eng iii updated 8/3/2017 10:03 am - education for a...

ENG III Updated 8/3/2017 10:03 AM

COLLECTION 1 – COMING TO AMERICA (15 DAYS)

1. Overview

In this collection, students will read about Europeans who came beginning in the late 1400s and how they affected the Native Americans. The collection

topic will be explored through 5 informational texts and 3 literary texts from the student edition and the Close Reader. At the conclusion of the collection,

the student will demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance task, a

performance assessment, and/or the collection test.

LA STUDENT

STANDARDS*

Reading:

RI.1, RI.2, R1.3, RI.4, RI.5, RI.6, RI.7, RI.9, RI.10, RL.1, RL.2, RL.3, RL.4, RL.5, RL.6

Language:

L.1, L.2, L.3a, L.4a, L.4b, L.4c, L.4d, L.5b, L.6

Writing:

W.1a, W.1b, W.1c, W.1d, W.1e, W.2b, W.3b, W.3c, W,3d, W.4, W.5, W.3d, W.5, W.7, W.10

*See Appendix for complete

explanation of standards.



2. Selections

Anchor Text - “from On Plymouth Plantation” (approximately 3 days, pp. 5-18)

KEY SKILLS ADDRESSED

Identify and analyze the central ideas of a foundational text

Active and passive voice

SELECTION RESOURCES

Media: Informational Close Reader text:

Stream to Start Collection Opener video

Video: History Channel – The Mayflower Close Read Screencast

Level Up Tutorial: Paraphrasing

Audio of selections

Interactive Lesson: Writing as a Process

from The General History of Virginia (pp. 3-10)

OPPORTUNITIES FOR SELECTION ASSESSMENT

Selection Performance Task - Writing Activity: Journal Entry and Letter (p. 20) Selection test (printable or online)

“Coming of Age in the Dawnland” (approximately 1 day, pp. 23-31)


Determine the author’s purpose for writing

Dependent (subordinate) clauses


SELECTION RESOURCES

Media: Close Reader:

Video HISTORY: The Aztecs (online)

Audio of selection (online)

Interactive Whiteboard Lesson (online)

Interactive Lesson: Writing as a Process (ongoing online)

N/A


Selection Performance Task - Writing Activity: Argument (p. 33)

Selection test (printable or online)

“Balboa” (approximately 1 day, pp.77-83)


Determine themes

Analyze structure

SELECTION RESOURCES


Audio of selection (online)

Level Up Tutorial: Making Inferences about Characters (online)


N/A


Selection Performance Task - Writing Activity: Dramatic Monologue (p. 85)



“Blaxicans and Other Reinvented Americans” (approximately 2 days, pp. 87-92)


Trace and evaluate an argument

Using colons effectively

SELECTION RESOURCES


Audio of selections


“Mother Tongue” (pp. 11-18)


Selection Performance Task - Writing Activity: Evaluation (p. 94)


“New Orleans” (approximately 1 day, pp. 97-99)


Determine the theme of a poem

Syntax in poetry

SELECTION RESOURCES

Media: Literary Close Reader text:

Audio of selections (online)

Interactive Whiteboard Lesson (online)

Level Up Tutorial: Citing Text Evidence (online)


“Indian Boy Love Song (#2)” (pp. 19-20)


Performance Task – Speaking Activity: Historical Investigation (p. 101)




3. Culminating Collection Assessments (approximately 3 days)

Collection Test (printable or online) Collection Performance Task - Write an Argument (student edition, pp. 103-106)


COLLECTION 2 – BUILDING A DEMOCRACY (15 DAYS)

1. Overview

In this collection, students will read texts pertaining to how the American people built a democracy by writing laws to govern their new nation. The

collection topic will be explored through 6 informational texts and 4 literary texts from the student edition and the Close Reader. At the conclusion of the

collection, the student will demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance

task, a performance assessment, and/or the collection test.

LA STUDENT

STANDARDS*

Reading:

RI.1, RI.3, RI.4, RI.5, RI.6, RI.8, RI.9, RL.1, RL.2, RL.4, RL.5, RL.6, RL.9

Language:

L.1, L.2, L.3, L.3a, L.4, L.4c, L.5, L.5b, L.6

Writing:

W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.4, W.5, W.7, W.8, W.9, W.9a, W.9b, W.10





2. Selections

Anchor Text - The Declaration of Independence (approximately 3 days, pp. 111-116)


Analyze the features of a foundational U.S. document

SELECTION RESOURCES


Stream to Start collection opener video

Video: History Channel – The Presidents: Jefferson Writes the Declaration of Independence

Close Read Screencasts

Audio of selection

Interactive Lesson: Writing Informative Texts (ongoing)

N/A


Selection Performance Task – Analyzing the Text, 1-7 (p. 118) Selection test (printable or online)

Anchor Text - “from The United States Constitution: Preamble and Bill of Rights” (approximately 1 day, pp.

