Use multiple reading strategies, including using a variety of digital media to access texts

Implement a note-taking using a system such as Cornell notes and assess or review notes periodically

Teach and require annotation of text

Encourage the habit of providing textual evidence for all claims and inferences, both written and in discussion

Sample Task for Integration: In order to make inferences and predictions based on textual evidence, students choose a character to role-play in a mock interview. While one student acts as “journalist” from the era and setting of the text, the other student provides an interview in character providing somewhat detailed answers to ten questions (answers are expected to be the length of a brief paragraph). The interview is transcribed into text by the students, who then provide annotations from text to support the appropriateness and rationale of each question and each answer. For example, an interviewer might ask Brutus whether he truly supported Caesar, based upon his misgivings expressed in conversations with Cassius. Brutus might reply that he loves Caesar but loves his country more. These questions and answers are drawn directly from textual evidence and can be supported by citations. Recommended Vocabulary for Teaching and Learning: Annotation Inference Diction Syntax Tone Figurative language Imagery Text Genre Fact Extraneous Detail Evidence Support Summary




Grade 10 CCGPS


ELACC9-10RL2: Determine a theme or central idea of 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.


Practice attentive reading both in the classroom and independently

Take notes and annotate texts, both formally and informally

Distinguish main ideas from extraneous details

Summarize without editorial bias

Exhibit a clear knowledge of common literary devices and their applications

Analyze development of a theme or idea through the use of literary devices and be able to articulate that development

Compare and contrast Strategies for Teachers:

Provide examples of theme(s) in well-known texts

Have students learn and practice précis writing as a method of objective summary

Review the elements of plot structure and characterization, emphasizing the ways in which plot and character shape theme

Discuss and practice identifying the difference between main idea and theme (for example, the main idea in Julius Caesar may be the murder of Julius Caesar by his former supporters, but the theme may be pride or betrayal).

Sample Task for Integration: The “theme” of a text is usually a universal or archetypal idea or truism that is expressed through the microcosm of a story. Theme is expressed not only through the aggregate of words and actions in a narrative, but also through recurring images or events (motif). In Julius Caesar, for example, omens and prophecy frequently appear at crucial times moving the plot forward and giving the reader a clue that fate is a major theme in the play. Letters are also a major motif that seems to connote the theme of miscommunication and misunderstanding caused by hubris. Have students express their perception of the theme in a text by identifying a motif or recurring symbol and having them create an artistic representation of the motif (a picture, an object, a song, etc.) and write an analysis based on textual evidence of the function and message of that motif within the piece. These analyses may be presented orally. Recommended Vocabulary for Teaching and Learning: Theme Motif Symbol Character(ization) Plot Setting Exposition Rising action Climax Falling action Resolution Archetype Précis Protagonist Symbol




Grade 10 CCGPS


ELACC9-10RL3: 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.


Identify and analyze the elements of characterization, including the character’s actions, words, thoughts, appearance, and the thoughts, feelings, and actions of other characters towards that character

Identify and analyze the elements of plot

Understand and identify differences between static and dynamic/flat and round characters

Think critically and analytically about the author’s purpose in creating some characters that are fully developed while allowing others remain one-dimensional

Analyze multiple motivations and characters who embody disparate characteristics (for example Gollum in Lord of the Rings) Strategies for Teachers:

Allow students to compare and discuss well-known characters from popular culture, fiction, and film to establish basic concepts of characterization

Guide students in thinking critically about an author’s choices in character and plot development, asking not only how a character, plot, or setting is developed in a certain manner, but why

Discuss personal traits and characteristics of real people, classmates, and themselves in understanding characterization

Use note-taking and annotation to collect details contributing to characterization

Use mock social-networking profiles to describe characters and establish whether they are static, dynamic, flat, or round

Sample Task for Integration: Examining the motivations that predict how characters will proceed or how they will react in a given circumstance is one way to assess whether students have accurately synthesized the details provided by the author in constructing a character. Choosing a well-developed protagonist from a text, have students conduct a “psychoanalysis” that attempts to decipher the characters reasons and motivations for his or her actions and thoughts. This analysis essay will focus on specific textual evidence and warranted inferences about the development of the character and the underlying beliefs and motivations that shape his or her behaviors and choices in the text. For example, an analysis of Holden Caufield from Catcher in the Rye might examine how the death of his younger brother impacted his later disillusionment. Recommended Vocabulary for Teaching and Learning: Character(ization) Static Dynamic Round Flat Antagonist Protagonist Composite Conflict




Grade 10 CCGPS


ELACC9-10RL4: 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.)


Accurately identify the tone of a text

Understand how specific instances of diction contribute to tone

Understand how other literary elements such as imagery and figurative language contribute to tone

Identify and analyze various types of figurative language (metaphor, simile, personification, hyperbole, synecdoche, metonymy)

Identify and analyze various sound devices (alliteration, assonance, consonance, onomatopoeia)

Be able to accurately identify rhyme scheme and acquire an understanding of basic metrical formulas (for example iambic pentameter) Strategies for Teachers:

Guide students in identifying various types of figurative language; provide contextual examples; introduce sophisticated forms such as synecdoche and metonymy

Introduce meter, including iambs and feet

Choose texts rich in figurative and connotative language

Require students to translate figurative expressions into concrete language and vice versa

Practice exploring connotations of common vocabulary as well as newer vocabulary

Sample Task for Integration: Students will examine the impact of figurative language on the tone of a text by comparing and contrasting a selection from the current extended text under study as originally written and with figurative and connotative language removed. Access an approximately 1000 word selection from a text digitally (so that it can be edited by the students). Step one of the process will be for students to identify each instance of figurative language or particularly connotative diction (they may work individually or in teams). The second step of the process is for students to edit the piece so that it maintains grammatical integrity with the figurative and connotative language removed. Finally, students will write a brief analysis (1 page or less) citing specific ways in which the tone of the text is impacted by the changes. Recommended Vocabulary for Teaching and Learning: Figurative Literal Connotation Denotation Metaphor Simile Personification Hyperbole Idiom Alliteration Juxtaposition Onomatopoeia Tone Mood Imagery Iamb Foot Trochee Spondee Iambic Pentameter




Grade 10 CCGPS


ELACC9-10RL5: 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.


Recognize various structural formats of fictional texts (stanza, act, scene, chapter, etc.)

Be able to accurately identify rhyme scheme and acquire an understanding of basic metrical formulas (for example iambic pentameter)

Understand plot development and the elements of plot

Identify and understand the function of flashback, foreshadowing, beginning a narrative in media res, and other manipulations of time

Analyze the impact of an author’s choice in disclosing narrative elements at a given point in a text Strategies for Teachers:

Discuss manipulations of time and how the experience of a story would change if, for example, a novel were told in linear time instead of through flashback

Review rhyme scheme, introduce meter, including iambs and feet

Make purposeful text choices to demonstrate concepts such as flashback, foreshadowing, and parallel plot

Provide narrative writing opportunities that require the construction of specific plot structures

Provide opportunities for comparison and contrast of texts that are suspenseful, comic, or otherwise create an emotional/tonal response; direct students in identifying a variety of structural approaches to achieve a similar result

Sample Task for Integration: Structure is rarely more important in a text than it is in the construction of poetry. Engage students in a comparison and contrast of one poem written within the confines of a strict metrical style to another poem written in free verse, examining the diction, tone, theme, sound devices, rhymes, etc., in each. Have students write a brief response about their aesthetic reaction to the poem they liked the most, using text evidence and appropriate literary terms and language to explain which parts of the poem appealed to them and why. An enlightening extension to this activity would be to have students attempt to write an Italian or Spenserian sonnet with meter and rhyme scheme denoted. Recommended Vocabulary for Teaching and Learning: Plot Exposition Rising action Climax Falling action Resolution Parallel Foreshadowing Flashback In media res Chapter genre Act Scene Meter Rhyme scheme




Grade 10 CCGPS


ELACC9-10RL6: 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.


Practice attentive reading, with independently and within the classroom

Utilize annotation and note-taking, keeping well-organized records for reference

Acquire background knowledge of foundational texts, archetypes, mythology from world cultures, including solid background knowledge of Greek and Roman mythology

Review vocabulary foundations including Greek and Latin roots

Apply basic understanding of world geography and history Strategies for Teachers:

Place a world map and world timeline on the walls of the classroom for easy contextual reference

Engage students in a discussion of their own cultural heritages

Include foundational knowledge of Greek and Roman mythology in instruction

Include popular fiction as well as informational text from outside the United States in your text choices

Make connections to commonalities among cultures and their foundational mythologies Sample Task for Integration: Facilitate an interactive web-based communications experience between your students and a class of students from another culture (various avenues for creating these connections already exist, for example One World Classroom at http://www.ccph.com/ ). Have the two classrooms share a text study over a number of encounters in the style of a book club, choosing a text either from the guest class’s culture or from a culture that is foreign to both classes. Activities can include shared reader-response blogs, whole class discussions, co-written analysis papers, etc. Recommended Vocabulary for Teaching and Learning: Myth Archetype Culture Assimilation Pluralism Community Race Class Identity Society Pantheon Native/Aboriginal Ovid Homer

http://www.ccph.com/




Grade 10 CCGPS


ELACC9-10RL7: 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 de Beaux Arts” and Breughel’s Landscape with the Fall of

Icarus).


Define and understand “text” as it applies to visual or aural mediums

Gain a basic understanding of terms helpful to analysis of visual texts such as perspective, chiaroscuro, etc.

Understand the concept of theme as an aggregate of many literary or visual elements (tone, mood, imagery, setting, characterization, etc.)

Be able to identify theme in visual as well as written text using similar strategies and identifying similar elements

Analysis of literary and aesthetic elements; text-based comparison and contrast Strategies for Teachers:

Provide multiple opportunities for discussion and analysis of visual and written texts

Assist students in gaining a basic understanding of terms helpful to analysis of visual texts such as perspective, chiaroscuro, etc.

Choose appropriate examples for comparison and contrast that have easily identifiable aesthetic elements in common or in opposition

Choose examples from a variety of artistic mediums, including tapestry, sculpture, oil painting, photography, even performance art

Use technology to enhance visual, tactile, and aural integration of aesthetic elements

Sample Task for Integration: After studying specific text and visual (or tactile/aural) representations of the same text and having students write a formal analysis essay comparing and contrasting the two, choose a piece of art (visual text) for consideration. After attentive interpretation and whole-class discussion, allows students to create their own narrative or poem that shares aesthetic and tonal elements with the visual text (this text is not to be an analysis or summary of the art; it is to be a textual representation of what the student perceives to be the overarching theme of the visual piece and that shares aesthetic elements. Require students to trade written texts with a partner (without allowing explanation) and have each student write a brief analysis of the connection between the artwork and the text. Recommended Vocabulary for Teaching and Learning: Media/medium Aesthetic Visual Aural Tactile Perspective Dimension Tone Mood Setting Character Imagery Figurative Literal/concrete Composition




Grade 10 CCGPS


ELACC9-10RL8: (Not applicable to literature)

ELACC9-10RL9: 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).


Understand and apply the concepts of allusion and allegory

Generalize concepts of setting, plot, characterization, and other narrative elements so that specific instances of these may be recognized as having thematic similarities or differences (for example tragic flaw)

Acquire or review background knowledge of foundational works including Shakespeare, Homer, Ovid, Dante, Milton, etc.

