en 40 shakespeare · apply knowledge of language to understand how language functions in different...

EN 40

Shakespeare

Course Curriculum

Aligned to the Arizona English Language Arts Standards (Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL NOVEMBER 2018

Table of Contents

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

Standards Overview…………………………………………………………………………………………………………….

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

Coding……………………………………………………………………………………………………………………………. Page 8

Reading Standards……………………………………………………………………………………………………………. Page 10

Reading for Literature……………………………………………………………………………………………………... Page 12

Reading for Informational Text……………………………………………………………………………………………. Page 18

Writing Standards………………………………………………………………………………………………………………. Page 24

Speaking and Listening Standards…………………………………………………………………………………………… Page 34

Language Standards……………………………………………………………………………………………………………Page 40

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

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

Introduction

1

Arizona English Language Arts Standards

Arizona English Language Arts Standards define the reading, writing, speaking and listening and language skills that need to be

mastered by all students in order to succeed in college-entry courses and in the workplace. Grade-specific K-12 standards translate the

broad aims of the Arizona English Language Arts Anchor Standards into appropriate grade-level skills. These standards employ 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 revision and release of Arizona English Language Arts Standards, Mesa brought together workgroups comprised of

content experts for each grade level. These groups included representatives from each of the district’s high school campuses and

teachers experienced in each of the courses offered in the district. The grade expert groups created an instructional progression for

each standard in each strand of the ELA Standards. As students work toward mastery of these standards, teachers will increase rigor in

each quarter by employing increasingly complex texts and tasks. The resulting curriculum documents provide:

● 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

The Arizona English Language Arts Standards 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. These should be used in conjunction with textbooks and resources adopted

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

standard. The expectation is that every student achieve mastery of every standard in its entirety by the end of the 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 suggested progression for instruction broken down by quarter. This progression is unique to each 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.

Standard and Suggested Progression This column contains a suggested

progression for instruction broken down by quarter.

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 Code Grade Band, Strand, Standard

Entire Arizona English Language Arts Standard

Bolded text indicates a new focus for the

quarter.

Overview

3

The Arizona 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 tasks.

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 Text:

● 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 #: EN40 Grade Level: 12th Grade Course Name: Shakespeare # of Credits: .5 (1 Sem) Prerequisites: EN48

Course Description: Shakespeare is a semester-long course that integrates writing for a variety of purposes and audiences with literature study

that reflects the culture of England during the Renaissance. Emphasis is placed on the major works of Shakespeare including sonnets while

writing activities may include a focus on argumentative, expository, and narrative modes. Along with exploring universal themes, students will

recognize Shakespeare’s influence in contemporary language, literature, and culture.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

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

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

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

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

Teacher’s Note:

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

Grade 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.

Overview

5

Shakespeare Course Overview

Shakespeare is a semester-long course that integrates writing for a variety of purposes and audiences with literature study that reflects

the culture of England during the Renaissance. Emphasis is placed on the major works of Shakespeare including sonnets, while writing

activities may include a focus on argumentative, expository, and narrative modes. Along with exploring universal themes, students will

recognize Shakespeare’s influence in contemporary language, literature, and culture. Below are suggested reading selections for the

semester-long (18-week) course, however, course will be designed according to teacher discretion and not all Shakespeare plays and

sonnets will be covered. Some content suggestions are made to avoid overlap in the currently adopted grade level textbooks.

Shakespeare is considered a literature course, therefore students will be expected to schedule a writing course to complement this

semester-long class.

Genre Plays Possible Theme Exploration Modern Connection

Comedies The Taming of the Shrew* A Midsummer Night’s Dream** Twelfth Night*** The Merchant of Venice The Merry Wives of Windsor The Two Gentlemen of Verona The Comedy of Errors

● The masks we wear and the roles we take (illusion vs reality)

● Relationships ● Gender issues ● Transformation of self ● Communication ● Education and social class ● Nurture vs Nature

● Facebook ● Instagram ● 10 Things I Hate About You* ● Kiss Me Kate* ● Big Business* ● Deliver Us From Eva* ● Trading Places* ● “Pygmalion”* ● My Fair Lady* ● “Wise Children” by Angela

