college and career readiness anchor standards for reading...

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

English IV

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will…

Bloom’s Level Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question How do authors communicate their message and use style to affect text/audience?

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

Make a flow map to show the critical stages of this literary piece.

Understanding Analyzing Vocabulary Diction, devices, tone, rhetorical

• My last Duchess • Pg, 708 • A Modest Proposal

pg. 429

Critical essay. Students will be asked to compare and contrast these two works. Essay should be informative. Formal & unbiased.

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How does audience and purpose affect author’s choice of text structure?

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.

Have students choose their favorite pilgrim and present that character to the class. Presentation should include an oral reading followed by an analysis and interpretation of the character’s motives.

Understanding Analyzing Vocabulary Emerge Historical Central idea Subjective

• The Canterbury Tales (115-118)

How does the point of view of the main character affect the reliability or clarity of the truth that is being revealed? Classroom Presentation

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential question How do authors use characters to develop a central idea or theme?

RL 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

Essay: Question- Does fate control our actions or does man? Do they predict what Macbeth will do or do they merely plant a seed that Macbeth allows to grow. Students must read closely & support their answers with what all the characters say and their actions.

Evaluating Analyzing Vocabulary Complex characters Author techniques Characterization Theme, Plot

• The Tragedy of Macbeth

Do you think Macbeth himself has the free will to control his own destiny? Or is he controlled by fate? (Essay)

Literature Text- Holt/Rinehart

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College and Career Readiness Anchor Standards for Reading

Craft and Structure- Literature English IV

Anchor Standards




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

RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Students will select a sonnet and paraphrase it. They must rephrase figures of speech to demonstrate that they understand them and they must supply missing words, and rephrase sentences that are not in subject verb complement order. Identify figurative language in text. Determine positive/negative connotations of key words.

Applying Vocabulary Connotation Denotation Hyperbole Allusions Analogies

Shakespeare’s sonnets. Sonnets 42, 18, 29, 30, 71, 73, 116, 130. Pgs 276- 284

How do the words and phrases of these sonnets affect the tone & the overall meaning of each theme? Paraphrased sonnet Figurative language letter

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

RL 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Write a diary entry from the point of view of the main character of the text. “On the Bottom” is an excerpt from Survival in Auschwitz. What is the importance of the story starting at this point of the action?

Applying Vocabulary Parallel plots Author’s craft Resolution Delivery structure Style

On the Bottom from Survival in Auschwitz pg 834

Diary entry

6. Assess how point of view or purpose shapes the content and style of a text. Essential Question How does cultural experiences affect point of view?

RL 6. Analyze a case in which grasping a pint of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Students will write their own “modest proposal” that centers on a contemporary issue of social concern. Combine the main points to illustrate a pictorial of main idea in a given text. Identify point of view of author and the characters in the text. How do they relate?

Creating Vocabulary Point of view Satire Irony Sarcasm Taboo Cultural impact

A Modest Proposal Pg 428

Explain how point of view affects a writer’s tone? Written assignment.

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas- Literature

English IV

Anchor Standards




7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question How does the method of presentation affect the understanding of context?

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. Include at least one play by Shakespeare and one play by an American dramatist.)

Judge two different versions of a literary piece. Select a major scene and compare/contrast the live production to be recorded, or compare/contrast the novel to the movie version. Analyze their views.

Analyzing Evaluating Vocabulary Analyze Evaluate Diverse Media Formats

• Macbeth • Our Town

Analyze the method writers use to reveal character vs. the method a movie producers use to reveal character.

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

RL 8. (not applicable to literature)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question Is there such a thing as an original thought? Can you borrow from others and still claim credit?

RL 9. Demonstrate knowledge of eighteenth-nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

• Close reading Write an essay comparing and analyzing two pastoral poems in -The Renaissance Period-

Understanding Analyzing Vocabulary 18th-19th Century foundational works Mythological theme

• The Passionate Shepherd to his Love

• The Nymph’s Rely to the Shepherd

How is today’s romantic escape motif used in today’s Literature, television, movies, and advertising? Essay.

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity- Literature

English IV

Anchor Standards




10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question How do you know when you comprehend a text?

RL 10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in grades 12- CCR text complexity band independently and proficiently.

Read and complete comprehension exercises of a variety of literature

Evaluation Vocabulary Complex text Scaffolding

Holt Rinehart selections • Assessment of various pieces of literature.

• Reading assessment for

poetry/short story

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational)

English IV

Anchor Standards




1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question Why do you need evidence to support your understanding of informational text?

