EN 37 Junior Essentials of English - mpsaz.org

EN 37

Junior Essentials of English

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2018

Table of Contents

Document Introduction ................................................................................................................................................ Page 1

Standards Overview .................................................................................................................................................... Page 3

Course Overview ......................................................................................................................................................... Page 4

Coding ......................................................................................................................................................................... Page 5

Reading Standards...................................................................................................................................................... Page 6

Reading for Literature ........................................................................................................................................... Page 8

Reading for Informational Text ............................................................................................................................. Page 13

Writing Standards ...................................................................................................................................................... Page 18

Speaking and Listening Standards ............................................................................................................................ Page 34

Language Standards ................................................................................................................................................. Page 42

Language Progression Chart .................................................................................................................................... Page 50

Arizona ELA Standards Grades 11-12 ...................................................................................................................... Page 52

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all

students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of

what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and

Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms.

These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the

Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content

experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in

each of the courses offered in the district. The 11th and 12th grade expert groups worked in conjunction to create an instructional progression for

each standard in each strand of the ELA Standards that reflects an intentional scaffolding within the 11-12 grade band for courses offered in the

district. The curriculum documents that resulted provide the following:

● an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading

(literature and informational text), Writing, Speaking and Listening, and Language

● course information including course number, level of difficulty, and course descriptions

● a key to the correct coding of standards

● a breakdown of suggested quarterly progression of instruction per standard by strand

● a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

Since The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state, these documents provide a

suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for

instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources

adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each

standard. While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested

progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is

that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns.

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to continue to build on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the Arizona ELA Standards. The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Bolded text within this column indicates the next step in the progression of the standard.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction

specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an

exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add

resources that will facilitate effective instruction for their students.

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and task. Reading Standards for Literature:

● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres ● Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose

● Demonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examples

● Demonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structures

● Analyze how two or more texts from the same time period treat similar themes or topics

Reading Standards for Informational:

● Infer multiple meanings and determine main ideas, author’s purpose, and the effectiveness of rhetorical devices and support those inference using

detailed examples from the text

● Analyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and details effectively

● Continue to cite strong evidence contextually to support their analysis and claims

Writing Standards:

● Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal

● Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format

for citation appropriate for the task and audience

● Plan, draft, revise, and edit writing in an effective and strategic manner

Speaking and Listening Standards:

● Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal

● Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources

● Present information using various forms of multimedia technology appropriate to the task, purpose, and audience

Language Standards:

● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) ● Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences

● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to

comprehend more fully when reading or listening; vary syntax for effect

● Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

Course #: EN37 Grade Level: 11th Grade Course Name: Junior Essentials of English Level of Difficulty: Low Prerequisites: None # of Credits: 1 (2 Sem.)

Course Description: This course reinforces basic reading and writing skills while teaching the essential skills of Junior English at a more individualized pace. The curriculum addresses reading literature and informational text, writing, speaking and listening skills, and language concepts (conventions and vocabulary).

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

• Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

• Comprehension and Collaboration • Presentation of Knowledge and Ideas

WRITING LANGUAGE

• Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

• Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

Teacher’s Note:

The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for

Grade 11 are the same as those for Grade 12. As teachers work toward mastery of these standards for their students, they should keep in mind

that students will work on the same skills in 12th Grade with an increased rigor as they read increasingly complex texts and demonstrate, through

writing, increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and

they should address increasingly demanding content and sources.

Coding

5

Standard 1 Grades 11-12

Strand:

Reading

Literature

11-12.RL.1

6

READING

STANDARDS

7

JUNIOR ESSENTIALS OF ENGLISH EN37

Bold text indicates focus for scaffolding 8

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

11-12.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

9-10

Standard

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

1st Quarter Cite textual evidence to support analysis of what the text says explicitly as

well as inferences from the text.

Graphic organizer:

• plot diagram

• characterization chart

AVID strategies:

• three-part source integration

• critical reading

identify main idea

underline evidence Remediation strategies:

• audio reading

• chunking tasks

• guiding questions

• illustrate to define words

• text-to-speech applications

2nd Quarter Cite strong textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

3rd Quarter Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

4th Quarter Master the standard in its entirety.

11-12.RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

9-10

Standard 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.

1st Quarter Determine and analyze the development of two themes or central ideas of a

text to provide an objective summary of the text.

Graphic organizers:

• summary template

• theme outline

• storyboard Possible products of summary:

• cartoon

• comic strip

• digital story

• act out in a skit

• children’s book

2nd Quarter Determine and analyze the development of two themes or central ideas of a text

to produce an account.





MPS RESOURCES 3rd Quarter Determine and analyze the development of two themes or central ideas of a text

to produce a complex account.

