creative activities for any novel or short...
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Creative Activities for Any Novel or Short Story
45 Amazing Activities to Use in Your Class
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Creative Assignments for Any Novel or Short Story
Character 1. Write a diary entry from the perspective of a character from the story. Make the voice
authentic and the topics relevant. Demonstrate a deep and meaningful understanding of the character.
2. Write a letter from one character to another. Make the voice authentic and the topics relevant. Demonstrate a deep and meaningful understanding of the character.
3. Create a collage of images and symbols that represent aspects of a character's personality. Explain at least five of the images and symbols with short paragraphs.
4. Write a post card from one character to another. Consider what image should go on the front of the postcard, and what message should be on the back. See accompanying template.
5. With a partner, conduct an interview as a character from the story. Prepare a series of questions and answers, wear a costume, record an video and/or audio.
6. Write a haiku poem describing or representing a character from the story. Use proper haiku structure: 1st line - five syllables; 2nd line - seven syllables; 3rd line - five syllables.
7. Write a series of facebook status updates for a character. The status updates should demonstrate your knowledge of the character's experiences in the story.
8. Imagine you are making a movie version of the story. Who would you cast to play each character? Explain your choices.
9. Write an ode to a character from the story. An ode is poem that celebrates something or someone. For a sample see "Ode to Autumn" by J. Keats.
10. Write a horoscope for one of the main characters. The horoscope should fit with events and character traits from the story.
11. Fill a shoebox with items a character might consider special and keep hidden. Explain your choices.
12. Fill a backpack with items a character might carry with them. Explain your choices.
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Plot 1. Fill in a plot diagram for the story. Identify introduction, initiating incident, rising action, climax,
and dénouement. See template.
2. Write a prologue describing events that occur before the story begins.
3. Write an epilogue describing events that occur after the story ends.
4. Write an alternative ending for the story. Imagine what might have happened if a major event in the story changed.
5. Write a rap or song summarizing events from the story. Your song can summarize the entire story, or focus on an important scene or scenes.
6. Draw a comic strip version of the story, or of an important scene.
7. Write a quiz for the book. You can use an online quiz site like Quizyoufriends.com
8. Pretend you are a journalist and write a newspaper article describing important events from the story. read a few newspaper articles to get a feel for the style of writing and try to mimic it. Include quotes from witnesses and experts. Include an image with the article.
9. On a large piece of paper or poster-board, create a timeline of important events from the story.
10. Summarize the entire story in one sentence.
Setting and Atmosphere 1. Draw and label a map of where the story takes place. See templates, or use poster board.
2. Draw a picture of an important scene from the story.
3. Create a Wordle with words that describe the atmosphere of the story or of an important scene.
4. Suggest a completely different setting for the story, and explain how this would change the
atmosphere and/or events.
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Theme 1. Identify a major theme from the story (remember, a theme is a central message that says
something about life or being human), and create a collage of images to represent this theme. Explain how these images represent the theme you have chosen.
2. Compare the story to another story or film with a similar theme. How do each get the message across?
3. Use an important theme from the story as inspiration for a poem.
4. Create a comic strip that demonstrates an important theme from the story in different way.
Miscellaneous 1. Create a new book cover for the novel or story. Include both sides of the cover. The back
should have a brief summary of the story (but without any spoilers) and quotes from reviews praising the book.
2. Create a film poster for the novel or story. Look at real film posters to get ideas.
3. Trading Cards - make a collection of trading cards with images on one side, and important information on the other. Include cards for important characters, settings, and themes. You can use the template, or create character cards online with the Character Trading Card Generator from ReadThinkWrite.org