RI 1. Cite strong and through 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

In a brief essay, evaluate the relevance of Wolkstonecraft’s essay to our time. Support your theory with evidence from the text. Read text, analyze and infer meaning. Differentiate strong/weak evidence. Gather evidence to support analysis.

Analyzing Evaluating Vocabulary Ambiguity Cite analyze Evidence infer

• A Vindication of the Rights of Women

Pg 487

Based on textual evidence from this literary piece, predict what things were like from women during this time period. Essay

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How do themes create a complete and more complex text?

RI 2. Determine two or more 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 provide a complex analysis; provide an objective summary of the text..

Discuss the effectiveness of this text, not only for what it says, but for how it gets its message across. Also, what rhetorical devices does this writer use? Read and summarize text, revise for bias. Recall theme; identify other themes in text. Interrelate themes and show how it creates a multidimensional text.

Applying Analyzing Vocabulary Multi-dimensional Introductory Paraphrase Theme/central idea Bias Informational text

• The Education of Women

What political philosophy does this essay explain? What are three central ideas of this piece?

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question How do you interpret a complex set of ideas in an informational text?

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

In an essay, students will evaluate symbolism as it relates to death and rebirth, and crime and punishment. Read informational text and identify sequence of events. Distinguish individuals, ideas, events, that interact and develop in the text from ones that simply appear

Analyzing Evaluating Vocabulary Ideas/events Interaction of individuals Nonfiction

The Rime of the Ancient Mariner Pg 581

Students will make a chart with columns for the settings. The characters, the plot events, the themes of each of the seven parts. Essay Timeline/story map

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College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

English IV

Anchor Standards




4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Essential Question How can you use context clues?

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 (e.g., how Madison defines faction in Federalist No. 10).

• Students will paraphrase the Preamble. They will rephrase figures of speech to demonstrate that they understand them. They must supply missing words, and rephrase sentences that are not in subject-verb complement order.

• Identify words in the text that have multiple meanings, and denote meanings in the text context.

Understanding Applying Vocabulary Connotative Denotative Diction

• Universal Declaration of Human Rights (Preamble) pg 1101

Identify a place in the world where rights of humans are being systematically violated. Research the situation and prepare a multimedia presentation.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Questions What is argument? What makes a good argument and what is the structure?

RI 5. Analyze and evaluate the effectiveness of the structure an author used in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

• Analyze verbal irony, diction, and connotation by comparing and contrasting “A modest Proposal” and “Top of the Food Chain” using a graphic organizer.

• Recall structure of expositional argument. Classify text as an exposition or argument. State exposition/argument and evaluate.

Analyzing Evaluating Vocabulary Structure Argument Exposition Thesis

• A Modest Proposal pg 430

• Top of the Food Chain pg 438

Students will be asked to write an ironic proposal that focuses on an evil they see in the world. The proposal must be so outrageous that readers will see the severity of the problem. Argumentative essay

6. Assess how point of view or purpose shapes the content and style of a text. Essential Question Why does an author’s style matter?

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 power, persuasiveness or beauty of the text.

• Students will research information about the efforts of the UN and the international community in the 70s and 80s to oppose apartheid. They will explore the effectiveness of this speech in spurring the UN to stronger action. This information will be displayed in a thinking map of the students’ choice.

Analyzing Evaluating Vocabulary Rhetoric Persuasive Point of view

• The Question of South Africa pp 1103

• What tragic examples does Tutu use to illustrate that his nation is a “Sadly divided society”? Refer back to the text.

• Thinking Maps

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• Recall point of view/author’s purpose/style. Give examples of effective rhetoric and establish author’s purpose and point of view.


Integration of knowledge and ideas (Informational) English IV

Anchor Standards




7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question Why do you need more than one source? How do you synthesize information?

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

• Analyze the theme of restoring responsibility and accountability. Students will use the internet and find other contemporary speeches with the same theme.

Understanding Analyzing Vocabulary Formats Diverse media Validity if texts Source

Obama’s Inaugural Address (on line)

Student will write an inaugural speech of their own and present it to the class.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Essential Question What is public advocacy? How did the founding fathers explain themselves in historical documents?

RI 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in US. Supreme Court majority opinions and dissents) and the promises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

• Review the US Constitution • Construct a Constitution for a new

society (complete in small groups) • Identify constitutional principles and

define legal reasoning. Read works of public advocacy, apply constitutional principles to text.

Understanding Analyzing Applying Creating Vocabulary Legal reasoning Public advocacy Interpreting constitutional principles Delineate

US Constitution New Constitution

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9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question What is the significance of foundational documents?

