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Fences

Unit Plan

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www.englishunitplans.com

Fences: Pre-reading Questions 1. Here's what August Wilson himself said about his play: "It was an opportunity to show how the

deprivation of possibility has an effect on human life and on how one deals with his family." Consider the effect the "deprivation of possibility" has on human life. What does it do to us?

2. Consider the title, Fences. What are some of the symbolic implications? List at least three. 3. Read pp. xvii-xviii, "The Play," just before Act 1. Wilson is characterizing the American dream for

European immigrants and for native-born African-Americans. How do the dreams and opportunities for both groups differ? Be sure to quote the text.

4. What are your dreams? Where do you see yourself in five years? In 10 years? In 15 years? In 20 years? 5. What if your child could succeed at your dream, which you failed to achieve? How would you feel?

Jealous? Envious? Supportive? Why?

Reading Guide #1: Fences Introduction

1. Explain what sharecropping is:

2. List six things Troy Maxson learns from his father a. b. c. d. e. f.

3. What happened to Troy’s brother and why?

4. “When the sins of our fathers visit us/ We do not have to play host We can banish them with forgiveness/ As God, in His Largeness and Laws.” -August Wilson In your own words, what does this quote mean?

5. Describe the relationship of the

character to Troy Maxson Troy Maxson

Jim Bono

Rose

Lyons

Gabriel

Cory

Raynell

Setting 6. In the space provided, please draw a sketch of the setting of the play

Act One: Scene One

7. What question did Troy Maxson ask Mr. Rand and what was Mr. Rand’s response?

8. What are the possibilities of Rose’s life if she hadn’t married Troy? a. A b. A c. A d. A

9. Troy’s states that he wanted to purchase a rooster to place in the backyard to make sure that Rose was staying faithful. Do you think he had real concerns over this issue, or is he just teasing Rose?

10. Is there a double standard with the comments that Troy “eyes” other women, but he wanted a rooster to insure his wife’s fidelity? Explain your answer.

11. Explain why Troy shop’s at Bella’s and why Rose will not shop at Bella’s.

12. Explain what Troy’s reaction is to his son being recruited by a college football team.

13. Why was Troy Maxson unable to futher his baseball career and how does he feel about that?

14. What does Troy mean that he “wrestled death for three days and three nights?

15. “Though he fancies himself a musician, he is more caught up in the rituals and “idea” of being a musician than in the actual practice of the music.” Comment on this.

16. Lyons: “Come on, Pop…I just stopped by to say hi…see how you was doing.” Troy: “You ain’t stopped by yesterday.” Why is it significant that Lyons stopped by this evening and not yesterday?

17. Troy: “What’s the matter, you too good to carry people’s rubbish? Where you think that ten dollars you talking about come from? I’m just supposed to haul people’s rubbish and give my money to you cause you too lazy to work. You too lazy to work and wanna know why you ain’t got what I got.” What does this passage tell you about what Troy Maxson values? What does his son Lyons value? Why do you think they value different things?

18. What values do you have towards work? Is there work that you would not do? Do you feel it is okay to accept money and other charity from others? If so, in what cases?

19. And furthermore, why is Lyons asking his father for money rather than Bonnie?

20. Do you think that Lyons is going to pay his father back? Why or why not?

Act One, Scene 2 21. Why might Rose play the lottery?

22. “The lottery is the poor man’s retirement system.” What truth, if any, is there to this statement?

23. What issues does Troy have with Pope?

24. Describe Gabriel. What literary purpose might he serve?

25. What concern does Rose have about Gabe? What solution does she present?

26. What is Troy’s attitude towards Gabe? What does Troy think he should do about Gabe?

27. What does “If my brother didn’t have that metal plate in his head…I wouldn’t have a pot to piss in or a window to throw it out of. And I’m fifty-three years old. Now see if you can understand that!” mean?

Act One, Scene 3 28. What do you think of Cory’s argument that two hundred dollars “ain’t that much” for a

television set? How much money does Troy take home every two weeks?

29. What is Troy’s objection to Cory being recruited? What does he want Cory to do instead of playing football? What do you think is behind Troy’s objections to playing sports in college?

30. Describe Troy’s reaction to Cory’s questions: “Do you like me?”

Act One, Scene 4 31. What was the outcome of Troy’s visit to the Commissioner’s Office?

32. What “problem” does Bono point out about Troy’s new position at work? Do you believe that Troy should have told his boss about this “problem”. Why or why not?

33. Were you surprised that Lyons returned the money he borrowed? What was your reaction to Troy’s refusal to take the money back? Why do you feel he acted like this?

