9th and 10th Grade: English-Language Arts (page 1 of 5) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ____________________
Standard Planned Mastered
General Standard Sub-Standard Notation Standard Description (X) (Date)
READING (“R”) 1.0 9-10.R.1.1 Identify & use the literal and figurative meanings of words and understand word derivations.
Word Analysis, 9-10.R.1.2 Distinguish between the denotative and connotative meanings of words and interpret the
Fluency, and connotative power of words.
Systematic 9-10.R.1.3 Identify Greek, Roman, & Norse mythology & use the knowledge to understand the origin &
Vocabulary meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus &
Development Echo).
2.0 9-10.R.2.1 Analyze the structure and format of functional workplace documents, including the graphics
Reading and headers, and explain how authors use the features to achieve their purposes.
Comprehension 9-10.R.2.2 Prepare a bibliography of reference materials for a report using a variety of consumer,
(read two workplace, and public documents.
million words 9-10.R.2.3 Generate relevant questions about readings on issues that can be researched.
annually) 9-10.R.2.4 Synthesize content from several sources/ works by a single author dealing w/a single issue;
paraphrase ideas & connect them to other sources & related topics to demonstrate compr..
9-10.R.2.5 Extend ideas presented in primary or sec. sources through original anal., eval. & elaboration.
9-10.R.2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those
found with graphic calculators & specialized software programs & in guides to WWW sites).
9-10.R.2.7 Critique the logic of functional documents by examining the sequence of information and
procedures in anticipation of possible reader misunderstandings.
9-10.R.2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the
relationship between generalizations and evidence, the comprehensiveness of evidence, and
the way in which the author’s intent affects the structure and tone of the text (e.g., in
professional journals, editorials, political speeches, primary source material).
3.0 9-10.R.3.1 Articulate the relationship between the expressed purposes and the characteristics of different
Literary forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).
Response and 9-10.R.3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain
Analysis how the selection of genre shapes the theme or topic.
9-10.R.3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal
and external conflicts, motivations, relationships, influences) and explain the way those
interactions affect the plot.
9-10.R.3.4 Determine characters’ traits by what the characters say about themselves in narration,
dialogue, dramatic monologue, and soliloquy.
9-10.R.3.5 Compare works that express a universal theme and provide evidence to support the ideas
expressed in each work.
9-10.R.3.6 Analyze and trace an author’s development of time and sequence, including the use of
complex literary devices (e.g., foreshadowing, flashbacks).
9-10.R.3.7 Recognize and understand the significance of various literary devices, including figurative
language, imagery, allegory, and symbolism, and explain their appeal.
9-10.R.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and
incongruities in a text.
9-10.R.3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone,
plot, and credibility of a text.
9-10.R.3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and
character foils in dramatic literature.
9th and 10th Grade: English-Language Arts (page 2 of 5) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ____________________
Standard Planned Mastered
General Standard S ub-Standard Notation Standard Description (X) (Date)
READING(“R”) Literary and 9-10.R.3.11 Evaluate the aesthetic qualities of style, including the impact of diction & figurative language
(continued) Response & on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)
Analysis 9-10.R.3.12 Analyze the way in which a work of literature is related to the themes and issues of its
(continued) historical period. (Historical approach)
WRITING (W) 1.0 9-10.W.1.1 Establish a controlling impression or coherent thesis that conveys a clear & distinctive
Writing perspective on the subject & maintain a consistent tone & focus thrghout the piece of writing.
Strategies 9-10.W.1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active
rather than the passive voice.
9-10.W.1.3 Use clear research questions and suitable research methods (e.g., library, electronic media,
personal interview) to elicit and present evidence from primary and secondary sources.
9-10.W.1.4 Develop the main ideas within the body of the composition through supporting evidence
(e.g., scenarios, commonly held beliefs, hypotheses, definitions).
