en 29 senior essentials of english - mpsaz.org

EN 29

Senior 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 ....................................................................................................................................................

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 20

Speaking & Listening Standards ............................................................................................................................... Page 32

Language Standards ................................................................................................................................................. Page 40

Language Progression Chart .................................................................................................................................... Page 46

Arizona ELA Standards Grades 11-12 ...................................................................................................................... Page 48

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.

The left-hand column contains a unique suggested progression for instruction broken down by quarter and course. For example, EN47 (Sophomore

English) is different from EN35 (Honors Sophomore English) is different from EN38 (Sophomore Essentials of English). Any bolded portion of the

text within this progression indicates a new focus for the quarter.

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.

Suggested Activities for Instruction

This column contains activities, structures, and

strategies that might aid in instruction specific to each

standard. Note that this list is in no way an

exhaustive or prescriptive list of required strategies.

Standard and Suggested Progression

This column contains a suggested progression

for instruction broken down by quarter.

Bolded text indicates a

new focus for the

quarter

Standard Code Grade Band, Strand, Standard Entire Arizona English

Language Arts Standard

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 #: EN29 Grade Level: 12th Grade Course Name: Senior Essentials of English Level of Difficulty: Low Prerequisites: None # of Credits: 1 (2 Semesters)

Course Description: A course in which the curriculum addresses reading literature and informational text, writing, speaking and listening skills,

and language concepts (conventions and vocabulary). Students will engage in evidence based reading and writing. This course reinforces basic

reading and writing skills while teaching the essential skills of Senior English at a more individualized pace.

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING & 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 College and Career Reading Standards for English Language Arts includes two-year grade bands for the high school

level, meaning the standards for Grade 12 are the same as those for Grade 11. As students work toward mastery of these standards, teachers

must keep in mind that students work on the same skills in 11th Grade and 12th Grade. During the 12th Grade year, rigor will increase in each

quarter by employing increasingly complex texts and tasks. Students will demonstrate, through reading, writing, speaking & listening, and

language, increased sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas. By

the end of 4th quarter senior year, students will be independent and proficient in each standard at the college and career level.

Coding

5

Standard 1 Grades 11-12

Strand:

Reading

Literature

11-12.RL.1

6

READING

STANDARDS

SENIOR ESSENTIALS OF ENGLISH EN29

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.

1st Quarter Select and cite strong textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

Provide a prompt for a select piece of literature, and: ● Practice close reading/annotation exercises

○ TP-CASTT for poetry (Title, Paraphrase, Connotation, Attitude, Shift, Tone, Title)

○ SOAPSTONE for prose (Speaker, Occasion, Audience, Purpose, Subject, Tone)

○ DIDLS for prose (Diction, Imagery, Details, Language, Syntax)

○ Rhetorical Precis for literature ● Identify and develop level 2 questions to identify inferences

in the text (based on Costa’s Levels of Questioning: 1. Factual 2. Interpretive 3. Reflective/Open-Ended)

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises confirming students understand correct

citation format ● Practice developing warrants connecting evidence to

claims ● Analysis paragraphs (analyzing theme, characterization,

setting, or any literary elements) Students respond to prompts for literary analysis and support for their prompt with claims, evidence from text, and warrants

● Perform activities above for prompts ● Work toward writing a complete literary analysis with

claims, appropriate evidence from text, logical warrants identifying inferences and ambiguities within texts

NOTE: Use a variety of grade-level appropriate and approved texts from a variety of time periods including poetry, short stories, novels, and dramas.

2nd Quarter Select and 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.

3rd Quarter Select and cite strong and thorough textual evidence to support a critical

analysis of what the text says explicitly as well as inferences drawn from the

text, including determining where the text leaves matters uncertain and

evaluate the impact of the ambiguity.

4th Quarter Mastery of standard in its entirety, independently and proficiently to

demonstrate college and career readiness.





MPS RESOURCES 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. 1st Quarter Determine two themes or central ideas of a text and analyze their

development over the course of the text; provide an objective summary of the

text.

Read complicated texts. (Start with short stories 1st quarter and

increase rigor to dramas and extended texts, i.e. novels as the year

progresses.)

2nd Quarter Determine two 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; provides an objective

summary of the text.

● Teacher-provided text-dependent questions to identify

themes in texts (commonlit.org has lesson ideas and

questions) ● Identify quotes from text to support themes

● Map/web 2 - 3 themes until an overlap provides a complex

account of text

● Socratic Seminar to clarify themes and how themes build

on one another using text-dependent questions ● Canvas discussions identifying inferred themes and

evaluating their development ● Objective summaries of texts

● Reading journals addressing how themes are developed

and interact with each other ● Use technology to present themes they have identified in

texts, showing how the themes develop and interact

throughout the text to create a complex work

3rd Quarter Determine two or more themes (including inferred or subtle themes) or

central ideas of a text. Analyze and evaluate their development over the

course of the text, including how they interact and build on one another to

produce a complex account; provide a comprehensive, 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. 1st Quarter Analyze the impact of the author’s choices regarding the development of and

relationship between plot elements in order to create a cohesive text. (e.g.,

setting, character, plot).