34. Describe Bono’s childhood.

35. Describe Troy’s childhood and the incident that led to his leaving home at fourteen.

36. How did Troy end up in prison? How long did he spend there?

37. Do you agree or disagree with Troy’s decision to sabotage Cory’s chances to play college football? Why?

Act Two, Scene 1

38. Where has Troy gone off to at the beginning of Act Two? Why? What is the resolution of the conflict?

39. Why does Bono keep telling Troy that “Rose is a good woman?”

40. What is Troy’s excuse for having an affair?

41. What is Rose’s reaction to finding out her husband of eighteen years is having a baby with another woman?

42. Was it ethical for Troy to have an affair since his marriage left him feeling like he was standing still? Discuss.

43. Why does Cory have a fist fight with his father? Was this fight justified?

Act Two, Scene 2

44. How much time has passed since Scene 1?

45. What living arrangements have Rose and Troy made over the course of the past few months?

46. What has happened to Gabriel?

Act Two, Scene 3

47. What transpires to bring Troy’s daughter to live with Troy and Rose?

48. Do you agree with Rose’s decision to help raise Troy’s daughter? Explain. Act Two, Scene 4

49. Describe the confrontation between Cory and Troy. How is it resolved? Act Two, Scene 5

50. Summarize the major events of Scene 5.

Name(s): _______________________________________ Date: _________

Fences: Scene Creations In groups of four or five you will create a scene. Read your assigned scenario. Look through the text for clues to how your scene might play out. Brainstorm ideas within your group. Make sure you use some of the actual text in your scene. Feel free to make up their own details, as long as they are consistent with the play. Write out the dialogue; I will collect at the end of the activity. You will perform your scene in front of the class, so be creative. 1: Troy and Alberta Meet Write a scene in which Troy first meets Alberta. To get started, you might want to consider the following questions:

How did they first meet? Why did this person approach the other? Where did

they first meet? What happened during their first meeting? Who approached whom first? How did their first meeting end?

2: Create a Memory [Troy, Rose, Lyons or Cory] Throughout Fences, the audience sees the end results of building conflicts from the past. Choose one of the other characters in the play and write a scene that shows a possible memories. You may want to consider following questions to get started:

What was a significant event in this character's life? How does this character feel about this event? Why was this event so important to this character?

3: Ten Years Later Write a scene between Rose, Lyons, Cory that takes place ten years after Troy's death. To get started, you might want to consider the following questions:

What event might bring the three of them together? How do they feel about seeing each other? What has happened to each of them in the past ten years?

Fences Quiz 1 Directions: Answer each question. You do not need to use complete sentences. 1 point each. 1. What is Troy’s profession? 2. What right is Troy fighting for at work? What is the outcome of “going down to talk to the

Commissioner?” 3. Who is Gabriel? What happened to him to affect the way he thinks? 4. Why does Gabriel think that Troy is mad at him? 5. Why does Troy feel guilty about Gabriel? (regarding the house) 6. Where did Bono and Troy meet? 7. What dream did Troy never fulfill? Why wasn’t he able to, according to Troy? 8. What main chore is Cory supposed to stay home to do? 9. Why reason does Troy give for preventing Cory from playing football? 10. When does Lyons visit? Why? 11. What does he (Lyons) want to be? What does Troy think of that? 12. Give one example of the type of childhood Troy had. How does his childhood help to

explain the way that he interacts with his sons? 13. Describe the relationship between Rose and Troy. BONUS 14. Who is the one African-American baseball player mentioned who played in the white league?

Fences Quiz on Act II 1. What news does Troy have to tell Rose? Be specific. 2. What happens to Alberta? 3. What does Troy ask Rose to do for him? (referring to his new baby) 4. What direction does Cory take in his life? 5. What happens to Gabe? 6. What happens to Lyons? 7. What is Troy’s daughter’s name? 8. What happens to Troy at the end of the play?

Fences: Monologues You will be doing a monologue in the voice of one of the characters from Fences. You will be presenting these on __________________________ Here’s the plan: 1. You will be responsible for speaking in character.

You will be choosing your character TODAY: Troy, Rose, Bono, Cory, Gabe, Ly0ns, Alberta.

2. You may select any topic to write your monologue on as long as you remain true to the character. The style does not have to be written in Wilson's voice so feel free to explore your voice.

3. You should have at least ONE quote from the play in your creation. 4. Your grade will be determined out of 25 points. 5. You will be allowed to have your speech in front of you, but you may not READ it to

the class. Eye contact is expected, and that means more than glancing up for a word or two.