4. With a partner or in a small group, act out an important scene from the story.
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Diary Entry Dear Diary,
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Character to Character Letter Dear _______________________,
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Sincerely,
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Plot Structure Most stories follow a similar plot structure that includes the following elements. Introduction
• Establishes setting and atmosphere • Introduces important characters
Initiating Incident
• This is the first incident that will generate much of the conflict in the story
• It does not have to be a large or obviously important event, but its effects will help shape the rest of the story
• This incident marks the beginning of a rise in conflict and action Rising Action
• After the initiating incident, a series of other events propels the story and conflict builds
• The rising action is marked by this series of events and conflict • Rising action keeps the audience interested and moves the story
towards the climax Climax
• The climax occurs when the action is at its highest point • This is the most exciting part of the story
Dénouement
• The denouement comes immediately after the climax • It is the brief period during which outstanding conflicts are resolved
and loose ends are tied • The denouement answers questions that may remain after the climax
Plot Diagram Template
Introduction/Exposition:
Initiating Incident:
Rising Action:
Climax:
Denouement/Falling Action:
Comic Strip Template Name: __________________________ Title: _____________________________________________________
Comic Strip Continued
Name: __________________________ Title: _____________________________________________________
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Setting Map Use information from the text to draw and label a detailed map of the area in which the story occurs.
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Setting Map Use information from the text to draw and label a detailed map of the area in which the story occurs.
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Trading Cards Task: Create trading cards to represent elements and characters from the story. Your cards should have a name and image on the front, and important information on the back.
Characters: create trading cards for each of the major characters. Include details about their appearance, personality, thoughts, feelings, etc. Also include at least one important quote that demonstrates an aspect of their personality.
Setting: create trading cards for each major setting. Include a picture of the setting on the front, and a description of the setting on the back. Also explain how the setting effects the story.
Theme: create trading cards for major themes. On the front, include an image to represent the theme. On the back, write a clear theme statement and explain how it is shown in the story.
FRONT
Picture of Character, Setting, or Theme You can draw the image or find one on the internet.
Name of Character, Setting, or Theme
BACK
Include important information: biographical details (age, family, etc.), appearance,
personality, thoughts, feelings, fears, skills, hobbies, interests, important quotes, etc.
Name and Status:
About Me:
Relationship Status: Birthday: Current City:
Friends
Information
Photos
Basic Information ————————————————— Current City: Birthday: Hometown: Relationship Status: Political Views: Religious Views: Personal Information ——————————————— Activities: Interests: Favorite Quotation: About Me:
Contact Information ———————————————— Email: IM Screen Name: Website: Education and Work ———————————————— School: Occupation:
Lightning Research
Task In small groups, you are to conduct research on an assigned topic, and then present that information to the class.
You only have one period of class to do all of your research and prepare your presentation, so you must divide responsibilities, help each other, and work efficiently.
Your presentations should only take a few minutes, and must include a handout or overhead transparency with key information for your classmates to record in their notes.
Topics 1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
Criteria You will be marked on the quality of the information you present, and how well you present that information.
Reminders Your presentation must include a handout or overhead transparency with key information for
your classmates to record in their notes.
Distribute the work and responsibility evenly throughout your group.
Theme Collage
Task You must create a theme collage that depicts and explains important themes from the text. Your collage should consist of carefully selected images, which represent specific aspects of the themes you are exploring. Show that you understand the themes. It should also be somewhat attractive – it isn’t an art project, but presentation always counts.
Steps 1. Choose several prominent themes from the text. 2. Create a collage of images that represent these themes. These images can be cut out of
magazines, drawn, or otherwise created. 3. On the back of the collage, provide explanations for at least five of your images. These
explanations should identify what the image represents, and explain why it is an important theme in the text.
Front:
Images
Back:
Explanations
Assessment You will be marked on the overall quality of writing and presentation, and depth of insight.
Design a Book Cover or Movie Poster Task Your job is to create a book cover or movie poster for the novel. The poster or cover must include images and information described below.
Images Your book cover or movie poster must include an eye-catching image somehow represents important elements of the story. The image should reflect the tone or atmosphere you want to create in order to encourage interest in the novel or movie. Look at examples of book covers and movie posters for ideas.
Plot Synopsis Your book cover or movie poster must also include a brief summary of the story. Who are the main characters? What happens? Try to grab attention and create interest, but be sure not to give away the ending.