Students read complicated texts. (Start with short stories 1st

quarter and increase rigor to dramas and extended texts i.e. novels

as the year progresses.) ● Dialectical journals to track plot elements such as setting,

character, and plot lines, analyzing how the author

develops these throughout the text to create meaning ● Create narratives that change one element of the story to

illustrate their understanding of how stylistic choices impact

outcome and meaning

● Critique of author’s literary choices throughout a text ● Social media profiles and pages based on a character

demonstrating knowledge of character development

● Alternate endings to story, maintaining author’s style, tone,

and motifs

2nd Quarter Analyze the impact of the author’s choices regarding the development of and

relationship between plot elements in order to create a cohesive text. (e.g.,

setting, plot structure, character introduction, and development).

3rd Quarter Analyze and evaluate the impact of the author’s choices regarding the

development of and relationship between plot elements in order to create a

cohesive text. (e.g., setting, plot structure, character introduction, and

development).







MPS RESOURCES

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. 1st Quarter Standard in its entirety.

NOTE: This is the same standard as the 9-10 standard. The

elevation/progression of this standard relies on the complexity of

the texts between the grades.

• Connotation/Denotation exercises

• Write connotative definition

• Write personal definition

• Act it out

● Devise word trees (using word associations and imagery)

to understand author’s intent in diction ● Identify the format of sonnets and present to classmates

● Change the tone of piece of writing using diction ● Use DIDLS (Diction, Imagery, Details, Language, Syntax)

chart to identify how diction creates meaning in a text

2nd Quarter Standard in its entirety.

3rd Quarter Standard in its entirety.



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. 1st Quarter Describe 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 or the choice to provide

a comedic or tragic resolution).

For example, how the author’s structural choice affects the meaning

of the text.

● Socratic Seminar based on defining “aesthetic impact”

○ Student-generated definition of beauty in a text ○ Students-generated examples of literary texts upon

which to base arguments

● Read and evaluate Graphic novels ● Storyboard texts

● Analyze the exposition of a piece, determining why the

author chose to introduce the story’s characters, setting

and conflict in the way he did; the author’s structural choice

affect the meaning of the text ● Rewrite the beginning or ending of the text using a different

structure and determine how the meanings or themes are

affected

● Write a literary analysis (paragraph or extended essay)

evaluating how an author’s structural choice affect the

meaning of the work as a whole

2nd Quarter 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 or the choice to

provide a comedic or tragic resolution) contribute to its overall structure

and meaning.

3rd Quarter Analyze and evaluate the efficacy of 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 or the choice to provide a comedic or tragic resolution), including how

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

impact.







MPS RESOURCES

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. 1st Quarter Analyze how an author achieves a specific effect and purpose by using literary

devices and figurative language in conjunction with point of view and/or

cultural experiences to reinforce key ideas, events, and themes, and create

multiple layers of meaning.

Choose works of similar themes written in different genres (and a

variety of time periods and authors) and analyze how point of view

impacts meaning in the text; curriculum should reflect a diversity of

cultures, races, genders, and socio-economic experiences. ● Use Venn diagrams, web maps, and organizers to compare

and contrast works of similar themes in different genres,

genders and cultures ● Research and present literary critical lenses which examine

the perspectives and experiences of the writer and reader ● Research authors, cultural customs, etc., and analyze how

they impact themes and meaning in a work

● Reinterpret texts through the lens of characters with a

different cultural experience

● Write a critique of a particular text focusing on how cultural

background and social norms affect the message of the

text ● Identify how literary devices, figurative language, and

diction emphasize and delineate cultural differences and

perspectives and create aesthetic impact ● Socratic seminar examining texts through a variety of

critical lenses

2nd Quarter Analyze and critique how an author achieves a specific effect and purpose by

using literary devices and figurative language in conjunction with point of view

and/or cultural experiences to reinforce key ideas, events, and themes, and

create multiple layers of meaning.

3rd Quarter Analyze and critique how an author achieves a specific effect and purpose by

using literary devices and figurative language in conjunction with point of view

and/or cultural experiences to reinforce key ideas, events, and themes, and

create multiple layers of meaning. Evaluate the rhetorical effect and

aesthetic impact of these choices.



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. 1st Quarter Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or

live production of a play, novel, or poem), describing how each version

interprets the source text.