Remediation strategies:

• sentence starter

• teacher-generated thematic statements supported by students with textual evidence

• twenty-five word precise summary


11-12.RL.3: Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama. 9-10

Standard 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.

1st Quarter Analyze the author’s choices regarding how to develop and connect

elements of a story.

Possible products:

• Facebook page for complex character

• journal entry from character’s point of view

• assume the role of the character

write letters to another character

social media /text message dialogue between two characters

• character meme

• dialectical journal

Graphic organizer:

• character web

• Venn diagram

2nd Quarter Analyze the impact of the author’s choices regarding how to develop and

connect elements of a story.

3rd Quarter Analyze the impact of the author’s choices regarding how to develop and connect

elements of a story or drama.


11-12.RL.4: Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.

9-10

Standard 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.





MPS RESOURCES 1st Quarter Determine the literal meaning of words and phrase as they are used in the

text. Include determining figurative and connotative meanings.

Mini lessons:

• figurative language

• connotative vs. denotative

• tone

• author’s purpose

historical context

local color

patterns of diction

patters of dialect

Possible products:

• Quizlet

• rewrite excerpt using modern language

• discussion groups

Graphic organizers:

• SIFTT

S: symbolism

I: imagery

F: figurative language

T: theme

T: tone

• TWIST

T: tone

W: word choice

I: imagery

S: style

T: theme

• TP-CASTT:

T: title

P: paraphrase

C: connotation

A: attitude

S: shifts

T: title

T: theme

2nd Quarter Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings. Analyze the impact of specific

word choices on meaning.

3rd Quarter Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings. Analyze the impact of specific

word choices on meaning and tone.






MPS RESOURCES

11-12.RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.

9-10

Standard

Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery,

tension, or surprise.

1st Quarter Analyze an author’s choices concerning how to structure specific parts of a

text.

Possible products:

• mini screenplays

• track changes, choice, and order of events

• letter assuming the role of the author

• defending the author’s choice

Graphic organizers:

• story boards

• compare and contrast

• Freytag’s pyramid plot line

• map the structure of the plot

parallel structure

flashback

pacing

timeline


• limit student choice with a series of teacher-given options

• chunking

• circuit learning

2nd Quarter Analyze how an author’s choices concerning how to structure specific parts of a

text contribute to its overall structure and meaning.

3rd Quarter Analyze how an author’s choices concerning how to structure specific parts of a

text contribute to its overall structure and meaning as well as its aesthetic

impact.


11-12.RL.6: Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.

9-10

Standard

Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

1st Quarter Analyze how point of view impacts the explicit meaning in a text.

Mini lessons:

• genre

• point of view

• implicit and explicit meanings

• history/culture

• author biography/background

• role play scenarios from text

• compare and contrast American version of text that those of other cultures (i.e. myths, fairytales)

2nd Quarter Analyze how point of view impacts the implicit meanings in a text.

3rd Quarter Analyze how point of view impacts the implicit and explicit meanings in a text.






MPS RESOURCES

11-12.RL.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

9-10

Standard Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each

treatment.

1st Quarter Analyze multiple interpretations of a story (e.g. recorded or live production of a

play or recorded novel or poetry) identifying how each version interprets the

source text.

Compare/contrast:

• song to text

• painting to sculpture

• poem to artwork

• theater production to film Graphic organizers:

• T-charts

• Venn diagrams

• journals

• quick writes

2nd Quarter Analyze multiple interpretations of a story, drama (e.g. recorded or live

production of a play or recorded novel or poetry) identifying how each version

interprets the source text.

3rd Quarter Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live

production of a play or recorded novel or poetry) identifying how each version

interprets the source text.


11-12.RL.8: (Not applicable to literature)

11-12.RL.9: Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics. 9-10

Standard Analyze how an author draws on and transforms source material in a specific work

1st Quarter Analyze how two or more texts from the same period treat similar topics. Pre-reading activities:

• Venn diagrams

• timelines

• current events/historical context

Remediation:

• AVID Rhetorical Precis Template

• analyzing and categorizing rhetorical questions (rhetorical strategies)

• identifying Ethos, Pathos, and Logos

• group work

2nd Quarter Analyze how two or more texts from the same period treat similar themes.

3rd Quarter Drawing on a wide range of time periods, analyze how two or more texts from

the same period treat similar themes or topics.


11-12.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11. For more information about text complexity, please see the Arizona ELA Standards’ Glossary.



READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

11-12.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

9-10

Standard

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

1st Quarter Cite textual evidence to support analysis of what the text says explicitly as

well as inferences from the text.