Review Quotes Include a few fake review quotes to help promote the novel or movie. These quotes should appear to be taken from book or film critics. Here are a couple examples:
Brian Cardigan of News Weekly says "This is one of the best books of 2011!"
Lester Pearson of Rolling Stone calls it a "mind-blowing movie experience!"
Look at the book covers and movie posters for other examples.
The Hunger Games
By Suzanne Collins
"I couldn't put it down!" - Donald Duck of The NY Times.
Rob Cobb calls The Hunger Games a
"literary rollercoaster ride with all the thrills and chills!"
Peeta Mellark has a crush on Katniss Everdeen. There's only one problem - they are trying to kill each other! The Hunger Games is the first book in Suzanne Collins' trilogy about Katniss, a young hunter from District 12 who quick on her feet and deadly with a bow and arrow. Kat takes us along with her as she is pitted against 23 other Tributes in a deadly reality television show called The Hunger Games, in which teen-age kids are forced to fight to the death. Jabba Dahut of The Toronto Star says "Kat is
my new hero!"
Character Collage
Task You must create a character collage that depicts and explains important personality traits about a character in the novel/play. Your collage should consist of carefully selected images, which represent specific character traits. Show that you understand the character in question. It should also be somewhat attractive – it isn’t an art project, but presentation always counts.
Steps 1. Choose a prominent character from the novel/play. 2. Create a collage of images that represent your character’s personality. These images can be cut
out of magazines, drawn, or otherwise created. 3. On the back of the collage, provide explanations for at least five of your images. These
explanations should identify what the image represents, and explain why it is an important trait within your character.
Front:
Images
Back:
Explanations
Assessment You will be marked on the overall quality of writing and presentation, and depth of insight.
Character Chart
Character Description Quote
Protagonist—main character with whom the audience becomes most invested. Antagonist—character most in conflict with protagonist Round Characters—characters that are developed and multi-faceted Flat Characters—characters that are one-dimensional, have little depth, and play a limited Role Stock—flat characters that fit common roles. Eg. Cop, banker, thug, etc. Stereotype—stock characters who also fit typical stereotypes. Eg. Blond Bimbo, gay hairdresser, hippie, drunk sailor, etc. Foils—two characters who are extremely different (even opposite) and create contrast. Confidant—character in whom the protagonist confides. Provides insight to main character.
Character Sketch Sample In the film Casablanca, one character dominates the
screen with personality and presence. Rick, played by
Humphrey Bogart, is a cool, cynical café owner, handsome,
impeccably dressed, and determined to protect his own
interests. Having had his heart recently broken, Rick is
careful not to become emotionally invested in anyone else.
When his girlfriend asks if she will see him later that night,
Rick replies that he “never plan[s] that far ahead.” Early in
the film, Rick exclaims (in one of many classic lines), “I
stick my neck out for no one.” However, Rick’s calloused
exterior softens when he is faced with a great moral
dilemma: whether or not to help Victor Lazlo and Ilsa
escape. Ultimately, Rick proves he is a compassionate
man, able to put the greater good ahead of his own selfish
interests. He helps Lazlo escape, and even insists that Ilsa
go with him. Though he didn’t get the girl in the end,
Casablanca’s Rick has become an icon of masculinity and
coolness.
Character Timeline Task: You are to create a timeline tracking important events for one of the major characters in the text, and the development in his/her personality and outlook. Your timeline should show what happens to the character and how it changes him/her.
Important Events Important Events
Important Events
Important Events
Personality and Outlook Personality and Outlook
Personality and Outlook
Personality and Outlook
Character Types Type Definition Example Protagonist
Antagonist
Round
Flat
Stock
Stereotype
Foils
Confidant
Characterization Characterization is the method through which an author reveals and develops the personalities of characters within a text or film. There are three main types:
1. Direct Characterization – from the narrator This occurs when the narrator makes direct statements about a character. Eg. He was a brooding, temperamental teacher with a penchant for inflicting scholastic suffering. 2. Indirect Characterization – from the character’s own words and actions This occurs when the words and actions of a character reveals aspects of his/her personality. Eg.
