Grades 9 – 10 (view pdf of this grade span)

A.1.4.2.9-10.b

For example, analyze how conflict advances the action in the play Twelve Angry Men by Reginald Rose.

A.1.4.2.9-12.c

A.1.4.2.9-12.d

A.1.4.2.9-12.e

For example, what are Arthur’s moral dilemmas regarding returning the sword in Le Morte D’Arthur? Does Odysseus procrastinate on his way home from Troy? Why or why not? Does he experience any moral dilemmas regarding his return home?

A.1.4.2.9-12.f

A.1.4.2.9-10.g

For example, explain the importance of the historical context of Shelley’s Frankenstein and why, despite its universal themes, the work reflects the historical era in which it was written.

A.1.4.2.9-10.h

A.1.4.2.9-10.i

For example, consider Faulkner’s As I Lay Dying.

Massachusetts Reading List

NOTE: See also the collection of short stories entitled Point of View, edited by James Moffett and Kenneth McElheny, for examples of texts to teach the element of point of view.

A.1.4.3.6-10.a Consider genre characteristics in interpreting challenging literary texts. (ADP H3)
A.1.4.3.9-10.b Demonstrate understanding that form relates to meaning. For example, compare a poem, an essay and a novel on the same theme or topic. (ADP H3)
A.1.4.3.9-10.c Identify, analyze and evaluate the effect and use of metrics, rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). For example, poetry in grades 9 – 10 may include works by e. e. cummings, Robert Frost, T.S. Eliot, Sylvia Plath and William Carlos Williams. (ADP H5)

NOTE: For a more extensive list of poems and authors, please see the Core Knowledge Sequence

Indiana Reading List

A.1.4.3.9-10.d Identify and analyze elements of dramatic literature (for example, dramatic irony, soliloquy, stage direction and dialogue) in more challenging plays. (ADP H6)
A.1.4.4.9-10.a Identify, analyze and explain the development of the theme(s) of a challenging literary text. (ADP H4 and ADP H9)
A.1.4.4.9-10.b Identify, analyze and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity. For example, consider Beowulf as well as The Aeneid. (ADP H4 and ADP H9)
A.1.4.4.9-10.c Analyze works of literature for what they suggest about the historical period in which they were written. For example, analyze what themes and characters' actions in Richard Wright's Native Son suggest about the historical period. (ADP H7)
A.1.4.4.9-10.d Analyze texts to identify the author’s attitudes, viewpoints and beliefs and to compare these to the larger historical context of the texts. (ADP H7)

LISTENING (A.2)
(view entire Listening strand for grades 4 – 12)

As students progress through the grade levels, they should use more attentive and sophisticated listening skills to comprehend complex oral communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to listening situations.

The benchmarks for effective listening progresses across grades 9 – 10 in the following area:

A.2.1 Listening Skills

These benchmarks are described in greater detail below.

A.2.1 Listening Skills

A.2.1.1.9-10

ADP B1

A.2.1.2.9-12

For example, Patrick Henry's "Give me liberty or give me death," George Washington's "Farewell Address," Mahatma Gandhi's "Quit India speech" or Nelson Mandela's "I am prepared to die."

A.2.1.3.9-12

A.2.1.4.9-12

A.2.1.5.9-10

A.2.1.6.9-12

VIEWING (A.3)
(view entire Viewing strand for grades 4 – 12)

As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to viewing situations.

The benchmarks for effective viewing progress across grades 9 – 10 in the following area:

A.3.1 Viewing Skills

These benchmarks are described in greater detail below.

A.3.1 Viewing Skills

A.3.1.1.9-10

For example, consider a series of images on the Internet designed to explain the causes of World War I.