AVID Strategies:

• three-part source integration

• critical reading

identify main idea

underline evidence

Remediation:

• audio reading

• chunking text

• guided questions

• illustrate to define words

• text-to-speech applications

2nd Quarter Cite strong textual evidence to support analysis of what the text says explicitly

as well as inferences from the text.

3rd Quarter Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences from the text, including determining where

the text leaves matters uncertain.


11-12.RI.2: Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.

9-10

Standard

Determine a central idea of a text and analyze 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.

1st Quarter Determine and analyze the development and interaction of two or more

central ideas over the course of a text to provide an objective summary.

Graphic organizers:

• chronological

• compare-contrast

• problem-solution

• cause-effect

• definition

• rhetorical triangle

• outline for central ideas


• students use textual evidence to support teacher-given

central idea

• twenty-five word precise summary

• rhetorical precis

• key-term summary

2nd Quarter Determine and analyze the development and interaction of two or more central

ideas over the course of a text to provide an analysis.




MPS RESOURCES 3rd Quarter Determine and analyze the development and interaction of two or more central

ideas over the course of a text to provide a complex analysis.


11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

9-10

Standard Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced

and developed, and the connections that are drawn between them.

1st Quarter Analyze a complex set of ideas or sequence of events. Graphic organizers:

• timeline of events

• cause and effect chart

• storyboard to show sequence of events


• chunking

• charting

2nd Quarter Analyze a complex set of ideas or sequence of events and explain how specific

individuals, ideas, or events interact.

3rd Quarter Analyze a complex set of ideas or sequence of events and explain how specific

individuals, ideas, or events interact and develop over the course of the text.


11-12.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

9-10

Standard Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the

cumulative impact of specific word choices on meaning and tone.

1st Quarter Determine the meanings of figurative, connotative, and technical language.

Graphic organizers:

• TP-CASTT

T: title

P: paraphrase

C: connotation

A: attitude

S: shifts

T: title

T: theme

• figurative language anchor chart

• connotative vs. denotative and technical meanings


• AVID weekly articles

• AVID reading strategies

author’s word choice

identify patterns of dictions

circle repeated words

2nd Quarter Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meaning; analyze how an author

uses and refines the meaning of a key term or terms.

3rd Quarter Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meaning; analyze how an author

uses and refines the meaning of a key term or terms over the course of a text.

4th Quarter

Master the standard in its entirety.




MPS RESOURCES

11-12.RI.5: Analyze and evaluate the effectiveness of the author's choice of structural elements and text features. 9-10

Standard

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a

section or chapter).

1st Quarter Analyze and evaluate the author’s choice of structural elements and text

features.

Mini lessons:

• structural elements

chronological

category or theme

order of the importance

• text features

headings

sub-headings

bold words

italics

footnotes

images

captions


• color code structural elements and text features

• model reading with focus on structural elements and text

features

• include lower level and high interest texts

• limit student choice with a series of teacher-given options

• chunking

• circuit learning

2nd Quarter Analyze and evaluate the effectiveness of the author’s choice of structural

elements and text features.

3rd Quarter Standard in its entirety.


11-12.RI.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.

9-10

Standard Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

1st Quarter Determine an author’s point of view or purpose in a text in which the

rhetoric is particularly effective.

Teach point of view, rhetoric, and style

Identify rhetorical devices that create specific effects

• sentence variety

• understatement

• over-generalization

• repetition

2nd Quarter Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how content contributes to the effectiveness

of the text.




MPS RESOURCES 3rd Quarter Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style contributes to the effectiveness of

the text.

Graphic organizers:

• Rhetorical Triangle

• TAP

T: task

A: audience

P: purpose

Possible product:

• political cartoon

• junk mail

• credit card application

• movie or tv show trailers

• advertisements

Mini lessons:

• sentence variety

• understatement

• over-generalization

• repetition


• model evaluation process

• teacher-selected examples


11-12.RI.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.

9-10

Standard Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are

emphasized in each account.

1st Quarter Evaluate multiple sources of information presented in different media or

formats as well as in print.

Suggested competitions:

• the author’s oral rendition of his work to its written version

• a political cartoon to an editorial with similar themes • thematic in poetry and music • themes across different writing genres • TedTalks • social media

2nd Quarter Integrate and evaluate multiple sources of information presented in different

media or formats as well as in print.

3rd Quarter Integrate and evaluate multiple sources of information presented in different

media or formats as well as in print in order to address a question or solve a

problem.

4th Quarter Master the standard in its entirety, independently and proficiently.




MPS RESOURCES

11-12.RI.8: Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts.

9-10

Standard

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.

1st Quarter Delineate the author’s rhetorical features used in seminal U.S. and world

texts.