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3. Indirect Characterization – from the words and actions of other characters We also learn about characters from the words and actions of other characters. Eg.
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Important Quotes
Quote Circumstances Significance
Dramatic Terms and Devices
Term Definition Example
Comparison Paragraph A comparison paragraph explores the similarities and differences between two things (characters, stories, themes, etc.). It is important that a comparison paragraph follow a clear, organized structure. The structure for a comparison paragraph is much the same as that of any developed paragraph. The basic parts are described below.
1. Thesis – Your first sentence must state your argument. When writing a comparison paragraph, you can start by saying if the two things being compared have more similarities or differences.
2. First Point (differences) – First explore the differences between the two things being compared. Simply explain why they are not the same.
3. Evidence – Provide evidence that backs up your point(s). If you say someone is caring and selfless, describe something they do that shows these traits.
4. Second Point (similarities) – Now describe how the two things being compared are similar. In what ways are they the same?
5. Evidence – Again you must provide evidence that supports your point. Describe something that shows how the two things are similar.
6. Conclusion – Finish by restating your thesis and summarizing your main argument. You can end by saying which are more important, the similarities or the differences.
SAMPLE The genocides in Rwanda in 1994 and Cambodia in the 1970’s are different in many ways, but they also share some significant similarities. The Rwandan genocide occurred in a span of 100 days. During that time, almost 1 million Tutsi were slaughtered. The Cambodian genocide, committed by the Kmir Rouge, took years to run its course. During the Rwandan genocide, civilians were killed in their homes and in the streets. In Cambodia, citizens were forced to evacuate cities and move to concentration camps. Once in these camps, they were reeducated and had to work hard labour with little nourishment. Despite these important differences, the two genocides were remarkably similar in several ways. First, they both involved the senseless slaughter of innocent civilians. 1.5 million people were killed during the Cambodian genocide. This number includes women and children, mothers and fathers, sons and daughters. The Kmir Rouge killed anyone they thought might present even the slightest threat to their image of a perfect country. Similarly, the Interhamwe killed 1 million people and also targeted women and children. In fact, the Interhamwe intentionally killed children in an effort to wipe out the next generation of Tutsi. While these two examples of atrocity have some differences, their similarities are more striking and meaningful. Killing is killing, regardless of where it occurs.
Comparison Paragraph Although they are initially presented as character foils,
Victor and Rick of Casablanca share similarities that are
more important than their superficial differences. Victor
Lazlo is a warm, selfless man. As leader of the French
Resistance, Victor lives under constant threat of death. He
is an obvious champion of good, a man who has survived a
concentration camp and still continues to fight for his
country. Victor Lazlo will sacrifice himself for the good of
others. Rick is a less obvious hero. Long regarded as an
icon of cool American masculinity, Rick speaks smooth
and acts cold. His icy demeanor can be summed up in one
of his classic lines: “I stick my neck out for no one.” But
Rick is also willing to sacrifice his life for the greater good.
Rick proves his moral worth when he orchestrates Victor
and Ilsa’s escape. He recognized that his life didn’t “add
up to a hill of beans” compared to Victor’s resistance work.
Despite Rick’s ice-cold image, he is not so different from
Victor Lazlo.
Common Core State Standards Alignment Grid
Grades 9-12
The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.
Standards Alignment Grid: Grades 9-10
Reading: Literature and Informational Text
Key Ideas and Details
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
Text Types and Purposes
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
Conventions of Standard English
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Standards Alignment Grid: Grades 11-12
Reading: Literature and Informational Text
Key Ideas and Details
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.3. 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).
Craft and Structure
RL.11-12.4. 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, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.5. 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.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
RL.11-12.7. 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.)
RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RL.11-12.9. 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.
Range of Reading and Level of Text Complexity
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
Text Types and Purposes
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2. 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.
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.6. 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
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8. 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.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.11-12.10. 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
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1. 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.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.3. 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.
Presentation of Knowledge and Ideas
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Language
Conventions of Standard English
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
L.11-12.3. 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.11-12.4. 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.
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.11-12.6. 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.