Read/View a work in a variety of genres and examine how author

and/or director choices influence and change the characterization

and themes in a work. ● Write a critique identifying and analyzing the effect of

author’s stylistic choices ● Introduce a soliloquy from a play performed by a variety of

actors and analyze how performance choices alter the

meaning of the text

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

live production of a play, novel, or poem), describing and evaluating how

each version interprets the source text.





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

live production of a play, novel, or poem), describing and evaluating how each

version interprets the source text and how the interpretation affects the

overall meaning.

● Perform scenes from dramas presenting them in different

styles ● Reinterpret texts into graphic novels or video formats ● Reinterpret text in a different medium/genre: poetry,

storyboard, video, brochure, photo essay, etc.



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. 1st Quarter Standard in its entirety, independently and proficiently to be college and career

ready.

Choose works of similar themes written in different time periods and

analyze how societal norms impact the meaning in the text;

curriculum should reflect a diversity of cultures, races, genders, and

socio-economic experiences in each time period. ● Use Venn diagrams, web maps, and organizers to compare

and contrast works of similar themes in different time

periods

● Research a text’s historical and cultural customs, and

analyze how they impact themes and meaning in a work ● Reimagine texts through the lens of characters from a

different time period ● Write a critique of a particular text focusing on how

historical and cultural background and social norms affect

the message and concerns of the text

● Identify how literary devices, figurative language, and

diction reflect a text’s time period and affect the meaning in

the text

● Socratic seminar examining how and why the message of a

text has changed throughout time

2nd Quarter Standard in its entirety, independently and proficiently to be college and career

ready.

3rd Quarter Standard in its entirety, independently and proficiently to be college and career

ready.



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 12. For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is

1215-1355 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT


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. 1st Quarter Cite strong textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

Provide a prompt for a selected informational text, and: ● Practice close reading/annotation exercises using

○ RAFT (Role, Audience, Format, Topic) ○ PAPA Squares (Purpose, Audience, Argument,

Persona analyzing Rhetorical Methods and Strategies)

○ DIDLS (Diction, Imagery, Details, Language, Syntax)

○ Rhetorical Precis for argument analysis ● Develop level 2 questions to identify inferences in the

text (based on Costa’s Levels of Questioning: 1. Factual 2. Interpretive 3. Reflective/Open-Ended)

● Examine non-fiction texts for credibility and reliability and bias

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises confirming students understand

correct citation format ● Practice developing warrants connecting evidence to

claims ● Analysis paragraphs (analyzing tone, audience, purpose,

message, and appeals) Student-generated prompts for rhetorical analysis and support their prompt with claims, evidence from text, and warrants.

● Perform activities above for student-generated prompts ● Write complete rhetorical analysis essays with thesis,

claims, appropriate evidence from text, logical warrants identifying inferences and ambiguities within texts

NOTE: Use a variety of grade-level appropriate and approved texts from a variety of time periods, including speeches, arguments, essays, editorials, and informational texts.

2nd 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.

3rd Quarter Cite strong and thorough textual evidence to support a deep analysis of what

the text says explicitly as well as complex inferences drawn from the text,

including determining where the text leaves matters uncertain and evaluate

the impact of the ambiguity.







MPS RESOURCES

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. 1st Quarter Determine two or more central ideas of a text and analyze in detail its

development over the course of the text; provide an objective summary of the

text.

Students read complicated texts (increase rigor as the year

progresses). ● Teacher-provided text-dependent questions to identify

claims or central ideas in texts ● Identify quotes from text to support central ideas/claims ● Map/web 2 - 3 central ideas/claims until an overlap

provides a complex account of text ● Socratic Seminar to clarify central ideas and what

rhetorical devices the author uses to present arguments

while analyzing for logical fallacies ● Canvas discussions identifying inferred claims and

evaluating their development ● Write objective summaries of texts

● Reading journals addressing how claims/central ideas

are developed and interact with each other

● Use technology to present claims or central ideas

identified in texts, showing how the claims develop and

interact throughout the text to create a complex work

2nd Quarter Determine two or more central ideas of a text and analyze in detail its

development over the course of the text, including how they emerge and

are shaped and refined by specific details; provide an objective summary

3rd Quarter Determine two or more central ideas of a text; analyze and evaluate their

development over the course of the text, including how they interact and

build on one another to produce a complex analysis; provide a

comprehensive and objective summary of the text.



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. 1st Quarter Analyze a set of ideas or sequence of events and identify how specific

individuals, ideas or events interact and develop in specific sections of the

text.

Read complicated texts (increase rigor as the year progresses). ● Dialectical journals, analyzing chronology and how the

author develops their arguments and ideas throughout

the text to create meaning ● Close reading/annotation activities for assigned texts

● Complete an AVID “Say-Do-Mean” chart for an assigned

text ● Write a precis with a 3-part integration summary of an

author’s message and the rhetorical devices used to create meaning

2nd 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.