6. You will be expected to be in character, but not distractingly so. For example, please

don't go on a minute-long diatribe about cheese. 7. Your monologue should last for approximately 1 minute, so make sure you practice

your timing. You will lose points if you go over 1 1/2 minutes, or if you are under 1 minute.

8. You will be expected to maintain appropriate poise. Please do not lean on the

podium or the white board. 9. The remainder of your points will be based on your tone, volume and pace. Don't

rush and don't whisper. Stay in character. Avoid nervous laughter and fidgeting. 10. HINT: Teachers always like it when you go beyond the call of duty. Appropriate

attire would be welcomed and is heavily encouraged. Don't worry about the audience. They will lose points from their individual speeches if they heckle you or make you giggle!

Monologue Eye Contact /7

Presentation/Tone Infliction /5

Emotional Change throughout the piece /7

Content/Creativity /6

Quote /5

1 minute minimum /5

EX: Costume/Prop/Dialect/Metaphors OVERALL: /35 Monologue Eye Contact /7

Presentation/Tone Infliction /5

Emotional Change throughout the piece /7

Content/Creativity /6

Quote /5

1 minute minimum /5

EX: Costume/Prop/Dialect/Metaphors OVERALL: /35 Monologue Eye Contact /7

Presentation/Tone Infliction /5

Emotional Change throughout the piece /7

Content/Creativity /6

Quote /5

1 minute minimum /5

EX: Costume/Prop/Dialect/Metaphors OVERALL: /35

In-Class Essay August Wilson's Fences

Throughout Fences, August Wilson continually comments on two themes central to our study of American literature. On one hand, both plays discuss the concept of the American Dream and the feasibility of achieving it. On the other hand, Fences centers around the actions and decisions of the leading man: Troy Maxson. Can he be considered a tragic hero? Do we, the audience, ultimately benefit from his struggle? As students of American literature, we must consider these ideas in depth. Assignment: In an essay, respond to one of the following topics: 1. Consider the themes of the play:

• the American Dream • women’s and/or men’s roles in the 1950s • loneliness • racial identity • the individual vs. society

Consider what is being said about one of the above themes. For example, discuss the concept of the American Dream as it appears in the plays. Think about the idea of equal access to the dream. What do other characters think of the leading man's dream? Does Troy ever grow and develop a more "modern" or "mature" sense of his American Dream? What messages do we, the audience, learn from their experiences in the pursuit of his dream? 2. Consider the characters and their roles in the play: • Troy Maxson is an excellent father. • Rose Maxson is a woman all females from the 1950s to the 1990s should emulate. • Cory Maxson is just as responsible for his failures in football as his father is. • Gabe Maxson as the fool with all the knowledge no one will listen to Focus on one specific character and argue for or against him/her fitting into the expected role. For example, analyze the definition of a tragic hero. Can we consider Troy a tragic hero? How does he fit the definition? What do we ultimately learn from Troy and his decisions/actions? Is he a role model? What makes him so or what does he lack if he is not? What sets this man apart?

Fences Unit Test True/False Mark “A” if the statement is true and “B” if the statement is false. 1. Cory joined the Army after leaving home. 2. Troy feels a great sense of responsibility for his family. 3. Troy’s issue with his employer gets him fired. 4. In his opinion, Troy played baseball better than many major league players. 5. Rose dies in childbirth. 6. Lyons marries Bonnie. 7. The fence around the house is never completed. 8. Gabriel was born with a mental handicap. 9. Troy was a very supportive father to Lyons, unlike his distant relationship with Cory. 10. Troy is now a professional baseball player. 11. Troy doesn't want Cory to play football because he has neglected his studies. 12. Rose knows throughout the play that Troy is having an affair. 13. Gabe’s literary purpose is to break the tension and highlight when truths are being revealed. 14. At the end of the play, Gabriel sounds his horn. 15. Lyons becomes a successful musician before his father dies. 16. Rose takes care of Raynell because she is a good woman with a caring, motherly instinct. 17. Cory admires his dad and wants to be exactly like his father. 18. Troy does not have as strong a grasp on reality as Gabriel does. Multiple Choice Choose the answer that best completes each statement. 19. How old is Raynell when the play ends? a) 7 b) 10

c) 13 d) 16 20. What is Lyons preferred profession? a) He wants to drive the truck like his father. b) He is a corporal in the military. c) He is a musician. d) He wants to be a baseball player. 21. When Troy died, he was: a) carrying a garbage can. b) swinging the baseball bat. c) singing a song about his dog. d) at Alberta’s house. 22. How did Troy and Bono meet? a) Their wives introduced them. b) They met at work. c) They met on a baseball field. d) They met in jail. 23. How old was Troy when he left his father? a) 10 b) 12

c) 14 d) 16 24. Why does Lyons spend time in jail?

a) protesting civil rights. b) stabbing someone during a robbery. c) spousal abuse. d) cashing other people’s checks. 25. Why did Troy had an affair with Alberta?

a) because he felt he had lost his true self. b) because he was angry with Rose. c) to prove to Jim Bono that he could still eye women d) because he wanted a third child.

