EN 60 English (British) Literature€¦ · Coleridge: “Kubla Khan” “Rime of the Ancient Mariner” Coding 6 Strand: Reading Literature Grades 11-12 Standard 1 11-12.RL.1. 7

EN 60

English (British) Literature

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2018

Table of Contents

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

Standards Overview…………………………………………………………………………………………………………….. Page 3

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

Coding…………………………………………………………………………………………………………………………….. Page 6

Reading Standards……………………………………………………………………………………………………………….Page 8

Reading for Literature……………………………………………………………………………………………………... Page 10

Reading for Informational Text……………………………………………………………………………………………. Page 16

Writing Standards………………………………………………………………………………………………………………. Page 22

Speaking and Listening Standards…………………………………………………………………………………………… Page 32

Language Standards……………………………………………………………………………………………………………Page 38

Language Progression Chart…………………………………………………………………………………………………. Page 43

Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 46

Introduction

1

Arizona English Language Arts Standards

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

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

broad aims of The Arizona English Language Arts Anchor Standards into appropriate grade-level skills. These standards employ an

integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board

of Education.

Mesa Public Schools Curriculum Documents

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

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

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

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

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

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

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

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

● a key to the correct coding of standards

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

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

The Arizona English Language Arts Standards are not a curriculum prescribed by the state. These documents provide a suggested

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

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

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

standard. The expectation is that every student achieve mastery of every standard in its entirety by the end of the year in alignment with

the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

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

Below each standard are two columns.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. For

example, EN47 (Sophomore English) is different from EN35 (Honors Sophomore English) is different from EN38 (Sophomore Essentials of

English). Any bolded portion of the text within this progression indicates a new focus for the quarter.

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

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

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

resources that will facilitate effective instruction for their students.

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.

Standard Code Grade Band, Strand, Standard Entire Arizona English Language

Arts Standard

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief

overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the

next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple

grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature:

● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres ● Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose ● Demonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examples ● Demonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structures ● Analyze how two or more texts from the same time period treat similar themes or topics

Reading Standards for Informational Text:

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

using detailed examples from the text ● Analyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and details

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

Writing Standards:

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

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

Speaking and Listening Standards:

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

Language Standards:

● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) ● Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and

audiences ● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and

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

Overview

4

Course #: EN60 Grade Level: 12th Grade Course Name: English (British) Literature Level of Difficulty: Average Prerequisites: EN48 # of Credits: ½ Credit/1 Semester

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

study that reflects the culture of England from Beowulf forward. Emphasis is placed on the works of major English authors and literary movements

while writing activities include a focus on argumentative, expository, and narrative modes. Universal themes in literature are explored in a variety

of fiction, non-fiction, poetry and drama selections. Readings from a broad variety of authors from English literature are surveyed.

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

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

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

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

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

Teacher’s Note:

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

Grade 12 are the same as those for Grade 11. As students work toward mastery of these standards, teachers must keep in mind that students

work on the same skills in 11th Grade and 12th Grade. During the 12th Grade year, rigor will increase in each quarter by employing increasingly

complex texts and tasks. Students will demonstrate, through reading, writing, speaking & listening, and language, increased sophistication in all

aspects of language use, from vocabulary and syntax to the development and organization of ideas. By the end of 4th quarter senior year,

students will be independent and proficient in each standard at the college and career level.

Course Overview

5

English (British) Literature Course Overview

British Literature is an elective English course that surveys the literature which reflects the culture of England and the United Kingdom

from Beowulf forward. Emphasis is placed on the works of English authors and literary movements. Below are suggested reading

selections for the semester-long (18-week) course. The suggested works are for a chronological study of the eras. Some suggestions

are made to avoid overlap in the adopted textbooks of other grade levels. Not all time periods are covered but feel free to adapt the

course to your knowledge base. Other more modern units are available in the textbook. This course is considered a literature course,

so the suggested writing activities may be shorter and less sustained. The student would be expected to take a writing heavy course to

complement this semester-long literature course.

Old English

Beowulf

Dream of the Rood

Venerable Bede

Middle Ages

Chaucer’s Prologue to the

Canterbury Tales

Tales as chosen:

“Pardoner’s Tale”

“Wife of Bath”

Sir Gawain and the Green

Knight

Le Morte D’Arthur

Renaissance

Shakespeare play:

Othello, Lear, Hamlet

Note: Romeo and Juliet,

appears in the 9th Grade

adopted text, Macbeth

appears in the 10th Grade

adopted text, and The

Tempest appears in the 11th

grade adopted text, so

choose a different text.