121-124)


Analyze the features of a foundational U.S. document

Formal and informal style


SELECTION RESOURCES

Media: Informational Close Reader Text:

Video: History Channel – America Gets a Constitution

Audio of selections



“from The United States Constitution” (pp. 23-26)


Selection Performance Task - Writing: Essay (p. 128)


“The Federalist No.10” (approximately 2 days, pp.129-136)


Analyze and evaluate an argument

Transitions

SELECTION RESOURCES


Audio of selection

Video HISTORY: Library on Congress: The Federalist Papers Interactive Whiteboard Lesson: Author’s Purpose and Perspective

Level Up Tutorial: Elements of an Argument


N/A


Selection Performance Task – Analyzing the Text, 1-7 (p. 138)



“Thomas Jefferson: The Best of Enemies” (approximately 2 days, pp. 141-146)


Analyze ideas, events, and structure in an informational text

Hyphenation

SELECTION RESOURCES


Audio of selections

Level Up Tutorial: Chronological Order


“Abigail Adams’ Last Act of Defiance” (pp. 29-34)


Selection Performance Task - Writing Task: Essay (p. 148)


“To the Right Honourable William, Earl of Dartmouth”, “On Being Brought from Africa to America”, and

“On the Emigration to America and Peopling the Western Country” (approximately 1 day, pp. 151-156)


Analyze and compare topics and themes in poems

SELECTION RESOURCES


Audio of selections

Video: History Channel – Mankind: African Slave Trade

Interactive Whiteboard Lesson: Key Traits-Arguments

Level Up Tutorial: Theme


N/A





“A Soldier for the Crown” – (approximately 1 day, pp. 159-163)


Analyze suspense, ambiguity, and point of view in fiction

Point of view

SELECTION RESOURCES


Audio of selection

Interactive Whiteboard Lesson: Conducting Research on the Web

(Search Strategies) Interactive Lesson: Writing Informative Texts (ongoing)

N/A






Collection Test (printable or online) Collection Performance Task - Informative Essay (student edition, pp. 169-172)


COLLECTION 3 – THE INDIVIDUAL AND SOCIETY (16 DAYS)

1. Overview

The texts in this collection explore how individuals fit in with or relate to the society in which they live, or, how people interact with the natural world. The

collection topic will be explored through 2 informational texts and 9 literary texts from the student edition and the Close Reader. At the conclusion of the



LA STUDENT

STANDARDS*

Reading:

RI.1, RI.2, R1.3, RI.5, RI.6, RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.9

Language:

L.1, L.2, L.3, L.3a, L.4, L.4a, L.4b, L.4c, L.4d, L.5, L.5a, L.5b

Writing:

W.1, W.2, W.3, W.3a, W.3b, W.3c, W.3d, W.3e, W.4, W.5, W.7, W.8, W.9, W.9a, W.9b, W.10





2. Selections

Anchor Text – “from Song of Myself” (approximately 3 days, pp. 177-183)


Determine themes in poetry

Parallel structure

SELECTION RESOURCES

Media: Literary Close Reader Texts:



Audio of selections

Level Up Tutorial: Figurative Language

Interactive Lesson: Writing Narratives (ongoing)

“I Hear America Singing (pp. 38-39)

“A Noiseless Patient Spider” (p. 40)


Selection Performance Task – Writing Activity: Response to Literature (p. 185) Selection test (printable or online)

Anchor Text - “Against Nature” (approximately 3 days, pp. 221-229)


Analyze how an author’s choices concerning the structure of a text contribute to its meaning

Quotations

SELECTION RESOURCES


Audio of selections


Level Up Tutorial: Analyzing Arguments


“Spoiling Walden: Or, How I Learned to Stop Worrying and Love

Cape Wind” (pp. 47-54)



Selection Performance Task - Writing Activity: Analysis (p. 231) Selection test (printable or online)

Selections from Emily Dickinson: “The Soul selects her own Society”, “Because I could not stop for Death”,