Mini lessons for rhetorical features:

• antithesis

• parallel structure

• anaphora

• repetition

• allusion

• logos

• pathos

• ethos


• bank of rhetorical devices

• graphic organizers

• teacher-driven annotation

2nd Quarter Delineate and evaluate the rhetorical effectiveness of the author’s purpose

and argument in seminal U.S. and world texts.

3rd Quarter Delineate and evaluate the rhetorical effectiveness of the author’s reasoning,

premises, purpose and argument in seminal U.S. and world texts.


11-12.RI.9: Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

9-10

Standard Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

1st Quarter Analyze foundational U.S. and world documents of historical and literary

significance for their themes, purposes, and rhetorical features.

Mini lessons:

• identify primary and secondary sources

• task-Audience-Purpose

• AVID “Say-mean-matter” chart

• AVID Critical reading strategies

• analyze rhetorical devices Remediation strategies:

• AVID rhetorical precis template

• analyzing and categorizing rhetorical questions (rhetorical strategies)

• identifying ethos, pathos, and logos

• show proficiency while in groups

2nd Quarter Standard in its entirety.



11-12.RI.10: By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11. For more information about text complexity, please see the Arizona ELA Standards’ Glossary.

18

WRITING

STANDARDS

19



WRITING STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

11-12.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 9-10 Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce claim(s), distinguish the claim(s) from alternate or

opposing claim(s), and create an organization that sequences among claim(s), counterclaim(s), reasons, and evidence.

b. Develop claim(s) and counterclaim(s) fairly with evidence pointing out the strengths and limitations of both.

c. Use words, phrases, and clauses to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s)

and reasons, between reasons and evidence, and between claim(s)

and counterclaim(s).

d. Establish and maintain a style and tone appropriate to the norms

and conventions of the discipline in which they are writing.


• identify claims in the text (sample essays and informational text)

• T-charts, AVID writing templates, Venn diagram to explore

different viewpoints and evidence

• utilize argument outlines

• model writing a complete argument essay for students, including

all elements of the writing process.

• RAFT (role, audience, format, topic)

• passive voice vs. active voice

• compose an argument piece for a specific audience


• thesis statement template

• précis/paragraph frames (fill-in-the blank)

• tone mini-lessons

• focused exercises (i.e. writing a claim, including evidence, etc.)

• alternate learning styles--argument poster/PowerPoint



WRITING STANDARDS


2nd Quarter Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

a. Introduce claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that logically sequences among claim(s), counterclaims,

reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly with evidence pointing

out the strengths and limitations of both in a manner that anticipates the

audience's knowledge level.

c. Use words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between

reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a style and tone appropriate to the norms and conventions

of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the

argument presented.

see first quarter for activities

3rd Quarter Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

a. Introduce claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that logically sequences among claim(s), counterclaims,

reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly with evidence pointing

out the strengths and limitations of both in a manner that anticipates the audience's

knowledge level concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major

sections of the text, create cohesion, and clarify the relationships between claim(s)

and reasons, between reasons and evidence, and between claim(s) and

counterclaims.

d. Establish and maintain a style and tone appropriate to the norms and conventions

of the discipline in which they are writing.





WRITING STANDARDS


11-12.W.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.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which

precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.

e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic). 9-10 Standard 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.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex

ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they

are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

1st Quarter Write informative/explanatory texts to examine and convey complex ideas,

concepts and information, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and

information so that each new element builds on that which

precedes it; include formatting, graphics, and multimedia when

useful for comprehension.

b. Develop the topic by selecting the relevant facts, extended

definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic.

Possible products:

• essay

• business letter

• proposal

• resume / letter of intent

• email (settings and formatting)

• multi-media presentations

• works cited and annotated bibliographies

• letters to various audiences (parents, business, friend)



WRITING STANDARDS


c. Use appropriate and varied transitions to link the major sections of

the text, create cohesion, and clarify the relationships among


d. Use precise language, domain-specific vocabulary, and

rhetorical techniques to manage the complexity of the

topic.

e. Establish and maintain a style and tone appropriate to the norms


f. Provide a concluding statement or section that follows from and

supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

Incorporate organizational patterns:

• chronological

• compare-contrast

• problem-solution

Strategies:

• provide blank outline to identify development of central idea

• use primary and secondary source to support thesis of

essay

• elevate an informal writing excerpt to a formal tone using

academic vocabulary and norms


• rhetorical precis

• rhetorical triangle

• SMELL charts to analyze rhetoric

o S: sender/receiver

o M: message

o E: effect

o L: logic

o L: language

• FARTS/RAFTS charts to break down prompt

o F: format R: role

o A: audience A: audience

o R: role F: format

o T: topic T: topic

o S: strong verb S: strong verb

Activities:

Group Transition Activity (Fill-in transitions)

• provide groups with

sentences/paragraph missing transitions

• have students choose and defend

appropriate transitions; present to class

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.

a. Introduce a topic; organize complex ideas, concepts, and


precedes it; include formatting, graphics, and multimedia when

useful for comprehension.

b. Develop the topic thoroughly by selecting the relevant facts,

extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s

knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of

the text, create cohesion, and clarify the relationships among




topic.