ADP G1

A.3.1.2.9-10

ADP G2

A.3.1.3.9-10

ADP G3

Whether they Work in Teams (W) or individually, students have three ways to
Communicate Information (C)

C.1

C.2

C.3

WRITING (C.1)
(view entire Writing strand for grades 4 – 12)

As students progress through the grade levels, they should write a variety of texts and communicate ideas that are increasingly complex. They should also develop in their ability to make effective choices in their writing. These benchmarks are relevant for all types of writing and should be used along with the benchmarks for Informational/Explanatory Essays, Literary Analysis Essays, Argumentative Essays, Research Essays and Work-Related Texts. These benchmarks are also applicable to and should be used alongside the benchmarks for the other modes of communicating: Speaking and Producing Digital Media. A reference source that may be useful for teachers of writing is the Alliance for Excellent Education report, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School (pdf), by Steve Graham and Dolores Perin.

It is worth noting that ADP does not specify personal or creative writing as a writing product necessary for workplace and college success. Expressing oneself in a personal way in writing, however, can be an important way to develop students’ writing and thinking and may support the more formal types of performances provided in these benchmarks.

The benchmarks for effective writing progress across grades 9 – 10 in the following areas:

C.1.1 Topics, Development and Focus

C.1.2 Coherence and Cohesion

C.1.3 Language and Technical Facility

C.1.4 Writing Process: Planning, Editing, Revising and Using Technology

NOTE: The ADP benchmarks emphasize measurable outcomes and products, as opposed to those parts of process which are less measurable, or those strategies students and teachers might use to achieve the measurable outcome, including some aspects of planning and pre-writing and certain aspects of drafting (such as strategies to develop ideas by consulting with peers). These are important to student success in writing, but the ADP focus is on measurable outcomes rather than instructional or learning processes. Drafting is addressed within the sections above on Topics, Development and Focus; Coherence and Cohesion; and Language and Technical Facility.

These benchmarks are described in greater detail below.
NOTE: The progression provided by ACT in Reading between the Lines: What the ACT Reveals about College Readiness (pdf), January 2006 was used as a resource in the development of these benchmarks. In addition, a draft of the 2011 NAEP Writing Framework (doc) was referenced as a resource. The College Board Standards for College Success were also used as a source, specifically for the progression of developing skills across the grade bands. The District of Columbia Reading/English Language Arts Pre-K through Grade 12 Standards were used as another source in the development of these benchmarks.

C.1.1 Writing: Topics, Development and Focus

C.1.1.1.9-10

For example, write an informational essay on the social and ethical impact of language used in a particular set of advertisements; an argument that takes a position on a controversial social issue; a literary analysis essay on the importance of setting in My Antonia by Willa Cather.

ADP C4

NOTE: See strands on ADP Products (Informational/Explanatory Essays, Literary Analysis Essays, Argumentative Essays, Research Essays and Work-Related Texts) for more specific examples.

C.1.1.2.9-12 Use a variety of strategies when appropriate (such as comparisons, anecdotes or detailed descriptions) to provide specific facts, concrete details, reasons and examples that support and amplify the thesis. (ADP C4)
C.1.1.3.9-10.a Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments. (ADP C9, ADP C10 and ADP E9)
C.1.1.3.9-10.b Include substantive and relevant details to meet the needs of the audience and purpose. For example, begin and end the argument with strong points when writing to persuade. (ADP C9, ADP C10 and ADP E9)

C.1.2 Writing: Coherence and Cohesion

C.1.2.1.9-10.a

For example, if writing about the pros and cons of a decision, place the strongest reasons last.

C.1.2.1.9-10.b

C.1.2.1.9-12.c

C.1.2.2.9-10

For example, use transitions such as nonetheless, therefore, however, as a result, in a similar manner.

C.1.3 Writing: Language and Technical Facility

C.1.3.1.9-10.a

For example, "It was a night of sleet, gusts and tossing trees" rather than "it was rainy and windy."

C.1.3.1.9-10.b

C.1.3.1.9-10.c

C.1.3.2.6-10.a

C.1.3.2.9-10.b

C.1.3.3.9-10.a

C.1.3.3.9-10.b

C.1.3.4.9-10

For example, demonstrate increased skill with parallel constructions, show more effective use of modifying phrases.