RI 9. Analyze seventeenth- eighteenth- and nineteenth-century foundational U.S. documents of historical and literary significance (including the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

• Compare a President’s Inaugural address in the 17th, 18th and 19th Centuries. How are they alike or different? Summarize

• Review landmarks US time periods • Review foundational US documents • Recall rhetorical features, locate in

documents • Read documents and consider purpose

of creation

Understanding Analyzing Vocabulary Rhetorical features Landmarks Nonfiction

Inaugural Address • Student’s comparison papers of Inaugural Address

College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational)

English IV

Anchor Standards




10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question Why do we challenge ourselves to read higher level texts?

RI 10. By the end of grade 12, read and comprehend literature nonfiction in the grades 11- CCR text complexity band independently and proficiently.

• Prepare a speech to give to the community that addresses a current issue in Wayne County.

• Recall different components of informational texts and identify features of informational texts

Creating Understanding

Newspaper Channel I

Written Speech

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College and Career Readiness Anchor Standards for Reading Text Types and Purposes- Writing

English IV

Anchor Standards



Bloom’s Level

Resources Formative Summative Assessment

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Question What are the important parts of making an argument?

W 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • 1a 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 claims(s), counterclaims, reasons, and evidence.

• 1b 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 concerns, values, an possible biases.

• 1c Use words, phrases, a clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarity the relationships between claim(s) and reasons, between

• Students must write on a topic where they identify a position with strong reasons and evidence that support that position. Essay must include:

- an opinion statement, - reasons and evidence and - thesis statement

• To guide the writing process, students

must use graphic organizers to help them develop body paragraphs for their essays.

• Define audience • Provide a concluding statement or section

that follows from and supports the argument presented. Follow guidelines

W.1a-e. Using logical, emotional and ethical appeals and rhetorical devices, organize information for essays

Applying Evaluating Vocabulary Logical Bias Cohesion Syntax Thesis Audience

Prompt of any kind Prompt

• Argumentative essays Assign students one of the following: -hasty generalizations -False testimony -Circular reasoning Students will prepare a

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

• 1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• 1e Provide a concluding statement or section that follows from and supports the argument presented.

Applying Evaluating

definition and provide an example of their assigned fallacy.

2. Write Informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Essential Question How do you write to inform an audience?

W 2. Write Informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • 2a 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 (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• 2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and

• Write an informative essay that shows how multiple works reflect the same literary trend.

• Write an informative essay that shows

how multiple works reflects the same literary trend.

• Use the guidelines W2a-f.

Applying Evaluating Vocabulary Synthesize Rhetorical Author’s style Point of view Multi-media Graphics

Focus will be on literacy works from the Renaissance time period Newspaper Literary works from the Renaissance period

Student generated informative essay. Student generated informative essay.

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

• 2c 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.

• 2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

• 2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• 2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulation implications or the significance of the topic).

• Essays must use a clear structure and

system of organization: o There must be common ground in

all three themes o Works must share stylistic

methods o Consider similarities of tone,

characters, plot and setting

Evaluating Applying Analyzing Applying Creating

Literary works from Renaissance period

Student generated informative essays

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College and Career Readiness Anchor Standards for Reading Phonics and Word Recognition- Foundational

English IV

Anchor Standards




3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Essential Question How do you write to share experience?

W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • 3a 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.

• 3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

• 3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mastery, suspense,

• Write a narrative where vivid description and explanations are used in order to retell an event.

• Students must identify the parts of the

event they will relate. They will outline in sequence the smaller events that make up their chosen event. Identify important details about the people, events, and setting. Also, explain & describe why the event is significant.

• Use 3a-e as guidelines for writing a

narrative. • Revise fictional pieces for word choice

and descriptive detail. • Use precise words and phrases, telling

details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Applying Creating Vocabulary Tone Mystery Suspense Resolution Dialogue Narrative Conflict Plot Characterization

Essay Writing process handout Sample narrative essay

Student generated narrative essay

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growth, or resolution)...

• 3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

• 3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

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College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

English IV

Anchor Standards




4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Essential Questions Why are tasks, purpose and audience important? How do development, organization and style depend on these?

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).

• Create a resumé

Analyzing Applying Vocabulary Informative Explanatory Argumentative Narrative

Sample of a generic resumé

Student generated resumé

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach Essential Question Why is it important to plan, revise, edit and rewrite?

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.

• Review resumés • Have students revise the resumés as

needed. • Have students exchange papers to assist

in editing. • Revise and rewrite as defined in

standards 1-3.

Analyzing Applying

Student resumés Edited resumé

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Essential Question How can technology improve writing?

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

• Design a poster that teaches one aspect of writing.

