Ged Language Arts Unit 2 Analyzing Nonfiction and Informational Text

English Language Arts Grade nine-x
Course Preface
Printable Version (pdf)

Core Standards of the Form

Higher and Career Readiness Anchor Standards for half-dozen-12 Reading

The grades half-dozen�12 standards on the following pages ascertain what students should understand and exist able to exercise by the end of each grade. They represent to the Higher and Career Readiness (CCR) anchor standards.

Reading Standards for Literature

The following standards offering a focus for instruction each year and aid ensure that students proceeds adequate exposure to a range of texts and tasks. Rigor is too infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year�s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

The CCR anchor standards and loftier school grade-specific standards work in tandem to define college and career readiness expectations�the old providing broad standards, the latter providing additional specificity.

Key Ideas and Details

Reading: Literature Standard 1
Cite stiff and thorough textual testify to support analysis of what the text says explicitly too as inferences drawn from the text.

Reading: Literature Standard ii
Make up one's mind a theme or central idea of a text and analyze in detail its evolution 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.

Reading: Literature Standard three
Clarify how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and accelerate the plot or develop the theme.

Reading: Literature Standard four
Determine the pregnant of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative touch on of specific word choices on significant and tone (e.k., how the language evokes a sense of time and place; how information technology sets a formal or informal tone).

Reading: Literature Standard five
Analyze how an writer's choices concerning how to construction a text, lodge events within it (eastward.one thousand., parallel plots), and manipulate time (due east.one thousand., pacing, flashbacks) create such furnishings as mystery, tension, or surprise.

Reading: Literature Standard vi
Analyze a detail point of view or cultural experience reflected in a work of literature from outside the United states of america, drawing on a wide reading of globe literature.

Integration of Knowledge and Ideas

Reading: Literature Standard 7
Analyze the representation of a field of study or a primal scene in two different artistic mediums, including what is emphasized or absent-minded in each treatment (e.one thousand., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Autumn of Icarus).

Reading: Literature Standard 8
(Not applicable to literature)

Reading: Literature Standard 9
Analyze how an author draws on and transforms source material in a specific work (e.thousand., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complication

Reading: Literature Standard ten
By the end of grade 9, read and encompass literature, including stories, dramas, and poems, in the grades 9–x text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of form x, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Reading Standards for Advisory Text

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations�the former providing broad standards, the latter providing boosted specificity.

Cardinal Ideas and Details

Reading: Informational Text Standard one
Cite strong and thorough textual evidence to support analysis of what the text says explicitly likewise every bit inferences drawn from the text.

Reading: Advisory Text Standard 2
Decide a central idea of a text and analyze its development over the course of the text, including how information technology emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading: Informational Text Standard 3
Clarify how the author unfolds an assay or series of ideas or events, including the gild in which the points are fabricated, how they are introduced and developed, and the connections that are drawn between them.

Reading: Informational Text Standard 4
Determine the significant of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative affect of specific discussion choices on meaning and tone (e.chiliad., how the language of a court opinion differs from that of a newspaper).

Reading: Advisory Text Standard 5
Clarify in detail how an author's ideas or claims are developed and refined by item sentences, paragraphs, or larger portions of a text (due east.g., a department or chapter).

Reading: Advisory Text Standard 6
Determine an author's indicate of view or purpose in a text and analyze how an writer uses rhetoric to advance that point of view or purpose.

Integration of Noesis and Ideas

Reading: Advisory Text Standard seven
Clarify various accounts of a subject told in different mediums (east.k., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Reading: Advisory Text Standard eight
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; place faux statements and fallacious reasoning.

Reading: Informational Text Standard nine
Clarify seminal U.S. documents of historical and literary significance (e.one thousand., Washington's Adieu Accost, the Gettysburg Address, Roosevelt'southward Four Freedoms speech, King'south "Letter from Birmingham Jail"), including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

Reading: Informational Text Standard 10
By the finish of grade 9, read and encompass literary nonfiction in the grades 9–ten text complication ring proficiently, with scaffolding every bit needed at the loftier end of the range.