3rd Quarter Evaluate the effect of the structure of a complex set of ideas or sequence

of events and explain how specific individuals, ideas or events interact and

affect the structure of the text.





MPS RESOURCES 4th Quarter Mastery of standard in its entirety, independently and proficiently to


● Write an analysis evaluating author’s effective use of

structure, sequencing, rhetorical devices and strategies

in presenting his argument

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. 1st Quarter With textual support (e.g., context clues, embedded definitions), determine

the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; describe how an author uses

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

NOTE: This is the same standard as the 9-10 standard. The

elevation/progression of this standard relies on the complexity of

the texts between the grades.

• Connotation/Denotation exercises

• Write connotative definition

• Write personal definition

• Act it out ● Devise word trees (using word associations and imagery)

to understand author’s intent in diction ● Examine vernacular and the placement of words in texts

● Examining diction to understand how it creates tone and

mood ● Use DIDLS (Diction, Imagery, Details, Language, Syntax)

chart to identify how diction creates meaning in a text ● Examine text for logical fallacies

2nd Quarter (Without explicit scaffolding) 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.

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

including figurative, connotative, and technical meanings; evaluate the

rhetorical effect of how an author uses and refines the meaning of a key term

or terms over the course of a text.

4th Quarter

Mastery of standard in its entirety, independently and proficiently to


11-12.RI.5: Analyze and evaluate the effectiveness of the author's choice of structural elements and text features. 1st Quarter Analyze in detail how an author’s ideas or sub-claims are developed and

refined to support the author’s central claim.

● Analyze the exposition of a piece, examining how the

author chose to introduce claims and sub-claims. For

example, how the author’s structural choice and bias

affects the meaning of the text

● Graphically organize the author’s argument to determine

central claim and understand how sub-claims and

counterclaims support central argument

2nd Quarter Analyze in detail how an author’s ideas or sub-claims are developed and

refined to support the author’s central claim. Evaluate the effectiveness of

the author’s choice of structural elements and text features.





MPS RESOURCES 3rd Quarter Analyze in detail how an author’s ideas or sub-claims are developed and

refined to support the author’s central claim. Evaluate the effectiveness of

both the structure an author uses in his or her exposition or argument;

evaluate whether the structure makes points clear, convincing, and

engaging.

• Write an argument analysis (paragraph or extended essay) evaluating how an author’s structural choices affect the meaning of the work as a whole



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. 1st Quarter Identify an author's point of view or purpose in a text in which the rhetoric is

particularly effective, describing how style and content contribute to the

power, persuasiveness, or beauty of the text.

Choose important works to analyze how point of view impacts

meaning in the text; curriculum should reflect a diversity of

cultures, races, genders, and socio-economic experiences ● Use Venn diagrams, web maps, and organizers to

compare and contrast works of similar central ideas from

different mediums and perspectives ● Research and present informational and argument texts

which examine issues from various perspectives

● Research authors, cultural customs, etc., and analyze

how they impact claims and meaning in a work

● Reinterpret texts through the lens of speakers with a

different cultural experience ● Write a critique of a particular text focusing on how

cultural background and social norms affect the message

of the text, examining the text for bias

● Identify how rhetorical devices, figurative language, and

diction emphasize and delineate cultural differences and

perspectives and create style and persuasiveness ● Socratic seminar examining a variety of texts written on a

similar issue, analyzing how rhetorical techniques and

appeals and a variety of perspectives influence

arguments

● After reading and comparing a variety of texts dealing

with same issues but written from a variety of

perspectives and styles, synthesize an essay expressing

original argument on the topic

2nd Quarter 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.

3rd Quarter Analyze an author's point of view or purpose in a text in which the rhetoric is

particularly effective; evaluate the effectiveness of the author's style and

content, including their contribution to the power, persuasiveness, or beauty

of the text.







MPS RESOURCES

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. 1st Quarter Integrate 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.

● Utilize TED Talks, NPR podcasts, news shows, satirical

news and editorials that address a variety of questions

and problems

● Evaluate websites, articles, broadcasts, etc. for bias and

reliability ● Brainstorm possible solutions for proposed problems and

research feasibility of solutions ● Create brochures alerting audience to significance of a

researched project with proposed solutions/calls to action ● Create call-to-action public service announcements ● Create original problem-solution papers/presentations to

highlight a significant problem or area of concern;

synthesize information from research to draw logical

inferences and create solutions ● Gallery Walks to showcase student generated problem-

solution proposals

2nd Quarter Evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as in text in order to address a

question or solve a problem.