Shakespearean sonnets

Petrarchan Sonnets

John Donne poetry:

“Valediction Forbidding

Mourning”

“Death be Not Proud”

“Batter My Heart”

Age of Reason

Jonathan Swift’s “A Modest

Proposal”

Gulliver’s Travels

Mary Wollstonecraft

“Vindication of the Rights of

Women”

Daniel Dafoe’s “Education of

Women”

Romantics

William Wordsworth

“Tintern Abbey”, assorted

sonnets

John Keats “When I have

Fears that I may Cease to

Be”

William Blake:

“The Tyger” and “The Lamb”

“Songs of Innocence” and

Songs of Experience”

Byron: “When We Two

Parted”

“She Walks in Beauty”

Shelley: “Ozymandias”

Coleridge: “Kubla Khan”

“Rime of the Ancient Mariner”

Coding

6

Strand:

Reading

Literature

Standard 1 Grades 11-12

11-12.RL.1

7

8

READING

STANDARDS

9

ENGLISH (BRITISH) LITERATURE EN60

Bold text indicates focus for scaffolding 10

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

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

1st Quarter Select and cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as

inferences drawn from the text, including determining where

the text leaves matters uncertain.

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

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

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

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

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

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises confirming students understand correct citation format ● Practice developing warrants connecting evidence to claims ● Analysis paragraphs (analyzing theme, characterization, setting, or any

literary elements) Students generate prompts for literary analysis and support their prompt with claims, evidence from text, and warrants.

● Students perform activities above for student-generated prompts ● Students write complete literary analysis essays with thesis, claims,

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

*Use a variety of grade-level appropriate and approved texts from a variety of time periods including poetry, short stories, novels, and dramas. Suggestions: Character analysis of Hamlet or Beowulf, poetry explication utilizing Shakespearean sonnets, romantic poetry, or World War I poetry

2nd Quarter Independently and proficiently select and cite strong and

thorough textual evidence to support a critical analysis of what

the text says explicitly as well as inferences drawn from the

text, including determining where the text leaves matters

uncertain and evaluate the impact of the ambiguity.





MPS RESOURCES

11-12.RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 1st Quarter Determine two themes or central ideas of a text and analyze

their development over the course of the text, including how

they interact and build on one another to produce a

complex account; provides an objective summary of the text.

Students read complicated texts (i.e. an epic, short stories, poetry, drama, essay,

and novel or novel excerpts).

● Teacher-provided text-dependent questions to identify themes in texts

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

● Map/web 2 - 3 themes until an overlap provides a complex account of text ● Socratic Seminar to clarify themes and how themes build on one another

using text-dependent questions ● Canvas discussions identifying inferred themes and evaluating their

development

● Students write objective summaries of texts ● Reading journals addressing how themes are developed and interact with

each other ● Students use technology to present themes they have identified in texts,

showing how the themes develop and interact throughout the text to

create a complex work

2nd Quarter Independently and proficiently determine two or more

themes (including inferred or subtle themes) or central ideas of

a text. Analyze and evaluate their development over the course

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

to produce a complex account; provide a comprehensive,

objective summary of the text.

11-12.RL.3: Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama. 1st Quarter Analyze the impact of the author’s choices regarding the

development of and relationship between plot elements in

order to create a cohesive text. (e.g., setting, plot structure,

character introduction and development).

Students read complicated texts (i.e. an epic, short stories, poetry, drama, essay,

and novel or novel excerpts). ● Students keep dialectical journal as they read through texts, tracking plot

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

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

illustrate their understanding of how stylistic choices impact outcome and

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

● Create Social Media site based on a character demonstrating knowledge

of character development

● Students write alternate ending to story keeping author’s style, tone, and

motifs

Suggestions: rewrite and stage a scene from a Shakespearean drama; create a

Social Media site for King Arthur, Beowulf, or Gulliver; create a new adventure for

Beowulf, Gulliver, or King Arthur following the style of the original

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

development of and relationship between plot elements in

order to create a cohesive text. (e.g., setting, plot structure,

character introduction and development).





MPS RESOURCES

11-12.RL.4: Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone. 1st Quarter Standard in its entirety.

