EN 44 Creative Writing - Mesa Public Schools

EN 44

Creative Writing

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……………………………………………………………………………………………………………...Page 3

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

Coding……………………………………………………………………………………………………………………………. Page 5

Reading Standards……………………………………………………………………………………………………………….Page 6

Reading for Literature………………………………………………………………………………………………………. Page 8

Reading for Informational Text……………………………………………………………………………………………. Page 13

Writing Standards………………………………………………………………………………………………………………. Page 20

Speaking and Listening Standards…………………………………………………………………………………………… Page 30

Language Standards……………………………………………………………………………………………………………Page 36

Language Progression Chart…………………………………………………………………………………………………. Page 41

Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 44

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all

students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of

what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and

Language translate the broad aims of the Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms.

These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the

Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content

experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in

each of the courses offered in the district. The 11th and 12th grade expert groups worked in conjunction to create an instructional progression for

each standard in each strand of the ELA Standards that reflects an intentional scaffolding within the 11-12 grade band for courses offered in the

district. The curriculum documents that resulted provide the following:

● an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading

(literature and informational text), Writing, Speaking and Listening, and Language

● course information including course number, level of difficulty, and course descriptions

● a key to the correct coding of standards

● a breakdown of suggested quarterly progression of instruction per standard by strand

● a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

Since the Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state, these documents provide a

suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for

instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources

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

standard. While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested

progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is

that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from the Arizona English Language Arts Standards.

Below each standard are two columns.

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

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

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

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction

specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an

exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add

resources that will facilitate effective instruction for their students.

Standard Code Grade Band, Strand, Standard

Entire Arizona English Language Arts

Standard

Bolded text indicates a new focus for the quarter.

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.

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 task. Reading Standards for Literature:

● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres ● Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose

● Demonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examples ● Demonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structures ● Analyze how two or more texts from the same time period treat similar themes or topics

Reading Standards for Informational:

● Infer multiple meanings and determine main ideas, author’s purpose, and the effectiveness of rhetorical devices and support those inference using

detailed examples from the text

● Analyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and details effectively

● Continue to cite strong evidence contextually to support their analysis and claims

Writing Standards:

● Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal ● Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format

for citation appropriate for the task and audience ● Plan, draft, revise, and edit writing in an effective and strategic manner

Speaking and Listening Standards:

● Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal ● Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources ● Present information using various forms of multimedia technology appropriate to the task, purpose, and audience

Language Standards:

● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) ● Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences ● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to

comprehend more fully when reading or listening; vary syntax for effect ● Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

Course #: EN44 Grade Level: 12th Grade Course Name: Creative Writing # of Credits: .5 (1 Sem) Prerequisites: EN48

Course Description: Extend writing skills already mastered in EN 47 and EN 48. Students are challenged to express themselves across a variety of genres for the purpose of publication.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING & LISTENING

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

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

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

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

Teacher’s Note:

The design of the Arizona College and Career Reading Standards for English Language Arts includes two-year grade bands for the high school

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

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

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

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

the end of senior year, students will be independent and proficient in each standard at the college and career level. This course is considered a

writing course, so the suggested literature activities should focus on improving students’ use of craft. The student would be expected to take a

literature heavy course to complement this semester-long writing course.

Coding

5

Strand:

Reading

Literature

Standard 1 Grades 11-12

11-12.RL.1

6

READING

STANDARDS

7

CREATIVE WRITING EN44

Bold text indicates focus for scaffolding 8

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

11-12.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

1st Quarter Select and cite strong 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.

NOTE: Use a variety of grade-level appropriate and approved texts from a variety of time periods, including poetry, short stories, novels, and dramas. In addition, make use of student writing as literature to analyze and evaluate.

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 Précis for literature

● Student-developed level 2 questions to identify inferences in the text (based on Costa’s Levels of Questioning: 1. Factual 2. Interpretive 3. Reflective/Open-Ended)

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises teaching students correct citation format ● Practice developing warrants connecting evidence to claims ● Analysis paragraphs (analyzing how author develops theme,

characterization, setting, or any literary elements) ● Analyze character motives through direct and indirect characterizations

proving inferences through citations ● Students will use elements of craft to incorporate ambiguity into their

own writing

2nd Quarter Master the standard in its entirely, independently and proficiently.

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; provide an objective summary of the text.