Acquire a firm knowledge of literary periods and major works Strategies for Teachers:

Place a world map and world timeline on the walls of the classroom for easy contextual reference

Provide examples of well-known literary treatments (West Side Story from Romeo and Juliet, or Oh Brother, Where Art Thou from The Odyssey) as a springboard for understanding earlier treatments (such as Shakespeare) from ancient texts (such as the Bible)

Provide examples of allusion to foundational texts (such as “you’ve really opened a Pandora’s box) as a mini-example of a larger literary transformation

Sample Task for Integration: In the context of a reading of Aldous Huxley’s Brave New World, have students keep a log of Shakespearean allusions spotted throughout the novel. Allusions abound, including several from The Tempest, King Lear, and Macbeth. It may be necessary to scaffold this activity by dividing the class into groups who will each be assigned to study, watch a film of, or skim the Sparknotes of one of the plays. In this way, at least one student or students will have an opportunity to find the allusions to a given play even if he or she is unfamiliar with the other two. By sharing and compiling the findings at the end of the reading, the totality of the references can be documented. (Another novel similarly rich in allusions may be substituted, such as The Picture of Dorian Gray, by Oscar Wilde). After extensive whole-class discussion, have students write an analysis discussing the impact of the extensive use of allusion within the novel, citing specific textual evidence for all claims. Recommended Vocabulary for Teaching and Learning: Allusion Allegory Treatment Transform Canon Classical Shakespeare Homer Plot Setting Character Theme Symbol




Grade 10 CCGPS


ELACC9-10RL10: By the end of Grade 10, 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.


Practice attentive reading, both independently and within the classroom

Use annotation and note-taking, maintaining coherent records that are useful for review

Read assigned works but also read proactively and independently

Choose works from multiple genres, cultures, and literary periods

Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced Strategies for Teachers:

Choose texts of appropriate complexity (see Common Core appendix B)

Require reading through multiple modes: group, pairs, individual, in class, out of class, via digital mediums, etc.

Provide scaffolding on difficult texts through commentary and interpretation, group discussion, complementary visual texts, and professional annotations as appropriate

Require specific textual evidence for all claims and inferences about texts, even in informal discussion

Sample Task for Integration: Conference with students to set personal literacy goals appropriate to each individual, including a suggested reading list (this list may include poems, films, and works of art as well). Students can keep a notebook that includes notes and personal commentary on each text read over the course of the year, including any relevant analyses or other work produced in relation to given texts. An extension of this activity can include students creating “book cards” that give plot, setting, characters, author, publication details, personal review and summary of a text. These cards may be reproduced to provide each student with an extensive set of cards that include summaries of all books read by all classmates. Ideally by the end of the year each student has a reference library of notes on a number of books, useful for building overall literary expertise and breadth of knowledge of authors and titles and from which to draw recommendations for continued independent reading. Recommended Vocabulary for Teaching and Learning: Literary Fiction Informational Non-Fiction Genre Claim Plot Setting Character Analysis Annotation Evidence Inference Summary Paraphrase




Grade 10 CCGPS

Reading Informational (RI)

ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.


Read attentively, both independently and within the classroom


Think critically and analytically about text, making connections within a text and among texts

Recognize how important facts accrue to establish a main idea or prove a point

Make inferences and generalizations based on evidence from one or more reliable sources

Support all claims with evidence

Take notes and annotate texts, both formally and informally Strategies for Teachers:

Use multiple reading strategies including using a variety of digital media to access texts

Implement a note-taking using a system such as Cornell notes and periodically assess or review students’ notes

Teach and require annotation of text

Teach and require formal citations in an accepted manuscript style when appropriate

Encourage the habit of providing textual evidence for all claims and inferences, both written and in discussion

Practice and scaffold reading informational texts (which may require more reader stamina than narrative text) Sample Task for Integration: Study the rules of Team Policy Debate (a formal debate structure used by most high schools and colleges: http://stoaca.org/main/sites/default/files/StoaTPRules.pdf.) This format provides structure for the number of minutes each speaker will have the floor, the number of assertions and rebuttals, etc. Separate the class into two teams and allow them to research a major scientific question of our day. Questions may include whether global warming is man-made, whether electric cars are feasible for wide-spread use, whether certain vaccinations should be required, or other areas of inquiry defined by the students or instructor. Allow students an allotted amount of time to prepare for the debate. Every piece of evidence introduced during the debate must be accompanied by a citation to a reliable source, and teams will submit annotated works cited lists in APA format. A group of students, teachers, administrators, or guests may be invited to act as judges for the event if desired. College debate teams are often eager to act as guest lecturers, mentors, and judges. Recommended Vocabulary for Teaching and Learning: Article Journal Peer-Review Periodical Expository Informational Non-fiction Memoir Literary non-fiction Biography Autobiography Claim Support Evidence Citation

http://stoaca.org/main/sites/default/files/StoaTPRules.pdf




Grade 10 CCGPS


ELACC9-10RI2: Determine a central idea of a text and analyze 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.


Practice attentive reading, both independently and within the classroom


Take notes and annotate texts, both formally and informally

Summarize without editorial bias

Analyze the way that facts accrue to support a thesis or hypothesis

Understand the scientific connotations of proof, theory, hypothesis, and support Strategies for Teachers:

Choose texts so that at least half of your classroom attentive reading involves informational (non-fiction) text

Provide informational texts with clear central ideas logically developed as exemplars

Provide opportunities for students to write objective summaries of texts

Require students to reverse-engineer outlines of provided texts as well out outlining texts they will write

Practice differentiating fact from opinion and important, supporting facts from extraneous ones

Sample Task for Integration: Provide students with a selection of scholarly journal articles in a variety of disciplines (for example psychology, biology, anthropology, literary criticism) and a template for assessing the elements and qualities of the texts. Students should be required to note the title, subtitle if any, whether the article has one or multiple authors, whether it is prefaced with an abstract, which manuscript style it uses, and the basic structure of the information presented (chronological, comparison, experiment and results, etc.). After noting the relevant facts about the texts, students will attempt to identify the main idea of each text and provide 3-5 specific items from the text that served to identify and develop that idea. On a chart or simply through discussion, allow students to identify the key differences between texts in each discipline and discuss how certain structural choices are particularly suited to various content areas. Students will compare and discuss their results. Recommended Vocabulary for Teaching and Learning: Fact Opinion Citation Claim Inference Evidence Informational Expository Objective Subjective Journal Abstract Manuscript style Peer review Periodical




Grade 10 CCGPS


ELACC9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the

points are made, how they are introduced and developed, and the connections that are drawn between them.


Understand and be able to identify common informational text structures such abstract, lab notebook, diary, editorial, etc.

Understand and apply the concept of generic text structures such as chronological order, comparison and contrast, and order of importance

Understand the concepts of author’s purpose and bias

Distinguish between important facts or supporting details and extraneous information

Note the differences in the types and amounts of evidence and support required for claims in various formats and disciplines (for example the evidence required in a letter to the editor may be scant and based on emotion, while the evidence required to advance an hypothesis in a scientific journal may be extensive)

Strategies for Teachers: Employ process essays and actual processes in the classroom to illustrate the importance of logical order (for example, allow students to assemble a

piece of Ikea furniture from the instructions, or cook a dish from a complex recipe)

Expose students to a variety of arguments, both valid and logically false, to allow them to distinguish the differences in how arguments are introduced and developed (well known speeches are useful for this inquiry)

View television commercials and/or research popular advertising campaigns to determine how brand identities are introduced, developed, and connected to audience biases and concerns

Use graphic organizers to support students in identifying and illustrating interconnected points within an argument or analysis

Expose students to complex informational genres such as peer reviewed scholarly journals, legal documents, or position statements

Sample Task for Integration: Using a text that contains multiple plot lines such as Kurt Vonnegut’s Slaughterhouse Five, create a visual representation of plot using colored markers and chart paper that students can study and update as the reading of the novel progresses (Vonnegut himself used wallpaper and crayons to plot the multiple story lines in the book as he was writing it). Students will need to be creative in deciding how to visually represent the various people and events in the story, and may change approaches over time. As the lines are created and extended, index cards with specific text annotations should be taped to the graphic to explain each. Encourage students to recognize and discuss the ways in which the plot lines, time periods, and characters appear, recede, and interact. After this whole-class activity, students may wish to make other visual representations of plot independently (this can be especially useful with a modernist nonlinear texts from writers such as James Joyce or William Faulkner or magical realists such as Salman Rushdie or Gabriel Garcia Marquez).

Recommended Vocabulary for Teaching and Learning: Author’s purpose Bias Structure Connection Rhetoric Chronological Logical Comparison Contrast Manuscript style Extraneous Logical fallacy Process Outline




Grade 10 CCGPS


ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,

and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the

language of a court opinion differs from that of a newspaper).


Acquire or review foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new vocabulary

Understand and apply knowledge of the concepts of literal and figurative meaning

Differentiate between situations that require formal diction and those that do not

Examine author’s purpose in word choice

Analyze the cumulative effect of diction on a text Strategies for Teachers:

Provide examples of language that illustrate both extreme formality and casual colloquialism, discussing contextual appropriateness and occasions for use of each

Trace the development of tone and mood through diction in exemplary texts (for example a sense of outrage or anger in an editorial, or urgency in a report from the frontlines of war)

Build vocabulary using a variety of strategies (resource materials, context, roots); you may require students to keep flash cards or databases of acquired vocabulary, especially technical and academic vocabulary

Use both figurative/connotative language and literal/concrete language in lecture and discussion

Sample Task for Integration: Place students in pairs and provide them with samples of text whose language may be difficult to interpret (for example legal contracts, historical documents, scientific procedures). Use 2 or 3 texts for the whole class so that several pairs have identical texts. Allow students to attempt to make meaning of the text through repeated attentive readings, both quietly and aloud, through dictionaries or other resource documents, through group discussion, and through context (do not allow students to use the internet for this activity). Together students will produce a second document that is a reader-friendly paraphrase of the original. Place pairs together with other students who had the same original document so that they can compare their paraphrased interpretations and discuss areas of convergence/divergence in their translations. Allow the final “teams” to produce one document per group that represents their very best modified whole-group interpretation of the original document. These may be compared between classes. Recommended Vocabulary for Teaching and Learning: Figurative Connotative Literal Concrete Technical Academic Diction Cumulative Author’s purpose jargon Tone Impact




Grade 10 CCGPS


ELACC9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,

paragraphs, or larger portions of a text (e.g., a section or chapter).


Acquire or review foundational knowledge of sentence structure, including phrases/clauses/compound/complex/compound-complex sentences

Understand the connotations of syntax and the impact of syntax on the reader (for example that overly long and needlessly complex sentences adversely impact clarity, or that overuse of short, choppy sentences detracts from the maturity and academic tone of a text)

Understand the terms syntax and fluency

Understand that, like diction, syntax may vary depending on audience and purpose

Acquire or review knowledge of basic informational text structures and headings (for example understand the purpose and placement of an abstract in a scientific article, or the placement of letters or diary entries in an epistolary memoir)

Strategies for Teachers:

Provide clear examples of appropriate syntax, fluency, and structure within informational documents (for example student exemplars or sample texts)

Practice appropriate use of structures within classroom documents, instructions, websites, etc.

Allow opportunities for students to disassemble and reassemble texts based on structural and contextual clues

Require infrastructure to be delineated in outlines that are reverse-engineered from existing texts or produced for texts to be written

Identify and discuss texts that may contain sections that do not necessarily contribute to the development of main ideas, illustrating how documents can wander off topic without proper planning and how digressions can detract from meaning and clarity

Sample Task for Integration: Using a selection of effective speeches from history (for example Theodore Roosevelt’s “Duties of American Citizenship,” 1883, Winston Churchill, “We Shall Fight on the Beaches,” 1940, or Chief Joseph’s, “Surrender Speech,” 1877) Have students carefully read the speech at least twice, determining its main idea, message, or argument. Students will then deconstruct these speeches first by counting words, then sentences, then paragraphs. Have them note any other headings, titles, or graphics. (They may also use Microsoft Word and other internet tools to get the Lexile score of the speech and any other quantitative measures available). Have students then define the number of simple, compound, complex, and compound/complex sentences in the document. Using this quantitative information, students will write an analysis of about one page examining how structure alone impacted the rhetorical value of the speech (for example Chef Joseph’s syntax that highlights his non-English, native heritage when he says “I will fight no more forever” instead of something more pedestrian such as “from now on we will not fight anymore.”) Note: it may take more than one draft for students to be able to narrow the focus to structure alone.

Recommended Vocabulary for Teaching and Learning: Author’s purpose Bias Audience Claim Evidence Format Argument Rhetoric Rhetorical strategy Structure Syntax Fluency Extraneous




Grade 10 CCGPS


ELACC9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance

that point of view or purpose.