WRITING STANDARDS


3rd Quarter 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. a. Introduce a topic; organize complex ideas, concepts, and


precedes it to create a unified whole; include formatting,

graphics, and multimedia when useful for comprehension.

b. Develop the topic thoroughly by selecting the most significant

and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the

audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the

major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.



topic.






Photograph writing (descriptive writing)

• write a description of a still life

image/photograph (similar to form or

concrete poetry) using descriptive words

Conclusion/introduction (mini lessons)

• provide students with an example of a

concluding paragraph and have them

rewrite it as a group

• provide students with an introduction

and a conclusion paragraph and analyze

how the thesis is restated but not

repeated verbatim in the conclusion

• provide students with sample essay

without the conclusion and have them

write a conclusion for it (individual,

group, or whole class activity)


• paragraph frames/Précis (fill-in-the-blank templates)

• small informative paper on students’ choice

• visual informative reports

• how-to paragraphs 4th Quarter Master the standard in its entirety.



WRITING STANDARDS


11-12.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of

view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

9-10 Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing

a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or

characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

1st Quarter Write narratives to develop real or imagined experiences or events using

effective techniques, well-chosen details, and well-structured event

sequences.

a. Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a smooth progression

of experiences or events.

b. Use narrative techniques to develop experiences, events, and/or

characters.

c. Use a variety of techniques to sequence events so that they build on

one another to create a coherent whole.

d. Use precise words and phrases, relevant descriptive details, and

sensory language to convey a vivid picture of the experiences, events,


e. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative.

Activities:

• photo stories

write a description of the photo and/or a back story

to a character in the photo

eliminate “to be” verbs and replace with active verbs

• plot diagrams

• story starters

Mini lessons for narrative techniques:

• dialogue

• description

• multiple plot lines

• multiple narrators

Mini lessons for pacing devices/strategies:

• chronological order

• flashbacks



WRITING STANDARDS


2nd Quarter Write narratives to develop real or imagined experiences or events using


sequences.


observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a smooth progression

of experiences or events.


characters.


one another to create a coherent whole and particular tone and

outcome.






• foreshadowing

Mini lessons for developing imagery:

• vivid verbs

• practice showing, not telling

• sensory images

• connotation and denotation

Mini lessons on narrative conclusion techniques:

• circular, cliff hanger, surprise, etc.


• cartoons

• group/round robin story

• chain writing

• personal journals

• story starters

• plot map template

• sensory chart

• “Said” chart--replacing the word “said” with synonyms 3rd Quarter Write narratives to develop real or imagined experiences or events using


sequences.


observation and its significance, establishing one or multiple point(s)

of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.


characters.


one another to create a coherent whole and particular tone and

outcome.









WRITING STANDARDS


11-12.W.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.) 9-10 Standard 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.)

1st Quarter Standard in its entirety.

Focus/evaluate one or more of the Six Traits of Writing with writing

assignments as appropriate to task, purpose and audience.

Ideas and Content: writing is clear and focused, holding the

reader’s attention. Main ideas stand out and are developed by

strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates

the central meaning and patterns that hold the piece together.

Voice will vary according to the type of piece, but should be

appropriately formal or casual, distant or personal, depending on

the audience and purpose.

Word Choice reflects the writer’s use of specific words and

phrases to convey the intended message and employs a variety of

words that are functional and appropriate to the audience and

purpose.

Sentence Fluency addresses the rhythm and flow of language.

Sentences are strong and varied in structure and length.

Conventions address the mechanics of writing, including

capitalization, punctuation, spelling, grammar and usage, and

paragraph breaks.


• templates

• models

• rewrite to fix specific mistakes






WRITING STANDARDS


11-12.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) 9-10 Standard 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and

including grades 9-10.)


Timed writing that matches the mode of the reading/writing that is

currently being studied:

• address the prompt

• brainstorm and outline

• detect errors

Pre-writing:

• deconstruct prompt to understand the task

utilize graphic organizers



4th Quarter Master the standard in its entirety. Revision workshops and peer editing:

• utilize Google Docs, citation websites, Word docs, etc.

