graphic organizers for common core standards-based reading

CCS RL Graphic Organizers Grades 9-10 Copyright © 2011, Tracee Orman

Graphic Organizers forCommon Core Standards-Based

READING - LITERATURE In-Depth AnalysisGRADES 9-10

Created by Tracee Ormanwww.traceeorman.com

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Common Core Standards-Based Graphic Organizers for Reading - LiteratureTeachers: Use the following graphic organizers with any piece of literature to practice the skills in the Common Core Standards: Reading Literature. Each organizer is labeled with the correlating standard it practices. RL = Reading Literature and RI = Reading Informational. This set is for grades 9-10 and includes 24 different organizers.

Standard Number of Organizers to Practice this Standard

1 2

2 2

3 6

4 1

5 1

6 5

7 2

8 1 (RI only - does not apply to RL)

9 2

10 2

Thank you for your purchase and I hope you find these organizers useful as you implement the Common Core Standards into your current curriculum.

If you have any questions, you may contact me at: [email protected]

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Reading - Information Reading - Literature1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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).

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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.

6. Assess how point of view or purpose shapes the content and style of a text.

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.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

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).

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. (Not applicable to literature)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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).

10. Read and comprehend complex literary and informational texts independently and proficiently.

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.

CCS Anchor Standards - Grades 9-10




Making Inferences (CCS RL1; RI1)

Example passage or quote from text

What you infer from this passage

Evidence and details that support or disprove your inference

Example passage or quote from text

What you infer from this passage

Evidence and details that support or disprove your inference




Making & Analyzing Inferences (CCS RL1; RI1)Making & Analyzing Inferences (CCS RL1; RI1)Making & Analyzing Inferences (CCS RL1; RI1)

What the text says What I think it means What this implies or infers Details that back up this claim




Theme Development (CCS RL2; RI2)

Theme How the character(s)–through their actions or lack of, statements, quotes, decisions, etc.– contribute to the theme development.




Summary of ThemeHow all the contributing details emerge to solidify this theme by the end of the text:

Advancement of ThemeNew details, events, quotes and/or actions throughout the text that continue to contribute this theme:

Theme Development Over the Course of the Text (CCS RL2; RI2)

Theme or Central Idea: __________________________________________________________________________

Introduction of ThemeDetails, events, quotes, and/or actions in beginning of text that introduce this theme:




How the character sees himself/herself - How others see the character (CCS RL3; RI3)How the character sees himself/herself - How others see the character (CCS RL3; RI3)

What words does the character use to describe himself/herself?

What words do other characters use to describe the character?

What do these words tell you about the character and the decisions he/she has made? What do these words tell you about the character and the decisions he/she has made?

Character Analysis

Name of Character: _____________________________________________________________




Problems/Challenges (CCS RL3; RI3)Problems/Challenges (CCS RL3; RI3)

What problems and /or challenges does this character face? How does the character react to these problems/challenges?

Character Analysis





Change & Growth through Events (CCS RL3; RI3)Change & Growth through Events (CCS RL3; RI3)Change & Growth through Events (CCS RL3; RI3)

Event How does the character feel about this event? How does this event affect the character? How does the character change during/after this event?

Give evidence from the text.

Character Analysis



Change & Growth (CCS RL3; RI3)

Character How the character first felt about/viewed this character.

How the character felt about/viewed this character at the end of the novel.

What made the character change how he/she felt/viewed this character? Cite evidence from

the novel.

Character Analysis





Main Event #3How the character’s action(s) contributes to the advancement of the plot:

Main Event #1How the character’s action(s) contributes to the development of the plot:

Plot Development (CCS RL3; RI3)

Main Event #2How the character’s action(s) contributes to the advancement of the plot:

Main Event #4How the character’s action(s) contributes to the advancement and/or resolution of the plot:




Plot Development (CCS RL3; RI3)Plot Development (CCS RL3; RI3)

Main Events How character’s action(s)–or lack of–contributes to the plot development.

How other characters contribute to the plot development through this event.

Character Analysis





Author’s Word Choices - Figurative Language (CCS RL4; RI4)

Example passage/quote

Figurative device being used

Literal meaning

Figurative meaning or connotation

How it affects the tone

How it contributes or influences the overall meaning




Author’s Choices in Text Structuring (CCS RL5; RI5)Author’s Choices in Text Structuring (CCS RL5; RI5)

Structure How author incorporates/uses this structure. What effect(s) is created through this choice?

Pacing of events

Flashbacks

Foreshadowing




Analyzing the Point of View (CCS RL6; RI6)Analyzing the Point of View (CCS RL6; RI6)

Identify details that indicate characters’ beliefs and their reasons for acting or feeling as they do.

Identify details suggesting the writer’s attitudes.Draw a conclusion from these details about the values and basic beliefs of the different characters and of the writer.




Analyzing the Point of View (CCS RL6; RI6)A worldview consists of values and beliefs held by a culture.