Carter* ● Strange Magic** ● “Love in Idleness” by Amanda

Craig** ● She’s the Man***

Tragedies The Tragedy of Julius Caesar* The Tragedy of King Lear**

● Betrayal ● Loyalty

● “The Dogs of War” by Frederick Forsyth*

Overview

6

The Tragedy of Hamlet, Prince of Denmark*** The Tragedy of Othello, the Moor of Venice

● Unity ● Conscience and remorse ● Universe of obligation ● Influence of power ● Race and acceptance ● Aging and loss ● Parent/ child relationships ● Nurture vs Nature ● Destiny ● Weakness

● “A Thousand Acres” by Jane Smiley** (book/film)

● “Paperback Writer” by the Beatles**

● My Kingdom** ● Ran** ● The Lion King*** ● Strange Brew*** ● The Bad Sleep Well*** ● O ● Current politics and issues

Histories The Tragedy of Richard the Third The Life and Death of King John

● Nurture vs Nature ● The masks we wear and the

roles we take (illusion vs reality)

● The allure of evil ● Betrayal ● Influences of memory and the

past ● Gender issues and roles ● Weakness ● Compassion and forgiveness ● Loyalty ● Language and communication

Variety of film/ staged adaptations ● BBC ● PBS

Sonnets/ Poems Sonnets

Additional Links for resources for teacher preparation:

Overview

7

http://disney.wikia.com/wiki/William_Shakespeare_(The_Bard_of_Avon)

Shakespeare in Love - excerpts

http://www.bbc.com/culture/story/20140527-say-what-shakespeares-words

https://www.folger.edu/

http://swshakespeare.org/education/teacher-guides/

http://www.onlinecollege.org/2009/12/16/100-incredibly-useful-links-for-teaching-and-studying-shakespeare/

https://www.nosweatshakespeare.com/resources/

https://eudocs.lib.byu.edu/index.php/Britain_1486-1688

http://disney.wikia.com/wiki/William_Shakespeare_(The_Bard_of_Avon)

http://www.bbc.com/culture/story/20140527-say-what-shakespeares-words

https://www.folger.edu/

http://swshakespeare.org/education/teacher-guides/

http://www.onlinecollege.org/2009/12/16/100-incredibly-useful-links-for-teaching-and-studying-shakespeare/

https://www.nosweatshakespeare.com/resources/

https://eudocs.lib.byu.edu/index.php/Britain_1486-1688

Coding

8

Strand:

Reading

Literature

Standard 1 Grades 11-12

11-12.RL.1

10

READING

STANDARDS

SHAKESPEARE EN40

Bold text indicates focus for scaffolding 12

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 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.

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 (“The Worthies and The Unworthies” - primary text on gender expectations from Folgers)

● Students develop level 2 questions to identify inferences in the text (based on Costa’s Levels of Questioning)

● Socratic seminars ● Group work to find evidence to support analysis ● MLA Citation exercises ● Develop warrants connecting evidence to claims ● Analysis (theme, characterization, setting, or any literary

elements)

Student generated prompts for both literary analysis and argument ● Students performance activities ● Students developed essays

Use a variety of contemporary grade- level texts including poetry, short stories, novels, and dramas to make thematic connections.

2nd Quarter Independently and proficiently 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.

SHAKESPEARE EN40




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,

including how they interact and build on one

another to produce a complex account; provides

an objective summary of the text.

Students read complex texts

● Teacher employs questioning strategies that facilitate discussion for theme

discovery

● Students determine evidence from text to support themes ● Map/web 2 - 3 themes until an overlap provides a complex account of text

● Socratic Seminar for further theme exploration ● Canvas discussions ● Scene summaries/ Act summaries

● Reading journals addressing how themes are developed and interact with each

other

● Students use technology to write or present thematic elements discovered through

reading

2nd Quarter Independently and proficiently 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, plot structure, character introduction and

development).