9-10.W.1.5 Synthesize information from multiple sources and identify complexities and discrepancies
in the information and the different perspectives found in each medium (e.g., almanacs,
microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
9-10.W.1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas
9-10.W.1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by
adhering to those in style manuals (e.g., Modern Language Association Handbook , The
Chicago Manual of Style).
9-10.W.1.8 Design and publish documents by using advanced publishing software and graphic programs.
9-10.W.1.9 Revise writing to improve the logic and coherence of the organization and controlling
perspective, the precision of word choice, and the tone by taking into consideration the
audience, purpose, and formality of the context.
2.0 Writing 9-10.W.2.1 Write biographical or autobiographical narratives or short stories:
Applications a, b, c, d, e a. Relate a sequence of events and communicate the significance of the events to the audience
(Genres & b. Locate scenes and incidents in specific places.
Their c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the
Characteristics) specific actions, movements, gestures, and feelings of the characters; use interior monologue
Write narrative, to depict the characters’ feelings.
expository, d. Pace the presentation of actions to accommodate changes in time and mood.
persuasive, & e. Make effective use of descriptions of appearance, images, shifting perspectives, and
descriptive texts sensory details.
of at least 1,500 9-10.W.2.2 Write responses to literature:
words in each a, b, c, d a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
genre. b. Support important ideas and viewpoints through accurate and detailed references to the text
or to other works.
c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the
effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within
the text.
9th and 10th Grade: English-Language Arts (page 3 of 5) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ____________________
Standard Planned Mastered
General Standard Sub-Standard Notation Standard Description (X) (Date)
WRITING (W) Writing 9-10.W.2.3 Write expository compositions, including analytical essays and research reports:
(continued) Applications a, b, c, d, e, f a. Marshal evidence in support of a thesis and related claims, including information on all
(continued) relevant perspectives.
b. Convey information & ideas from primary and secondary sources accurately & coherently.
c. Make distinctions between the relative value & significance of specific data, facts, & ideas
d. Include visual aids by employing appropriate technology to organize and record
information on charts, maps, and graphs.
e. Anticipate and address readers’ potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.
9-10.W.2.4 Write persuasive compositions:
a, b, c, d a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through
reasoning; appeal to emotion/ ethical belief; relate personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers’ concerns, counterclaims, biases, and expectations.
9-10.W.2.5 Write business letters:
a, b, c, d a. Provide clear and purposeful information and address the intended audience appropriately.
b. Use appropriate vocabulary, tone, and style to take into account the nature of the
relationship with, and the knowledge and interests of, the recipients.
c. Highlight central ideas or images.
d. Follow a conventional style with page formats, fonts, and spacing that contribute to the
documents’ readability and impact.
9-10.W.2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution,
a, b, c, d procedures for conducting a meeting, minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, & examples to aid comprehension (e.g., troubleshooting
guide).
d. Anticipate readers’ problems, mistakes, and misunderstandings.
WRITTEN AND 1.0 9-10.L.1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund,
ORAL Written and infinitive, & participial), & mechanics of punct. (e.g., semicolons, colons, ellipses, hyphens).
LANGUAGE (L) Oral Language 9-10.L.1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of
modifiers) and proper English usage (e.g., consistency of verb tenses).
9-10.L.1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph
and sentence structure, diction, and syntax.
9-10.L.1.4 Produce legible work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization.
9-10.L.1.5 Reflect appropriate manuscript requirements, including title page presentation, pagination,
spacing and margins, and integration of source and support material (e.g., in-text citation, use
of direct quotations, paraphrasing) with appropriate citations.
9th and 10th Grade: English-Language Arts (page 4 of 5) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ____________________
Standard Planned Mastered
General Standard Sub-Standard Notation Standard Description (X) (Date)
LISTENING & 1.0 9-10.LS.1.1 Formulate judgments about the ideas under discussion and support those judgments with
SPEAKING (LS) Listening and convincing evidence.