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

of this standard relies on the complexity of the texts between the grades. Connotation/Denotation exercises 1. Write connotative definition

2. Write personal definition

3. Act it out

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

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

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

Suggestions: Shakespearean sonnets, Metaphysical poetry, Romantic poetry

2nd Quarter Independent and proficient mastery of the standard in its

entirety.

11-12.RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact. 1st Quarter Analyze how an author’s choices concerning how to structure

specific parts of a text (e.g., the choice of where to begin or

end a story, the choice to provide a comedic or tragic

resolution) contribute to its overall structure and meaning.

● Start with a Socratic Seminar based on defining “aesthetic impact” ○ students come with their definition of beauty in a text

○ students come prepared with examples of literary texts upon which to

base arguments ● Create a Graphic-novel style representation of works

● Students storyboard texts ● Students analyze the exposition of a piece, determining why the author

chose to introduce the story’s characters, setting and conflict in the way he

did. How does the author’s structural choice affect the meaning of the

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

structure and determine how the meanings or themes are affected, i.e.

write a new adventure for Beowulf including the genre specific elements

such as litotes and kennings

● Students will write a literary analysis (paragraph or extended essay)

evaluating how an author’s structural choice affect the meaning of the

work as a whole

Suggestions: poetry explication

2nd Quarter Analyze and evaluate the efficacy of an author’s choices

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

choice of where to begin or end a story, the choice to provide a

comedic or tragic resolution), including how they contribute to

its overall structure and meaning as well as its aesthetic

impact. Independent and proficient mastery of the standard in

its entirety.





MPS RESOURCES

11-12.RL.6: Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text. 1st Quarter Analyze and critique how an author achieves a specific effect

and purpose by using literary devices and figurative language

in conjunction with point of view and/or cultural experiences to

reinforce key ideas, events, and themes, and create multiple

layers of meaning.

Choose works of similar themes written in different genres (and 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. ● Students use Venn diagrams, web maps, and organizers to compare and

contrast works of similar themes in different genres, genders and cultures ● Students research and present literary critical lenses which examine the

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

themes and meaning in a work

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

experience

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

and social norms affect the message of the text ● Identify how literary devices, figurative language, and diction emphasize

and delineate cultural differences and perspectives and create aesthetic

impact

● Socratic seminar examining texts through a variety of critical lens

Suggestions: pair Beowulf with Grendel; write an excerpt from a different

character’s point of view. This assignment could be modified for many different

pieces.

2nd Quarter Proficiently and independently analyze and critique how an

author achieves a specific effect and purpose by using literary

devices and figurative language in conjunction with point of

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

and themes, and create multiple layers of meaning. Evaluate

the rhetorical effect and aesthetic impact of these choices.





MPS RESOURCES

11-12.RL.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. 1st Quarter Analyze multiple interpretations of a story, drama, or poem

(e.g. recorded or live production of a play, novel, or poem),

describing and evaluating how each version interprets the

source text.

Students read/view a work in a variety of genres and examine how author and/or

director choices influence and change the characterization and themes in a work. ● Write a critique identifying and analyzing the effect of author’s stylistic

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

analyze how performance choices alter the meaning of the text ● Write Ekphrastic poems, i.e. Auden’s Musee des Beaux Arts paired with

Bruegel’s painting The Fall of Icarus

● Examine scenes from various film versions of the same text, i.e. Hamlet,

Othello, or King Lear

● Examine Answer/Response poems, i.e. Marlow’s “The Passionate

Shepherd to his Love” and Raleigh’s “The Nymph’s Reply to the

Shepherd”

● Students perform scenes from dramas presenting them in different styles ● Students reinterpret texts into graphic novels or video formats

● Students reinterpret text in a different medium/genre: poetry, storyboard,

video, brochure, photo essay, etc.

2nd Quarter Independently and proficiently, analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play, novel, or poem), describing and evaluating how each version interprets the source text and how the interpretation affects the overall meaning.

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





MPS RESOURCES

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

college and career ready.

Choose works of similar themes written in different time periods and analyze how

societal norms impact the meaning in the text; curriculum should reflect a diversity

of cultures, races, genders, and socio-economic experiences in each time period. ● Students use 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

Suggestions: examine “The Hero’s Journey” throughout the ages of British

Literature

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

college and career ready.

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

1215-1355 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT


MPS RESOURCES

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

of what the text says explicitly as well as inferences drawn

from the text, including determining where the text leaves

matters uncertain.