• Review multi-media and evaluate all choices available.

• Produce/publish documents, accept feedback and appraise the feedback

Analyzing Applying Vocabulary Update Feedback Multi-media

Computer/Internet Student generated poster

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge- Writing

English IV

Anchor Standards



Bloom’s Level


7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Question How can research answer a question or solve a problem?

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 under investigation

• Journal/personal learning logs that focus on Graduation Project

• Identify research question and gather sources. Prove understanding of topic throughout writing.

Evaluating Vocabulary Research question Synthesis Scope

Reflection questions on Graduation Project

Student generated writing logs. Written research

8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism. Essential Question Why is it important to use authoritative sources? Why should you cite sources?

W 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each 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.

• Begin activity of gathering sources for research paper and the writing process

• Differentiate between primary and secondary sources.

• Identify and create a checklist for source evaluation.

• Display a balanced writing approach with relevant research and writer’s analysis (follow-up sentences).

Applying Creating Vocabulary Print and digital sources Plagiarism Paraphrase Quote Authoritative print

Research paper sources Research paper Listing of credible sources

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

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

reading standards to

• Have students compare/contrast how figurative language was utilized in American Literature during the 19th and 20th centuries.

• Compare how the language relates to the theme or plot of the story.

Evaluating Literature of the 19th and 20th centuries

Formal writing assessment

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Essential Question How do you use textual evidence to support research?

literature (e.g., “Demonstrate knowledge of eighteenth- nineteenth – and early twentieth century foundational works of American literature, including hw two or more texts from the same period treat similar themes or topics”)

• 9b Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy (e.g., The Federal, presidential addresses]”)

• Write a formal paper demonstrating the findings of the research.

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College and Career Readiness Anchor Standards for Reading Range of Writing

English IV

Anchor Standards



Bloom’s Level


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. Essential Question Why is it important to vary your writing?

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 purposes.

• Participate in writing. • Writing modes/activities

o Informal essays o Expository essays o Argumentative essays o Book reports o Journal writing

Applying Create

Examples of writing modes.

Student work samples Writing Portfolio

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College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration- Speaking and Listening

English IV

Anchor Standards

Specific Grade Standard Instructional Strategies/Activities The Learner Will…

Bloom’s Level


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Essential Question What does it mean to have an effective, collaborative discussion?

SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-let) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • 1a Come to discussions

prepared by 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.

• 1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

• 1c 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, or challenge ideas and conclusions; and promote divergent and creative

• A written report must be adapted for an oral presentation to peers. (i.e. Graduation Project Research paper)

• Students will be challenged to adapt

their speeches to two different occasions (for two different purposes and two different ones). Verbal and non-verbal strategies should be adapted to meet the needs of listeners.

Have Students: -Come prepared and research material related to topic. -Define democratic/civil discussion -Set goals for discussion -Respect thoughts and opinions of peers/collaborators. -Participate in dialogue -Review the debate and discussion process -Practice listening and summarizing. -Evaluate topic for positions.

Analyzing Creating Vocabulary Civil and democratic discussions Active listening Debate Argument

Research paper Speech samples

-Oral presentation

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perspectives. • 1d 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 require to deepen the investigation or complete the task.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Essential Question How does one integrate reliable and creditable sources of information?

SL 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluation the credibility and accuracy of each source and noting any discrepancies among the data.

• Determine problem/question to be resolved.

• View information and utilize to solve problem and make a decision.

• Compare/contrast information gathered. • Evaluate creditability or discrepancy. • Create a PowerPoint for the Graduation

Project

Analyzing Creating Vocabulary Creditability Discrepancy

Samples of PowerPoint PowerPoint

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question How does one determine a speaker’s point of view, motivation and bias?

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

• Prepare a speech based on the public’s point of view on a particular issue

Recall point of view • Listen to speaker and summarize points • Delineate the reasoning • Evaluate reasoning and speaker’s point

of view.

Understanding Applying Analyzing Creating Vocabulary Rhetoric Valid Reliable Delineate

Newspaper Channel 1

Oral presentation

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and

SL 4. Present information, findings, and supporting evidence clearly, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,

• Practice presentations and receive constructive feedback from peers

• Deliver an oral presentation for the Graduation Project

o Introduction o Thesis statement o Body o Conclusion

Applying Evaluating Vocabulary Presentation Technique Audience Point of view

Graduation Project research paper

Oral presentation

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style are appropriate to task, purpose, and audience. Essential Question How does delivery impact a message?

development, substance, and style are appropriate to purpose, audience, and range of formal and informal tasks.

Opposing View points perspectives

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Question How can technology be used to enhance presentations?