Students read complex texts ● Students keep dialectical journal as they read through texts, tracking plot

elements such as setting, character, and plot lines, analyzing how the author

develops these throughout the text to create meaning ● Students write creative narratives changing one element of the story to illustrate

their understanding of how stylistic choices impact outcome and meaning ● Students contemporize a self-selected Shakespeare scene

● Write a critique of author’s literary choices throughout a text

● Create Social Media site based on a character demonstrating an understanding of

characterization and character dynamics and relationships

● Students write alternate ending to story keeping author’s style, tone, and motifs ● Possible suggestions: Create a graphic novel, rewrite and stage a scene from a

Shakespearean drama, create a Social Media site for character of choice, or

create a new adventure following the style of the original.

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).

SHAKESPEARE EN40




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 o write connotative definition o write personal definition o act it out

● Students devise word trees (using word associations and imagery) to understand

author’s intent in diction ● Students teach sonnets to classmates translating to modern language ● Examine vernacular and the placement of words in texts

● Examining diction to understand how it creates tone and mood ● Use DIDLS chart to identify how diction creates meaning in a text

2nd Quarter Independent and proficient mastery of the

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 Analyze how an author’s choices concerning

how to structure specific parts of a text (e.g., the

choice of where to begin or end a story, the

choice to provide a comedic or tragic resolution)

contribute to its overall structure and

meaning.

● Start with a Socratic Seminar based on defining “aesthetic impact” ○ students come with personal definition of art

○ students come prepared with text-based arguments supporting definitions ● Frame story (i.e. Taming of the Shrew)

● Create a Graphic-novel ● Students storyboard texts

● Students 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. How does the

author’s structural choice affect the meaning of the text?

● Students will rewrite the beginning or ending of the text using a different structure and

determine how the meanings or themes are affected

● Students will 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 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, 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. Independent

and proficient mastery of the standard in its

entirety.

SHAKESPEARE EN40




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 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.

Choose works of similar themes written in different genres and

analyze how point of view impacts meaning in the text; consider

choosing plays that will reflect a diversity of cultures, races,

genders, and socio-economic experiences. ● Students use concept connection maps to analyze works of

similar themes in different genres, genders and cultures

● Students examine literature in terms of reader and writer

experience ● Research Shakespeare and his cultural customs, etc., and

analyze how these customs impact themes and meaning in

his 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 lens

● Write an excerpt from a different character’s point of view.

Possible Suggestions: Pair Baptista with Lear. This

assignment could be modified for many different pieces.

2nd Quarter Proficiently and independently 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.

SHAKESPEARE EN40




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 and evaluating how

each version interprets the source text.

Students 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. ● Attend live Shakespeare performance

● Watch coinciding theater productions in order to determine

director choices

● Write a review analyzing the effect of director'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

● Examine scenes from various film versions of the same

text, i.e. Hamlet, Othello, or King Lear ● Students perform scenes from dramas presenting them in

different styles ● Students reinterpret texts into graphic novels or video

formats ● Students reinterpret text in a different medium/genre:

poetry, storyboard, video, brochure, photo essay, etc.

2nd Quarter Independently and proficiently, 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.

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

SHAKESPEARE EN40




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 ● Students use concept connection maps in order to analyze

works of similar themes in different time periods (i.e. gender

roles within the time period) ● 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 different

time period

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

and cultural background and social norms impact the

message and concerns of the text ● Identify how literary devices, figurative language, and diction

reflect a text’s time period and impact the meaning in the

text ● Socratic seminar examining how and why the message of a

text has changed throughout time ● Examine “The Hero’s Journey” within a Shakespearian play

2nd 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.

SHAKESPEARE EN40


READING STANDARDS FOR INFORMATIONAL TEXT


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 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.

Provide a prompt for a selected informational text (primary text selections such as “Worthies and Unworthies” or biographical information and:

● Practice close reading/annotation exercises using ○ RAFT (Role, Audience, Format, Topic) ○ PAPA Squares (Purpose, Audience, Persona,

Argument analyzing Rhetorical Methods and Strategies)

○ DIDLS (Diction, Imagery Details, Language, Syntax) ○ Rhetorical Precis for argument analysis

● Students develop level 2 questions to identify inferences in the text (based on Costa’s Levels of Questioning)

● Students will examine non-fiction texts for credibility, reliability, and bias

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

citation format ● Practice developing warrants connecting evidence to claims ● Analysis paragraphs (analyzing tone, audience, purpose,

message, and appeals) ● Students generate prompts for rhetorical analysis and

argument ● Students write complete rhetorical analysis with thesis,

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

*Use a variety of grade- level appropriate and approved texts from outside Shakespeare resources (such as Folgers or other recommended resources in overview).