Understand the various purposes of rhetoric, both positive and negative (for example propaganda and misinformation as well as inspiration)

Distinguish the two academic meanings of Point of View (narrative voice as opposed to bias or opinion on an issue)

Acquire or review knowledge of basic rhetorical strategies and appeals (such as pathos, logos, and ethos)

Understand the concept of claim and counter-claim and audience as well as author bias Strategies for Teachers:

Require students to identify audience, purpose, and main idea of a variety of essays on a regular basis so that this becomes an automatic summarizing technique

Require students to write précis of articles and essays to encourage the quick identification of these elements when beginning an analysis

Provide students with examples of propaganda, advertising, political speeches, etc., that employ extreme and effective rhetorical strategies

Provide students with examples of text where the author attempts (or pretends to attempt) to maintain objectivity and assess whether an opinion or point of view can be ascertained in some of these cases

Allow students to attempt to write an article on a topic about which they have an extremely strong opinion without expressing any editorial bias whatsoever to illustrate how difficult this can be

Sample Task for Integration: Using a selection of satirical essays such as Joseph Hall's “Virgidemiarum,” Jonathan Swift's “A Modest Proposal,” or Samuel Johnson's “London,” have students critically analyze how the authors use satire to develop their claims. Have students carefully read the assigned essay or essays at least twice, determining main idea, message, or argument. Students will then deconstruct the essays to locate and analyze the use and effectiveness of instances of identifiable satirical rhetoric. This analysis may be especially rigorous, as satire can be a difficult concept to understand. One of its hallmarks is the author’s avoidance of directly stating his or her position! Recommended Vocabulary for Teaching and Learning: Author’s purpose Point of View Bias Claim Counter-claim Rhetoric Rhetorical strategy Pathos Logos Ethos Audience Logic Fallacy Induction Deduction




Grade 10 CCGPS


ELACC9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and

multimedia), determining which details are emphasized in each account.


Comparison and contrast including literary elements, rhetorical strategies, and aesthetics of visual mediums such as lighting and color

Practice constructing objective summary, recognize editorial bias in your own writing and in the writing of others

Distinguishing main ideas from extraneous details

Analyze aesthetic and rhetorical strategies and elements Strategies for Teachers:

Provide quality examples of texts that have been made into films to allow students accessible starting place to explore the concept (informational texts that have been made into movies include An Inconvenient Truth, and Fast Food Nation)

Provide text copies of screenplays along with the original text (Anne Frank: The Diary of a Young Girl has both texts available, as do many other memoirs; scripts are often available online) for student comparison and attentive reading

Explore the archives of NPR’s “Fresh Air” or other radio interview programs to select archived interviews with people who have also been profiled in magazines or newspapers or both

Sample Task for Integration: Have students identify one major news story and examine the reportage on that story in three different mediums (newspaper, magazine, and television, for example, or radio, website, magazine). Student will study and annotate each text (whether visual, aural, or written), noting important differences. An extension or prelude to this activity can include an examination of “The McLuhan Equation,” Marshall McLuhan’s famous investigation about the impact of the medium on the content of the message. After taking careful notes, perhaps over a period of more than one news cycle, students will write a considered analysis using specific evidence from the texts to illustrate important differences in the accounts. Recommended Vocabulary for Teaching and Learning: Multimodal Media/medium Digital Aural/auditory Visual Visual rhetoric Symbol Icon Contrast Compare Aesthetic Rhetorical Abridged Cinema/film




Grade 10 CCGPS


ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid

and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



Use the concepts of inductive and deductive reasoning and syllogism in argument analysis

Consistently and readily identify logical fallacies as well as reliable and well-supported arguments

Summarize without editorial bias and recognize editorial bias in the writings of others

Understand the various purposes of rhetoric, both positive and negative (for example propaganda and misinformation as well as inspiration)

Acquire or review knowledge of basic rhetorical strategies and appeals (such as pathos, logos, and ethos)

Understand the concept of claim and counter-claim and audience as well as author bias

Understand the functions of diction, syntax, organizational structure, and other literary elements in the construction and persuasive and powerful argument


Provide students with examples of propaganda, advertising, political speeches, etc., that employ extreme and effective rhetorical strategies

Illustrate the various purposes of rhetoric, both positive and negative (for example propaganda and misinformation as well as inspiration)

Study commercials, public service announcements, famous speeches, and other strongly persuasive or argumentative texts to illustrate artful use of rhetorical strategies including fallacies

Have students engage in formal and informal debate

Require text evidence for all claims and inferences asserted in class, whether in writing or in discussion

Sample Task for Integration: Several Georgia colleges and Universities have championship debate teams, including most notably national tournament winner Emory University. Watching a collegiate debate competition is a very effective way to illustrate the principals of argument and evidence. Several activities could be considered including watching practice films of these teams, planning a field trip to a debate practice or tournament, arranging a teleconference Q&A with a college debate team, or inviting guest speakers from among the coaches and debaters. Students should write a response that cites specific information gleaned from the interaction and articulating what they’ve learned and how it can be applied to their argumentative essay writing.

Recommended Vocabulary for Teaching and Learning: Audience Purpose Claim Argument Counter-Claim Bias Rhetoric Proof Evidence Support Fallacy Logic Syllogism Induction Deduction




Grade 10 CCGPS


ELACC9-10RI9: 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.


Acquire or review knowledge of the definition of primary and secondary source documents

Review background knowledge of United States history

Distinguish theme from main idea or supporting details

Understand the use of rhetoric and be able to identify rhetorical strategies and their uses and impact on an audience

Be able to grasp nuances of opinion and strategy in speeches/texts on well-known historical subjects (such as freedom from British rule of the American colonies)

Compare and contrast rhetorical and literary elements of text Strategies for Teachers:

Place a maps of colonial/frontier/modern United States in the classroom for reference

Place a timeline of United States history in the classroom for reference

Use seminal U.S. historical documents as examples in teaching informational text and rhetoric when possible

Allow students to reenact debates for perform dramatic interpretations of famous speeches

Compare and contrast the rhetoric of a variety of figures from U.S. history on the same subjects

Sample Task for Integration: Have students conduct a short or in-depth research project on the historical, geographic, economic, political, and biographical context of a given famous document from U.S. history. For example, students researching Frederick Douglass’ famous speech commemorating the Fourth of July in Rochester, New York in 1952 might explain northern and southern sentiments and economic structures at the time, the audience at the hall, Douglass’ speaking schedule, how this speech differed from others on that tour, whether he was married or a father at the time, repercussions of the impassioned and inflammatory speech, even what the weather was like that day or what the newspapers had to say about the event. Students may create a webpage sharing their findings complete with hyperlinks for each piece of information, or may present their findings to classmates through a Prezi or PowerPoint. The project should include a detailed and cogent evaluation of the documents rhetorical strategies. Recommended Vocabulary for Teaching and Learning: Foundational Seminal Primary Secondary Rhetoric Rhetorical strategy Propaganda Theme Literary merit interpretation Treatise Tract Revolution Sermon Address




Grade 10 CCGPS


ELACC9-10RI10: By the end of Grade 10, 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.


Practice attentive reading

Use annotation and note-taking to enhance comprehension of texts under consideration and keep well organized resources useful for review

Read assigned works but also read proactively and independently

Choose works from multiple genres, cultures, and literary periods

Consider keeping a notebook of texts read over time, with notes, annotations, and any relevant student work produced Strategies for Teachers:

Choose texts of appropriate complexity (see Common Core appendix B)

Require reading through multiple modes: group, pairs, individual, in class, out of class, via digital mediums, etc.

Provide scaffolding on difficult texts through commentary and interpretation, group discussion, complementary visual texts, and professional annotations as appropriate

Require specific textual evidence for all claims and inferences about texts, even in informal discussion

Sample Task for Integration: Conference with students to set personal literacy goals appropriate to each individual, including a suggested reading list (this list should include varieties of engaging informational text to encourage the student to make choices from informational as well as literary genres).Encourage students to brainstorm about types of informational text they might enjoy, such as Motor Sports magazine, various high-interest documentary films, relevant memoirs, etc. Students can keep a notebook that includes notes and personal commentary on each text read over the course of the year, including any relevant analyses or other work produced in relation to given texts. Recommended Vocabulary for Teaching and Learning: Literary Fiction Informational Non-Fiction Genre Claim Argument Rhetoric Summary Analysis Annotation Evidence Inference Citation Journal Memoir Periodical Biography Autobiography Literary non-fiction




Grade 10 CCGPS

Writing (W)

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

Skills/Concepts for Students: Consistently distinguish supporting evidence from repetition or extraneous detail

Consistently distinguish valid reasoning from logical fallacy

Understand what comprises sufficient evidence based on the nature of argument or claim

Address audience bias and counter-claims

Write with appropriate organizational structure for argument or claim (comparison/contrast, logical order, etc.)

Understand and effectively employ persuasive rhetorical strategies

Use transitions effectively

Exhibit knowledge of formal manuscript styles including MLA and APA and create citations accordingly

Use effective and unique strategies for conclusion, avoiding simple restatement or introduction of new ideas

Strategies for Teachers: Provide engaging, stimulating, and relevant text-based topics for argumentation

Vary writing assignments to include both short and sustained projects, researched argumentation, group projects, and multi-modal writing

Require formal manuscript styles on some assignments, including formal works cited pages and appropriately formatted citations

Require specific textual evidence for all claims and supporting evidence, including formal and informal writing and discussion

Point out persuasive strategies in everyday discourse (for instance when students argue against weekend homework)

Include the study of and writing of literary criticism as a type of argumentative writing

Sample Task for Integration: During or after a study of Freakonomics, by Steven Levitt and Stephen Dubner, wherein the authors assert, among other things, that statistics prove dishonesty among professional athletes, the lack of impact of police presence on urban crime, and the minimal correlation between quality of parenting and grade point averages among students. Students will construct a rebuttal against one of the book’s many claims (this task may be used with any informational text under consideration, but Freakonomics posits many particularly incendiary claims and seems to back them up with credible evidence, so there are many engaging opportunities for rebuttal). After careful consideration and attentive reading of the text, chose one assertion from the book to rebut (you may feel passionately that the authors are wrong or misguided, but that is not a prerequisite to writing a good rebuttal). Carefully address the authors’ evidence point by point, analyzing their rhetorical strategies and presenting your own counter-claims logically and effectively.

Recommended Vocabulary for Teaching and Learning: Argument Persuasion Claim Counter-claim Evidence Support Citation Annotation Transition Diction Syntax Structure Organization Closure Thesis




Writing (W)

ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Construct a summary of a text without editorial bias and recognize bias in the writing of others

Understand the interplay and progression of multiple ideas within a single theme or topic and practice weaving multiple complementary ideas together in your own writing

Consistently distinguish important facts from extraneous details

Format and structure expository essays for maximum clarity and impact, including effective use of transition words and phrases

Use academic and technical vocabulary effectively; use sophisticated syntax

Understand the rules of major manuscript styles such as MLA and APA, including appropriate use of correctly formatted citations

Strategies for Teachers: Explore a variety of professional essays with students that illustrate the difference between reporting facts and expressing an opinion, paying special

attention to types of text whose purpose may be unclear (biased news reporting, for instance)

Construct newspapers and journalistic articles based on both literary and informational text

Provide opportunities for both short and extended informative essay writing

Use real world examples (for example political debate) for whole-class discussions on the distinctions between fact and opinion, and the importance of critical analysis of information presented in various formats as fact, but without supporting evidence

Sample Task for Integration: To sharpen students’ skills at identifying and maintaining an objective and unbiased tone in informative and explanatory writing, it can be instructive to require expository writing in response to heavily biased text (some places to find heavily biased text include political debates, op ed pieces in the local newspaper, agenda-driven books and magazines, and advertisements). Provide students with a persuasive text and require them to write an informative/explanatory essay explaining the author’s purpose, rhetorical strategies, and intended audience of the persuasive piece, using quotations and evidence from the text to support their unbiased analysis. An extension to this activity can involve analysis of news reporting from sources known to be slanted to a conservative or liberal point of view. Students can compare reportage on a single even from each outlet, finding subtle examples of bias in ostensibly expository accounts.