• utilize group editing (Google Docs, Canvas, Turnitin.com)


• highlighting/color-coding and annotation techniques to

facilitate revision

• detailed outline

• grammar mini-lessons

• revision checklist



WRITING STANDARDS


11-12.W.6:Use technology, including the internet, to produce, publish, and update individual or shared writing products in

response to ongoing feedback, including new arguments or information.

9-10 Standard 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.

1st Quarter Use technology, including the internet, to produce, publish, and update

individual or shared products in response to ongoing feedback.

Technology resources:

• blogs

• podcasts

• Canvas

• OneNote

Create group projects using technology:

• publish book reviews online

• publish blog posts on an individual or classroom blog; etc.


• templates

• discussion posts

• provide written instructions for using technology

• model using technology

2nd Quarter Use technology, including the internet, to produce, publish, and update

individual or shared products in response to ongoing feedback, including

new information.

3rd Quarter Use technology, including the internet, to produce, publish, and update

individual or shared products in response to ongoing feedback, including

new arguments or information.


11-12.W.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. 9-10 Standard 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.


Use a variety of appropriate online databases

Mini lessons:

• generating with self-generated questions

• narrowing focus of research question





WRITING STANDARDS


4th Quarter Master the standard in its entirety. Projects:

• background for reading material- (historical context)

• WebQuest

• open-ended research questions

• genius hour-- students will choose a topic they are

passionate about that may be out of their content to

research. This may be over the course of a quarter or the

whole year. In the end, the objective is that in the end, they

will be able to teach their topic to a group of students


• research paragraphs

• provide articles with pre-chosen research

• model

• provide explicit research questions

• templates/frames for different stages of research process

11-12.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9-10 Standard 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.

1st Quarter Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; in terms of the task,

purpose, and audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and following a standard

format for citation.

Mini lessons:

• evaluating sources and their credibility

• using online databases

• teaching advanced searches (adjusting settings & Boolean

search)



WRITING STANDARDS


2nd Quarter Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and

limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and following a standard format for citation.

• developing research questions (Costa’s Level of Inquiry)

• AVID: three part source integration

• MLA format (NoRedInk.com)

• annotated bibliography

• primary sources vs. secondary sources

• social media vs. credible news organizations


• identifying credible sources activity

• source strength/weakness chart

• model

• group practice

• teacher-created skills practice game

3rd Quarter Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and

limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and overreliance on any one source and following a

standard format for citation.


11-12.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text.

9-10 Standard Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature.

b. Apply grades 9–10 Reading standards to informational and nonfiction text.


Mini lessons:

• analyze and discuss the significance of an allusion (or

another literary/rhetorical technique) in a specific text

• literary analysis paragraphs/essays

• identify claims and sub-claims of an assigned text

• identify false statements and fallacious reasoning

• compose a critique of a text analyzing the effectiveness of

an author’s claims





WRITING STANDARDS


4th Quarter Master the standard in its entirety. Remediation strategies:

• color-coding/highlighting

• jigsaw

• give evidence choices

11-12.W.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. 9-10 Standard 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.

Use the writing process on short and extended writing assignments

Teach time management strategies to complete the process


• daily/weekly prompts

• timeline provided for task deadlines

33

34

SPEAKING AND

LISTENING

STANDARDS

35



SPEAKING AND LISTENING STANDARDS


11-12.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and

persuasively.

a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and

establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a

full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and

creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;

resolve contradictions when possible; and determine what additional information or research is required to deepen the

investigation or complete the task. 9-10 Standard 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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence

from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and

presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively

incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their

own views and understanding and make new connections based on the evidence and reasoning presented.

1st Quarter *The entire standard will be addressed each quarter with the following

areas of emphasis.

a. Explicitly draw on preparation by referring to evidence from

texts and other research on the topic or issue.

b. Work with peers to have a civil discussion and set clear goals

and establish roles for group members.

c. Ensure a hearing for a full range of positions on a topic or

issue

d. Synthesize comments and claims.

Discussion Activities:

• online discussion boards

• silent discussions

• Socratic seminars

• four corners

• philosophical chairs





2nd Quarter *The entire standard will be addressed each quarter with the following areas

of emphasis.

a. Begin to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and set

clear goals and deadlines.

c. Responding to questions that probe reasoning.

d. Resolve contradictions when possible.

Remediation strategies for discussions:

• snowball discussions

• think-pair-share

• fishbowl modeling techniques

• sentence starters

3rd Quarter *The entire standard will be addressed each quarter with the following areas

of emphasis.

a. Stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to formulate democratic decisions within the group.

c. Responding to questions that probe reasoning and evidence.

d. Synthesize evidence made on all sides of an issue and

determine what additional information or research is required

to deepen the investigation or complete the task.