ADP A1

C.1.3.5.9-10

Acknowledge source material and create a reliable bibliography in a standard format;
Cite sources using a standard format (such as MLA or APA) with a high degree of accuracy;
Appropriately quote; paraphrase; or summarize text, ideas or other information taken from print or other electronic sources;
Correctly incorporate ideas within text;
Accurately embed quotations from other sources; and,
Accurately embed graphics, when appropriate. (ADP C6)

C.1.4 Writing Process: Planning, Editing, Revising and Using Technology

C.1.4.1.9-12.a

ADP C1

C.1.4.1.9-12.b

ADP C1

NOTE: See the ADP benchmarks for Research and the strand for Research Essays for more specifics on planning research.

C.1.4.2.9-10 Edit increasingly complex writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style and tone as appropriate to audience, purpose and context. (ADP C5)
C.1.4.3.9-12 Drawing on reader’s comments, revise papers to:

Ensure the thesis or research question is the focus of the paper;
Develop or support ideas more fully;
Address potential objections;
Ensure effective and varied transitions between ideas and paragraphs;
Ensure that the paper has an effective, clear beginning and ending;
Correct errors in logic; and,
Identify areas for further development or questions that remain. (ADP C4)

C.1.4.4.9-10 Use more specialized software (e.g., Photoshop, Acrobat, Pagemaker) and basic software programs (e.g., Word, PowerPoint and Excel) for written drafts and finished products and to incorporate visual and other graphics into increasingly complex text. (ADP C7 and ADP C8)

SPEAKING (C.2)
(view entire Speaking strand for grades 4 – 12)

As students progress across the grade levels, they should voice increasingly complex ideas in increasingly sophisticated ways. The benchmarks for Writing are relevant to many aspects of oral presentations and should be considered along with this progression.

The benchmarks for effective speaking progress across grades 9 – 10 in the following areas:

C.2.1 Development of Ideas

C.2.1.1 supporting the topic with relevant, reliable details, examples and anecdotes

C.2.2 Coherence and Cohesion

C.2.3 Rhetorical Devices

C.2.3.1 using a range of strategies and varied rhetorical devices to elaborate and persuade

C.2.4 Speaking Facility

C.2.4.1 using eye contact, gestures and speaking rate, volume and pitch effectively and appropriately to support the audience, context and purpose

These benchmarks are described in greater detail below.

C.2.1 Speaking: Development of Ideas

C.2.1.1.9-10

C.2.2 Speaking: Coherence and Cohesion

C.2.2.1.9-10.a

C.2.2.1.9-10.b

C.2.2.2.9-12

C.2.2.3.9-12

For example, use repeated language from previous point when introducing a new point, using signposts, such as "My third reason for believing as I do is ....."

C.2.2.4.9-10

Create ADP Products (P)

C.2.3 Speaking: Rhetorical Devices

C.2.3.1.9-10

Rhetorical questions to engage the audience;
Parallelism and repetition to reinforce ideas; and,
Analogies to convey complex ideas. (ADP B6)

C.2.4 Speaking Facility

C.2.4.1.9-10

Make eye contact to engage listeners;
Enunciate words clearly;
Adjust speaking rate and use pauses for effect;
Adjust speaking volume and pitch (inflection) for effect.; and,
Stand at ease and effectively use natural, appropriate and varied gestures. (ADP B6)

PRODUCING DIGITAL MEDIA (C.3)
(view entire Producing Digital Media strand for grades 4 – 12)

As students progress across the grade levels, they should communicate increasingly complex ideas in increasingly sophisticated ways. ADP G4 suggests that students apply and adapt the principles of written composition to create coherent media productions. The benchmarks for Writing are relevant to many aspects of digital media production and should be considered along with these benchmarks.