2nd Quarter Independently and proficiently 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.

SHAKESPEARE EN40




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,

including how they emerge and are shaped and

refined by specific details; provide an objective

summary.

Students read complex texts that increase in rigor as the year progresses ● Teacher-provided text-dependent questions to identify claims or central ideas

in texts ● Students 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, rhetorical devices, and arguments ● Canvas discussions ● Scene/ Act summaries

● Reading journals focusing on development and interaction of claims and

central ideas

● Students use technology to present

2nd 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. Independent and

proficient master of the standard in its entirety.

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 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.

Students read complex texts that increase in rigor as the year progresses ● Students keep dialectical journal as they read through texts, analyzing both

chronology and of argument development ● Close reading/annotation activities for assigned texts ● Complete an AVID “Say-Do-Mean” chart for an assigned text

● Write a precis using AVID 3-part integration ● Write an analysis evaluating author’s effective use of structure, sequencing,

rhetorical devices and strategies in presenting his argument 2nd Quarter Independently and proficiently 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, demonstrating college

and career readiness.

SHAKESPEARE EN40




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 (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.

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 o write connotative definition o write personal definition o act it out

● Students 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 chart to identify how diction creates meaning in

a text

● Students will examine text for logical fallacies

2nd Quarter Independently and proficiently 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.

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. Evaluate the effectiveness of the

author’s choice of structural elements and text features.

● Students analyze the exposition of a piece, examining how

the author chose to introduce claims and sub-claims. How

does the author’s structural choice and bias impact the

meaning of the text? ● Graphically organize the author’s argument to determine

central claim and to understand how sub-claims and

counterclaims support central argument ● Students write an argument analysis (paragraph or

extended essay) evaluating how an author’s structural

choices impact the meaning of the work as a whole

2nd Quarter Independently and proficiently evaluate the effectiveness of both the

structure an author uses in his or her exposition or argument and alternate

structures; evaluate whether the structure makes points clear, convincing,

and engaging.

SHAKESPEARE EN40




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 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.

Choose important works to analyze how point of view impacts

meaning in the text; consider choosing plays that will reflect a

diversity of cultures, races, genders, and socio-economic

experiences.

● Students use concept connection maps to analyze works of

similar central ideas from different mediums and

perspectives ● Students research and present informational and

argumentative texts which examine issues and concerns

from a variety of perspectives ● Research authors, cultural customs, etc., to analyze how

these factors 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 impact the message of the

text, examining the text for bias ● Identify how rhetorical devices, figurative language, and

diction delineate cultural differences, perspectives, create

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

similar issue analyzing rhetorical techniques and argument

appeals

● 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 Independently and proficiently analyze an author’s point of view or purpose

in a text in which the rhetoric is particularly effective; critique the author’s style

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

beauty of the text.

SHAKESPEARE EN40




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 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.

● Utilize podcasts and video sites such as TED talks, NPR, news

shows, satirical news and editorials that address a variety of

questions and problems ● Utilize contemporary film to compare fidelity to the original text

● Evaluate websites, articles, broadcasts, etc. for bias and reliability ● Brainstorm possible solutions for proposed problems and research

feasibility of solutions ● Create a brochure or other visual presentation (i.e. google slides)

that shares student research that answers a specific question or a

specific problem ● 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 Independently and proficiently synthesize, 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; critique 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 Applying logical, cultural, and philosophical principles, delineate and

evaluate the rhetorical effectiveness of the author’s reasoning,

premises, purpose, and arguments in seminal British texts.

Using seminal U.S. and world texts: (see additional resources for link to

seminal text) ● 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 this time period 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 argument in seminal U.S. texts and world text,

extrapolate and evaluate the effects of these decisions on public life,

demonstrating college and career readiness.

SHAKESPEARE EN40




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, purpose, and rhetorical features of seventeenth-,

eighteenth-, and nineteenth-century foundational British documents of

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

features.

