William H. Maxwell High School

The Pearl by John Steinbeck

Pearl_oyster.jpg

Common Core Standards for ELA

Reading Standards for Literature

1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

 

3. 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.

4. 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).

 

5. 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.

 

6. 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.

 

7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

9. 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).

 

10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

 

Responding to Literature:

11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations

 

Reading Standards for Informational text:

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. 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.

 

3. 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.

4. 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).

5. 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).

6. 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.

7. Analyze various accounts of a subject told in different mediums (e.g., a

person's life story in both print and multimedia), determining which details are

emphasized in each account.

8. 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 Standards:

1. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

2. 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.

3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences

4. 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.)

5. 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 on page 54.)

6. 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.

7. 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.

8. 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.

9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.

Speaking and Listening Standards:

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 issues, building on others' ideas and expressing their own

clearly and persuasively.

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.

3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,

identifying any fallacious reasoning or exaggerated or distorted evidence.

4. 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.

5. 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

6. 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 on pages 54 for specific expectations.)

Language Standards:

1. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

3. 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

4. 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.

5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

6. 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.