3rd Quarter 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; evaluate the effectiveness of the

proposed answer or solution.



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. 1st Quarter Delineate and evaluate the rhetorical effectiveness in seminal U.S. and world

texts.

Using seminal U.S. and world texts: ● Create PAPA Squares (Purpose, Audience, Argument,

Persona analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of arguments

● Silent Discussion analyzing author’s purpose, strategies, premises, and arguments

● Socratic Seminar ● Debates and Mock Trials on presented arguments ● Research a law from its inception to its practice and

present findings

2nd Quarter Applying logical, cultural, and philosophical principles, delineate and

evaluate the rhetorical effectiveness of the author’s reasoning, premises,

purpose, and arguments in seminal U.S. texts and world texts.





MPS RESOURCES 3rd Quarter Applying logical, cultural, and philosophical principles, delineate and evaluate

the rhetorical effectiveness of the author’s reasoning, premises, purpose, and

argument in seminal U.S. texts and world text, extrapolate the effects of

these decisions on public life.

● Examine Supreme Court decisions and examine the effects of these decisions on public life



11-12.RI.9: Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features. 1st Quarter Analyze theme and purpose in seventeenth-, eighteenth-, and nineteenth-

century foundational U.S. and world documents of historical and literary

significance.

Using seminal U.S. and world texts: ● Create PAPA Squares (Purpose, Audience, Argument,

Persona analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of themes and purposes

● Canvas discussion analyzing author’s purpose, strategies, premises, and themes

● Socratic Seminar discussing themes of foundational documents and examining how these themes and decisions affect us today

● Create a timeline tracing a specific theme through a chronological series of significant U.S. or world documents

● Debates the relevance of themes from foundational documents to current events

● Compare documents or laws with similar themes across time periods and/or nations

2nd Quarter Analyze theme, purpose, and rhetorical features of seventeenth-,

eighteenth-, and nineteenth-century foundational U.S. and world documents

of historical and literary significance for their themes, purposes, and

rhetorical features.

3rd Quarter Analyze the implications of theme, purpose, and rhetorical features of

seventeenth, eighteenth, and nineteenth century U.S and world documents of

historical and literary significance; refer to specific textual evidence in

analysis.



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 12. For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure

is 1215-1355 Lexile.

20

WRITING

STANDARDS



WRITING STANDARDS


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.

1st Quarter Write arguments to support claims in an analysis of substantive topics or texts, using

reasoning and relevant evidence utilizing multiple modes of writing. a. Introduce claim(s), states the significance of the claim(s), distinguishes the claim(s)

from alternate or opposing claims, and create an organization that establishes

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

b. Develop claim(s) and counterclaims, supplying evidence for each while pointing out

the strengths of both in a manner that anticipates the audience's concerns.

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

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

between claim(s) and counterclaims.

d. Establish a formal style and objective tone while demonstrating awareness of the

norms and conventions of the discipline in which he or she is writing.

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

● Web resources: newsela.com, or similar, to find text sets that contain political rhetoric - current and historical

● Use commonlit.org, or similar, to find and evaluate:

○ current events ○ supreme court rulings ○ literary criticism

● Use Google Docs or word processing programs for creating and utilizing graphic organizers

○ Venn Diagram ○ Cornell Notes ○ Mind Map

● Determine type and credibility of source (primary and secondary)

● Use Google Docs, turnitin.com or similar programs to revise and sequence claims/counterclaims.

● Show examples of credible vs. non-credible sources

● Annotating the text using OneNote (or similar)

● Create or identify counterclaims for each

claim using OneNote (or similar)

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

reasoning and relevant and sufficient evidence utilizing multiple modes of writing. a. Analyze and interpret a prompt to develop a substantive topic.

b. Introduce precise claim(s), establish the significance of the 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.

c. 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.

d. 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.



WRITING STANDARDS


MPS RESOURCES

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline.

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

argument presented.

● Create T-chart with strengths and limitations (or pros and cons) using OneNote (or similar)

● Model and discuss arguments based on the audience (trying to convince parent vs. neighbor, vs. a friend)

● Evaluate speaker/author bias (motive, background) using Ted Talks, YouTube clips, or similar

● Evaluate the media to identify logos, pathos, ethos (media fallacies)

● Read writing aloud for sentence fluency, both professional and student writing

● Drafting/Revision for tone: SAT/College Board prompts, memos, letters of intent, resume extracts

● Respond to same writing prompts but different audiences - discuss the differences

● Cornell Notes – summary ● Omit the conclusion of a published piece

and have students generate a

replacement conclusion

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

using valid reasoning and relevant and sufficient evidence. a. Create a prompt to develop a substantive topic.

b. Introduce strong and precise claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an effective

organization that establishes strong, clear relationships among claim(s),

counterclaims, reasons, and evidence.

c. Develop strong claim(s) and counterclaims fairly, supplying thorough evidence for

each while establishing the strengths and limitations of both in a manner that

effectively anticipates the audience's knowledge level and concerns.

d. Use precise 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.

e. Establish and maintain a rhetorically appropriate formal style and objective tone while

attending to the norms and conventions of the discipline in which he or she is writing.

f. Provide an effective concluding statement or section that follows from and supports

the argument presented.

g. Evaluate and reflect on the writing and how well it addresses the purpose, audience,

and task.

