ENGLISH
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Common Core State Standards
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text (ELA CCSS, p. 38).
RL.9-10.2 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 (ELA CCSS, p. 38).
RL.9-10.3. 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 (ELA CCSS, p. 38).
RL.9-10.9 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) (ELA CCSS, p. 38).
RI.9-10.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (ELA CCSS, p. 39).
RI.9-10.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments (ELA CCSS, p. 39).
W.9-10.1 Write arguments to support claims with clear reasons and relevant evidence (ELA CCSS, p. 42).
W.9-10. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (ELA CCSS, p. 46).
W.9-10.6 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 (ELA CCSS, p. 46).
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research (ELA CCSS, p. 46).
SL. 9-10.1 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 (ELA CCSS, p. 50).
L.9-10.6 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 (ELA CCSS, p. 55).
L.9-10. 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 (ELA CCSS, p. 54).
RL.9-10.2 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 (ELA CCSS, p. 38).
RL.9-10.3. 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 (ELA CCSS, p. 38).
RL.9-10.9 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) (ELA CCSS, p. 38).
RI.9-10.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (ELA CCSS, p. 39).
RI.9-10.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments (ELA CCSS, p. 39).
W.9-10.1 Write arguments to support claims with clear reasons and relevant evidence (ELA CCSS, p. 42).
W.9-10. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (ELA CCSS, p. 46).
W.9-10.6 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 (ELA CCSS, p. 46).
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research (ELA CCSS, p. 46).
SL. 9-10.1 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 (ELA CCSS, p. 50).
L.9-10.6 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 (ELA CCSS, p. 55).
L.9-10. 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 (ELA CCSS, p. 54).
NCTE Standards
#1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
#2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
#3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
#6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
#12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
#2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
#3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
#6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
#12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
English Language Arts Core Curriculum Standards
GRADE 10 READING:
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 72).
Standard 2: Students will read, write, listen, and speak for literary response and expression (p. 72).
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (p. 73).
Standard 4: Students will read, write, listen, and speak for social interaction (p. 73).
GRADE 10 WRITING
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 74).
Standard 2: Students will read, write, listen, and speak for literary response and expression (p. 74).
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (p. 75).
Standard 4: Students will read, write, listen, and speak for social interaction (p. 75).
GRADE 10 LISTENING
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 76).
GRADE 10 SPEAKING
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 77).
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (p. 77).
Standard 4: Students will read, write, listen, and speak for social interaction (p. 77).
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 72).
- Use specialized reference sources, such as glossaries, directories, and abstracts
- Skim texts to gain an overall impression and scan texts for particular information (focus on key words/phrases to generate questions)
- Analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects
Standard 2: Students will read, write, listen, and speak for literary response and expression (p. 72).
- Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres (build background by activating prior knowledge)
- Compare a film, video, or stage version of a literary work with the written version
- Recognize relevance of literature to contemporary and/or personal events and situations
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (p. 73).
- Form opinions and make judgments about the validity of persuasive texts
- Analyze and evaluate nonfiction texts, including…determine the reliability and significance of information
Standard 4: Students will read, write, listen, and speak for social interaction (p. 73).
- Share reading experiences with a peer or adult; for example, read together silently or aloud, or discuss reactions to texts.
- Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
GRADE 10 WRITING
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 74).
- Analyze data, facts, and ideas to communicate information
- Take notes and organize information from written and oral texts, such as lectures and interviews
- Use a range of organizational strategies (e.g., clustering, webbing, and mapping) to present information
Standard 2: Students will read, write, listen, and speak for literary response and expression (p. 74).
- Write original literary texts
- Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (p. 75).
- Articulate one or more perspectives, such as one's own and/or those of a special interest group, to summarize arguments on different sides of issues.
- Analyze texts, using resources such as recognized experts, knowledge from school subjects and reading, and personal experience
Standard 4: Students will read, write, listen, and speak for social interaction (p. 75).
- Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with writing partner(s)
GRADE 10 LISTENING
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 76).
- Synthesize information from different sources by combining or categorizing data and facts
GRADE 10 SPEAKING
Standard 1: Students will read, write, listen, and speak for information and understanding (p. 77).
- Express a point of view, providing supporting facts and details
- Anticipate and acknowledge the listener’s points of view
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (p. 77).