11-12.SL.2: Integrate multiple sources of information presented in diverse media and formats in order to make informed

decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies. 9-10 Standard Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

1st Quarter Integrate multiple sources of information presented in diverse media

and formats in order to make informed decisions.

Organization:


• thinking maps

• Venn diagrams

Possible materials:

• current events

• news outlets

• social media vs. sustained news organizations

• podcast

Remediation strategies for multiple source integration:

• chunking

• small-group stations

• self-tracking evaluations

2nd Quarter Integrate multiple sources of information presented in diverse media and

formats in order to make informed decisions and propose solutions, while

evaluating the credibility and accuracy of each source and noting any

discrepancies.

3rd Quarter Integrate multiple sources of information presented in diverse media and

formats in order to make informed decisions and propose solutions, while

evaluating the credibility and accuracy of each source and noting any

discrepancies.






11-12.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance,

premises, links among ideas, word choice, points of emphasis, and tone used. 9-10 Standard Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence.

1st Quarter Evaluate a speaker’s point of view, reasoning, use of evidence, and

use of rhetoric, assessing the stance, premise, links among ideas,

word choice.

Discussion activities:

• online discussion boards

• silent discussions

• Socratic seminars

• four corners

• philosophical chairs

Comparing diction and sound in multimedia:

• news outlets

• interviews

• podcasts

Remediation strategies for listening:

• outlined notes

• Cornell notes

• fill-in the blank notes

•

2nd Quarter Evaluate a speaker’s point of view, reasoning, use of evidence, and use of

rhetoric, assessing the stance, premise, links among ideas, word choice,

and tone used.

3rd Quarter Evaluate a speaker’s point of view, reasoning, use of evidence, and use of

rhetoric, assessing the stance, premise, links among ideas, word choice,

points of emphasis, and tone used.


11-12.SL.4: Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives. 9-10 Standard 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; use appropriate eye contact, adequate volume,

and clear pronunciation.


For each quarter, adapt assignments to areas most needed for

individual progression

Possible presentation types:

• PowerPoint

• Prezi

• formal oral speeches







4th Quarter Master the standard in its entirety. • informal class discussion

Socratic seminars

philosophical chairs

debates

Remediation strategies for presentations:

• note cards

• visual aids

• patterned outline

• speech template

11-12.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged. 9-10 Standard Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

1st Quarter Make strategic use of digital media in presentations

Media products:

• slide presentations o Prezi o PowerPoint o Google Slides

• original short films

• blog templates

• online portfolio

• create content-drive, online games

Remediation strategies for digital media:

• slide template

• teacher-created media bank

• scripted guide for media presentations

2nd Quarter Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence.

3rd Quarter Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence to keep the audience

engaged.






11-12.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.) 9-10 Standard Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10

Language standards 1 and 3 for specific expectations.)


For each quarter, adapt assignments to areas most needed for

individual progression.

Possible presentation types:

• PowerPoint

• Prezi

• formal oral speeches

• informal class discussion

Socratic seminars

philosophical chairs

debates

Remediation strategies for a variety of context and tasks:

• four corners

• think-pair-share

• recorded rough drafts of formal presentation




41

42

LANGUAGE

STANDARDS

43



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND

MPS RESOURCES

11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references as needed. 9-10 Standard Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


a. Apply the understanding that usage is a matter of convention,

can change over time, and is sometimes contested.

Warm-Ups/closing:

• daily grammar practice

• bell work

Mini lesson:

• NoRedInk.com

• revision

• editing

Main objectives:

• in context with literature

• revisions (done in groups)

• editing (done in groups)

Resources:

• NoRedInk.com

Suggestions for remediation:

• smaller passages for revising

• strategic partnering / collaboration (combining higher level

students with lower level students)

• color code identification identifying language components

i.e. nouns in blue, verbs in red, etc.

• utilize lower Lexile readings in literature


a. Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting

references as needed.






MPS RESOURCES

11-12.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use hyphenation conventions. b. Use correct spelling.

9-10 Standard Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Use correct spelling.

1st Quarter Standard in its entirety focused on using hyphenation conventions.

Warm-Ups/closing:

• Wrap-up (ticket-out-the-door) Activity

• Daily grammar practice

Mini lessons:

• Thepunctuationguide.com activities/scavenger hunts

• grammarBook.com activities/scavenger hunts

Main objectives:

• model and practice

• analyze work of other students

• teacher modeling in directions, objectives, examples, etc.

Resources:

• Thepunctuationguide.com

• GrammarBook.com

• NoRedInk.com


• minimize number of errors to be corrected in examples

• themed corrections i.e. only fixing capitalization or only

fixing commas etc.