Using seminal British texts: (see additional resources for link to

seminal text)

● Create PAPA Squares (Purpose, Audience, Argument, Persona analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of themes and purposes

● Silent gallery walk 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 Independently and proficiently analyze and evaluate the implications of

theme, purpose, and rhetorical features of seventeenth, eighteenth, and

nineteenth century British 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.

24

WRITING

STANDARDS

SHAKESPEARE EN40


WRITING STANDARDS


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 Writes 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. introduces precise claim(s), establishes the significance of the claim(s),

distinguishes the claim(s) from alternate or opposing claims, and creates an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

c. develops 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. uses 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. establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing.

f. provides a concluding statement or section that follows from and supports the argument presented.

● Use 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 ○ literary criticism

● Use google docs or word processing programs for creating and utilizing graphic organizers

○ Concept connection maps ○ Cornell Notes ○ Other organizers

● 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. noncredible sources ● Using OneNote (or similar), annotate the text using ● Using OneNote (or similar), create or identify

counterclaims for each claim ● Using OneNote (or similar), create T-chart with

strengths and limitations (or pros and cons) ● Model and discuss arguments based on the audience

(trying to convince parent vs. neighbor, vs. a friend) ● Evaluate speaker/author bias (motive, background)

using TedTalks, YouTube clips, or similar ● Evaluate the media to identify logos, pathos, ethos

(media fallacies)

SHAKESPEARE EN40


WRITING STANDARDS


2nd Quarter Independently and proficiently writes 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. introduces strong and precise claim(s), establishes the significance of the

claim(s), distinguishes the claim(s) from alternate or opposing claims, and

creates an effective organization that establishes strong, clear relationships

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

c. develops 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. uses 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. establishes and maintains 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. provides an effective concluding statement or section that follows from and

supports the argument presented.

g. evaluates and reflects on the writing and how well it addresses the purpose,

audience, and task.

● Read writing aloud for sentence fluency, both

professional and student writing

● Drafting/Revision for tone ● Respond to writing prompts with the same topic for

two different audiences - discuss the differences ● Cornell Notes – summary ● Omit the conclusion of a published piece and have

students generate a replacement conclusion

Suggested Writing Prompts:

• Was Shakespeare a rebel in his time?

• How is miscommunication the root of all evil in Shakespeare’s plays?

• Does power corrupt?

• Does our mask reflect who we are?

• Are people destined to be who they are? Or, are they formed by their environment?

• What is Shakespeare's attitude about gender roles?

• How does Shakespeare feel about destiny?

SHAKESPEARE EN40


WRITING STANDARDS


11-12.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

1st Quarter Writes 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. Introduces a topic; organizes ideas, concepts, and information to make connections and

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

multimedia in an attempt to aid comprehension. b. Develops 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. Uses appropriate transitions to link the major sections of the text, create cohesion, and

clarify the relationships among complex ideas and concepts.

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

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

e. Establishes 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. Provides a concluding statement or section that supports the information or explanation

presented.

● Multimedia: Digital storytelling, Prezi, Windows movie maker, PowerPoint

● Define audience ● Evaluate sources: Annotated

bibliography, rhetorical Precis ● Using OneNote (or similar), reinforce

critical reading skills (marking text, identifying claims)

● Using OneNote (or similar), peer editing, multiple revisions - highlight and link transitional ideas

● Using commonlit.org or similar program, emulate the writing style of a respected literary scholar

● Rewrite Shakespearean text into modern language

● Omit the conclusion of a published piece and have students generate a replacement conclusion

SHAKESPEARE EN40


WRITING STANDARDS


2nd Quarter Independently and Proficiently writes 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 introduces a topic; strategically organizes complex ideas, concepts, and information to make important connections and distinctions; includes important formatting (e.g., headings) and graphics (e.g., figures, tables) when useful to aiding comprehension.

b. Develops 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 uses appropriate and varied transitions to link the major sections of the text, creates 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. Establishes and maintains 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. Provides 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).

Suggested Writing Prompts:

• Develop a timeline for Shakespeare’s writing concurrent with historical events in England

• Create a PowerPoint describing Elizabethan marriage traditions

• Create a movie poster for a Shakespeare including an illustration and brief “preview” for the film

• Explore sources for plays (i.e. what was Shakespeare’s inspiration for each play)

• What were the roles of women during the time period?