- Express opinions or make judgments about ideas, information, experiences, and issues in literary, scientific, and historical articles and in advertisements
- Articulate personal opinions to clarify stated positions and persuade or influence groups
- Present reasons, examples, and details from sources cited to defend opinions and judgments
Standard 4: Students will read, write, listen, and speak for social interaction (p. 77).
- Speak informally with familiar and unfamiliar people, individually and in group settings
SCIENCE
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Common Core State Standards
RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (ST CCSS, p. 62).
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text (ST CCSS, p. 62).
RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics (ST CCSS, p. 62).
RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy) (ST CCSS, p. 62).
RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts (ST CCSS, p. 62).
WHST.9-10.1 Write arguments focused on discipline-specific content (ST CCSS, p. 64).
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes (ST CCSS, p. 65).
WHST.9-10. 7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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 (ST CCSS, p. 66).
WHST.9-10.8 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 (ST CCSS, p. 66)
WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research (ST CCSS, p. 66).
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text (ST CCSS, p. 62).
RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics (ST CCSS, p. 62).
RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy) (ST CCSS, p. 62).
RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts (ST CCSS, p. 62).
WHST.9-10.1 Write arguments focused on discipline-specific content (ST CCSS, p. 64).
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes (ST CCSS, p. 65).
WHST.9-10. 7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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 (ST CCSS, p. 66).
WHST.9-10.8 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 (ST CCSS, p. 66)
WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research (ST CCSS, p. 66).
New York State Learning Standards for Mathematics, Science and Technology: Standard 4 - "Science Strand"
Standard 4 - The Living Environment:
Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science (p. 35).
1. Living things are both similar to and different from each other and nonliving things.
Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
6. Plants and animals depend on each other and their physical environment.
Explain the importance of preserving diversity of species and habitats
7. Human decisions and activities have had a profound impact on the physical and living environment.
Describe the range of interrelationships of humans with the living and nonliving environment.
Explain the impact of technological development and growth in the human population on the living and nonliving environment.
Explain how individual choices and societal actions can contribute to improving the environment.
1. Living things are both similar to and different from each other and nonliving things.
Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
6. Plants and animals depend on each other and their physical environment.
Explain the importance of preserving diversity of species and habitats
7. Human decisions and activities have had a profound impact on the physical and living environment.
Describe the range of interrelationships of humans with the living and nonliving environment.
Explain the impact of technological development and growth in the human population on the living and nonliving environment.
Explain how individual choices and societal actions can contribute to improving the environment.
Commencement Level Science Core Curriculum: The Living Environment (p. 17-20)
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
Major Understandings:
Performance Indicator 6.2: Explain the importance of preserving diversity of species and habitats.
Major Understandings:
Performance Indicator 6.3: Explain how the living and nonliving environments change over time and respond to disturbances.
Major Understandings:
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment.
Major Understandings:
Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
Major Understandings:
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
Major Understandings:
- 6.1a Energy flows through ecosystems in one direction, typically from the Sun, through photosynthetic organisms including green plants and algae, to herbivores to carnivores and decomposers.
- 6.1d The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi.
- 6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions among organisms.
- 6.1g Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, scavenge, or decompose another.
Performance Indicator 6.2: Explain the importance of preserving diversity of species and habitats.
Major Understandings:
- 6.2a As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. This diversity of species increases the chance that at least some will survive in the face of large environmental changes. Biodiversity increases the stability of the ecosystem.
- 6.2b Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to humankind. As diversity is lost, potential sources of these materials may be lost with it.
Performance Indicator 6.3: Explain how the living and nonliving environments change over time and respond to disturbances.
Major Understandings:
- 6.3a The interrelationships and interdependencies of organisms affect the development of stable ecosystems.
- 6.3c A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters. The altered ecosystem can usually recover through gradual changes back to a point of long-term stability.
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment.
Major Understandings:
- 7.1c Human beings are part of the Earth's ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.
Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
Major Understandings:
- 7.2a Human activities that degrade ecosystems result in a loss of diversity of the living and nonliving environment. For example, the influence of humans on other organisms occurs through land use and pollution. Land use decreases the space and resources available to other species, and pollution changes the chemical composition of air, soil, and water.
- 7.2b When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area.
- 7.2c Industrialization brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.