By the finish of form x, read and comprehend literary nonfiction at the high end of the grades 9–10 text complication ring independently and proficiently.

College and Career Readiness Anchor Standards for half dozen-12 Writing

The grades vi�12 standards on the following pages define what students should empathize and be able to do by the stop of each grade. They correspond to the College and Career Readiness (CCR) anchor standards.

Writing Standards

The following standards for grades half-dozen�12 offering a focus for education each year to help ensure that students gain adequate mastery of a range of skills and applications. Each yr in their writing, students should demonstrate increasing sophistication in all aspects of linguistic communication use, from vocabulary and syntax to the evolution and organization of ideas, and they should accost increasingly demanding content and sources. Students advancing through the grades are expected to meet each year�s class-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in pupil writing ability is reflected both in the standards themselves and in the drove of annotated student writing samples in Appendix C.

The CCR anchor standards and loftier schoolhouse grade-specific standards work in tandem to define college and career readiness expectations�the onetime providing broad standards, the latter providing additional specificity.

Text Types and Purposes

Writing Standard 1
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(due south), distinguish the merits(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 adequately, supplying bear witness for each while pointing out the strengths and limitations of both in a way that anticipates the audience's cognition 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(southward) and reasons, between reasons and evidence, and between merits(s) and counterclaims.

d.
Plant 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.

Writing Standard two
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information conspicuously and accurately through the effective selection, organization, and analysis of content.

a.
Introduce a topic; organize circuitous ideas, concepts, and information to brand important connections and distinctions; include formatting (east.one thousand., headings), graphics (e.grand., 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 data and examples advisable to the audition'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 circuitous ideas and concepts.

d.
Utilise 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 final statement or section that follows from and supports the information or explanation presented (e.yard., articulating implications or the significance of the topic).

Writing Standard three
Write narratives to develop real or imagined experiences or events using constructive technique, well-called details, and well-structured event sequences.

a.
Appoint and orient the reader by setting out a problem, situation, or observation, establishing one or multiple signal(southward) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b.
Employ narrative techniques, such equally 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.
Utilise precise words and phrases, telling details, and sensory language to convey a bright 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 class of the narrative.

Product and Distribution of Writing

Writing Standard four
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audition. (Grade-specific expectations for writing types are defined in standards i–iii in a higher place.)

Writing Standard 5
Develop and strengthen writing equally needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is almost significant for a specific purpose and audience. (Editing for conventions should demonstrate mutual of Language standards 1-3 up to and including grades nine-ten.)

Writing Standard 6
Use applied science, including the Internet, to produce, publish, and update individual or shared writing products, taking reward of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Nowadays Knowledge

Writing Standard 7
Conduct short also as more sustained inquiry projects to respond a question (including a self-generated question) or solve a trouble; narrow or broaden the inquiry when advisable; synthesize multiple sources on the subject, demonstrating agreement of the subject nether investigation.

Writing Standard eight
Assemble relevant information from multiple authoritative impress and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate data into the text selectively to maintain the menstruation of ideas, avoiding plagiarism and post-obit a standard format for citation.

Writing Standard 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

a.
Apply grades 9–10 Reading standards to literature (i.due east., "Analyze how an author draws on and transforms source material in a specific work [e.grand., how Shakespeare treats a theme or topic from Ovid or the Bible or how a afterward writer draws on a play by Shakespeare]").

b.
Use grades 9–x Reading standards to literary nonfiction (i.east., "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").

Writing Standard ten
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a solar day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for 6-12 Speaking and Listening

The grades 6�12 standards on the following pages define what students should understand and be able to do past the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards.

Speaking and Listening Standards

The following standards for grades vi�12 offer a focus for teaching in each twelvemonth to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year�s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

The CCR anchor standards and high school grade-specific standards piece of work in tandem to ascertain higher and career readiness expectations�the old providing broad standards, the latter providing additional specificity.