26. When Troy dies, Gabe has: a) moved back in with Rose and Raynell. b) moved back in with Miss Pearl. c) moved into his own place. d) stayed in the mental hospital. 27. Troy has to speak to his boss because:

a) he walked out on his job b) he was lying on his time sheet

c) the Commission agreed to make him a driver

d) he must fire Bono 28. At the end of Act I, what chore does Cory neglect to do?

a) paint the fence b) fix the fence c) take out the garbage d) clean his room

29. Why does Troy leave home? a) His father took advantage of a girl Troy had his eye on. b) He wanted to live the fast life in the city. c) He fell in love, ran away, and got married. d) He wanted his father to be proud of him.

30. Who wrote Fences? a) F. Scott Fitzgerald b) August Wilson c) J.D. Salinger d) Hank Aaron

Quote Identification Match each quote to the correct speaker. Answers may be used once, more than once, or not at all. A. Troy D. Cory AC. Raynell

B. Bono E. Lyons C. Rose AB. Gabriel

31. “Got me two rooms. In the basement. Got my own door too. Wanna see my key?” 32. “You showed me how to not make the same mistakes…to take life as it comes along and keep putting

one foot in front of the other.” 33. “Just cause you didn’t have a chance! You just scared I’m gonna be better than you, that’s all.” 34. “Don’t you tell me about no taking and giving.” 35. “…you know I can’t find no decent job. Where am I gonna get a job at? You know I can’t get no job.” 36. “You can’t tell me nothing about death. Death ain’t nothing but a fastball on the outside corner.” 37. “Ain’t too much changed. He still got that piece of rag tied to that tree. He was out here swinging that

bat. I was just ready to go back in the house. He swung that bat and then just fell over. Seem like he swung it and stood there with this grin on his face…and then he just fell over.”

38. “Your daddy got a promotion on the rubbish. He’s gonna be the first colored driver. Ain’t got to do nothing but sit up there and read the paper like them white fellows.”

39. “Hank Aaron ain’t nobody. That’s what you supposed to do.” 40. “How come you ain’t never liked me?” 41. “It’s time. It’s time to tell St. Peter to open the gates. Troy, you ready? You ready, Troy. I’m gonna tell

St. Peter to open the gates. You get ready now.” 42. “Don’t you think I ever wanted other things? Don’t you think I had dreams and hopes? What about my

life? What about me? Don’t you think it ever crossed my mind to want to know other men?” 43. “I just say she a good woman. Just like I say anything. I ain’t’ got to have nothing on my mind.” 44. “It don’t look like it never gonna grow.” 45. “Why you wanna do that to me? That was the one chance I had.”

Matching Match the correct character/idea/place to the correct description. Each answer will only be used once. A. death AB. sign of independence BD. sign of respect B. repayment of loan AC. loss of dreams BE. “stealing second base” C. truck driver AD. trumpet CD. payday D. one of the themes AE. poor choices/prison CE. 1950’s expectations E. protection BC. foreshadowing DE. bet 46. usually meant that Lyons would be dropping by Troy and Rose’s 47. keys to Gabriel’s apartment 48. “…as long as you’re in my house, you put that sir on the end of it when you talk to me.” 49. “_____ ain’t nothing but a fastball on the outside corner.” 50. the sins of the father follow the sons 51. constantly with Gabriel 52. Troy fought for this position because he believed he was being discriminated against 53. why Rose wants Troy to build a fence around the house 54. motivation for Troy to sabotage Cory’s collegiate dreams 55. shocks Troy but demonstrates Lyons’ strength of character 56. reason Troy wasn’t part of Lyons’ upbringing 57. “Better get ready for the judgment.” 58. reason Troy has the affair with Alberta. 59. new fence = new refrigerator 60. “You supposed to come when I call you, woman.” Please turn in this portion of the test and pick up the second part, the short answer section.