• think / pair / share in terms of corrections

• provide numerous examples and modeling







MPS RESOURCES

11-12.L.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.

a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

9-10 Standard 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.

a. Write and edit work so that it conforms to the guidelines in a style manual.

1st Quarter 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.

a. Vary syntax for effects, consulting references for guidance as

needed.

Warm-Ups/closing:

• diagramming sentences worksheet

Mini lessons:

• diagramming sentences worksheets

• teach diction and syntax

Main objectives:

• connect to Aristotle’s appeals/rhetorical triangle - pathos,

logos, ethos

• SOAPSTone

S: subject

O: occasion

A: audience

P: purpose

S: speaker,

Tone

• STAMP

S: subject

T: tone

A: audience

M: message

P: purpose

• teach registers of language and appropriate contexts for

use

2nd Quarter Apply knowledge of language to understand how language functions in




needed; apply an understanding of syntax to the study of

complex texts when reading.

3rd Quarter Apply knowledge of language to understand how language functions in




needed; apply an understanding of syntax to the study of complex

texts when reading.




MPS RESOURCES 4th Quarter

Master the standard in its entirety. Resources:

• Grammar Girl

• The Elements of Style by Strunk and White

• The Associated Press Stylebook


• MLA Remediation

o MLA fill in the blank template

o teacher provided research (article buffet table)

o break down citations based on resource type

o easybib.com for reference

• shorter length and lower lexile readings when using

SOAPSTone and STAMP

• jigsaw resource texts or Chunking

use shorter simple sentences for diagraming.

11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).

b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase.

9-10 Standard 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. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;

advocate, advocacy).

b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning

of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase.




MPS RESOURCES 1st Quarter Standard in its entirety.

Warm-Ups/closing:

• “Word of the Day” (Dictionary.com)

Mini lessons:

• review of acceptable online dictionary and thesaurus

resources including those in Word

Main objectives:

• map etymology of words

• compare/contrast denotative and connotative meanings of

words

• identify synonyms, antonyms, homonyms, idioms and

puns

• identify words with Greek and Latin roots, prefixes, and

suffixes

• incorporate various vocabulary acquisition strategies

AVID vocabulary graphic organizer

Diffusing

Frayer Model

Networding

Resources:

• Dictionary.com

• Vocabulary.com

• Building an Enriched Vocabulary textbook


• use vocabulary appropriate for student skill level




11-12.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations. 9-10 Standard Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.




MPS RESOURCES 1st Quarter Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and

analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

Warm-Ups/closing:

• literal vs. figurative pictures

• popular expressions

Mini lessons:


Main objectives:

• Say, Mean, Matter analysis

• AVID Saying/Doing analysis


• jigsaw activities

• gallery walks




11-12.L.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. 9-10 Standard 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.


Activities:

• demonstrate and encourage transition to academic

register and vocabulary use

• guide students to independent techniques of vocabulary

acquisition

• Teach Costa’s terminology for academic task


• create word banks or word lists for academic language




Language Strand – Standards 1 & 2

Progressive Skills by Grade

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The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten

Form regular plural nouns orally by adding /s/or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

51

5th Grade Explain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentences Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade

Explain the function of phrases and clauses in general and their function in specific sentences

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

52

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

53

54

Arizona’s English Language Arts Standards – 11-12th Grade

Reading Standards for Literature

Key Ideas and Details

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.

Craft and Structure

11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.

11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.

11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text

Integration of Knowledge and Ideas

11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

11-12.RL.8 (Not applicable to literature)

11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.

Range of Reading and Level of Text Complexity

11-12.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.

By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

55


Reading Standards for Informational Text

Key Ideas and Details

11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.

11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure

11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.

11-12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.

Integration of Knowledge and Ideas

11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.

11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.

11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity

11-12.RI.10

By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.

By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

56


Writing Standards

Text Types and Purposes

11-12.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

11-12.W.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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

11-12.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

57


Writing Standards

Production and Distribution of Writing

11-12.W.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.)

11-12.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

11-12.W.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.

11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text.

Range of Writing

11-12.W.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.

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Speaking and Listening Standards

Comprehension and Collaboration

11-12.SL.1

Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse

partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and establish

individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

11-12.SL.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

11-12.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

11-12.SL.4 Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.

11-12.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.

11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

59


Language Standards

Conventions of Standard English

11-12.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.

11-12.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use hyphenation conventions. b. Use correct spelling.

Knowledge of Language

11-12.L.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. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Vocabulary Acquisition and Use

11-12.L.4

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 11–12 reading and

content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase.

11-12.L.5

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

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

11-12.L.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.

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