Analyzing the Point of View (CCS RL6; RI6) consists of values and beliefs held by a culture.

Character’s Worldview Writer’s Worldview

Details: Details:

Conclusions: Conclusions:




Analyzing the Point of View (CCS RL6; RI6)Compare point-of-view of two literary worksAnalyzing the Point of View (CCS RL6; RI6)Compare point-of-view of two literary works

Literary Work #1: _____________________________________ Literary Work #2: _____________________________________

Narrator: Narrator:

Details that reveal narrator: Details that reveal narrator:

Point of view or perspective used: Point of view or perspective used:

Details that reveal point of view: Details that reveal point of view:

Global perspective: Global perspective:




UNDERSTANDINGWhat You’ve Learned

about the different cultural experiences from the text:

DIFFERENCESDetails & Examples

in text that differs from your culture or differs from anything you’ve experienced:

Analyzing the Point of View (CCS RL6; RI6)Analyze the Cultural Experience to Understand Global Perspective

REMINDERSThings/People in Your

Experience and/or Culture that remind you of the new things/

people you’ve learned:




Analyzing the Point of View (CCS RL6; RI6)How does the author use rhetoric to advance this point of view?

Or, more simply, what arguments are made by the author and are they effective in advancing his/her point of view?

Write the Author’s POINT OF VIEW

List one detail that supports the author’s point of view:

__________________________________________________________

__________________________________________________________

Is this an effective argument? Why or why not?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

List another detail that supports the author’s point of view:

__________________________________________________________

__________________________________________________________

Is this an effective argument? Why or why not?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


Comparing Two Works Using Different Artistic Mediums of Same Subject (CCS RL7; RI7)Comparing Two Works Using Different Artistic Mediums of Same Subject (CCS RL7; RI7)Comparing Two Works Using Different Artistic Mediums of Same Subject (CCS RL7; RI7)Comparing Two Works Using Different Artistic Mediums of Same Subject (CCS RL7; RI7)

Literary Work: ______________________________________________________

Literary Work: ______________________________________________________

Title of Work in Other Artistic Medium: _____________________________________________________

Title of Work in Other Artistic Medium: _____________________________________________________

Subject: Subject:

Key Details: Key Details:

What the author emphasizes of subject matter:What the author emphasizes of subject matter: What the artist emphasizes of subject matter:What the artist emphasizes of subject matter:

What is absent in the treatment of the subject matter:What is absent in the treatment of the subject matter: What is absent in the treatment of the subject matter:What is absent in the treatment of the subject matter:

What you like about the treatment of subject in this work:

What you don’t like about the treatment of subject in this work:

What you like about the treatment of subject in this work:

What you don’t like about the treatment of subject in this work:




Key details of artwork: _________________________

___________________________________________

___________________________________________

___________________________________________

What the artist emphasizes about this subject: ______

___________________________________________

___________________________________________

___________________________________________

What the artist leaves out: ______________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Overall impression of subject matter: ______________

___________________________________________

___________________________________________

___________________________________________

Comparing Two Works Using Different Artistic Mediums of Same Subject (CCS RL7; RI7)

Key details of text: __________________________________

_________________________________________________

_________________________________________________

_________________________________________________

What the writer emphasizes about this subject: ___________

_________________________________________________

_________________________________________________

_________________________________________________

What the writer leaves out: ___________________________

_________________________________________________

_________________________________________________

_________________________________________________

Overall impression of subject matter: ____________________

_________________________________________________

_________________________________________________

_________________________________________________

Subject matter of both works:




Evaluate & Delineate Arguments & Claims - Reading for Information Only (CCS RI8)

Argument or Claim by Author

Reasons or Support of Argument

Relevance of Evidence

Sufficiency of Evidence

How Valid Is the Claim or Argument?




Allusions in Literature (CCS RL9; RI9)

Identify the Allusion (reference to another literary work)

To whom or what it refers (the SOURCE of allusion)

How the author transforms the source text




Allusions in Literature (CCS RL9; RI9)Allusions in Literature (CCS RL9; RI9)

Identify the Allusion (reference to another

literary work)

To whom or what it refers (the SOURCE of allusion) Meaning of Allusion Why Author Included Allusion




Reading & Comprehending Grade-Level Materials (CCS RL10; RI10)

What was unique about the setting of the book and how did it enhance or take away from the story?

What specific themes did the author emphasize throughout the novel?

What do you think he or she is trying to get across to the reader?

Do the characters seem real and believable? Can you relate to their predicaments? To what extent do they remind you of yourself or someone you know?




Reading & Comprehending Grade-Level Materials (CCS RL10; RI10)

How do characters change or evolve throughout the course of the story? What events trigger such changes?

In what ways do the events in the books reveal evidence of the author's world view?

Did certain parts of the book make you uncomfortable? If so, why did you feel that way?

Did this lead to a new understanding or awareness of some aspect of your life you might not have thought about before?



graphic organizers for common core standards-based reading

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