• What kind of education did Shakespeare have?

• Explain how the theater (The Globe) is different from contemporary theater

• Explain why playwrights, such as Shakespeare, did not publish their plays

SHAKESPEARE EN40


WRITING STANDARDS


11-12.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and

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

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

1st 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.

● 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 sonnet as a springboard for creating and

advancing narrative structure ● Write a sonnet which uses descriptive detail,

sensory language, etc., and perform for class ● Create an illustration based on descriptive

language ● Rewrite an alternate story ending to change the

outcome of the plot ● Rewrite a scene using an alternate POV ● Create a reflective ending for an established

narrative (From a different student or published sample)

● Using Jaques’s speech (Act II, scene vii, “All the world’s a stage…”) create a narrative about the stages of a high school student

● Using sonnet 18, “Shall I compare thee to a summer’s day...”, write a sonnet where students make their own comparison

2nd Quarter a. Independently and Proficiently 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.

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.

SHAKESPEARE EN40


WRITING STANDARDS


11-12.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

1st Quarter Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develops and strengthens 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. Uses technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

● Student generated rubrics that focus on a specific trait(s)

● Teacher generated rubric ● Use Canvas to peer review writing

assignments ● Use turnitin.com to peer review at

regular intervals during the writing process

2nd Quarter Proficiently and Independently so that students are college and career ready produces clear and coherent writing in which the development, organization, and style are highly effective for the task, purpose, and audience. Develops and strengthens writing by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Uses 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.

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.)


● Peer review writing assignments;

Google docs, Canvas, or paper ● Use turnitin.com to peer review at

regular intervals during the writing process

2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that students are college and career ready.

SHAKESPEARE EN40


WRITING STANDARDS


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


Google Docs, email, PowerPoints, turnitin.com, texting, blogs, canvas, reputable websites for research, online collaboration Suggested activities: Divide students into groups to research, create a PowerPoint, and present to the class, i.e. Shakespeare timeline, biographical information, historical background


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 complex 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.

Possible projects:

• Historical background o Renaissance superstitions o Elizabethan England o Destiny o Religious reformation o Universal Hierarchy o The four humors o Acceptable punishments

• Biographical background o Family structure o Education o Marriage/ Children o Career involvements

• Shakespeare criticisms o Burbage o Moore

• Chronology and sources

2nd Quarter Independently and proficiently so the students are college and career ready 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.

SHAKESPEARE EN40


WRITING STANDARDS


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


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.


Use of in-text citations

Annotated Bibliography

MLA Works Cited Page 2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that students are college and career ready.

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.

34

SPEAKING AND

LISTENING

STANDARDS

SHAKESPEARE EN40


SPEAKING AND LISTENING STANDARDS


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

a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

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

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

1st 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.

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.


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.


Suggested activities: ● Socratic Seminar (i.e. characteristics of a tragic hero,

illusion vs reality) ● Think/pair/share ● Four corners ● Philosophical Chairs - AVID ● Debate ● Scene performance ● Mock Trial (King Lear) ● Present a visual aide for the argument ● Sonnet recitation ● Create a model or diorama of a scene

SHAKESPEARE EN40




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. Evaluate the efficacy of discussion overall; identify where and how discussions can improve.

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.


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 conclusion; 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, proficiently and without teacher intervention.

Suggested activities: ● Develop questions using Costa’s levels of questioning ● Podcast (listen or create) ● Socratic seminars ● Video ● Blogging and Forums ● Google slides

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, while evaluating the credibility and accuracy of each source and noting any discrepancies.

Suggested activities: ● Socratic method ● Podcast (listen or create) ● Gallery Walk ● Video news report (listen or create) ● Poetry slam ● Rap battle

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

SHAKESPEARE EN40




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 and rhetoric, assessing the stance, links among ideas, word choice, points of emphasis, and tone used.

Suggested activities: ● Use a podcast/YouTube clip on evaluating website for

credibility ● Evaluate a soliloquy or monologue ● Evaluate a literary critique on a play (live or film)

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

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, message, and any alternative perspectives.