Speaking 9-10.LS.1.2 Compare and contrast the ways in which media genres (e.g., televised news, news magazines,
Strategies documentaries, online information) cover the same event.
9-10.LS.1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to
inform and to persuade, by soliciting agreement or action, or to unite audiences behind a
common belief or cause.
9-10.LS.1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using
literary quotations, anecdotes, references to authoritative sources).
9-10.LS.1.5 Recognize and use elements of classical speech forms (e.g., introduction, first and second
transitions, body, conclusion) in formulating rational arguments and applying the art of
persuasion and debate.
9-10.LS.1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g.,
statistics, testimony, specific instances) that meet standard tests for evidence, including
credibility, validity, and relevance.
9-10.LS.1.7 Use props, visual aids, graphs, & electronic media to enhance the appeal & accuracy of
a, b presentations
9-10.LS.1.8 Produce concise notes for extemporaneous delivery.
9-10.LS.1.9 Analyze the occasion and the interests of the audience and choose effective verbal and
nonverbal techniques (e.g., voice, gestures, eye contact) for presentations.
9-10.LS.1.10 Analyze historically significant speeches (e.g., Abraham Lincoln’s “Gettysburg Address,”
Martin Luther King, Jr.’s “I Have a Dream”) to find the rhetorical devices and features that
make them memorable.
9-10.LS.1.11 Assess how language and delivery affect the mood and tone of the oral communication and
make an impact on the audience.
9-10.LS.1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important
points, arguments, evidence, organization of ideas, delivery, diction, and syntax.
9-10.LS.1.13 Analyze the types of arguments used by the speaker, including argument by causation,
analogy, authority, emotion, and logic.
9-10.LS.1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to
create them (e.g., compare Shakespeare’s Henry V with Kenneth Branagh’s 1990 film
version).
2.0 9-10.LS.2.1 Deliver narrative presentations:
Speaking a, b, c, d a. Narrate a sequence of events and communicate their significance to the audience.
Applications b. Locate scenes and incidents in specific places.
(Genres & c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the
Their specific actions, movements, gestures, and feelings of characters.
Applications) d. Pace the presentation of actions to accommodate time or mood changes.
9th and 10th Grade: English-Language Arts (page 5 of 5) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ____________________
Standard Planned Mastered
General Standard Sub-Standard Notation Standard Description (X) (Date)
LISTENING Speaking 9-10.LS.2.2 Deliver expository presentations:
AND Applications a, b, c, d, e, f a. Marshal evidence in support of a thesis and related claims, including information on all
SPEAKING (LS) (continued) relevant perspectives.
(continued) b. Convey information and ideas from primary and secondary sources accurately and
coherently.
c. Make distinctions between the relative value &significance of specific data, facts, & ideas
d. Include visual aids by employing appropriate technology to organize and display
information on charts, maps, and graphs.
e. Anticipate and address the listener’s potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.
9-10.LS.2.3 Apply appropriate interviewing techniques:
a, b, c, d, e, f, a. Prepare and ask relevant questions.
g b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
9-10.LS.2.4 Deliver oral responses to literature:
a, b, c, d a. Advance a judgment demonstrating a comprehensive grasp of the significant ideas of
works or passages (i.e., make and support warranted assertions about the text).
b. Support important ideas and viewpoints through accurate and detailed references to the text
or to other works.
c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the
effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within
the text.
9-10.LS.2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions
a, b, c, d and causes and effects):
a. Structure ideas and arguments in a coherent, logical fashion.
b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by
appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
d. Anticipate and address the listener’s concerns and counterarguments.
9-10.LS.2.6 Deliver descriptive presentations:
a, b, c a. Establish clearly the speaker’s point of view on the subject of the presentation.
b. Establish clearly the speaker’s relationship with that subject (e.g., dispassionate
observation, personal involvement).
c. Use effective, factual descriptions of appearance, concrete images, shifting perspectives
and vantage points, and sensory details.
