California Language Arts Standards -- Grades 9-10

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
• The Dictionary: Word Up
  http://www.beyondbooks.com/law81/1i.asp
  

1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
• Persuasive Language
  http://www.beyondbooks.com/law81/14c.asp
  

1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal.

2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

• Citations
  http://www.beyondbooks.com/law81/6e.asp
  

2.3 Generate relevant questions about readings on issues that can be researched.
• Premise of Research
  http://www.beyondbooks.com/law81/6a.asp
  

2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

• Where Do I Begin? Research Strategies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/law81/6.asp
  

2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).
• Cyberspace: Using the Internet for Research
  http://www.beyondbooks.com/law81/6c.asp
  

2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.
• Process Essays
  http://www.beyondbooks.com/law81/13d.asp
  

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).
• What Is Tone?
  http://www.beyondbooks.com/law81/9b.asp
  
• Persuasive Technique
  http://www.beyondbooks.com/law81/14b.asp
  
• Persuasive Technique
  http://www.beyondbooks.com/law81/14b.asp
  
• Persuasive Language
  http://www.beyondbooks.com/law81/14c.asp
  
• Specifics and Generalizations
  http://www.beyondbooks.com/law81/14d.asp
  

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students.

3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).
• Early Popular Drama and Novels
  http://www.beyondbooks.com/lam11/2a.asp
  
• Writers for Women's Rights
  http://www.beyondbooks.com/lam11/3d.asp
  
• Thornton Wilder Our Town
  http://www.beyondbooks.com/lam12/1b.asp
  
• The Stage Is Set -- American Drama Flourishes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lam12/7.asp
  
• Lorraine Hansberry A Raisin in the Sun
  http://www.beyondbooks.com/lam12/12d.asp
  
• Renaissance, Reason, and Order
  http://www.beyondbooks.com/leu11/2.asp
  
• Morality Plays, Interludes, and the Emergence of Mature Drama
  http://www.beyondbooks.com/leu11/2h.asp
  
• Satire: Dryden, Pope and Swift
  http://www.beyondbooks.com/leu11/4a.asp
  
• Comedy of Manners -- Stage Sitcoms
  http://www.beyondbooks.com/leu11/4b.asp
  
• Lord Byron -- Cosmic Self-assertion
  http://www.beyondbooks.com/leu11/6g.asp
  

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.
• Comparison
  http://www.beyondbooks.com/law81/13b.asp
  

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.
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  
• Building Language PROGRAM
  http://www.beyondbooks.com/law81/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  
• Building Language PROGRAM
  http://www.beyondbooks.com/law81/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).
• Novel Structure
  http://www.beyondbooks.com/law81/11b.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.7 Recognize and understand the significance of various literary devices,including figurative language, imagery, allegory, and symbolism, and explain their appeal.
• Literary Symbols
  http://www.beyondbooks.com/law81/11d.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
• How Authors Choose Language
  http://www.beyondbooks.com/law81/11a.asp
  

3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
• Early Popular Drama and Novels
  http://www.beyondbooks.com/lam11/2a.asp
  
• Writers for Women's Rights
  http://www.beyondbooks.com/lam11/3d.asp
  
• Thornton Wilder Our Town
  http://www.beyondbooks.com/lam12/1b.asp
  
• The Stage Is Set -- American Drama Flourishes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lam12/7.asp
  
• Lorraine Hansberry A Raisin in the Sun
  http://www.beyondbooks.com/lam12/12d.asp
  
• Renaissance, Reason, and Order
  http://www.beyondbooks.com/leu11/2.asp
  
• Morality Plays, Interludes, and the Emergence of Mature Drama
  http://www.beyondbooks.com/leu11/2h.asp
  
• Satire: Dryden, Pope and Swift
  http://www.beyondbooks.com/leu11/4a.asp
  
• Comedy of Manners -- Stage Sitcoms
  http://www.beyondbooks.com/leu11/4b.asp
  
• Lord Byron -- Cosmic Self-assertion
  http://www.beyondbooks.com/leu11/6g.asp
  
• Dialogue
  http://www.beyondbooks.com/law81/12d.asp
  

3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)
• The House of Style AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/law81/9.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.
  

3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  
• From Beowulf to Virginia Woolf PROGRAM
  http://www.beyondbooks.com/leu11/index.asp
  
• Shakespeare PROGRAM
  http://www.beyondbooks.com/sha91/index.asp
  Students can use the content from Beyond Books literature programs to help achieve this standard.