The benchmarks for effectively producing digital media progress across grades 9 – 10 in the following areas:

C.3.1 Topics, Development and Focus

C.3.2 Coherence and Cohesion

C.1.2

Writing

C.3.3 Technical Facility and Control

C.3.3.1 using varied visual images, text, graphics, music and/or sound effects to control the implicit and explicit messages conveyed

These benchmarks are described in greater detail below.

C.3.1 Producing Digital Media: Topics, Development and Focus

C.3.1.1.9-10

For example, students may design a Web site that presents visual and graphic effects on an assigned aspect of a literary work studied.

ADP G4

C.3.1.2.9-12.a

NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in:

ADP C9

ADP C10

ADP E9

C.3.1.2.9-12.b

NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in:

ADP C9

ADP C10

ADP E9

C.3.2 Producing Digital Media: Coherence and Cohesion

Writing

C.1.2

C.3.3 Producing Digital Media: Technical Facility and Control

C.3.3.1.9-10

For example, students may use images that include a mix of opposites to make an impact, such as pictures or video of street people and wealthy people, or of drought-ridden scenes with lush green hills.

ADP G4

For future success in postsecondary education and work, students in grades 9 – 10 will need to

P.1

P.2

P.3

P.4

P.5

PRODUCT 1: INFORMATIONAL/EXPLANATORY ESSAY (P.1)
(view entire Informational/Explanatory Essay strand for grades 4 – 12)

As students progress across the grade levels, they should draft informational or explanatory essays on topics that are increasingly complex. The draft of the NAEP 2011 Writing Framework (doc) defines writing to explain as writing that is:

… designed to present information and ideas to others in a manner that aids understanding of the subject. Writing to explain commands a large portion of the K – 12 curriculum (Graham & Perin, 2006) where students write summaries, research reports and other explanatory tasks in all of their school subjects. Writing to explain is an everyday occurrence in the workplace and the adult world as well, where millions write informative e-mail messages, fill out applications and write instructions.

(NOTE: Achieve's English and Communication Benchmarks include separate strands for

Research Essay

and

Work-Related Texts

The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey information via Speaking or Producing Digital Media. The benchmark criteria below can be modified accordingly.

The benchmarks for an effective informational essay progress across grades 9 – 10 in the following areas:

P.1.1 Topics, Development and Focus

P.1.2 Coherence and Cohesion

These benchmarks are described in greater detail below.

P.1.1 Informational/Explanatory Essay: Topics, Development and Focus

P.1.1.1.9-10.a

For example, read several; articles about pioneers, identify the difficulties they had crossing the plains, and relate these difficulties to similar situations in literature or in contemporary life, for instance, illegal immigrants passing the border. (NOTE: See grade 11 – 12 example –P.1.1.1.11-12.a – from NAEP for one example of an explanatory writing task at the high school level. No grades 9 – 10 example from NAEP is available.)

ADP C9

P.1.1.1.9-10.b

For example, "According to the author, our widely accepted beliefs about health and nutrition may be based on faulty scientific evidence. This essay will outline the information presented on this issue."

P.1.1.2.9-12

P.1.1.3.9-12.a

P.1.1.3.9-12.b

P.1.2 Informational/Explanatory Essay: Coherence and Cohesion

P.1.2.1.9-12

P.1.2.2.9-12.a

ADP C9

P.1.2.2.9-12.b

similar to

subsequently

perhaps most importantly

P.1.2.2.9-12.c

P.1.2.3.9-12

Purposefully and effectively re-emphasizes the thesis and main points; and,
Presents in a new light the analysis of information. (ADP C9 and ADP C3)

PRODUCT 2: LITERARY ANALYSIS ESSAY (P.2)
(view entire Literary Analysis Essay strand for grades 4 – 12)

As students progress across the grade levels, they should draft literary analysis essays on topics and literary works that are increasingly complex. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey literary analyses via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The Reading strand describes the progression of expectations for skills in reading; please see these benchmarks for additional information on reading literary texts, as much of the content of students’ literary analysis essays will be a demonstration of their achievement of these literary-text reading skills.