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

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

analyzing Rhetorical Methods and Strategies) ○ DIDLS (Diction, Imagery Details, Language, Syntax) ○ Rhetorical Precis for argument analysis

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

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

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises confirming students understand correct citation format ● Practice developing warrants connecting evidence to claims ● Analysis paragraphs (analyzing tone, audience, purpose, message, and

appeals) Students generate prompts for rhetorical analysis and support their prompt with claims, evidence from text, and warrants.

● Students perform activities above for student-generated prompts ● Students write complete rhetorical analysis essays with thesis, claims,

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

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

● Emmeline Pankhurst Freedom or Die speech ● Winston Churchill We Will Fight on the Beaches ● Daniel Dafoe Education of Women ● Virginia Woolf A Room of One’s Own

2nd Quarter Independently and proficiently cite strong and thorough

textual evidence to support a deep analysis of what the text

says explicitly as well as complex inferences drawn from the

text, including determining where the text leaves matters

uncertain and evaluate the impact of the ambiguity.





MPS RESOURCES

11-12.RI.2: Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary. 1st Quarter Determine two or more central ideas of a text and analyze in

detail its development over the course of the text, including

how they emerge and are shaped and refined by specific

details; provide an objective summary.

Students read complicated texts (increase rigor as the year progresses). ● Teacher-provided text-dependent questions to identify claims or central

ideas in texts ● Students identify quotes from text to support central ideas/claims ● Map/web 2 - 3 central ideas/claims until an overlap provides a complex

account of text ● Socratic Seminar to clarify central ideas and what rhetorical devices the

author uses to present arguments while analyzing for logical fallacies ● Canvas discussions identifying inferred claims and evaluate their

development

● Students write objective summaries of texts ● Reading journals addressing how claims/central ideas are developed and

interact with each other ● Students use technology to present claims or central ideas they have

identified in texts, showing how the claims develop and interact

throughout the text to create a complex work

2nd Quarter Determine two or more central ideas of a text; analyze and

evaluate their development over the course of the text,

including how they interact and build on one another to

produce a complex analysis; provide a comprehensive and

objective summary of the text. Independent and proficient

master of the standard in its entirety.

11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 1st Quarter Analyze a complex set of ideas or sequence of events and

explain how specific individuals, ideas, or events interact and

develop over the course of the text.

Students read complicated texts (increase rigor as the year progresses). ● Students keep dialectical journal as they read through texts, analyzing

chronology and how the author develops his arguments and ideas

throughout the text to create meaning

● Close reading/annotation activities for assigned texts ● Complete an AVID “Say-Do-Mean” chart for an assigned text ● Write a precis with a 3-part integration summary of an author’s message

and the rhetorical devices used to create meaning ● Write an analysis evaluating author’s effective use of structure,

sequencing, rhetorical devices and strategies in presenting his argument Suggested text: Jonathan Swift A Modest Proposal

2nd Quarter Independently and proficiently evaluate the effect of the

structure of a complex set of ideas or sequence of events and

explain how specific individuals, ideas or events interact and

affect the structure of the text, demonstrating college and

career readiness.





MPS RESOURCES

11-12.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. 1st Quarter (Without explicit scaffolding) Determine the meaning of

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

figurative, connotative, and technical meanings; analyze how

an author uses and refines the meaning of a key term or terms

over the course of a text.

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

elevation/progression of this standard relies on the complexity of the texts

between the grades. Connotation/Denotation exercises

1. Write connotative definition

2. Write personal definition

3. Act it out

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

understand author’s intent in diction

● Examine vernacular and the placement of words in texts ● Examining diction to understand how it creates tone and mood

● Use DIDLS chart to identify how diction creates meaning in a text ● Students will examine text for logical fallacies

2nd Quarter Independently and proficiently analyze the meaning of

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

figurative, connotative, and technical meanings; evaluate the

rhetorical effect of how an author uses and refines the

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

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

developed and refined to support the author’s central claim.

Evaluate the effectiveness of the author’s choice of structural

elements and text features.

● Students analyze the exposition of a piece, examining how the author

chose to introduce claims and sub-claims. How does the author’s

structural choice and bias affect the meaning of the text?