4th Quarter Mastery of standard in its entirety, independently and proficiently to demonstrate college

and career readiness.



WRITING STANDARDS


MPS RESOURCES

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). 1st Quarter Write informative/explanatory texts to examine and convey ideas, concepts, and information

accurately through the effective selection, organization, and analysis of content utilizing

multiple modes of writing. a. Introduce a topic; organize ideas, concepts, and information to make connections and

distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia in an attempt to aid comprehension.

b. Develop the topic by selecting significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the

audience.

c. Use appropriate transitions to link the major sections of the text, create cohesion, and

clarify the relationships among complex ideas and concepts.

d. Use topic appropriate language, domain-specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish a formal style and objective tone while demonstrating awareness of the

norms and conventions of the discipline.

f. Provide a concluding statement or section that supports the information or

explanation presented.

● Multimedia: digital storytelling, Prezi, movie maker, Windows Story, PowerPoint

● Define audience ● Evaluate sources: annotated bibliography,

rhetorical Precis ● Reinforce critical reading skills (marking

text, identifying claims) using OneNote or similar programs

● Peer editing, multiple revisions - highlight and link transitional ideas using Google Docs, OneNote, or similar programs

● Emulate the writing style of a respected literary scholar using commonlit.org or similar program

● For help on metaphors, similes, and analogies see the website:

● www.colorado.edu/PWR/writingtips/13.html

● Rewrite colloquial/informal writing to formal language

● Omit the conclusion of a published piece

and have students generate a

replacement conclusion

2nd 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 utilizing multiple modes of writing.

a. Introduce a topic; organize ideas, concepts, and information to make connections and

distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia in an attempt to aid comprehension.

http://www.colorado.edu/PWR/writingtips/13.html

http://www.colorado.edu/PWR/writingtips/13.html



WRITING STANDARDS


MPS RESOURCES

b. Develop the topic by selecting significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to a

variety of audiences.

c. Use appropriate transitions to link the major sections of the text, create cohesion, and

clarify the relationships among complex ideas and concepts.

d. Use topic appropriate language, domain-specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish a formal style and objective tone while demonstrating awareness of the

norms and conventions of the discipline in which he or she is writing

f. Provide a concluding statement or section that supports the information or

explanation presented.

• Use MLA/APA formatting dependent on

discipline and content of the writing

3rd Quarter Write highly effective informative/explanatory texts constructing complex ideas, concepts,

and information clearly and accurately using effective selection, organization, and analysis of

content utilizing multiple modes of writing.

a. Clearly introduce a topic; strategically organize complex ideas, concepts, and

information to make important connections and distinctions; include important

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

comprehension.

b. Develop the topic strategically by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate and relevant to the audience's knowledge of the topic.

c. Consistently and effectively use appropriate and varied transitions to link the major

sections of the text, create cohesion, and clarifies the relationships among complex

ideas and concepts.

d. Effectively uses precise language, domain-specific vocabulary, and techniques such

as metaphor, simile, and analogy to manage the complexity of the topic and achieve

a desired rhetorical effect.

e. Establish and maintain a rhetorically effective formal style and objective tone while

attending to the norms and conventions of the discipline in which he or she is writing.

f. Provide an effective concluding statement or section that articulates the

significance of the topic, and follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the

topic).





WRITING STANDARDS


MPS RESOURCES

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.

1st Quarter a. Engage and orient the reader by setting out a problem, situation, or observation,

establishing one point 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 reflects on what is experienced, observed, or resolved over

the course of the narrative.

● Use Google Docs, Microsoft Word, or a

similar program to outline a plot diagram ● Write or reinterpret a script ● Create a newscast copy ● Effectively embed dialogue into a

narrative using clips from YouTube ● Use a “choose your adventure story” as a

springboard for creating and advancing narrative structure

● Conduct a poetry reading in which students compete for awards on most descriptive detail, sensory language, etc.

● Paint/Draw a picture based on descriptive language

● Rewrite an alternate story ending to change the outcome of the plot

● Rewrite a story using an alternate point of view

● Create a reflective ending for an

established narrative (from a different

student or published sample)

2nd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation,

establishing one point of view or multiple points 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.