Recommended Vocabulary for Teaching and Learning: Informative/Informational Exposition/Expository Topic Thesis Theme Multimodal/multimedia Transition Manuscript style/MLA/APA Diction Syntax Cohesion Closure Implication/inference Structure Organization




Grade 10 CCGPS

Writing (W)

ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


Know and be able to identify the elements of plot structure

Understand and be able to identify the elements of characterization

Be able to artfully use figurative language, imagery, sensory detail, and other literary devices to make stories realistic and engaging

Employ appropriate organizational structures to ensure cohesion in narratives

Use diction and syntax of appropriate sophistication for grade level, audience, and purpose Strategies for Teachers:

Always tie narrative writing opportunities to a text under consideration

Because formal analysis and research papers will not require narrative writing, supplement narrative writing opportunities with daily routine writing

Allow students to explore narrative styles by emulating the styles of favored authors for specific assignments

Remember to require the same rigor and sophistication in narrative writing that is required in other grade-level appropriate texts

Sample Task for Integration: Have students extend the experience of a character in a literary text under consideration past the point where the novel stops a narrative line. For example, students may write an additional short chapter for Catch 22, or Invisible Man, explaining what happens to Yossarian or the Invisible Man’s unnamed protagonist in the days or weeks following the end of the novel. This narrative should use specific evidence from the original text to determine what words or actions the characters would use to be true to the characterization developed by the author. The student should emulate the diction, syntax, and other stylistic elements of the original author to illustrate his or her understanding of those elements.

Recommended Vocabulary for Teaching and Learning: Exposition Rising Action Climax Falling Action Resolution Denouement Flashback Foreshadowing In Media Res Plot Character(ization) Chapter Epilogue Prologue Conflict Pacing Parallel plot Imagery Figurative language Sensory detail




Grade 10 CCGPS

Writing (W)

ELACC9-10W4: 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.)


Understand and effectively employ the elements of style in all genres of writing, including diction, syntax, tone, etc. (see sample writing rubrics for guidance)

Understand and effectively use transitional words and phrases

Effectively use structure and organization for maximum clarity and effectiveness across all genres

Understand and effectively employ correct grammar and conventions for the English language, varying diction style as appropriate for audience and purpose

Maintain focus on audience and purpose Strategies for Teachers:

Provide frequent writing opportunities, both formal and routine, brief and extended

Provide extensive and specific feedback on as much student writing as possible; avoid providing a grade without specific feedback via rubric, commentary, or both

Require students to maintain a record of their writing throughout the year in the form of a portfolio or compendium

Create opportunities throughout the year for retrospective review of writing to facilitate a recognition of progress and habits

Sample Task for Integration: In pairs, have students trade writing portfolios. Students will write a literary review of the collected works of the other student, which may or may not be facilitated by a template steering reviewers towards items for their attention (for example students may be required to count the number of works in the portfolio, sort by genre or by quality, read at least 3 pieces in their entirety, and choose a favorite for commentary). An extension of this activity may include a study of literary criticism and allowing students to use a chosen critical lens to review their partner’s work (such as feminist, structuralist, etc.) Reviewing partners will complete the review template and produce a 250-500 word literary criticism of at least one extended essay in the partner’s portfolio. Recommended Vocabulary for Teaching and Learning: Diction Syntax Style Voice Figurative language Denotation Connotation Organization Structure Topic Introduction Fluency Imagery Sensory detail Fact Opinion Evidence Detail Extraneous Conventions




Grade 10 CCGPS

Writing (W)

ELACC9-10W5: 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.)


Cultivate the habit of drafting and meaningfully revising all major (and not so major) written work

Understand and employ effective strategies for editing and revising (revising by element, reading aloud, reviewing with peers, etc.)

Always review work for genre adherence (audience and purpose) and sharpen focus as appropriate

Acquire and review increasingly sophisticated knowledge of grammar and conventions and consistently avoid errors Strategies for Teachers:

Use a consistent rubric and scoring system throughout the year and across grade levels when possible

Establish a clear understanding of difficult concepts such as voice and style so that students know and understand specifically what is included in and required of them in these categories

Remember to include a writing elements in all reading assignments and a reading component in all writing assignments, incorporating language and speaking/listening routinely

Sample Task for Integration: Put students into fairly large groups (4-6) and have them incorporate all of the requirements for effective team brainstorming, planning, and goal setting set forth in the CCGPS Speaking and Listening standards to work effectively together to produce a peer review worksheet. Explain that this worksheet should represent the very best ideas of the entire group concerning what specific elements in a text should be reviewed by an editor and what kinds of feedback are most useful. When the groups have produced their peer review worksheets, project them for whole-class viewing. Conduct a comparison of the worksheets keeping the best elements of each and adding any necessary elements to create a comprehensive and effective worksheet/template for class use. Items to note may include the inefficiency of “yes/no” questions such as “Did the student adequately support his claim?” Make sure all questions/check points require a text-based response by the reviewer (so instead the question might read, “note three pieces of evidence from the text cited by the student in support of his claim”). Recommended Vocabulary for Teaching and Learning: Peer Edit Review Style Voice Rubric Fluency Organization Diction Syntax Topic Thesis Theme Revise Publish




Grade 10 CCGPS

Writing (W)

ELACC9-10W6: 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.


Be proactive in maintaining knowledge of and using the latest digital trends for gathering and sharing information

Suggest new technologies for the classroom and encourage peers and instructors to explore new technologies

Acquire and maintain keyboarding skills adequate to produce text in the quantities and within the time limits required

Publish your work routinely, both to your classmates and digitally to the general public, including posting your films, blogs, podcasts, and Prezis and creating wikis, websites, and other bases for your information to be accessed


Incorporate digital media into the classroom at every opportunity including maintaining a class website, blog, podcasts, wikis, or any other medium possible for the sharing of information and ideas both within the class cohort and beyond it

Investigate opportunities to partner with other classrooms in remote locations, including internationally (many platforms exist to facilitate these connections)

Partner with the media specialists in your school whenever possible

Be proactive in learning about new technologies, and encouraging purchasing and training in new technologies whenever possible

Learn from your students, the digital natives, about emerging technologies

Share student work beyond the borders of the classroom whenever possible and appropriate

Sample Task for Integration: As a class, produce, direct, and air a monthly literary review for campus television, YouTube, or any other live streaming platform. Use the CCGPS guidelines for Speaking and Listening to establish collegial rules of conduct, set goals, and divide tasks fairly. The review may include weekly installments of a text, literary criticism, recommendations and reviews, or any other instructionally-based material the students wish to produce. A routine broadcast that occurs weekly or monthly can provide an infrastructure for a great deal of instruction, providing a framework for broadcasting, journalism, peer editing, group collaboration, reading, commentary, and analysis. Recommended Vocabulary for Teaching and Learning: Multimedia Digital Multimodal Internet Podcast Website Wiki Skype Prezi Platform Flipchart Promethean/Smart board Programming language Publish Blog




Grade 10 CCGPS

Writing (W)

ELACC9-10W7: 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.

ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and following a standard format for citation.


Understand the concept of plagiarism and avoid it; citing all source material accurately

Be able to readily distinguish credible sources, whether digital or textual, from sources that are not credible or reliable

Know the basic formatting requirements of common manuscript styles, including MLA and APA, and format papers and citations appropriately

Understand the concepts of proof, thesis, theory, and hypothesis in scientific parlance and colloquially

Routinely weave cited material, quotations, inferences, and other support into research writing smoothly and coherently

Consistently make good judgments in planning appropriately, adhering to goals and deadlines, and using research and writing time allotted efficiently


Allow opportunities for both formal and informal research projects, including group and individual projects, short and sustained, formal and informal citation styles, etc.

Encourage the incorporation of multimodal sources in research, including interviews, observations, texts, digital resources, films, etc., and discuss how citation styles vary for these media

Choose topics of inquiry that are challenging, but also incorporate inquiries that are relevant and engaging to promote student interest; allow students to choose their own areas of focus when appropriate

Share research findings with interested parties outside of the classroom when possible

Sample Task for Integration: In the context of a study of Eric Schlosser’s Fast, Food, Nation, have students construct a research inquiry into the impact of the fast food industry on their own communities. Using claims from the text regarding students will research the industry’s effect on local economies, the health consumers, etc. Students will research and compile an informational document that reporting their findings that makes clear and cogent use of extensive evidence and includes specific evidence from and connection to Schlosser’s text. An extension of this activity could community awareness campaigns about nutrition, animal welfare, working conditions, or other causes the students may come to feel strongly about. Recommended Vocabulary for Teaching and Learning: Compile Evaluate Annotate Citation Digital Synthesis Inquiry Credibility Manuscript style Header/Footer Qualitative Quantitative Source




Grade 10 CCGPS

Writing (W)

ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the usefulness of each source in answering the research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Practice maintaining appropriate focus in research, narrowing or broadening inquiry as appropriate, avoiding digression and ineffective sources/strategies

Understand the concept of plagiarism and avoid it; citing all source material accurately

Distinguish between relevant facts and extraneous facts or details

Be able to distinguish credible sources, whether digital or textual, from sources that are not credible or reliable

Be familiar with common manuscript styles, including MLA and APA, and format papers and citations appropriately Strategies for Teachers:

Encourage the incorporation of multimodal sources in research, including interviews, observations, texts, digital resources, films, etc., and discuss how citation styles vary for these media

Reserve resources well in advance to ensure adequate access to resources such as media center, computers, and laboratories

Examine indicators of credibility in resources, especially digital resources; teach the concept of peer review in scientific articles

Teach major manuscript styles and require composition of citations without dependence on electronic citation generators Sample Task for Integration: Provide a list of several websites/digital resources for students to evaluate. Plant several sources on the list that are known to be unreliable (these may have varying levels of obviousness/subtlety in their unreliability). Have students provide a citation and annotation for each website/resource summarizing its contents by citing specific quotes/facts/evidence from the text of the site itself. Students should assign a grade for reliability between 1 and 10, supporting their assessment with evidence. In pairs or small groups, have students create public service announcement or brochure that concisely advises other students on the effective and legal use of internet resources. Recommended Vocabulary for Teaching and Learning: Digital Multimedia Citation Annotation Reliability Credibility Evaluation Summarize Paraphrase Quote Plagiarism Relevant Extraneous Integrate Manuscript style/format




Grade 10 CCGPS

Writing (W)

ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “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]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing

whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).


Gain a deep understanding of the terms analysis and synthesis, and apply these parameters in responding intelligently to literature and informational text

Understand the literary elements that should be examined in a literary analysis essay (diction, syntax, tone, mood, imagery, figurative language, etc.)

Understand the informational and rhetorical elements that should be examined in an informational analysis essay (diction, syntax, structure, logical fallacies, syllogism, pathos, logos, ethos, peer review, etc.)

Distinguish theme(s) and trace development of theme through aggregation of facts, characters, events, etc.

Maintain the practice of requiring evidence and support for any claim presented to you, and of providing evidence and support for any claim you assert


Maintain the practice of requiring text-based evidence and support for all claims, inferences, and assertions proposed in the classroom, whether formal or informal

Share effective student models of analysis essays

Review the concept of analysis and the elements to be considered (a check list may even be provided to scaffold this skill initially, précis writing is also an effective organizational tool for analysis)

Incorporate the study of popular literary criticism to scaffold the concept of text analysis

Sample Task for Integration: Following the completion of a literary novel study have the students undertake the reading of a complementary text independently (for example Catch 22 and Slaughterhouse Five, both of which deal with the horrors and absurdities of war from the perspective of a disillusioned young soldier). Have the students conduct an in-depth comparison and contrast of the novels and their unique treatments of similar themes. Using specific evidence from the texts students will construct a coherent analysis that adheres to an organizational structure (comparison by subject, by chapter, by character, etc.) that makes the writer’s points clear. An extension of this activity could be the delineation and evaluation of the arguments against war inherent in both books.

Recommended Vocabulary for Teaching and Learning: Genre Literary Informational Rhetoric Synthesis Analysis Criticism Evaluation Citation evidence




Grade 10 CCGPS

Writing (W)

ELACC9-10W10: 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.