The benchmarks for an effective literary analysis essay progress across grades 9 – 10 in the following areas:

P.2.1 Topics, Development and Focus

P.2.2 Coherence and Cohesion

These benchmarks are described in greater detail below.

P.2.1 Literary Analysis Essay: Topics, Development and Focus

P.2.1.1.9-10.a

ADP H9

P.2.1.1.9-10.b

For example, compare and contrast how social pressures affect a main character from House on Mango Street by Sandra Cisneros and a main character from The Age of Innocence by Edith Wharton; or compare and contrast the theme of struggle in The Crucible by Arthur Miller and in Fences by August Wilson.

ADP H9

P.2.1.2.9-10

ADP C9

NOTE: See the scale for

Text Complexity

T.1.3

P.2.1.3.9-10 Make valid inferences based on knowledge of evidence within and outside of a somewhat complex literary work(s). For example, given knowledge of the French Revolution, make inferences regarding elements of Dickens' A Tale of Two Cities or infer what can be learned about labor conditions in colonial America in Ben Franklin’s Autobiography. (ADP C9)
P.2.1.4.9-10.a Support the thesis by including detailed textual support and text analysis, excluding extraneous information. (ADP C9)
P.2.1.4.9-10.b Include relevant details, quotations and paraphrased text to develop the analysis and make comparisons to other literary works. (ADP C9)
P.2.1.5.9-10.a Recall and analyze the ideas, details and literary elements of works from various forms of literature (e.g., poetry, novel, biography, short story, essay, dramatic literature). (ADP H3)
P.2.1.5.9-10.b Accurately analyze and interpret data. For example, select poems by Robert Frost or Walt Whitman and use understanding of poetic techniques to provide well-supported interpretations of the poems. (ADP H3)
P.2.1.6.4-12 Demonstrate knowledge of foundational works of American literature and analyze foundational U.S. documents as they are relevant to the topic being developed in a literary analysis essay. (ADP H1)

For more discussion of students' skills in reading and analyzing foundational literary texts, please see the Reading strand.

P.2.2 Literary Analysis Essay: Coherence and Cohesion

P.2.2.1.9-10

P.2.2.2.9-10.a

P.2.2.2.9-10.b

P.2.2.3.9-10

PRODUCT 3: ARGUMENTATIVE ESSAY (P.3)
(view entire Argumentative Essay strand for grades 4 – 12)

As students progress across the grade levels, they should develop increasingly complex arguments. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also construct and convey arguments via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The Reading strand describes the progression of expectations for skills in reading; please see these benchmarks for additional, specific information on reading arguments. Some aspects of students’ argumentative essays will demonstrate their level of skill in reading arguments. A student’s ability to analyze arguments for such things as quality of the evidence, logical fallacies and devices used to persuade will be reflected in their ability to construct sound arguments.

The benchmarks for an effective argument progress across grades 9 – 10 in the following areas:

P.3.1 Topics, Development and Focus

P.3.2 Purpose and Audience

P.3.3 Coherence and Cohesion

These benchmarks are described in greater detail below.

P.3.1 Argumentative Essay: Topics, Development and Focus

P.3.1.1.9-10

For example, present arguments related to whether there should be random but mandatory drug tests for student athletes, considering claims about privacy as well as protecting students from harm. NOTE: See grade 12 example – P.3.1.1.11-12 – from NAEP for one example of a persuasive writing task at the high school level. No grades 9 – 10 example from NAEP is available.

P.3.1.2.9-10.a

P.3.1.2.9-10.b

argumentum ad populum

P.3.1.3.9-10

ADP E3

P.3.1.4.9-12

P.3.2 Argumentative Essay: Purpose and Audience

P.3.2.1.9-10

For example, if the intent is to influence a decision, the language used may be conciliatory; if the intent is to denounce a situation, stronger language may be appropriate.