● Write objective summaries of chapters, poems, short stories, etc. ● Track motifs and themes in literature to see how themes emerge and

interact across the course of a work ● Plot diagram

● Annotate texts connecting idea

● Backwards mapping





2nd Quarter Master the standard in its entirety, independently and proficiently. ● Teacher-provided text-dependent questions to identify themes in texts

(commonlit.org has lesson ideas and questions) ● Identify quotes from text to support themes

● Map 2-3 themes until an overlap provides a complex account of text ● Socratic Seminar to clarify themes and how the author uses craft to

develop themes ● Canvas discussions identifying inferred themes and evaluating their

development

● Create reading journals to track development of themes and keep a

record of techniques students can use in their writing

● Use technology to present themes identified in texts, showing how the

themes develop and interact throughout the text to create a complex

work

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).

● Dialectical journals to track plot elements such as setting, character, and

plot lines, analyzing how the author develops these throughout the text

to create meaning ● Create narratives that change one element of the story to illustrate their

understanding of how stylistic choices impact outcome and meaning ● Critique of author’s literary choices throughout a text ● Use of workshops to analyze peer writing for choices regarding plot,

character, setting, etc. ● Social media profiles and pages based on a character demonstrating

knowledge of character development ● Alternate endings to story, maintaining author’s style, tone, and motifs

● Create monologues from character’s perspective

● Retell a portion of the story in another perspective or from a different

character’s perspective without changing plot points

● Discussion of symbolism within story

● Research allusions in story for further meaning and how it relates to plot,

characters, setting, etc.

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





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. Also, utilize student writing samples within workshops to

analyze word choice and use of figurative language. ● Connotation/Denotation exercises

● Devise word trees (using word associations and imagery) to understand

author’s intent in diction

● Teach sonnets, translating to modern language

● Examine vernacular and the placement of words in texts

● Examine diction to understand how it creates tone and mood

● DIDLS chart to identify how diction creates meaning in a text

● Student use of figurative language and words with connotative meaning

in their own writing


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.

● Socratic Seminar (AVID)

● Analyze and discuss author’s formatting

● Read and evaluate graphic novels to analyze how the structure

influences the aesthetic impact of the text

● 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,

for example, how does the author’s structural choice affect the meaning

of the text?

● Discuss cause and effect in comparison to how characters respond

● Discuss when and where characters enter a story, their involvement and

how they move the plot

● Discuss and analysis author’s word choice to create tone and mood

● Rewrite the beginning or ending of the text using a different structure

and determine how the meanings or themes are affected

● Write literary analysis (paragraph or extended essay) evaluating how an

author’s structural choice affect the meaning of the work as a whole






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.

NOTE: Choose works of similar themes written in different genres (and a variety of time periods and authors) and analyze how point of view impacts meaning in the text; curriculum should reflect a diversity of cultures, races, genders, and socio-economic experiences.

● Use Venn Diagrams, concept maps, and organizers to compare and contrast works of similar themes in different genres, genders and cultures

● Research and present literary critical lenses which examine the perspectives and experiences of the writer and reader

● Research authors, cultural customs, etc., and analyze how they impact themes and meaning in a work

● Reinterpret texts through the lens of characters with a different cultural experience

● Write a critique of a particular text focusing on how cultural background and social norms affect the message of the text

● Identify how literary devices, figurative language, and diction emphasize and delineate cultural differences and perspectives and create aesthetic impact

● Examine and analyze validity of the narrator ● Socratic Seminar examining texts through a variety of critical lenses ● Rewrite key scenes from the perspective of a different character focusing

on the impact it’d have on the meaning


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.

NOTE: Read/View works in a variety of genres and examine how author and/or director choices influence and change the characterization and themes in a work.

● Students write their own interpretations of a source text and analyze and evaluate each other’s

● Write a critique identifying and analyzing the effect of author’s stylistic choices and or compare them to other versions

● Rewrite a scene from their own perspective ● Discuss and infer what prompted author/ director to make various

changes from original ● Introduce a soliloquy from a play performed by a variety of actors and

analyze how performance choices alter the meaning of the text ● Students complete dramatic readings of a poem or monologue while

others analyze their interpretations (ex. emphasis of words, tone, or pacing)

● Follow with a discussion/critique of performances






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

11-12.RL.9: Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics. 1st Quarter Standard in its entirety.

NOTE: Choose works of similar themes written in different time periods and

analyze how societal norms impact the meaning in the text; curriculum should

reflect a diversity of cultures, races, genders, and socio-economic experiences in

each time period. ● Use Venn Diagrams, web maps, and organizers to compare and

contrast works of similar themes in different time periods ● Research a text’s historical and cultural customs, and analyze how they

impact themes and meaning in a work ● Reimagine texts through the lens of characters from a different time

period ● Write a critique of a particular text focusing on how historical and cultural

background and social norms affect the message and concerns of the

text ● Identify how literary devices, figurative language, and diction reflect a

text’s time period and affect the meaning in the text ● Socratic Seminar examining how and why the message of a text has

changed throughout time ● After examining 2 or more texts with similar themes or topics, student

write a historical fiction that addresses the same theme or topic

● Rewrite same story changing time period


11-12.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12. For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is

1215-1355 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT


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.