3rd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation,

establishing one point of view or multiple points of view, and introducing a narrator

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

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

characters.



WRITING STANDARDS


MPS RESOURCES

c. Use a variety of complex 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.



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.) 1st Quarter Produce coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience. Strengthen writing as needed by planning, revising, and

editing. Use technology, including the Internet, to produce, publish, and update writing

products in response to ongoing feedback, including new arguments or information.

Focus/evaluate one or more of the Six Traits as appropriate to task, purpose and audience: Ideas and Content: Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. Voice should be appropriate to audience and purpose. Word Choice 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 includes capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

2nd Quarter Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 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. 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.

3rd Quarter Produce clear and coherent writing in which the development, organization, and style are

highly effective for the task, purpose, and audience. Develop and strengthen writing by

planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is

most significant for a specific purpose and audience. Use technology, including the Internet,

to produce, publish, and effectively update individual or shared writing products in response

to ongoing feedback, including new arguments or information.





WRITING STANDARDS


MPS RESOURCES

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.) 1st Quarter Standard in its entirety.

Use the Writing Process with fully developed writing assignments: Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas.

• Determine the purpose and audience

• Generate ideas through a variety of activities

• Establish a controlling idea appropriate to the text type

• Use organizational strategies to plan

Drafting Drafting incorporates prewriting activities to create a draft containing necessary elements for a specific purpose. Revising

• Revising includes evaluating and refining the draft for clarity and effectiveness.

• Evaluate for ideas, organization, voice, word choice, and sentence fluency

• Add details

• Delete irrelevant and/or redundant information

• Rearrange words, sentences, and paragraphs in the draft to enhance the writing style

Editing Editing includes proofreading and correcting the draft for conventions. Publishing Publishing includes formatting and presenting a

final product for the intended audience.







WRITING STANDARDS


MPS RESOURCES

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.

1st Quarter Standard in its entirety.

Google Docs, email, PowerPoints, Turnitin.com,

texting, blogs, reputable websites for research,

online collaboration 2nd Quarter Standard in its entirety.




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. 1st Quarter Conduct short 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.

• Student choice I-Search paper

• Student choice problem solution paper

• Student choice research project

2nd Quarter Conduct short, 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.

3rd Quarter Conduct short as well as more sustained research projects to answer a complex question

(including a self-generated question) or solve a complex problem; narrows, broadens, or

reformulates the inquiry when appropriate; synthesizes multiple high-quality sources on the

subject, demonstrating complete understanding of the subject under investigation.





WRITING STANDARDS


MPS RESOURCES

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. 1st Quarter Standard in its entirety.

• Annotated Bibliography

• MLA Works Cited Page

• Use a website like Easybib or Noodletools

to assist students in creating a

bibliography or works cited page





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.

1st Quarter Standard in its entirety.

• Annotated Bibliography

• MLA Works Cited Page 2nd Quarter Standard in its entirety.




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.

32

SPEAKING AND

LISTENING

STANDARDS



SPEAKING AND LISTENING STANDARDS


MPS RESOURCES

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. 1st Quarter Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grades

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, 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.

d. Respond thoughtfully to diverse perspectives; synthesize

comments, claims, and evidence made on all sides of an issue;

resolve contradictions when possible.

• Socratic Seminar

• Think/Pair/Share

• Four Corners

• Philosophical Chairs - AVID

• Debate

• Mock Trial

• Present a visual aide for the argument

• Set discussion norms

• Mock trial with jury, judge, lawyer

• Assign clear, individual roles in group: leader, scribe

presenter

• Create questions according to Bloom’s Taxonomy

• Socratic seminars

• Blogging and Forums





MPS RESOURCES 2nd Quarter Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, teacher-led, and student-led) with diverse partners

on grades 12 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.






decision-making, set clear goals and deadlines, and establish

individual roles as needed.




conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize


resolve contradictions when possible; and determine what

additional information or research is required to deepen the

investigation or complete the task.

3rd Quarter Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, teacher-led, and student-led) with diverse partners

on grades 12 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively. Evaluate the efficacy of

discussion overall; identify where and how discussions can improve.






decision-making, set clear goals and deadlines, and establish





conclusions; and promote divergent and creative perspectives.





MPS RESOURCES d. Respond thoughtfully to diverse perspectives; synthesize


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

formats in order to make informed decisions and propose solutions.

• Socratic method

• Gallery Walk

• Think/Pair/Share

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 Mastery of the standard in its entirety, independently and proficiently.



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

assessing the stance, word choice, points of emphasis, and tone used.

• Use a podcast/YouTube clip on evaluating website for

credibility

• Conduct and evaluate an interview

• Create a commentary on political speech, sporting event, etc.

compare to a professional commentary

• americanrhetoric.com - use for speeches

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

rhetoric, assessing the stance, links among ideas, word choice, points of

emphasis, and tone used.