SL 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• Complete a Graduation Project • Revise and rewrite as defined in

standards 1-3. • Classify various types of media and

their purposes.

Evaluating Applying Creating Vocabulary Audience Tasks Formal/ informal language Context

• Samples of project • Media resources

Product Listing of media

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Essential Question How does the way a person speaks or writes effect the way an audience perceives him/her?

SL 6. Adapt speech to a variety of contexts, and tasks, demonstrating command of formal English when indicated or appropriate.

• Adapt the Graduation Project speech to different audiences and analyze the differences.

• Deconstruct a speech into it’s elements of: narrative, reflective, persuasive, expository, descriptive

• Revise same speech for and topic for a relatable audience such as school, community.

• Create speeches for same issue to two different audiences, using formal and informal speech.

Analyzing Creating Applying Vocabulary Audience Tasks Formal/ informal language Context

Sample adaptations Oral presentation and written paper

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College and Career Readiness Anchor Standards for Speaking and Listening Conventions of Standard English- Language

English IV

Anchor Standards




1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Question How does knowledge of grammar enhance writing and speaking? How does variety enhance communication?

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • 1a Apply the

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

• 1b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed)..

• Daily grammar practice • Apply grammar usage in

o Speeches o Research papers o Essays

• Daily grammar practice for review of understanding usage and conventions, utilizing standard 1a.-b. as a guide.

Applying Analyzing Creating Vocabulary Grammatical Conventions Verb forms

• Grammar rules • Textbook

Writing portfolios

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Conventions of Standard English English IV

Anchor

Standards Specific Grade

Standard Instructional Strategies/Activities

The Learner Will… Bloom’s

Level Resources Formative Summative

Assessment 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Essential Questions Why is it necessary to use punctuation in writing?

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 2a Observe hyphenation

conventions... • 2b Spell correctly.

• Utilize self editing skills on modes of writing listed in SL1

• Define conventions of using a hyphen. • Observe hyphenation and apply them in

writing. • Check vocabulary spelling on all writing

Remembering Applying Vocabulary Spelling Hyphens

Language Handbook Student produced writing

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.

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. • 3a Vary syntax for effect,

consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply and understanding of syntax to the study of complex texts when reading.

• Research informational articles on community issues and how tone and vocabulary are changed according to context.

• Share sample of findings in a creative writing. • Define syntax and its use. • Review components of sentence structure.

Applying Analyzing Creating Vocabulary Sentence structure Syntax Complex text

Language Handbook Newspaper

Student produced writing

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Vocabulary Acquisition and Use English IV

Anchor

Standards Specific Grade

Standard Instructional Strategies/Activities

The Learner Will… Bloom’s

Level Resources Formative Summative

Assessment 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Essential Question What do you do when you see a word you do not know? How does the context in which a word is used influence the meaning?

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. 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. • 4a Identify and correctly

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

• 4b 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.

• 4c Verify the preliminary determination of the meaning of a word or phrase (e.g., by

• Student will look back through the collection (i.e. literary selections that we have studied) to find the meanings of the terms listed at the right of the margin of the literature book. They will show their grasp of these terms by citing passages from the collection that illustrate the meanings of these words.

• Review standard 4a.-c. and incorporate in written assignments.

Evaluating Vocabulary Complex text Etymology Context clues Root Suffix/ prefix Perts of speech

Literature book Documented literary passages that have been cited in order to illustrate understanding of vocabulary words Written assignments

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checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of word relationships and nuances in word meanings. Essential Question What is connotative and denotative language?

L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • 5a Interpret figures of

speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

• 5b Analyze nuances in the meaning of words with similar denotations.

• Create a flow chart that describes figurative language in understandable terms.

• Place information in journals. • Identify figures of speech in a text and

determine purpose and effect. • Translate a text written in figurative

language into literal language.

Understanding Applying Vocabulary Connotative Denotative Euphemism Idioms Nuances Figurative language

• Grammar book • Flow chart of

figurative language

Journal writing Write a narrative that incorporates figurative language

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College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

English IV

Anchor Standards



Bloom’s Level


6. Acquire and use accurately a range of 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 fathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Essential Question How does vocabulary use vary? How do you learn new words?

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.

• Students should maintain a personal dictionary of vocabulary and terms in their journal book. (i.e. connotation, denotation, etc.)

• Grammar activities daily. • Recall domain specific terms/phrases and

identify them in academic or career essential materials.

Remembering Applying Creating Vocabulary Metocognition Domain specific words

Journal books/dictionary

Vocabulary assessment of words and terms

college and career readiness anchor standards for reading...

Documents