NOTE: Use a variety of grade-level appropriate and approved texts from a variety of time periods, including speeches, letters, autobiographies, arguments, personal essays, editorials, blogs, travel writing, literary criticisms, and informational texts with an emphasis on creative non-fiction. Provide a prompt for a selected informational text and:

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

Argument to analyze for rhetorical methods and strategies)

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

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

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

● Socratic seminars to discuss meaning and ambiguity ● Group work to find evidence to support analysis ● Citation exercises teaching students correct citation

format






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.

● Teacher-provided text-dependent questions to identify

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

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

rhetorical devices the author uses to present arguments

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

evaluating their development ● Write objective summaries of texts

● Create reading journals addressing how claims/central

ideas are developed and interact with each other, then

utilize those strategies in their own writing


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.

● Dialectical journals, analyzing chronology and how the

author develops their arguments and ideas throughout

the text to create meaning

● Close reading/annotation activities for assigned texts ● Complete an AVID “Say-Do-Mean” chart for an

assigned text ● Write a Rhetorical Précis with a 3-part integration

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

● Write an analysis evaluating author’s effective use of structure, sequencing, rhetorical devices, and strategies in presenting his/her argument

● Analyze each other’s’ non-fiction writing for creativity in development and interaction of ideas






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

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

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

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

elevation/progression of this standard relies on the complexity

of the texts between the grades. Also, utilize student writing

samples within workshops to analyze word choice and use of

figurative language, as well as how they refine the meaning of a

key term over the course of a text. ● Connotation/Denotation exercises ● Discuss the time period in which something was written

to look at meaning

● 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 ● Identify key terms and evidence of how the author

develops their meaning


11-12.RI.5: Analyze and evaluate the effectiveness of the author's choice of structural elements and text features. 1st Quarter Analyze and evaluate the effectiveness of the author’s choice of structural

elements and text features (e.g., titles, sub-titles, headings, bolding, italics,

graphics, spacing, etc.).

● Identify structural elements and text features within a

text

● Evaluate the impact of structural elements and text

features on the readability and message of the text

● Evaluate the effectiveness of the structural elements

and text features on reader engagement and

understanding

● Students utilize effective structural elements and text

features in their own informative writing






11-12.RI.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text. 1st Quarter Identify an author's point of view or purpose in a text in which the rhetoric is

particularly effective, describing how style and content contribute to the power,

persuasiveness, or beauty of the text.

NOTE: Choose important works to analyze how point of view

impacts meaning in the text; curriculum should reflect a diversity

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

compare and contrast works of similar central ideas

from different mediums and perspectives

● Research and present informational and argument texts

which examine issues and concerns from a variety of

perspectives

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

they impact claims and meaning in a work

● Reinterpret texts through the lens of speakers with a

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

cultural background and social norms affect the

message of the text, examining the text for bias

● Identify how rhetorical devices, figurative language, and

diction emphasize and delineate cultural differences

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

a similar issue, analyzing how rhetorical techniques and

appeals and a variety of perspectives influence

arguments

• After reading and comparing a variety of texts dealing

with same issues but written from a variety of

perspectives and styles, synthesize an essay

expressing original argument on the topic

2nd Quarter Determine an author's point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power,

persuasiveness, or beauty of the text.





11-12.RI.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem. 1st Quarter Integrate multiple sources of information presented in different media or formats

(e.g., visually, quantitatively) as well as in print in order to address a question or

solve a problem.

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

news and editorials to that address a variety of

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

and reliability ● Brainstorm possible solutions for proposed problems

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

researched project with proposed solutions/calls to

action ● Create call-to-action public service announcements

● Create original problem-solution papers/presentations

to highlight a significant problem or area of concern;

synthesize information from research to draw logical

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

solution proposals

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

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

solve a problem.

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 Standard addressed in the complementary literature course.

2nd Quarter Standard addressed in the complementary literature course.





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 Standard addressed in the complementary literature course.

2nd Quarter Standard addressed in the complementary literature course.

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. As the school-year progresses, students should read increasingly complex texts.

19

20

WRITING

STANDARDS

21



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 Standard in its entirety.