Maintain a routine writing practice, both within the classroom and independently, experimenting with genre

Read and study writers whose styles you enjoy and admire, emulating stylistic elements useful to you

Acquire and maintain adequate keyboarding skills to write effectively within given time frames

Practice maintaining focus on prolonged projects, writing or working a little each day on a larger project over time

Maintain a portfolio of your written work, not only for reflection but as a resource for ideas, work samples, college applications, etc. Strategies for Teachers:

Provide frequent writing opportunities, both formal and routine, brief and extended

Provide extensive and specific feedback on as much student writing as possible; avoid providing a grade without specific feedback via rubric, commentary, or both

Require students to maintain a record of their writing throughout the year in the form of a portfolio or compendium

Create opportunities throughout the year for retrospective review of writing to facilitate a recognition of progress and habits

Vary the requirements for tasks to include type-written and hand-written pieces, long and short pieces, research

Sample Task for Integration: See sample tasks provided for ELACC9-10W1 through ELACC9-10W9 for suggestions on implementation of routine, research, and analysis writing in Grade 10. Recommended Vocabulary for Teaching and Learning: Diction Syntax Style Voice Figurative language Denotation Connotation Organization Structure Topic Introduction Fluency Imagery Sensory detail Fact Opinion Evidence Detail Extraneous Conventions




Grade 10 CCGPS

Speaking and Listening (SL)

ELACC9-10SL1: 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. a. 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. b. 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. c. 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. d. 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.


Be able to confidently interact with peers and adults in a variety of settings and on a variety of subjects

Make eye contact, speak loudly enough to be heard, shake hands or make introductions in a mature manner

Exhibit the ability to present information to a group or audience

Be courteous and attentive, taking turns and setting goals as appropriate

Exhibit a mature perspective on diverse cultures and points of view

Always provide evidence and support for positions, claims, and assertions you make, whether formally or informally

Treat conversation as a skill, preparing for discourse by learning about diverse perspectives and subjects and eliciting comments from others

Thoughtfully incorporate what you learn from listening to and speaking with others to shape your own world views

Strategies for Teachers: Provide opportunities for students to present material not only to peers but to a wider audience

Invite diverse guest speakers to interact with the class

Assign tasks that require individual work, but also those that require meaningful collaboration in pairs and larger teams, understanding that larger teams of students will require more and better strategic planning

Model mature and confident interaction, soliciting and expecting appropriate responses from students

Be aware that occasionally students will demur, claiming to be “too shy” to participate or present; avoid the tendency to give these students a pass or refrain from calling on them; make sure every student meets the standard

Sample Task for Integration: Convene a mock academic conference modeled after those that colleges frequently host, where the topic of discussion will be the works of an author under consideration in your class. Review the agendas of literary or scientific conferences available online to determine the kinds of roundtable discussions you might schedule. Assign students topics of expertise, such as the author’s use of symbolism in his works, or how his or her childhood impacted the themes of the novels, etc. Several if not all students may be scheduled to “present” a paper they have written to the group and conduct a discussion afterward. The “conference” may be scheduled to last more than one day and may include fun touches such as ordering a special lunch, reserving the auditorium, combining multiple classes, or inviting guests.

Recommended Vocabulary for Teaching and Learning:

Diverse Verbal Visual Multimedia Diction Evidence Exchange Collegial Discussion Summarize Paraphrase Evidence Explicit Implicit Consensus




Grade 10 CCGPS


ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


Understand and practice the concept of synthesis in weaving together ideas to present a case or claim (understanding the commonalities between ideas presented in diverse media and emphasizing those commonalities in support or your point)

Routinely evaluate all sources, especially websites, for credibility, understanding what the indicators of credibility are

Routinely evaluate sources for accuracy when appropriate (for example, a site may be credible, but may contain a typo making 1,000 into 10,000)


Require multiple media and format in source materials (for example a research project may require 2 interviews, 3 peer reviewed journals, 1 resource text, and 2 digital sources such as websites)

Practice and model synthesis and integration with students; “Data Based Questions” used in the social sciences make good prompts for practicing the integration of sources (this can be investigated in team planning across the content areas)

Routinely provide students with multiple resources to evaluate that contain resources you know to be inaccurate or not credible so that students have experience with spotting these

Consider providing (or constructing as a class) a resource evaluation checklist or template that might include tips such as checking for the domain of the site (.edu or .org for example) or checking for date of last update, or credentials of the webmaster.

Sample Task for Integration: Assign students the task of compiling information on one specific aspect of a text soon to be under consideration by the class (historical context, other works by the author, author biography, reviews and criticism, etc.). Each compilation will be presented in a different format, for example through photographs, through an oral presentation, through a Prezi or PowerPoint, through music, through an interview, through a website, etc.) Students will take notes throughout the series of presentations, and will use those notes to create one integrated informative essay summarizing what they have learned and making warranted predictions about the text. Students will make specific references to presentations in support of all facts presented in summary and in support of their predictions. Recommended Vocabulary for Teaching and Learning: Integrate Diverse Media Qualitative Quantitative Credible Accurate Evaluate Oral visual Textual digital Summarize Paraphrase Cite




Grade 10 CCGPS


ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious

reasoning or exaggerated or distorted evidence.


Consistently and effectively distinguish supporting evidence from repetition or extraneous detail

Consistently and effectively distinguish valid reasoning from logical fallacy


Effectively address speaker bias and counter-claims

Understand and effectively analyze a speaker’s use of rhetorical strategies (appeal to emotion or authority, for example), including fallacies (such as bandwagon)

Make informed judgments about the impact of visual rhetoric and the use of lighting, camera angles, make up, clothing, etc.


Invite guest speakers to the classroom, watch political debates and news coverage, etc., to provide opportunities to identify rhetorical strategies in action

Consider targeted instruction in types of logical fallacies

Consider targeted instruction in inductive and deductive reasoning and syllogisms

Require specific textual evidence for all claims and supporting evidence, including formal and informal writing and discussion and train students to require evidence from any speaker who wishes to be considered accurate or credible

Point out persuasive strategies in everyday discourse (for instance when students argue against weekend homework)

Sample Task for Integration: In small groups, have students create a presentation or speech on an agreed-upon topic related to a text under consideration by the class. Confidentially, each group will be assigned a qualitative element to be achieved in their presentation that it will be up to other students to recognize and identify. For example, group one may be given the directive to use 3 types of logical fallacies in their presentation. Group Two may be asked to make 2 completely unsupported claims. Group Three may design a presentation with no clear point of view, or a lack of audience awareness (for example their presentation could be geared towards small children with cartoon pictures and overly simplistic language). The students will be provided with a rubric that requires them to find the specific elements to assist them in identifying how each presentation fails to meet the standard. The rubric will have a commentary section where students will share their reflections, citing specific items from presentations that were instructive for them.

Recommended Vocabulary for Teaching and Learning: Argument Persuasion Claim Counter-claim Evidence Support Visual Rhetoric Fallacy Reasoning Distortion Spin Point of view Bias Author’s purpose Audience




Grade 10 CCGPS


ELACC9-10SL4: 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. Skills/Concepts for Students:

Consistently make eye contact and speak loudly enough to be heard

Exhibit the ability to present information to a group or audience

Effectively distinguish between circumstances calling for formal language and those calling for less formal language

Routinely provide evidence and support for positions, claims, and assertions you make, whether formally or informally

Effectively distinguish supporting evidence from repetition or extraneous detail

Effectively and consistently distinguish valid reasoning from logical fallacy


Routinely address audience bias and counter-claims

Understand and effectively employ persuasive rhetorical strategies

Strategies for Teachers: Provide opportunities for students to present material not only to peers but to a wider audience

Model mature and confident interaction, soliciting and expecting appropriate responses from students

Be aware that occasionally students will demur, claiming to be “too shy” to participate or present; avoid the tendency to give these students a pass or refrain from calling on them; make sure every student meets the standard

Provide engaging, stimulating, and relevant text-based topics for speakers to present on

Require specific textual evidence for all claims and supporting evidence, including formal and informal writing and discussion

Point out rhetorical strategies in everyday discourse (for instance when students argue against weekend homework)

Sample Task for Integration: From their portfolios, students will choose one text-based presentation, analysis, or essay that they consider to be very successful. The student will rework this piece to clearly show a shift in audience or purpose. For example, a student may rework an analysis of imagery in Red Badge of Courage written for 10

th grade

peers into a simpler piece targeted at 7th graders, or reworked to focus on diction instead of imagery. The reworked piece will be accompanied by specific

annotations to the text that explicate each change that the student made and explaining the rationale for the change.

Recommended Vocabulary for Teaching and Learning: Presentation Media Speaker Audience Discourse Task Purpose Substance Style Evidence Support Presence Eye contact Concise Reasoning




Grade 10 CCGPS


ELACC9-10SL5: 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.


Be proactive in maintaining knowledge of and using the latest digital trends for gathering and sharing information

Suggest new technologies for the classroom and encourage peers and instructors to explore new technologies

Publish your work routinely, both to your classmates and digitally to the general public, including posting your films, blogs, podcasts, and Prezis and creating wikis, websites, and other bases for your information to be accessed

Consider the word “strategic” in the standard; make considered decision about when and how to use digital media for maximum impact Strategies for Teachers:

Incorporate digital media into the classroom at every opportunity including maintaining a class website, blog, podcasts, wikis, or any other medium possible for the sharing of information and ideas both within the class cohort and beyond it

Make the incorporation of digital media a required element in many assignments

Be proactive in learning about new technologies, and encouraging purchasing and training in new technologies whenever possible

Learn from your students, the digital natives, about emerging technologies

Share student work beyond the borders of the classroom whenever possible and appropriate

Sample Task for Integration: Have students choose an extended text (or collection of short texts that share an author or theme) that has been studied by the class or approved by the instructor. Students will thoroughly explore their chosen text, including the author biography, geographical and historical context, character, plot, setting, rhetorical strategies, literary elements (depending on genre), interesting vocabulary or passages, relevant statistics, and any other element that might pique the interest of a potential reader or fan. Students will complete the exploration part of the project by writing a literary or rhetorical analysis of the piece. Finally the student will create a website (using Dreamweaver or any other simple platform) about the poem. All of the information gathered through the exploration (which should include primary and secondary source documents such as pictures, maps, dictionary entries, written text, and any number of other pieces of relevant information) will be attached to the text through hyperlinks attached to a relevant word in the piece or in the analysis. Recommended Vocabulary for Teaching and Learning: Multimedia Digital Multimodal Internet Podcast Website Wiki Skype Prezi Platform Flipchart Promethean/Smart board Programming language Publish Blog




Grade 10 CCGPS


ELACC9-10SL6: 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 for specific expectations.)


Know the rules of standard English, consistently avoiding mistakes in agreement and tense and other common conventions of use

Bring judgment and critical thought to the considered use of formal and informal English, carefully considering the appropriate discourse for a given occasion

Routinely go to reference materials to refresh knowledge of particulars of use, such as which titles are underlined and which are in quotations, or when to capitalize “father” or “east”


Explore creative ways to incorporate grammar and conventions into daily instruction

Refer often to the CCGPS’ “Language Progressive Skills Chart” which delineates the course of instruction for common grammar and conventions principles

Purposefully designate opportunities in which informal, colloquial, or dialectic speech may be acceptable (for example in informal discussion or story-telling)

Sample Task for Integration: Allow students to explore variances in speech through the considered examination of extended excerpts from texts written in dialect Provide students with an excerpt from The Color Purple (for example) and have them rewrite the piece in standard or formal standard English. Have students critically analyze and discuss the aesthetic impact after reading each version of the text aloud two or three times. At the end of the exercise, have students write a thoughtful reflect citing specific instances in the text where the impact on the reader changes radically due to the change in speech. Recommended Vocabulary for Teaching and Learning: Colloquial Dialect Discourse Formal Informal Grammar Conventions Standard Non-Standard




Grade 10 CCGPS

Language (L)

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,

relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


Exhibit familiarity with common and more sophisticated rules of use, grammar, and conventions in standard English such as the parts of speech, agreement, antecedents, etc.