“Much Madness is divinest Sense”, and “Tell all the truth but tell it slant” (approximately 1 day, pp.199-203)


Analyze language

Determine themes

Support interpretations with specific textual evidence

SELECTION RESOURCES


Audio of selections

Interactive Whiteboard Lesson: Author’s Style-Forms in Poetry

Level Up Tutorial: Universal and Recurring Themes


N/A

OPPORTUNITIES FOR SELECTION ASSESSM ENT

Selection Performance Task - Writing Activity: Analysis (p. 205)


“The Minister’s Black Veil” (approximately 2 days, pp. 235-246)


Determine theme

Recognize and interpret symbols in literature


SELECTION RESOURCES


Audio of selection

Interactive Lesson: Writing Narratives

N/A


Selection Performance Task - Writing Task: Comparison Analysis* (p. 266) Selection test (printable or online)

*complete this performance task only after reading “The Pit and the Pendulum”

“The Pit and the Pendulum” (approximately 2 days, pp. 249-262)


Analyze impact of atmosphere and structure on dramatic tension

Explore different approaches to dark Romanticism by comparing themes

SELECTION RESOURCES


Audio of selection

Video HISTORY – Surviving History: The Pendulum Interactive Whiteboard Lesson: Conducting Research on the Web

(Search Strategies) Interactive Lesson: Writing Narratives

N/A


Selection Performance Task - Writing Task: Comparison Analysis (p. 266)





Collection Test (printable or online) Collection Performance Task - Write a Narrative (student edition, pp. 267-270)


COLLECTION 4 – A NEW BIRTH OF FREEDOM (13 DAYS)

1. Overview

The texts in this collection explore how various Americans in the nineteenth century thought about and experienced freedom, or the lack of it. The

collection topic will be explored through 7 informational texts and 1 literary text from the student edition and the Close Reader. At the conclusion of the



LA STUDENT

STANDARDS*

Reading:

RI.1, RI.2, R1.3, RI.4, RI.5, RI.6, RI.8, RI.9, RL.1, RL.2, RL.4, RL.5, RL.6

Language:

L.1, L.2, L.3, L.3a, L.4, L.4b, L.4c, L.4d, L.5, L.5b

Writing:

W.1, W.1a, W.1b, W.1c, W.1d, W.1e, W.2, W.2b, W.4, W.7, W.8, W.9, W.9a, W.9b, W.10





2. Selections

Anchor Text – “Second Inaugural Address” (approximately 2 days, pp. 279-280)


Evaluate a seminal U.S. speech

Analyze premises and purposes of author’s arguments

Balanced sentences

SELECTION RESOURCES



Close Read Screencast

Audio of selections

Video History – AMERICA The Story of Us: Abraham Lincoln Interactive Whiteboard Lesson: Text Structure and Meaning

Performance Assessment Work-text: Unit 1: Argumentative Essay,

Steps 1-2, pp. 3-20 (ongoing)

“Emancipation Proclamation” (pp. 57-60)



Anchor Text - “What to the Slave is the Fourth of July?” (approximately 1 day, pp. 285-290)


Analyze point of view

Evaluating how the rhetoric, style, and content contribute to text’s persuasiveness

Rhetorical devices


SELECTION RESOURCES


Audio of selection



N/A


Selection Performance Task - Writing Activity: Outline and Summary (p. 292) Selection test (printable or online)

“Declaration of Sentiments” (approximately 2 days, pp.295-297)


Analyze how structure and style of an argument supports the author’s ideas and claims

SELECTION RESOURCES


Audio of selections

Interactive Whiteboard Lesson: Author’s Style-Forms in Poetry

Level Up Tutorial: Analyzing Arguments



“from The Iroquois Constitution” (pp. 61-64)


Selection Performance Task - Writing Activity: Comparison (p. 299) Selection test (printable or online)


The 54th Massachusetts (approximately 2 days, pp. 315-316)


Integrate and evaluate documentary information in interviews, video reenactments, and photos

SELECTION RESOURCES


Video HISTORY – Civil War Journal: The 54th Massachusetts Level Up Tutorial: Evaluating Credibility



“Bonding Over a Mascot” (pp. 65-70)


Selection Performance Task – Analyzing the Media, 1-3 (p. 316)


“Runagate Runagate” (approximately 1 day, pp. 317-320)


Analyze a free-verse poem for its use of allusions, rhythm, and structure

SELECTION RESOURCES

Media: Close Reader :