• Web resources: newsela.com, commonlit.org • Use word processing programs for creating and utilizing graphic

organizers ○ Venn Diagram ○ Cornell notes ○ Concept mapping

• Determine type and credibility of source (primary and secondary) • Show examples of credible vs. non-credible sources • Annotating the text using OneNote (or similar) • Create or identify counterclaims for each claim • Create T-chart with strengths and limitations (or pros and cons)

using OneNote (or similar) • Model and discuss arguments based on the audience (trying to

convince parent vs. neighbor, vs. a friend) • Evaluate speaker/author bias (motive, background) using TED

Talks, YouTube clips, or similar • Evaluate the media to identify logos, pathos, ethos (media

fallacies) • Write an argument based on their own creative writing to justify

their choices as the author • Write argumentative critiques of their classmates’ written works

to make recommendations • Read writing aloud for sentence fluency, both professional and

student writing • Drafting/Revision for tone: SAT/College Board prompts, memos,

letters of intent, resume extracts • Respond to writing prompts with the same topic for two different

audiences - discuss the differences • Omit the conclusion of a published piece and have students

generate a replacement conclusion

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



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 Standard in its entirety. • Multimedia: Digital storytelling, Prezi, movie maker, Windows

story, PowerPoint • Define audience • Evaluate sources: Annotated bibliography, rhetorical Precis • Reinforce critical reading skills (marking text, identifying claims)

using OneNote or similar programs • Peer editing, multiple revisions - highlight and link transitional

ideas using Google docs, OneNote, or similar programs • Emulate the writing style of a respected literary scholar using

commonlit.org or similar program • For help on metaphors, similes, and analogies see the website:

www.colorado.edu/PWR/writingtips/13.html • Rewrite colloquial/informal writing to formal language • Omit the conclusion of a published piece and have students

generate a replacement conclusion

• Use MLA/APA formatting dependent on discipline and content

of the writing

• Write annotated bibliographies of their research conducted for

their creative narratives

• Write proposals for independent writing projects


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



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, 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 word processor to outline a plot diagram • Write or reinterpret a script

• Create a newscast copy

• Effectively embed dialogue into a narrative using clips from YouTube

• Use a “choose your adventure story” as a springboard for creating and advancing narrative structure

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

• Paint/draw a picture based on descriptive language

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

• Rewrite a story using an alternate POV

• Create a reflective ending for an established narrative (from a different student or published sample)

• Inspired by a current event article of student’s choice, rewrite it using an alternative form (e.g. poem, short story, drama, monologue, etc.) or perspective

2nd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one point of view or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.

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

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



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 Produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Strengthen writing as needed by planning, revising, and editing. Use technology, including the Internet, to produce, publish, and update writing products in response to ongoing feedback, including new arguments or information.

Focus/evaluate one or more of the Six Traits as appropriate to task, purpose and audience:

• Ideas and Content: Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details.

• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

• Voice should be appropriate to audience and purpose.

• Word choice employs a variety of words that are functional and appropriate to the audience and purpose.

• Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

• Conventions includes capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

2nd Quarter Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.



WRITING STANDARDS


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.)


Use the Writing Process with fully developed writing assignments:

Prewriting

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

• Determine the purpose and audience • Generate ideas through a variety of activities • Establish a controlling idea appropriate to the text

type • Use organizational strategies to plan

Drafting

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

Revising

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

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

• Add details • Delete irrelevant and/or redundant information • Rearrange words, sentences, and paragraphs in the

draft to enhance the writing style Editing

• Editing includes proofreading and correcting the draft for conventions

Publishing

• Publishing includes formatting and presenting a final product for the intended audience

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



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, reputable websites for research,

online collaboration

NOTE: Since this course emphasizes the publishing of student work, individually, or as a class, students can create a portfolio to showcase their best of the three modes of writing (argumentative, informative, and narrative). This can be published online, submitted to Voices, or kept as a hard copy anthology within the classroom.


11-12.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

1st Quarter Conduct short research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• Student research for narratives:

o Historical context

o Setting

o Language use

o Character development

o Writing Style

2nd Quarter Conduct short, sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



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 over reliance on any one source and following a standard format for citation.


• Annotated Bibliography for background research

(see W.7) 2nd Quarter Master of the standard in its entirety, independently and proficiently.

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.


• Integrate background research into student writing

projects • Use of literary and informational texts to support

critique of classmates’ work

• Cite literary and informational text in writing

reflections

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

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.

29

30

SPEAKING AND

LISTENING

STANDARDS

31



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, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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

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

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

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible.

• Socratic Seminar (AVID)

• Philosophical Chairs (AVID)

• Four corners

• Established discussion norms

• Individual discussion roles (leader,

scribe, presenter, etc.)