Presentation suggestions: ● Oral speech ● Ad campaign ● Debate ● Play talk (“book club”) ● Podcast ● Video ● Digital Storytelling ● Blogs ● Poster

2nd 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.

Suggested activities: ● Blogs/Forums ● PowerPoint ● Digital Storytelling ● Video (create a music video)

○ MPS offers many of these classes through Professional Development*


SHAKESPEARE EN40




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 a scene for different audiences and/or time periods (i.e. young children, teenagers, limited English speakers, etc.).


40

LANGUAGE

STANDARDS

SHAKESPEARE EN40


LANGUAGE STANDARDS


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 Demonstrates command of the conventions of standard grade level English grammar and usage when writing or speaking: (a) applies the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolves issues of complex or contested usage, consulting references as needed

No RedInk.com Refer to Purdue Owl website Grammar instruction can include:

● bell work ● mini-lessons ● in context with literature ● peer editing exercises ● revision ● editing for final draft

Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings (i.e. MLA formatting).

2nd Quarter Demonstrates strong command of the conventions of standard grade level English grammar and usage when writing or speaking: (a) applies the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolves issues of complex or contested usage, consulting references as needed proficiently and independently so that students are college and career ready.

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 Demonstrates awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly.

NoRedInk.com activities Canvas Grammar Quizzes Refer to Purdue Owl website Grammar instruction can include:

● bell work ● mini-lessons ● in context with literature ● peer editing exercises ● revision ● editing for final draft

SHAKESPEARE EN40


LANGUAGE STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES

2nd Quarter Demonstrates strong awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly, proficiently and independently so that students are college and career

ready.

Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings (i.e. MLA formatting).

Use Specific rubrics for written products that address conventions, capitalization, punctuation, and spelling when writing, with emphasis on hyphenation (AzMERIT rubrics).

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 Applies 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. Varies syntax for effect, consulting references for guidance as needed; applies an understanding of syntax to the study of complex text when reading.

● Explicitly teach sentence structure and apply to written expression

● Identify varying syntax in literary and nonfiction pieces and analyze for rhetorical effect

● Students apply vocabulary acquisition by writing a variety of sentence forms (complex, compound, compound-complex, loose, periodic, etc.)

● Students revise essays, varying syntax for effect according to the purpose of the essay

2nd Quarter Applies 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. Varies syntax for effect, consulting references for guidance as needed; applies a thorough understanding of syntax to the study of complex text when reading, proficiently and independently so that students are college and career ready.

SHAKESPEARE EN40


LANGUAGE STANDARDS


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 clarifies 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. c. Identify and correctly use patterns of word changes that indicate different meanings

or parts of speech. d. 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.

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

● Application of AVID critical reading strategies ● Warm-ups using context clues to determine

meaning ● Using complex texts, have students identify

unfamiliar words using context clues to determine meaning

● Define unfamiliar language, notating meaning ● Research etymology of unknown or archaic

word. ● Use Quizlet and Canvas quizzes to enhance

vocabulary acquisition ● Vocabulary.com practice 2nd Quarter Standard in its entirety proficiently and independently so that students are college

and career ready.

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. ● Close reading/ AVID critical reading strategies ● Annotating texts ● Connotation/denotation activities

2nd Quarter Standard in its entirety proficiently and independently so that students are college and career ready.

SHAKESPEARE EN40


LANGUAGE STANDARDS


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.


• Vocabulary.com practice of assigned lists

• Peer-editing activities using word choice

2nd Quarter Standard in its entirety proficiently and independently so that students are college and career ready.

Language Strand – Standards 1 & 2 Progressive Skills by Grade

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The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students

advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in

preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

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

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

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

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

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

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

Produce, expand, and rearrange complete simple and compound sentences

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

3rd Grade Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

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

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional

patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

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

sentence

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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

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ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

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Arizona 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.

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Writing Standards

Production and Distribution of Writing

11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

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

Research to Build and Present Knowledge

11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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

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

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

Range of Writing

11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Speaking and Listening Standards

Comprehension and Collaboration

11-12.SL.1

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

partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring

to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.

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

individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full

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


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.