Routinely and effectively employ parallel structure in writing for effect, and recognize its use in texts

Routinely and effectively employ knowledge of construction of phrases and clauses and use them correctly and effectively to construct varied sentences


Consult the CCGPS’ “Language Progressive Skills Chart” to plan continued instruction on key aspects of grammar and conventions through the higher grades

Include explicit and implicit instruction on the language standards daily, always in connection to a text under consideration (never in isolation)

At the 9th grade level, students may be able to experiment with using non-standard constructions to purposeful effect, but this should be

undertaken advisedly (students must know and understand the rules they intend to bend)

Sample Task for Integration: For any major text under consideration by the class, a learning wall may be created where “cheers and jeers” may be posted. Here students can place new and interesting vocabulary, interesting sentences or quotes, exceptions to usage or “mistakes” (such as William Faulkner’s run-on sentences or e.e. cummings’ lack of capitalization). These entries may be studied holistically after several items have accrued to shed light on an author’s voice and style. For those with the site permission to do so, chalkboard paint is available that will turn a wall into a blackboard simply by painting it. Windows are fun to write on with expo markers. Experiment with interesting visual ways to accrue this information and give students ownership for populating the wall, perhaps by providing a small incentive for contributions. Recommended Vocabulary for Teaching and Learning: Standard Non-standard Grammar Conventions Noun phrase Verb phrase Adjectival phrase Participial phrase Prepositional phrase Absolute phrase Independent clause Dependent clause Noun clause Relative clause Adverbial clause Parallel structure




Grade 10 CCGPS

Language (L)

ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.


Exhibit familiarity with rules and patterns of spelling in standard English

Routinely consult reference materials for clarification when in doubt about a spelling

Do not allow abbreviations common to digital media to adversely impact spelling in your formal writing

Understand the rules of colon and semi-colon usage and consistently use them correctly

In typing and when writing long hand, bring a mature, high-school level of consideration to the neatness and legibility of your work; illegible hand-writing can cost you precious points in SAT, AP, College entrance essays, and job applications


Consult the CCGPS’ “Language Progressive Skills Chart” to plan continued instruction on key aspects of grammar and conventions through the higher grades

Include explicit and implicit instruction on the language standards daily, always in connection to a text under consideration (never in isolation)

Insist upon legibility in student work

Provide a rubric on occasion for written work that focuses specifically on legibility, grammar, and conventions in order to provide students with pointed feedback in these areas

Sample Task for Integration: As an unannounced assessment, direct students to choose one piece of text-connected writing from their writing portfolio to submit for grading only on grammar, spelling, punctuation, and conventions. Students may trade work to expedite the process if desired. Create an extremely strict and specific rubric for this purpose that gives all points to the above referenced categories without consideration of content. The rubric should include exact use of citation styles, title and heading conventions, comma usage, quotation punctuation, etc. If done as a whole class activity, student questions may be considered on a document viewer so that areas where the student is unsure as to a rule or use can be teachable moments for the class. At the close of the activity, offer a point-recapture of a specified amount if the student is able to answer questions from his or her own essay or argument during an oral interview.

Recommended Vocabulary for Teaching and Learning: Conventions Standard Non-standard Capitalization Punctuation Semicolon Conjunctive adverb Independent clause Colon List Quotation Legible




Grade 10 CCGPS

Language (L)

ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the

discipline and writing type.


At a high-school level of sophistication, understand that language usage is a powerful cultural tool and that perceptions can rightly or wrongly be attached to language choices

Take care to distinguish appropriately between venues requiring varying levels of formality; do not use texting abbreviations or parlance in formal or even semi-formal academic settings

By Grade 10, be thoroughly familiar with what is meant by “manuscript style” and know the basic requirements of APA and MLA styles Strategies for Teachers:

Require a formal manuscript style such as MLA or APA for at least a few papers each year

Require students to construct stylistically accurate citations without the assistance of an electronic citation generator

Use tact and perspective in considering colloquial and dialectic language, remembering that non-standard language is extremely prevalent in the digital age; this concept will require increasing attention as media become ever more prevalent in students’ lives

Provide opportunities for students to write for a purposefully diverse array of audiences and purposes to allow exploration of various choices for meaning and style

Sample Task for Integration: Allow students to translate portions of a Shakespearean text under consideration in Grade 10, such as Julius Caesar, in a variety of styles to facilitate a discussion of effective language choices. Text sections may be translated into “IM” (instant message) language, into standard modern English, into a regional dialect, non-standard (appropriate) slang, or even “Spanglish” or a foreign language. This activity can aid comprehension of the Elizabethan dialogue, but can also give important insight to students as to how the nature of the language changes the meaning and perception of the text. This activity should be accompanied by close, attentive reading of the original text, and responsible and text-based explanations of the choices made in translation along with thoughtful analysis of the nuances of meaning introduced or removed through translation. Recommended Vocabulary for Teaching and Learning: Language Context Comprehension Style Conform Style manual (ex: APA, MLA) Discipline (subject) Context Effective Dialect Colloquial Format




Grade 10 CCGPS

Language (L)

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Skills/Concepts for Students: Make effective use of reference materials, including digital references

Avoid becoming overly dependent on electronic devices in determining correct spellings or grammatical constructions; these tools will not always be at hand in testing, interviewing, or speaking situations

Always use your own resources (text, context, roots, word patterns) to determine meaning, or at least make an educated guess, before consulting reference materials in order to keep these skills sharp

Proactively and independently continue to build your own vocabulary; an extensive vocabulary is one of the best indicators of a high score on SAT and ACT exams, as well as one of the best indicators of success in professional and academic discourse

Strategies for Teachers: Encourage students to use their own resources (see above) to at least make an attempt at guessing the meaning of a new word before accessing

reference materials

Routinely list and explore new words introduced through class texts

Point out roots and patterns in unfamiliar words

Have a variety of reference materials on hand other than digital resources so that students gain a working knowledge of the use of dictionaries, glossaries, thesauruses, and appendices.

Review the construction of dictionary entries to ensure that students understand each part

Sample Task for Integration: During the time that a particular text is under consideration by the class, begin gleaning new, unusual, beautiful, complex, academic, or technical terms from the text. Alert your class that you will be listing these words and that you will be working them into your daily discourse with the class. Provide an incentive or reward for students who recognize when the word is used. Extra points may be awarded for a student’s ability to cite the section or page of the text on which the word appeared its definition, etiology, or other salient information. Use these moments as opportunities to discuss how the meaning was or could have been ascertained, roots or context clues, spelling patterns, grammatically correct usage, or other useful information.

Recommended Vocabulary for Teaching and Learning: Definition Context Flexibility Reference material Noun Verb Adverb Adjective Interjection Conjunction Pronoun Article Pattern Glossary Thesaurus Pronunciation Etiology Preliminary Inference clarify




Grade 10 CCGPS

Language (L)

ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.


Identify and analyze various types of figurative and connotative language (metaphor, simile, personification, hyperbole, euphemism, oxymoron)

Understand the impact on text of literary elements such as imagery and figurative language

Identify and analyze various sound devices (alliteration, assonance, consonance, onomatopoeia)

Bring a high-school level of sophistication to the consideration of nuances of meaning in words (for example close versus slam, or strut versus walk)


Guide students in identifying various types of figurative language; provide contextual examples

Choose texts rich in figurative and connotative language

Require students to translate figurative expressions into concrete language and vice versa

Practice exploring connotations of common vocabulary as well as newer vocabulary

Sample Task for Integration: Students will study a visual text that is thematically connected to texts under consideration (for example “The Lady of Shalott,” by John Waterhouse within the context of a study of works of Arthurian Legend). This is an opportunity for small group and whole class discussion on the aesthetics of certain kinds of visual texts (here oil painting) and the relationship of those aesthetics to literary elements (such as tone, imagery, mood, author’s purpose). Independently, students will compile a list of adjectives describing the painting. From this list of adjectives, students will create phrases of figurative language (for example, “mysterious” may become “as mysterious as an unopened book”). Finally students will make a list of ten examples of figurative language from texts under consideration in class. Using art books and digital resources, students will choose a visual representation for each example of figurative language, writing a brief annotation for each choice explaining how the visual resonates aesthetically with the text and the phrase. Recommended Vocabulary for Teaching and Learning: Figurative Literal Connotation Denotation Metaphor Simile Personification Hyperbole Idiom Alliteration Juxtaposition Onomatopoeia Euphemism Oxymoron Nuance




Grade 10 CCGPS

Language (L)

ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Be independent and proactive in the acquisition of new and ever more sophisticated vocabulary

Exhibit foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new vocabulary

Understand and apply knowledge of the concepts of literal and figurative meaning

Routinely differentiate between situations that require formal diction and those that do not

Examine author’s purpose in word choice and be aware of your own purpose when choosing language

Analyze the cumulative effect of diction on a text Strategies for Teachers:

Provide examples of language that illustrate both extreme formality and casual colloquialism, discussing contextual appropriateness and occasions for use of each

Build vocabulary using a variety of strategies (resource materials, context, roots); you may require students to keep flash cards or databases of acquired vocabulary, especially technical and academic vocabulary

Use both figurative/connotative language and literal/concrete language in lecture and discussion

Sample Task for Integration: See sample tasks provided for ELACC9-10L1 through ELACC9-10L5 for suggestions on implementation strategies to acquire new vocabulary, determine meaning, and make effective language choices Recommended Vocabulary for Teaching and Learning: Figurative Connotative Literal Concrete Technical Academic Diction Cumulative Author’s purpose jargon Tone Impact Vocabulary Comprehension Domain-specific




GPS to CCGPS:

A comparison of GPS and CCGPS rigor,

texts, terminology, expectations, and tasks




Overview

The following pages contain a comparison of items from the CCGPS and the GPS. This section is not meant to serve as the definitive guide to each of the CCGPS standards; that is provided in the previous section, entitled “Guidance,” along with skills, concepts, tasks, and strategies. In this section you will find a side-by-side alignment that will highlight changes in focus or vocabulary and will alert you to standards that have been subsumed, changed, moved, or otherwise significantly altered. Where it is necessary, you will find instructional guidance to ensure that all the standards are thoroughly covered throughout the transition period for all students, including students who fall into grades between levels of a transitioning standard. For all grades, the concept of a “Domain” of skills has been replaced by the term “Strand.”

GPS Domain CCGPS Strand

Reading Reading Across the Curriculum

Reading Literature Informational Foundational (Grades K-5)

Writing Writing

Listening, Speaking, and Viewing Speaking and Listening

Conventions (Grades 3-12) Language

On the following pages, skills that have an identical or extremely well-aligned match in scope and focus are highlighted in red between the two sets of standards. In all cases the GPS will appear in the left column and the CCGPS will appear on the right. For clarity, corresponding standards may appear more than once (if they correspond to more than one standard in the complementary set) or they may (rarely) appear out of order for ease of reference. Additional information explaining correspondences or a lack of correspondence is highlighted in blue. The icons and appear in the text to alert the user to standards that are new to CCGPS, or will not reappear in their original GPS form in the new standards. In all cases both sets of standards are primarily sorted by Strand/Domain and may be identified in their original order by referencing the coding of the standard (ELAKR1 or ELACCKRF1 for example). For the GPS, standards are coded with ELA, followed by the Grade, then the Domain (R for reading for example) then the number of the standard in order within the Domain. CCGPS similarly begins with ELA, followed by “CC” for Common Core, then the Strand (RF for Reading, Foundational for example) then the number of the standard in order within the Strand.




GPS TRANSITIONAL GUIDANCE

CCGPS

R E A D I N G

ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELA10RL1 requires students to read texts from literary and informational genres (see “variety”). Note that in CCGPS the reading standards for literary texts and for informational texts each have their own set of standards (RL for literary and RI for informational) ELACC9-10RL1 does not specifically mention inference; however, there is a close match in intent in the word “interpretation.” Where GPS lists types of evidence and types of text at left, CCGPS usually defines broad categories only. See below for specific element matches.

ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELA10RL1 The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative). b. Identifies and analyzes patterns of imagery or symbolism.

The reading standards for grade 10 contain a deep level of detail in the skills and concepts listed in their elements. Because the CCGPS are more conceptual and streamlined, they do not provide examples of every concept (for example, CCGPS may say “sense of time and place” whereas GPS says “chronological, in medias res, flashback, frame narrative.”) For the transition years, it is important to teach every item listed in the elements of the GPS standards. In the on-going guidance for each of the CCGPS, a list of vocabulary is

ELACC9-10RL4: 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.) ELACC9-10RL5: 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




c. Relates identified elements in fiction to theme or underlying meaning.

provided to supplement the material previously found in the elements. 10

th grade GPS does not

specifically refer to multicultural viewpoints, primarily because Multicultural Lit has existed as a separate ELA content class with its own GPS. Multi-cultural and World literature are also mentioned because the CCGPS include the 9-10 grade band, and so include a nod to the traditional 10

th grade

world literature focus.

such effects as mystery, tension, or surprise. ELACC9-10RL3: 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. ELACC9-10RL2: Determine a theme or central idea of 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.

ELACC9-10RL6: 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.

ELACC9-10RL9: 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). ELACC9-10RL8: (Not applicable to literature)

ELA10RL1 The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

This subcategory of ELA9RL1 is the only part of the Reading GPS addressing non-fiction texts; therefore, all the informational standards from CCGPS are included here at right. Though they differ in their wording, the GPS requirement to identify and analyze purpose and structure are qualitatively similar to tracing the development of a central idea.

ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RI2: Determine a central idea of a text and analyze 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.




a. Analyzes and explains the structures and elements of nonfiction works such as newspaper articles and editorials, magazine articles, journal articles, and/or other informational texts. b. Analyzes the logic and use of evidence in an author’s argument. c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELACC9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELACC9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELACC9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

ELA10RL1 The student identifies and responds to the elements of poetry and provides evidence from the text to support understanding. The student: a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to

Literary terms applicable only to

ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;




meaning. i. sound: alliteration, end rhyme, internal rhyme, consonance, assonance ii. form: lyric poem, narrative poem, fixed form poems (i.e., ballad, sonnet) iii. figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole, symbolism b. Analyzes and evaluates the appropriateness of diction and imagery (controlling images, figurative language, understatement, irony, paradox).

poetry do not appear in the CCGPS but are intended to be included in the instruction of all types of literary texts under “cumulative impact of word choices on meaning and tone.” See the RL standards above. Wherever GPS requires students to “identify,” “respond,” or “classify” remember that CCGPS requires specific textual evidence to be provided for any claim.

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.) ELACC9-10RL5: 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.

ELA10RL1 The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (i.e., classical tragedy, history play, modern drama). b. Analyzes the characters, structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature.

Literary terms applicable only to drama do not appear in the CCGPS but are intended to be included in the instruction of all types of literary texts. See the RL standards above. Identifying types of dramatic literature and development through dramatic elements may be inferred RL1, understanding the text explicitly and inferentially, and also through the determination of theme and how it is developed.

ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of 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. ELACC9-10RL5: 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. ELACC9-10RL3: 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.

ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works

GPS does not require “objective summary” of text, although

ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its




from various genres and provides evidence from the works to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. b. Evaluates how an author’s choice of words advances the theme or purpose of a work. c. Applies knowledge of the concept that a text can contain more than one theme. d. Compares and contrasts the presentation of a theme or topic across genres and explains how the selection of genre affects the delivery of universal ideas about life and society. ii. Archetypal Patterns (i.e., journey of initiation, search for the father, etc.) iii. Archetypal Symbols (i.e., colors, water, light/dark, etc.) iv. Universal Connections (i.e., making choices, winning/losing, relationships, self and other, etc.)

summarizing may be inferred as an integral step in “supporting understanding.” CCGPS does not specifically address Archetypal patterns, symbols, or universal connections. These elements will be addressed in World and Multicultural Literature content documents that may be used as an addendum to this document.

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. ELACC9-10RI2: Determine a central idea of a text and analyze 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. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.) ELACC9-10RL7: 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 de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). ELACC9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background as well as to works from other time periods. The

The CCGPS is more specific in requiring not just the consideration of historical background of documents, but analysis of seminal

ELACC9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s




student a. Relates a literary work to non-literary documents and/or other texts from its literary period. b. Relates a literary work to non-literary documents and/or other texts relevant to its historical setting. c. Analyzes the influence of mythical, classical, and canonical literature on contemporary literature and film.

U.S. documents of significance. This standard would normally be addressed within the content specific literature courses such as American Literature or World Literature. GPS does require analysis of important historical speeches in its LSV standards (see below for alignment). While myth will still be a large part of World Literature and the documents from U.S. history will still be addressed in American Literature, it is important to incorporate this study into all 10

th

grade course work going forward.

Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

ELA10RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrates awareness of an author’s use of stylistic devices for specific effects. b. Explains important ideas and viewpoints introduced in a text through accurate and detailed references or allusions to the text and other relevant works. c. Identifies and assesses the impact of ambiguities, nuances, and complexities within the text. d. Includes a formal works cited or bibliography when applicable.

CCGPS does not address the writing standards within the reading standards. The writing standards covering the skills at left are listed at right.

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

ELACC9-10W3: Write narratives to develop real

or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

ELA10RL5 The student understands and The CCGPS considers vocabulary ELACC9-10L6: Acquire and use accurately




acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. b. Uses knowledge of mythology, the Bible, and other works often alluded to in literature to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

within the Language standards. Relevant standards from that strand are listed at right.

general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). b. Analyze nuances in the meaning of words with similar denotations. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.




ELA9RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

CCGPS does not prescribe a set number of texts or words; CCGPS only specifies the level of complexity within the texts.

ELACC9-10RI10: 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.

ELA10RC2 The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author’s purpose in writing. f. Recognizes the features of disciplinary texts.

CCGPS specifies the evaluation of both literary and informational texts through its establishment of two sets of reading standards, RL and RI.

ELACC9-10SL1: 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. ELACC9-10RL2: Determine a theme or central idea of 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. ELACC9-10RL5: 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.

ELA10RC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts.

The CCGPS Literacy standards also address competency, including vocabulary acquisition, in multiple content areas. See RC4, below.

ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a




sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA10RC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

CCGPS does not specify relating vocabulary acquired to “life experiences.” The determination of meaning within different content areas is addressed in the Literacy Standards; see Ll9-10RST4 and RH4 at right.

ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L9-10RST4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. L9-10RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.





CCGPS

W R I T I N G

ELA10W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout. b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, and audience, length, and format requirements. c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs. d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. e. Writes texts of a length appropriate to address the topic or tell the story. f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question). g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

GPS begins writing standards with a generic list of skills relevant to 10

th grade writing overall, including

elements. In CCGPS elements are included by genre only. The GPS focus in grade 10 is on persuasive (argument) writing.

ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC9-10W1: b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

ELA10W2 The student demonstrates competence in a variety of genres. The student produces narrative writing and applies polished narrative strategies acquired in grades 6-8 to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

The GPS address narrative writing in grade 10 by advising teachers and students to apply and polish skills delivered in previous grades. CCGPS includes specific narrative elements for grade 10. This is an addition for grade 10. When looking at the alignment of elements for narrative writing in high school, it should be noted that

ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue,




most of the elements of CCGPS narrative writing were included in the GPS of earlier middle school elements for narrative writing.

pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

ELA10W2 The student demonstrates competence in a variety of genres. The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the student: a. Engages the interest of the reader. b. Formulates a coherent thesis or controlling idea. c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from at least one secondary source. d. Follows an organizational pattern appropriate to the type of composition.

GPS uses the term “expository” only, while CCGPS uses “informative/explanatory.” Primary and secondary source documents are addressed in the Literacy standards for History/Social Studies, Science, and Technical Subjects: L9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. GPS specifies “variety of relevant information” while CCGPS specifies what kinds of information might develop the topic, including quotations and definitions. GPS elements for expository (informational) writing did not

ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.




e. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

include specific advice on domain-specific language; however, appropriate vocabulary may be inferred in “convey accurately and coherently.”

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ELA10W2 The student demonstrates competence in a variety of genres. The student produces persuasive writing that structures ideas and arguments in a sustained and logical fashion; the student: a. Engages the reader by establishing a context and developing reader interest. b. Develops a controlling idea or formulates an arguable thesis that makes a clear and knowledgeable judgment. g. Addresses readers’ concerns, counterclaims, biases, and expectations. c. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning). d. Clarifies and defends positions with precise and relevant evidence (i.e., facts, expert opinions, quotations, or expressions of commonly accepted beliefs). e. Excludes information and arguments that are irrelevant. f. Organizes points of argument effectively to achieve desired outcome.

Note that GPS uses the term “persuasive” while CCGPS uses “argument.” CCGPS does not specify the 3 basic rhetorical strategies (pathos, logos, and ethos: appeals to emotion, logic, or authority) but these should remain in the curriculum and are included in “supplying evidence…pointing out the strengths and limitations.” Likewise, the GPS standard regarding exclusion of irrelevant evidence (e) is also included in “limitations.”

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims,




h. Achieves closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action.

GPS does not include “formal style” in its persuasive (argument) writing standard, but this requirement may be inferred by the preceding elements requiring appropriate organization, logic, and structure.

reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. e. Provide a concluding statement or section that follows from and supports the argument presented. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

ELA9W2 The student demonstrates competence in a variety of genres. The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades to other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

Technical and informational skills figure predominantly in the CCGPS. Some technical writing should be included within the expository writing genre and in ELACC9-10W7 (see right). The GPS technical writing standard includes literary analysis. Literary analysis can be included within argument writing or expository writing depending upon the nature of the analysis, but analysis is specifically mention in ELACC9-10W9, at right. Also please note that significant technical and research writing is now included in the Literacy Standards for grades 6-12 in the

ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate 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. L9-10WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.




Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects.

ELA10W3 The student uses research and technology to support writing. The student a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources. b. Uses supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document. c. Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, or technical documents). d. Integrates quotations and citations into a written text while maintaining the flow of ideas. e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.

L9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. L9-10RST1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC9-10W6: 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. ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate 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. ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.




f. Designs and publishes documents, using aids such as advanced publishing software and graphic programs.

ELACC9-10W6: 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.

ELA910W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. b. Revises writing to improve the logic and coherence of the organization and controlling perspective. c. Revises writing for specific audiences, purposes, and formality of the contexts. d. Revises writing to sharpen the precision of word choice and achieve desired tone.

ELACC9-10W10: 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. ELACC9-10W5: 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.)

Elements a and b in CCGPS standard ELACC9-10W9 refer specifically to literary analysis. Literary analysis has not existed as a separate standard within GPS, but would normally have been subsumed as a type of argument (persuasive essay) or exposition and is cited in GPS standard ELA10W2 as a type of technical writing.

ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “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]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).





CCGPS

L I S T E N I N G A N D S P E A K I N G

ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics and responds to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Actively solicits another person’s comments or opinions. e. Offers own opinion forcefully without domineering. f. Volunteers contributions and responds when directly solicited by teacher or discussion leader. g. Gives reasons in support of opinions expressed. h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution). j. Divides labor to achieve the overall group goal efficiently.

The corresponding GPS domain included “viewing” in its title, which does not appear in the CCGPS strand. The skill of active viewing and comparing visual text to written text is addressed in CCGPS Reading standard 7. The CCGPS are more specific and rigorous in their directives on Speaking and Listening, requiring students to “build on others’ ideas” and encouraging “persuasion” in addition to simply offering an opinion. CCGPS also explicitly states the need for preparation and research, inferring that discourse will often be content-specific and text-related. CCGPS expands expectations to include the idea of “divergent and creative perspectives,” expecting discourse to include analysis, synthesis, and the creation of new ideas.

ELACC9-10SL1: 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. a. 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. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. 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. d. 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.

ELA10LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and

ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. ELACC9-10SL4: Present information, findings,




polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

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.