• Canvas discussion boards

• Costa’s Levels of Questioning

• Discussion of self-assessments,

peer evaluations, and reflections

• Student-led writing workshops

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 grade 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.





11-12.SL.2: Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies. 1st Quarter Integrate multiple sources of information presented in diverse media and formats in order to make

informed decisions and propose solutions.

• Socratic Method

• Source credibility evaluations

• Research presentations

• Retell from different perspective 2nd Quarter Integrate multiple sources of information presented in diverse media and formats in order to make

informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

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 use of rhetoric, assessing the

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

• Create commentary on political

speeches, sporting events, etc.

• SOAPSTone analysis

• Rhetorical situation graphic

organizer

• Web resources: podcasts, TED

talks, YouTube videos, etc.

• AVID Critical Reading strategies

for transcripts

• Toulmin model argument analysis

• Evaluate literary criticisms

2nd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, links among ideas, word choice, points of emphasis, and tone used.





11-12.SL.4: Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives. 1st Quarter Present information, findings, and supporting evidence in an organized, developed style appropriate to

purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning and message.

• Research presentations

• Oral speeches

• Socratic Seminars (AVID)

• Present creative writing/projects

to the class

2nd Quarter Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.

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 Standard in its entirety.

• Student blogs

• PowerPoints, Google Slides,

Prezi

• Video presentations

• Resources are available through

MPS Educational Technology


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 Standard in its entirety.

• Levels of Diction/Articulation


35

36

LANGUAGE

STANDARDS

37



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND

MPS RESOURCES

11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed. 1st Quarter Demonstrate awareness of the conventions of standard grade level English grammar

and usage when writing or speaking: (a) demonstrate the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolve issues of complex or contested usage, consulting references as needed.

• Web resources: noredink.com, Purdue OWL • Grammar instruction

o Bell work o Mini-lessons o In context with literature o Peer editing exercises o Revision o Editing for final draft

2nd Quarter Demonstrate command of the conventions of standard grade level English grammar and usage when writing or speaking: (a) apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolve issues of complex or contested usage, consulting references as needed.

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 Standard in its entirety focused on using hyphenation conventions.

• Web resources: noredink.com, Purdue OWL • Specific rubrics for writing that address

conventions, capitalization, punctuation, and

spelling • Grammar instruction

o Bell work o Mini-lessons o In context with literature o Peer editing exercises o Revision o Editing for final draft





MPS RESOURCES

11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of

complex texts when reading. 1st Quarter Use knowledge of language to make effective choices for meaning or style, and to

comprehend more fully when reading or listening. Vary syntax for effect, consulting references for guidance as needed.

● Vocabulary for various sentence structures

explicitly to have a working vocabulary to use for

editing work later on ● Identify varying syntax in literary and nonfiction

pieces and analyze for rhetorical effect ● Vocabulary sentences in a variety of syntactical

forms (complex, compound, compound-complex, loose, periodic, etc.) to practice proper grammar and punctuation

● Revise writing tasks, varying syntax for effect according to the purpose of the essay

2nd Quarter Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex text when reading.

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 Standard in its entirety.

● Warm-ups practicing using context clues to determine meaning

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

● Research etymology of unknown or archaic words ● Use Quizlet and Canvas quizzes to enhance

vocabulary acquisition ● Vocabulary.com practice ● Annotate text drawing connections between words





MPS RESOURCES

11-12.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 1st Quarter Standard in its entirety.

● Close reading/AVID Critical reading strategies ● Annotating texts ● Connotation/Denotation activities ● Incorporate multiple elements of figurative

language into writing projects

● Practice rewriting passages to affect nuance

● Figurative language bell work exercises


11-12.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1st Quarter Standard in its entirety.

● Vocabulary.com practice of assigned lists ● Peer-editing activities using word choice ● Teach vocabulary in context

● Students create own vocabulary journals


Language Strand – Standards 1 & 2

Progressive Skills by Grade

41

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

Language Strand – Standards 1 & 2

Progressive Skills by Grade

42

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

43

44

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

45

46

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.

47


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.

48


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.

49


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.

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

11-12.SL.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

11-12.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

11-12.SL.4 Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.

11-12.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.

11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

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Language Standards

Conventions of Standard English

11-12.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.

11-12.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use hyphenation conventions. b. Use correct spelling.

Knowledge of Language

11-12.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of

complex texts when reading.

Vocabulary Acquisition and Use

11-12.L.4

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 11–12 reading and

content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive,

conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to

the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase.

11-12.L.5

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

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

11-12.L.6

Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.