Audio of selection

Video HISTORY – AMERICA The Story of Us: Harriet Tubman and the Underground Railroad

Interactive Whiteboard Lesson: Author’s Purpose and Perspective



N/A


Selection Performance Task - Writing Activity: Essay (p. 322) Selection test (printable or online)




Collection Test (printable or online) Collection Performance Assessment - Unit 1, Step 3: Argumentative Essay (Performance Assessment work-

text, pp. 21-28)


COLLECTION 5 – AN AGE OF REALISM (14 DAYS)

1. Overview

The texts in this collection explore truths about people and society as seen through the eyes of several writers. The collection topic will be explored

through 2 informational texts and 5 literary texts from the student edition and the Close Reader. At the conclusion of the collection, the student will

demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance task, a performance

assessment, and/or the collection test.

LA STUDENT

STANDARDS*

Reading:

RI.1, RI.2, RI.4, RI.6, RI.10, RL,1, RL.2, RL.3, RL.4, RL.5, RL.6

Language:

L.1, L.2, L.3, L.3a, L.4, L.4b, L.4c, L.5, L.5a, L.5b

Writing:

W.1, W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.3, W.3d, W.4, W.5, W.7, W.8, W.9, W.9a, W.9b, W.10





2. Selections

Anchor Text – “To Build a Fire” (approximately 2 days, pp. 331-346)


Determine a story’s themes

Distinguish realism and naturalism

Consistent tone

SELECTION RESOURCES

Media: Literary Close Reader Text:



Audio of selections

Interactive Lesson: Using Textual Evidence and Evaluating Sources

(ongoing)

“The Men in the Storm” (pp. 73-82)


Selection Performance Task – Writing Activity: Narrative (p. 348) Selection test (printable or online)

“from The Jungle” (approximately 1 day, pp. 351-355)


Determine an author’s purpose

Analyze author’s purpose

SELECTION RESOURCES


Audio of selection

Level Up Tutorial: Author’s Purpose


(ongoing)

N/A



Selection Performance Task - Writing Activity: News Article (p. 357) Selection test (printable or online)

“The Lowest Animal” (approximately 1 day, pp. 373-378)


Identify author’s purse through understanding the use of satire

Parallelism

SELECTION RESOURCES


Audio of selection

Interactive Whiteboard Lesson: Citing Textual Evidence

Level Up Tutorial: Author’s Purpose


(ongoing)

N/A




“The Story of an Hour” (approximately 3 days, pp. 395-397)


Analyze the impact of author’s use of point of view an irony in a short story


SELECTION RESOURCES


Audio of selections

Level Up Tutorial: Irony


(ongoing)

“A Journey” (pp. 91-104)


Selection Performance Task - Developing Argument Activity (p. 399) Selection test (printable or online)

“The Fish” (approximately 1 day, pp. 401-403)


Analyze a poem for diction, imagery, and use of symbols

SELECTION RESOURCES


Audio of selections

Interactive Whiteboard Lesson: Infer Theme in a Poem


(ongoing)

“Ode to a Large Tuna in the Market” (pp. 105-108)

OPPORTUNITIES FOR SELECTION ASSESS MENT

Selection Performance Task - Writing Activity: Description (p. 404) Selection test (printable or online)




Collection Test (printable or online) Collection Performance Task - Analytical Essay (student edition, pp. 405-408)


COLLECTION 6 – THE MODERN WORLD (15 DAYS)

1. Overview

Although the word modern usually refers to whatever is popular right now, in literature, modern can refer to texts as far back as the early 20th century.

The texts in this collection show people responding to change in the 20th and 21st centuries. The collection topic will be explored through 1 informational

text and 6 literary texts from the student edition and the Close Reader. At the conclusion of the collection, the student will demonstrate mastery of the

standards through culminating collection assessments, which may include a collection performance task, a performance assessment, and/or the collection

test.