When responding to written and oral texts and media (i.e., television, radio, film productions, and electronic media), the student: a. Analyzes historically significant speeches to find the rhetorical devices and features that make them memorable. b. Evaluates the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, and organization of ideas, delivery, diction, and syntax. c. Analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic. d. Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect). e. Analyzes the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

CCGPS does not refer to the “four basic types of persuasive speech” but this may be included in curriculum at instructor discretion.

ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELACC9-10RI9: 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. ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

When delivering and responding to presentations, the student: a. Delivers narrative, expository, or persuasive presentations that incorporate the same elements

ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,




found in that mode or genre of writing. b. Delivers oral responses to literature that incorporate the same elements found in written literary analysis. c. Uses props, visual aids, graphs,

substance, and style are appropriate to purpose, audience, and task. ELACC9-10SL6: 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 for specific expectations.) ELACC9-10SL5: 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. ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.





CCGPS

L A N G U A G E

ELA10C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. b. Correctly uses clauses (i.e., main and subordinate), phrases( i.e. gerund, infinitive, and participial) and mechanics of punctuation (i.e., end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens). c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) Sentence construction at this level addressed in Grade 7 in CCGPS and should be re-enforced throughout subsequent grades. and proper English usage (i.e., consistency of verb tenses, agreement).

The GPS Domain of Conventions is now represented in the CCGPS Strand of Language. Specific references in GPS to grammar, sentence and paragraph structure, diction, syntax, clauses, and various punctuation are subsumed in CCGPS under “effective choices for meaning or style.” For the transition years, however, it is important to continue instruction in the specific grammar and conventions items marked at left. Regarding phrases and clauses: GPS and CCGPS both teach advanced types of phrases and clauses in 10

th grade. During

transition years, continue to specifically teach each type mentioned in BOTH sets of standards. In Grade 10 GPS specifies certain areas of focus in punctuation: end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens. Only semicolons and colons are specified in CCGPS for Grade 10. End punctuation begins

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. a. Use parallel structure. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.




Application and understanding of verb tense begins in Grade 2 in CCGPS and should be re-enforced throughout subsequent grades. ELA10C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student a. Produces writing that conforms to appropriate manuscript requirements. b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (i.e., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer’s own words, etc.). d. Includes formal works cited or bibliography when applicable. ELA10RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

in CCGPS in Grade 2, commas in Grade 1, and quotation marks for dialogue in Grade 3. Ellipses are taught in Grade 8 and hyphenation in Grade 11. Please refer to the Language Progressive Skills chart in the K-12 Educator Resource document to see the recommended follow-through for continuation of grammar skills instruction. For the transition years it is important to continue instruction in ALL the specific grammar and conventions items marked at left and at right. The GPS specifies a number of elements required to meet a specific style requirement, such as spacing and margins. The CCGPS simply state to “conform to guidelines.” All specifics in GPS are included in the CCGPS standard. Vocabulary skills are contained within the Reading domain in GPS. They are reiterated for ease of reference at left.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELACC9-10L4: a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the




b. Uses knowledge of mythology, the Bible, and other works often alluded to in literature to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

text. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).




AT-A-GLANCE GUIDE FOR TRANSITIONAL STANDARDS GRADE 10

STANDARD ORIGINALLY APPEARED (GPS) ADVICE FOR 10TH

TRANSITION 2012-2014

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more fully when reading or listening.

ELA9C1: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

ELA10C1a: Specific references in GPS to grammar, paragraph structure, diction, and syntax, are subsumed in CCGPS under “effective choices for meaning or style.” For the transition years, however, it is important to continue instruction in the specific grammar and conventions items marked at left.

Sentence Structure: ELACC4L1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Instruction begins in CCGPS in grade 4, and continues with increasing rigor through grade 12. Continue explicit instruction.

ELACC9-10L3b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

ELA10C1b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial)

GPS and CCGPS both teach advanced types of phrases and clauses in 10

th grade. During the

transition years, continue to specifically teach each type mentioned in both sets of standards.

ELACC9-10L2a: Use parallel structure ELA10C1c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses, agreement).

The match to instruction on parallel structure can be seen here. The portion of this standard in GPS that requires proper use of modifiers and subordination is specifically addressed in Grade 7 in CCGPS and continues through grade 12 as part of the Language Progressive Skills Chart. Make sure that explicit instruction continues. The portion of this standard in GPS that requires consistency of verb tenses and agreement begins in Grade 2 in CCGPS and continues with increasing rigor through grade 12. Make sure that explicit instruction continues.




STANDARDS NEW TO GRADE 10 RATIONALE

ELACC9-10RL6: 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.

A match to ELAWLRL1 Part 1: The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding. There is no requirement to teach the standards of World Literature in the 10

th grade (although many students elect to take World Literature

during their sophomore year). World literature as a thematic focus should not be confused with the course World Literature, which has its own set of Georgia Performance Standards separate from the 10

th

grade Literature and Composition. Consequently, standard ELAWLRL1 does not need to be taught during the transition year. However, ELACC9-10RL6 is now permanently part of the 9

th grade curriculum

and must be taught whether or not the course concentration is World Literature.

ELACC9-10RL9: 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)

This standard is quite specific, and is representative of the increased rigor of the CCGPS. This standard is new to Grade 10 and will not require transition coverage.

ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (Elements a-e)

Grade 10 in GPS did not include a focus on narrative writing, instead focusing on persuasive (argumentative) writing. The specific focus on narrative as opposed to the GPS admonition to simply build on skills acquired in previous years is new to Grade 10 in CCGPS.

ELACC9-10R19: 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.

Because focus on documents from U.S. history has often happened in Grade 11 due to the correspondence with the social studies course, GPS did not include any reference to U.S. historical documents except within the context of the American Literature reading standards. This represents an addition to Grade 10.

ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9-10 reading standards to literature (e.g., “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]”). b. Apply grades 9-10 reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Elements a and b n CCGPS standard ELACC91-W9 refer specifically to literary analysis. Literary analysis has not existed as a separate standard within GPS, but would normally have been subsumed as a type of argument (persuasive essay) or exposition and is cited in GPS ELA10W2 as a type of technical writing. This standard is therefore new to Grade 10.




STANDARDS ABSENT FROM GRADE 10 RATIONALE

ELA9RC4a: explores life experiences related to subject area content. The “text to self” connection of exploring life experiences may be considered to be subsumed by the high level of analysis required by CCGPS. Narrative writing that is connected to the text in CCGPS also requires students to write about their experiences, which will require reflection on personal experiences in relation to text.

ELA10RL2e: i. Archetypal characters (i.e., hero, good mother, sage, trickster, etc.) ii. Archetypal patterns (i.e. journey of initiation, search for the father, etc.) iiii. Archetypal symbols (i.e., colors, water, light/dark, etc.) iv. Universal connections (i.e., making choices, winning/losing, relationships, self and other, etc.)

CCGPS does not specifically address archetypal patterns, symbols, or universal connections. These elements will be addressed in World and Multicultural Literature content documents that may be used as an addendum to this document.

ELA9W2 Part 1: The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently

CCGPS contains corollary expository writing standards, but does not explicitly include the use of primary and secondary source documents. It does not preclude such use however. Primary and secondary source documents can and should be used, and are explicitly referred to in the Literacy Standards (L9-10RH1).




VOCABULARY NEW TO GRADE 10 RATIONALE

Inference Inference means that students are required to create new ideas implied by the text but not explicitly stated. The word “interpretation” appears in GPS with a similar connotation in many instances.

Word Choice GPS often uses the word “diction” whereas CCGPS will most often use “word choice.” These terms are interchangeable.

Objective Summary GPS required students to complete whatever steps were necessary to “support understanding” without specifically referring to objective summary. While the term objective summary is new, the skill is not.

Argument/Argumentative Writing Formerly referred to as “persuasive” writing in GPS. These terms are interchangeable.

Informational Formerly referred to as “expository” writing in GPS. These terms are interchangeable. Non-fiction texts are referred to as Informational Texts in CCGPS

Literary Fiction texts are referred to as Literary Texts in CCGPS

Domain-specific vocabulary GPS discussed content and technical vocabulary where CCGPS uses the term domain-specific vocabulary.

Formal style Formal style in CCGPS refers to adherence to established manuscript styles such as APA and MLA, but also to an appropriately mature and academic tone and word choice when required.

Closing statement Formerly referred to as closure in GPS




LANGUAGE PROGRESSIVE SKILLS CHART GRADES K-12

* Darkened boxes indicate grades in which the standard should be taught.

STANDARD GRADES

K 1 2 3 4 5 6 7 8 9-10 11-12

ELACCKL5b. Relate frequently occurring words to their antonyms (also synonyms/homographs in progression). Subsumed by ELACC5L5c

ELACC1L2c. Use commas in dates and to separate single words in a series. Subsumed by ELACC5L2a

ELACC1L1i. Use frequently occurring prepositions. Subsumed by ELACC4L1e

ELACC1L1g. Use frequently occurring conjunctions. ELACC3L1h. Use coordinating and subordinating conjunctions. ELACC5L1e. Use correlative conjunctions (e.g., either/or, neither/nor).

ELACC3L1a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ELACC5L1a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

ELACC3L1f. Ensure subject-verb and pronoun-antecedent agreement.

ELACC3L3a. Choose words and phrases for effect.

EKACC4L1e. Form and use prepositional phrases.

ELACC4L1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

ELACC4L1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

ELACC4L3a. Choose words and phrases to convey ideas precisely. Subsumed by ELACC7L3a

ELACC4L3b. Choose punctuation for effect.

ELACC5L1d. Recognize and correct inappropriate shifts in verb tense.

ELACC5L2a. Use punctuation to separate items in a series (use of commas continues with added complexity throughout the standards).

ELACC5L5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

ELACC6L1c. Recognize and correct inappropriate shifts in pronoun number and person.

ELACC6L1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

ELACC6L1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

ELACC6L3a. Vary sentence patterns for meaning, reader/listener interest, and style (varying sentence patterns continues with added rigor throughout the standards).

ELACC6L3b. Maintain consistency in style and tone.

ELACC7L1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

ELACC7L3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

ELACC8L1d. Recognize and correct inappropriate shifts in verb voice and mood.

ELACC9–10L1a. Use parallel structure.

L11-12L3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.




Additional Resources for GPS to CCGPS Transition

English Language Arts Home Page Links: http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServEnglish

Information for Administrators and Educators To subscribe to a monthly newsletter providing up-to-date information about standards, curriculum, assessment, events, and more, please send an email (with no message) to the appropriate email address listed below:

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

To follow Common Core Implementation

http://www.gadoe.org/CCGPS.aspx

Timelines and Professional Learning Schedule

English Language Arts Common Core GPS page at GSO: https://www.georgiastandards.org/Common-Core/Pages/ELA.aspx

ELA Reporter Newsletter, all issues, Volume 1 (2011/2012) Webinar Schedule for ELA

How to Access Live and Recorded Webinars K-12 Educator Resource Guide (contains introduction to Common Core, Introduction to College and Career Readiness Standards, and Introduction to Literacy Standards, as well as a complete catalogue of all the sets of standards by grade level, and an index of resources and appendices) Archived Webinar PowerPoints with downloads and resources Text Complexity Rubric Sample Integrated Tasks for CCGPS

http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServEnglish

mailto:[email protected]





http://www.gadoe.org/CCGPS.aspx

https://www.georgiastandards.org/Common-Core/Pages/ELA.aspx




Common Core State Standards Initiative Home Page: http://www.corestandards.org/

Common Core State Standards Initiative Resources: http://www.corestandards.org/the-standards

Appendix A - Research Supporting Key Elements of the Standards, Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf

Appendix B - Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Contacts

Kim Jeffcoat, ELA & Literacy State Program Coordinator: [email protected]

Andria Bunner, ELA & Literacy Program Specialist: [email protected]

Susan Jacobs, ELA & Literacy Program Specialist: [email protected]

Sallie Mills, ELA & Literacy Program Specialist: [email protected]

Julie Morrill, ELA & Literacy Program Specialist: [email protected]

Angela Baker, ELA Technology Program Specialist, [email protected]

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_C.pdf







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