D2L Corporation
2015-04-30T12:44:49-04:00
2015-04-30T12:44:49-04:00
D2L Corporation
ELA Georgia Standards of Excellence - Grade 9-10
Because of the flexibility of English Language Arts course offerings at the high school level, the GSE for grades 9 through 12 is organized into grade bands comprised of 9-10 and 11-12. The 9-12 Standards define what students should understand and be able to do by the end of each grade band. As students progress towards the successful culmination of their high school careers, they will consolidate and internalize all of the skills instilled through the full progression of the GSE.
2015-04-29
2015
Georgia Department of Education
Domain
Reading Literary
Cluster
Key Ideas and Details
ELAGSE9-10RL1
Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RL2
Standard
Determine a theme or central idea of text and closely 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.
ELAGSE9-10RL3
Standard
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.
Cluster
Craft and Structure
ELAGSE9-10RL4
Standard
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.)
ELAGSE9-10RL5
Standard
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.
ELAGSE9-10RL6
Standard
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.
Cluster
Integration of Knowledge and Ideas
ELAGSE9-10RL7
Standard
Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musée de Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
ELAGSE9-10RL8
Standard
Not applicable to literature.
ELAGSE9-10RL9
Standard
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).
Cluster
Range of Reading and Level of Text Complexity
ELAGSE9-10RL10
Standard
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Domain
Reading Informational
Cluster
Key Ideas and Details
ELAGSE9-10RI1
Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RI2
Standard
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.
ELAGSE9-10RI3
Standard
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.
Cluster
Craft and Structure
ELAGSE9-10RI4
Standard
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).
ELAGSE9-10RI5
Standard
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).
ELAGSE9-10RI6
Standard
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.
Cluster
Integration of Knowledge and Ideas
ELAGSE9-10RI7
Standard
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.
ELAGSE9-10RI8
Standard
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.
ELAGSE9-10RI9
Standard
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", Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts.
Cluster
Range of Reading and Level of Text Complexity
ELAGSE9-10RI10
Standard
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. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
Domain
Writing
Cluster
Text Types and Purposes
ELAGSE9-10W1
Standard
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
ELAGSE9-10W1.a
Component
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.
ELAGSE9-10W1.b
Component
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.
ELAGSE9-10W1.c
Component
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.
ELAGSE9-10W1.d
Component
Establish and maintain an appropriate style and objective tone.
ELAGSE9-10W1.e
Component
Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE9-10W2
Standard
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.
ELAGSE9-10W2.a
Component
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.
ELAGSE9-10W2.b
Component
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.
ELAGSE9-10W2.c
Component
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
ELAGSE9-10W2.d
Component
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
ELAGSE9-10W2.e
Component
Establish and maintain an appropriate style and objective tone.
ELAGSE9-10W2.f
Component
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).
ELAGSE9-10W3
Standard
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
ELAGSE9-10W3.a
Component
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.
ELAGSE9-10W3.b
Component
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
ELAGSE9-10W3.c
Component
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
ELAGSE9-10W3.d
Component
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
ELAGSE9-10W3.e
Component
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Cluster
Production and Distribution of Writing
ELAGSE9-10W4
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELAGSE9-10W5
Standard
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.
ELAGSE9-10W6
Standard
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.
Cluster
Research to Build and Present Knowledge
ELAGSE9-10W7
Standard
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.
ELAGSE9-10W8
Standard
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.
ELAGSE9-10W9
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELAGSE9-10W9.a
Component
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]").
ELAGSE9-10W9.b
Component
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").
Cluster
Range of Writing
ELAGSE9-10W10
Standard
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.
Domain
Speaking and Listening
Cluster
Comprehension and Collaboration
ELAGSE9-10SL1
Standard
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.
ELAGSE9-10SL1.a
Component
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.
ELAGSE9-10SL1.b
Component
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.
ELAGSE9-10SL1.c
Component
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.
ELAGSE9-10SL1.d
Component
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.
ELAGSE9-10SL2
Standard
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELAGSE9-10SL3
Standard
Evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Cluster
Presentation of Knowledge and Ideas
ELAGSE9-10SL4
Standard
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.
ELAGSE9-10SL5
Standard
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.
ELAGSE9-10SL6
Standard
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Domain
Language
Cluster
Conventions of Standard English
ELAGSE9-10L1
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELAGSE9-10L1.a
Component
Use parallel structure.
ELAGSE9-10L1.b
Component
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.
ELAGSE9-10L2
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELAGSE9-10L2.a
Component
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
ELAGSE9-10L2.b
Component
Use a colon to introduce a list or quotation.
ELAGSE9-10L2.c
Component
Spell correctly.
ELAGSE9-10L2.d
Component
Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Cluster
Knowledge of Language
ELAGSE9-10L3
Standard
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, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
Cluster
Vocabulary Acquisition and Use
ELAGSE9-10L4
Standard
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.
ELAGSE9-10L4.a
Component
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.
ELAGSE9-10L4.b
Component
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.
e.g., analyze, analysis, analytical; advocate, advocacy
ELAGSE9-10L4.c
Component
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.
ELAGSE9-10L4.d
Component
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).
ELAGSE9-10L5
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
ELAGSE9-10L5.a
Component
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
ELAGSE9-10L5.b
Component
Analyze nuances in the meaning of words with similar denotations.
ELAGSE9-10L6
Standard
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.