LA STUDENT

STANDARDS*

Reading:

RI.1, RI.2, RI.4, RI.6, RL.1, RL.2, RL.3, RL.4, RL.5, RL.9

Language:

L.1, L.2, L.3, L.3a, L.4, L.4a, L.4c, L.5

Writing:

W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.3, W.3d, W.4, W.5, W.7, W.8, W.9a, W.9b





2. Selections

Anchor Text – “Winter Dreams” (approximately 2days, pp. 413-433)


Analyze character motivations in a short story and support their inferences about those motivations with evidence from the text

Craft effective sentences

SELECTION RESOURCES




Interactive Whiteboard Activity: Theme/Central Idea

Level Up Tutorials: Character Types and Methods of

Characterization

Audio of selection

Performance Assessment Work-text: Unit 3: Literary Analysis, Steps

1-2, pp. 63-88 (ongoing)

N/A


Selection Performance Task – Writing Activity: Letters (p. 435) Selection test (printable or online)

Anchor Text – The Crucible (approximately 5 days, pp. 457-539)


Identify and analyze elements of a drama

Dialogue


SELECTION RESOURCES


Audio of selection


Video HISTORY: Salem Witch Trials Level Up Tutorial: Elements of Drama

Interactive Whiteboard Lesson: Conducting Research on the Web


1-2, pp. 63-88 (ongoing)

N/A


Selection Performance Task A - Writing Activity: Analysis (p. 526) Selection test (printable or online)

“Song of the Son”, “From the Dark Tower”, and “A Black Man Talks of Reaping” (approximately 2 days, pp.

440-442)


Analyze and compare multiple works from a time period on the basis of topic and theme

SELECTION RESOURCES

Media: Paired Informational and Literary Close Reader Texts:

Audio of selections

Level Up Tutorial: Imagery


1-2, pp. 63-88 (ongoing)

“How it Feels to be Colored” and “The Weary Blues” (pp. 116-122)


Selection Performance Task – Writing Task: Essay (p. 444) Selection test (printable or online)




Collection Test (printable or online) Collection Performance Assessment - Unit 3, Step 3: Literary Analysis (Performance Assessment work-text,

pp. 89-100)


Appendix:

English 3 and English 4 Louisiana Student Standards

Standard Number

Wording of Standard

Reading Literature

RL.1 Cite strong, thorough, and relevant textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of

the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or

drama.

RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including

words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

RL.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its

overall structure and meaning as well as its aesthetic impact.

RL.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text

from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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.

RL.8 (Not applicable to literature)

RL.9 Demonstrate knowledge of foundational works of literature, including how two or more texts from the

same period treat similar themes or topics.

RL.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the

grade 12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Informational RI.1 Cite strong, thorough, and relevant 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.


RI.2 Determine a central idea of a text and analyze its development over the course of the text, including

how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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.

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key

term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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

RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is considered particularly

effective, analyzing how style and content contribute to the student interpretation of power, persuasiveness or beauty of the text.

RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words in order to address a question or solve a problem.

RI.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and

the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential

addresses).

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

RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity

band proficiently, with scaffolding as needed at the high end of the range.

Language

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 (e.g., Merriam-Webster's

Dictionary of English Usage, Garner's Modern American Usage) as needed.

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

a Observe hyphenation conventions.

b Spell correctly.

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 (e.g., Tufte's Artful Sentences) for guidance as needed;

apply an understanding of syntax to the study of complex texts when reading.

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 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.

b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

(e.g., analyze, analysis, analytical; advocate, advocacy).

c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

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

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.

Writing

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

organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

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

counterclaims.

d Establish and maintain a formal style and objective tone while attending to the conventions of the

discipline in which they are writing.

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

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 to make important connections

and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.


b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

clarify the relationships among ideas and concepts.

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

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

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

explanation presented.

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, establishing one or

multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of

experiences or events.

b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to

develop experiences, mood, tone, events, and/or characters.

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

whole.

d Use precise words and phrases, telling details, and figurative and sensory language to convey a vivid

picture of the experiences, events, setting, mood, tone, and/or characters.

e Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is

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

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

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.

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.

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.

W.8 Gather relevant information from multiple authoritative sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format

for citation. (e.g., MLA Handbook, Publication Manual of the American Psychological Association).

W.9 Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.


a Apply grades 11–12 Reading standards to literature. (e.g. “Demonstrate knowledge of foundational

works of literature, including how two or more texts from the same period treat similar themes or topics”).

b Apply grades 11–12 Reading standards to literary nonfiction. (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal

reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises,

purposes, and arguments in works of public advocacy.)

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.

Speaking/Listening

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 9–10 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

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

a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,

taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to

broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light

of the evidence and reasoning presented.

SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious

reasoning or exaggerated or distorted evidence.

SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners

can follow the line of reasoning and the organization, development, substance, and style are appropriate

to purpose, audience, and task.

SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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

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