MPS RESOURCES 3rd Quarter 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.



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. 1st Quarter 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 and message.

Present - Oral speeches, ad campaign, debates, book talk

2nd Quarter 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.

3rd Quarter Mastery of the standard in its entirety, proficiently and independently.



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. 1st Quarter Mastery of the standard in its entirety, proficiently and independently.

• Student blogs

• PowerPoints, Google Slides, Prezi

• Video presentations

• Resources are available through MPS Educational

Technology

2nd Quarter Mastery of the standard in its entirety, proficiently and independently.








MPS RESOURCES 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.) 1st Quarter Mastery of the standard in its entirety, proficiently and independently.

• Revise speech for a variety of formal audiences (school

board, parents, bank, etc.)

2nd Quarter Mastery of the standard in its entirety, proficiently and independently.




40

LANGUAGE

STANDARDS


42

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.

1st Quarter Demonstrate awareness of the conventions of standard grade level English grammar

and usage when writing or speaking: (a) demonstrate 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.

• Web resources: NoRedInk.com, Purdue OWL

• Grammar instruction o bell work

o mini-lessons

o in context with literature

o peer editing exercises

o revision

o editing for final draft

Use models with correct and interesting formats and

have students apply same standard conventions and

structures in their personal writings.

2nd Quarter Demonstrate command of the conventions of standard grade level 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.

3rd Quarter Demonstrate strong command of the conventions of standard grade level 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.

4th Quarter Mastery of standard in its entirety, independently and proficiently to demonstrate

college and career readiness.

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.

1st Quarter Demonstrate awareness of the conventions of standard English, capitalization,

punctuation, and spelling when writing: (a) attempt to observe hyphenation

conventions (b) spell correctly.

• NoRedInk.com activities

• Canvas Grammar Quizzes

• Refer to Purdue Owl website

• Grammar instruction can include: o bell work

o mini-lessons

o in context with literature

o peer editing exercises

o revision

o editing for final draft

2nd Quarter Demonstrate awareness of the conventions of standard English, capitalization,

punctuation, and spelling when writing: (a) observe hyphenation conventions (b) spell

correctly.


43

LANGUAGE STANDARDS


MPS RESOURCES 3rd Quarter Demonstrate strong awareness of the conventions of standard English, capitalization,

punctuation, and spelling when writing, (a) observe hyphenation conventions (b) spell

correctly.

Use models with correct and interesting formats and

have students apply same standard conventions and

structures in their personal writings.

Use Specific rubrics for written products that address

conventions, capitalization, punctuation, and spelling

when writing, with emphasis on hyphenation.



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.

1st Quarter Use knowledge of language to make effective choices for meaning or style, and to

comprehend more fully when reading or listening. Vary syntax for effect, consulting

references for guidance as needed.

● Vocabulary for various sentence structures

explicitly to have a working vocabulary to use

for editing work later on

● Identify varying syntax in literary and nonfiction

pieces and analyze for rhetorical effect

● Vocabulary sentences in a variety of syntactical

forms (complex, compound, compound-

complex, etc.) to practice proper grammar and

punctuation

● Revise essays, varying syntax for effect

according to the purpose of the essay

2nd 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. Vary syntax for effect, consulting references for

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

text when reading.

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

contexts, to make highly effective choices for meaning or style, and to aid deep

comprehension more fully when reading or listening. Vary syntax for effect,

consulting references for guidance as needed; apply a thorough understanding of

syntax to the study of complex text when reading.




44

LANGUAGE STANDARDS


MPS RESOURCES

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. 1st Quarter 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. Use context as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech. c. Consult general and specialized reference materials, 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.

● Warm-ups practicing using context clues to determine meaning

● Using complex texts, have students identify unknown words and guess at meaning by context; next define them, writing definitions in the margins of text

● Research etymology of unknown or archaic words

● Use Quizlet and Canvas quizzes to enhance vocabulary acquisition

● Vocabulary.com practice

2nd Quarter 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. Use context as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech. c. Consult general and specialized reference materials, 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.





45

LANGUAGE STANDARDS


MPS RESOURCES

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. 1st Quarter Standard in its entirety.

Students will practice this standard as they complete

close reading and annotation activities for assigned

texts. 2nd Quarter Standard in its entirety.




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. 1st Quarter Standard in its entirety.

• Vocabulary.com practice of assigned lists

• Peer-editing activities using word choice 2nd Quarter Standard in its entirety.




Language Strand – Standards 1 & 2 Progressive Skills by Grade

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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

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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

48

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

50

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.

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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.

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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.

53


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.

54


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


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.)

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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.