ADP C2

P.3.2.2.9-10

P.3.3 Argumentative Essay: Coherence and Cohesion

P.3.3.1.9-12

P.3.3.2.9-12

P.3.3.3.9-10

PRODUCT 4: RESEARCH ESSAY (P.4)
(view entire Research Essay strand for grades 4 – 12)

As students progress across the grade levels, they should research and draft research essays on topics that are increasingly complex. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey research findings via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The benchmarks for an effective research essay (or documented essay – NOTE: The expectation is that students will write extended documented essays, which may be original research but are not necessarily so. The term “research essay” is used because of its familiarity to the field and its use in ADP D5) progress across grades 9 – 10 in the following areas:

P.4.1 Topics, Development and Focus

P.4.2 Coherence and Cohesion

P.4.3 Research Formatting Guidelines

NOTE: We have incorporated, when appropriate, examples from the College Board Standards for College Success, published in 2006, to elaborate and exemplify the content of the backmapped benchmarks.

These benchmarks are described in greater detail below.

P.4.1 Research Essay: Topics, Development and Focus

P.4.1.1.9-10.a

For example, choose a particular species of bird researching its habitat, and identify a problem or issue connected with this habitat as the focus of the essay. Or write a report on a favorite author and analyze how one or two of his or her works were reviewed when they were released, and whether and how the evaluation of the works changed over time.

P.4.1.1.9-10.b

P.4.1.1.9-10.c

P.4.1.2.9-10.a

P.4.1.2.9-12.b

For example, a research paper on a science topic should draw from the newest research and sources, while one for a history topic should draw on older primary documents as well as contemporary secondary resources.

P.4.1.2.9-12.c

P.4.1.3.9-10

For example, use resources such as those referenced by the College Board: student-generated data, such as interviews with experts in a field, observations and surveys; appropriate Internet sources; books; magazines; newspapers; documentaries.

ADP F7

P.4.1.4.9-10.a

P.4.1.4.9-10.b

P.4.1.4.9-10.c

For example, marshal evidence in ways such as those referenced by the College Board: gathering relevant reasons, examples and facts; defining key terms and ideas; setting up comparisons; explaining relationships such as cause and effect; explaining connections to past events; predicting future outcomes; summarizing and synthesizing information from multiple sources; defining multiple points of view, listing the strengths and weaknesses of each and identifying bias.

P.4.1.5.6-10

P.4.2 Research Essay: Coherence and Cohesion

P.4.2.1.9-10

A research question is stated or implied;
A thesis statement(s) clearly reflects the research question;
A clear perspective or point of view is stated or implied;
Necessary terms or concepts are defined; and,
A context for the research is provided. (ADP D5)

P.4.2.2.9-10.a Present a body of well-developed and specific facts and information that develop and support a somewhat complex research question. (ADP C3)
P.4.2.2.9-10.b Maintain coherence through the consistent use of varied transitions between sentences and paragraphs. (ADP C3)
P.4.2.2.9-10.c Create an effective organizing structure based on somewhat complex research information, sometimes using multiple organizing structures within the essay. (ADP C3)
P.4.2.3.9-10 Craft a conclusion in which the research question and topic are re-emphasized; the main findings are summarized; and conclusions are drawn. (ADP C3)

P.4.3 Research Formatting Guidelines

P.4.3.1.9-10.a

P.4.3.1.9-10.b

P.4.3.1.9-10.c

P.4.3.1.9-10.d

P.4.3.1.9-10.e

P.4.3.1.9-10.f

P.4.3.2.4-12

P.4.3.3.6-10

A title;
A contents page;
Numbered pages; and,
Bibliography, following a standard format. (ADP C8)

P.4.3.4.9-10 Use graphics and illustrative material effectively to support and enhance research ideas in the text as appropriate, demonstrating an understanding of which concepts can be better addressed graphically to support reader understanding. (ADP C7)

PRODUCT 5: WORK-RELATED TEXTS (P.5)
(view entire Work-Related Texts strand for grades 4 – 12)

As students progress across the grade levels, they should develop increasingly sophisticated work-related texts, which would include, for example, such documents as memos, e-mails, correspondence, project plans, work orders, proposals, resumes, bios, abstracts, Web pages and talking points.