Comprehension and Collaboration

Speaking and Listening Standard 1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and problems, building on others' ideas and expressing their ain clearly and persuasively.

a.
Come to discussions prepared, having read and researched material under report; explicitly draw on that preparation by referring to evidence from texts and other inquiry on the topic or result to stimulate a thoughtful, well-reasoned exchange of ideas.

b.
Work with peers to set rules for collegial discussions and decision-making (eastward.g., breezy consensus, taking votes on primal issues, presentation of alternating 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 comprise others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d.
Respond thoughtfully to various 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.

Speaking and Listening Standard 2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Speaking and Listening Standard iii
Evaluate a speaker'southward point of view, reasoning, and use of evidence and rhetoric, identifying whatsoever beguiling reasoning or exaggerated or distorted evidence.

Presentation of Noesis and Ideas

Speaking and Listening Standard 4
Nowadays information, findings, and supporting evidence conspicuously, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and fashion are appropriate to purpose, audition, and task.

Speaking and Listening Standard five
Brand strategic utilize of digital media (eastward.yard., textual, graphical, audio, visual, and interactive elements) in presentations to enhance agreement of findings, reasoning, and prove and to add together involvement.

Speaking and Listening Standard 6
Suit speech to a variety of contexts and tasks, demonstrating command of formal English language when indicated or appropriate. (See grades ix-x Linguistic communication Standards one and three for specific expectations.)

College and Career Readiness Anchor Standards for 6-12 Language

The grades vi�12 standards on the following pages define what students should understand and be able to exercise by the stop of each class. They stand for to the College and Career Readiness (CCR) anchor standards.

Language Standards

The following standards for grades half dozen�12 offer a focus for instruction each year to assist ensure that students proceeds adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each yr�south grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Showtime in grade iii, skills and understandings that are specially probable to require connected attending in higher grades every bit they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the tabular array on page 64 for a consummate listing and Appendix A for an example of how these skills develop in sophistication.

The CCR anchor standards and high school course-specific standards work in tandem to define college and career readiness expectations�the sometime providing broad standards, the latter providing additional specificity.

Conventions of Standard English

Language Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.
Use parallel construction.*

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 together variety and interest to writing or presentations.

Language Standard two
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.
Apply a semicolon (and perchance a conjunctive adverb) to link 2 or more closely related contained clauses.

b.
Use a colon to introduce a listing or quotation.

c.
Spell correctly.

Language Standard 3
Apply noesis of language to sympathise how language functions in different contexts, to brand constructive choices for meaning or fashion, and to cover more than fully when reading or listening.

a.
Write and edit work and then that it conforms to the guidelines in a style manual (e.1000., MLA Handbook, Turabian's Transmission for Writers) advisable for the bailiwick and writing type.

Vocabulary Acquisition and Use

Language Standard iv
Determine or clarify the pregnant of unknown and multiple-pregnant words and phrases based on grades nine–ten reading and content, choosing flexibly from a range of strategies.

a.
Apply context (e.1000., the overall significant of a judgement, paragraph, or text; a word'due south position or function in a sentence) as a clue to the significant of a word or phrase.

b.
Identify and correctly use patterns of give-and-take changes that bespeak different meanings or parts of oral communication (e.g., analyze, analysis, analytical; advocate, advocacy).

c.
Consult general and specialized reference materials (e.yard., 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 decision of the meaning of a word or phrase (e.yard., by checking the inferred meaning in context or in a dictionary).

Conventions of Standard English

Language Standard five
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.
Interpret figures of spoken language (eastward.chiliad., euphemism, oxymoron) in context and clarify their role in the text.

b.
Clarify nuances in the meaning of words with similar denotations.

Language Standard half-dozen
Acquire and employ 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.

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Source: https://www.uen.org/core/core.do?courseNum=4290

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