Short Answer. Respond to each of the following questions in COMPLETE SENTENCES. You must answer in the space provided. 5 points each. 1. What were the "sins of the father" for Cory and Troy? 2. In some ways, each person in Fences is both a winner and a loser. Choose TWO characters and explain

how and why. 3. Racism is really an important element in this play. Explain how. 4. Which character is more in touch with reality Troy or Gabriel? Why? 5. Which son, Cory or Lyons, is more like Troy? Why?

6. Is Troy a tragic hero? Why? Make sure to explain what tragic hero is in your answer. 7. Is Rose a role model for women, according to today's standard? Why? 8. What is ironic about the end [Gabriel and the horn]?

Fences by August Wilson

August Wilson• 1945-2005• Born in Pittsburg, PA to a German immigrant

father and an African American mother.• He has won two Pulitzer Prizes for Drama for

his plays, and is considered on of the premiere playwrights in the U.S.

• His plays depict the comic and tragic aspects of the African American experience in the twentieth century.

• Writes clearly using speech patterns and rhythms that were familiar to him from black neighborhoods of Pittsburgh, his writing was also strongly influenced by the blues.

• He believes that African Americans need not assimilate into the dominant culture, but to contribute to that society to make it represent African Americans.

Questions for Contemplation• If you could pursue any career/ profession, and know

you would be successful at it, what would you choose to do with your life?

• Why would you choose this career over all others? • Would you still choose to pursue this career even if

you were not guaranteed success? Why or why not? • Finally, are there any careers/ professions that you

feel you would avoid at all costs? Any that you feel would be “beneath” your taking? Again, elaborate on your response.

About Fences:

• Fences presents a slice-of-life in a black tenement in (Pittsburgh?) set in the late 1950s through 1965.

• The main character, Troy Maxson, is a garbage collector who has taken great pride in keeping his family together and providing for them.

• Troy's rebellion and frustration set the tone for the play as he struggles for fairness in a society which seems to offer none.

• Fences is both unique to the plight of African Americans and universal in its depiction of the human condition.

• The father-son and husband-wife relationships cross both unique and universal boundaries.

A few things to look for as you read:

• Metaphor of a Fence – fences keep things in and keep things out. What is Troy fencing in literally and figuratively? What is he fencing out literally and figuratively?

• Baseball Metaphors – note how Troy uses comparisons to baseball to describe many parts of his life.

• Death Personified – note how Troy personifies Death (he views, or at least describes, Death as an actual entity that he “fights”.

• The Metaphor of Troy’s name “Maxson” – Maxson can be viewed as a combination of Mason and Dixon, the Mason-Dixon line being the imaginary line that separated the slave states from the free states. Troy, like his name, is a study in contrasts: half-hopeful, half despairing.

Themes in Fences:

• Taking (or not taking) responsibility for one’s family, one’s actions.

• The difficulty in overcoming obstacles (including racial prejudice) placed by society, family, and/ or self.

• The relationships between father & son (Troy v. Lyons; Troy v. Cory; Troy v. his father)

• Gender roles and the relationships between husband & wife.

• How sacrifice/ denial of dreams affects a person.

• Fence• Baseball/Football• Troy's Past• Garbage Truck• World War II [metal plate]• Music• Image of "death"• “Playing the Numbers”• Archangel Gabriel & St. Peter

Images/Symbols/Important Info to Note

Fences Reading Guide• You are all expected to complete a Reading Guide and

turn it in on the day of the final. • The Reading Guide will be worth 100 points.• Answers should, generally, be in complete sentences. • You need to bring it to class each day.• The Reading Guide will help you understand the play and

prepare for the final, so it’s a win win.

Today’s Activity

• We’re going to begin reading Fences in class.• Volunteers to read for 6 roles: Troy, Jim Bono,

Rose, Lyons, Gabriel, and Cory. These parts are for Act 1, Scenes 1 & 2. We also need a “narrator” to read the stage directions.

• We’ll begin by reading the introduction. Hint: the first six questions on the study guide have to do with the introduction.

• Sharecropping; 6 things Troy learns from his father; Troy’s brother; What does August Wilson’s quote mean? Relationship between characters; sketch.

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

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.

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.

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.

Craft and Structure

RL.9-10.4. 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).

RL.9-10.5. 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.

RL.9-10.6. 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.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. 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.

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).

Range of Reading and Level of Text Complexity

RL.9-10.10. 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.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. 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.

Text Types and Purposes (continued) 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.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. 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.

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.

Research to Build and Present Knowledge

W.9-10.7. 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.

W.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.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. 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.

Speaking and Listening

Comprehension and Collaboration

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.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. 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.

SL.9-10.5. 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.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

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.

Vocabulary Acquisition and Use

L.9-10.4. 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.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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.