The Writing strand describes development of general writing skills and abilities; please use this strand in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey work-related information via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The benchmarks for effective work-related texts progress across grades 9 – 10 in the following areas:

P.5.1 Topics, Development and Focus

P.5.2 Coherence and Cohesion

P.5.2.1 creating a logical, effective organizing structure, within the confines of the given medium or format

P.5.3 Technical Facility and Control

P.5.3.1 using a customary format that supports comprehension and enables readers to locate information quickly

These benchmarks are described in greater detail below.

P.5.1 Work-Related Texts: Topics, Development and Focus

P.5.1.1.9-10

For example, write a proposal for accomplishing a particular project, which includes a time-line and a step-by-step elaboration of what must be accomplished, as well as a plan for who will complete various aspects of the project.

P.5.1.2.4-12

For example, write to inform, to persuade, to explain or clarify, to solve a problem or to instruct.

P.5.1.3.9-12

Providing facts and details;
Describing or analyzing the subject;
Explaining benefits or limitations;
Comparing or contrasting; and,
Providing a scenario to illustrate. (ADP C10)

P.5.1.4.9-10 Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipates the audience’s needs. For example, write a proposal to a local company to request support for field trips, explaining the benefits to the community that will result and the effect on the company. (ADP C10)
P.5.1.5.9-12 Anticipate, synthesize and respond to counterarguments and/or anticipate potential problems, mistakes and misunderstandings that might arise for the audience. (ADP C10)
P.5.1.6.9-12 Use language precisely, purposefully and effectively, considering audience and purpose by translating technical language into non-technical English. (ADP C10)
P.5.1.7.9-12 Provide specific, relevant and accurate ideas and extended examples and comparisons appropriately to purposefully and effectively support the main points in the text. (ADP C10)

P.5.2 Work-Related Texts: Coherence and Cohesion

P.5.2.1.4-12

NOTE: The specific effective organizational structures will vary considerably by the type of work-related text developed.

P.5.3 Work-Related Texts: Technical Facility and Control

P.5.3.1.4-12.a

For example, use salutation, closing and signature for business letters and format for memos.

P.5.3.1.9-10.b

For example, format by using different fonts and styles for multiple levels of headers.

P.5.3.1.9-12.c

P.5.3.1.6-10.d

For example, create a computer-generated drawing or graphic.

Work in Teams (W)

WORK TEAMS AND GROUP DISCUSSION (W.1)
(view entire Work Teams and Group Discussion strand for grades 4 – 12)

As students progress across the grade levels, they should both develop their skills for working in teams and utilize those skills more effectively by working on increasingly complex tasks.

The benchmarks for working in teams and participating in group discussion progress across grades 9 – 10 in the following areas:

W.1.1 Speaking and Sharing in Teams and Groups

W.1.2 Listening to Ideas of Others in Teams and Groups

W.1.3 Working in Teams

These benchmarks are described in greater detail below.

W.1.1 Speaking and Sharing in Teams and Groups

W.1.1.1.9-10.a

W.1.1.1.9-10.b

For example, "I can understand why you feel that way, but you might be interested in knowing ..." or "Because 'X' knows a lot about computers, she should look up things online."

W.1.1.2.9-10

W.1.1.3.9-10

W.1.1.4.9-12

W.1.2 Listening to Ideas of Others in Teams and Groups

W.1.2.1.4-12

W.1.2.2.9-10

W.1.3 Working in Teams

W.1.3.1.9-12

For example, interpret literature through an art project or an oral or musical presentation, write or critique a proposal, solve a problem, make a decision or edit and revise written work.

W.1.3.2.9-10

W.1.3.3.9-12

W.1.3.4.9-12

W.1.3.5.9-10

For example, ensure that no ideas are lost by agreeing to list all issues for future discussion.

W.1.3.6.9-10