● Graphically organize the author’s argument to determine central claim

and understand how sub-claims and counterclaims support central

argument ● Students will write an argument analysis (paragraph or extended essay)

evaluating how an author’s structural choices affect the meaning of the

work as a whole

2nd Quarter Independently and proficiently evaluate the effectiveness of

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

argument and alternate structures; evaluate whether the

structure makes points clear, convincing, and engaging.





MPS RESOURCES

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

which the rhetoric is particularly effective, analyzing how style

and content contribute to the power, persuasiveness, or

beauty of the text.

Choose important works to analyze how point of view impacts meaning in the

text; curriculum should reflect a diversity of cultures, races, genders, and socio-

economic experiences. ● Students use Venn diagrams, web maps, and organizers to compare and

contrast works of similar central ideas from different mediums and

perspectives ● Students research and present informational and argument texts which

examine issues and concerns from a variety of perspectives ● Research authors, cultural customs, etc. and analyze how they impact

claims and meaning in a work

● Reinterpret texts through the lens of speakers with a different cultural

experience

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

and social norms affect the message of the text, examining the text for

bias

● Identify how rhetorical devices, figurative language, and diction

emphasize and delineate cultural differences and perspectives and

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

analyzing how rhetorical techniques and appeals and a variety of

perspectives influence arguments

● After reading and comparing a variety of texts dealing with same issues

but written from a variety of perspectives and styles, synthesize an essay

expressing original argument on the topic

Suggested texts: Jonathan Swift “A Modest Proposal”, Wollstonecraft “A

Vindication of the Rights of Women”, Daniel Dafoe “The Education of Women”,

Virginia Wolfe “A Room of her Own”

2nd Quarter Independently and proficiently analyze an author’s point of

view or purpose in a text in which the rhetoric is particularly

effective; critique the author’s style and content, including

their contribution to the power, persuasiveness, or beauty of

the text.





MPS RESOURCES

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

media or formats (e.g., visually, quantitatively) as well as in

text in order to address a question or solve a problem.

● Utilize 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 Independently and proficiently synthesize, integrate and

evaluate multiple sources of information presented in different

media or formats (e.g., visually, quantitatively) as well as in

words in order to address a question or solve a problem;

critique the effectiveness of the proposed answer or solution.

11-12.RI.8: Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts. 1st Quarter Applying logical, cultural, and philosophical principles,

delineate and evaluate the rhetorical effectiveness of the

author’s reasoning, premises, purpose, and arguments in

seminal British texts.

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

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

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

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

Suggestions: Magna Carta, Winston Churchill speeches, other historical documents

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

delineate and evaluate the rhetorical effectiveness of the

author’s reasoning, premises, purpose, and argument in

seminal U.S. texts and world text, extrapolate and evaluate

the effects of these decisions on public life, demonstrating

college and career readiness





MPS RESOURCES

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

seventeenth-, eighteenth-, and nineteenth-century

foundational British documents of historical and literary

significance for their themes, purposes, and rhetorical

features.

Using seminal British texts: ● Create PAPA Squares (Purpose, Audience, Argument, Persona

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

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

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

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

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

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

Suggestions: compare the Declaration of Independence and the British response to examine the difference that point of view makes in the significance of the documents

2nd Quarter Independently and proficiently analyze and evaluate the

implications of theme, purpose, and rhetorical features of

seventeenth, eighteenth, and nineteenth century British

documents of historical and literary significance; refer to

specific textual evidence in analysis.

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

1215-1355 Lexile.

22

WRITING

STANDARDS

23



WRITING STANDARDS


MPS RESOURCES

11-12.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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

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

d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence utilizing multiple modes of writing.

a. Analyze and interpret a prompt to develop a substantive topic b. introduces precise claim(s), establishes the significance of the claim(s),

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

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

d. uses words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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

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

● Use newsela.com (or similar) to find text sets that contain political rhetoric - current and historical

● Use commonlit.org (or similar) to find and evaluate: ○ current events ○ supreme court rulings ○ literary criticism

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

○ Venn Diagram ○ Cornell Notes ○ Mind Map

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

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

● Show examples of credible vs. noncredible sources ● Annotating the text using OneNote (or similar) ● Create or identify counterclaims for each claim using

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

and cons) using OneNote (or similar) ● Model and discuss arguments based on the audience

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

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

(media fallacies) ● Read writing aloud for sentence fluency, both

professional and student writing



WRITING STANDARDS


MPS RESOURCES 2nd Quarter Independently and proficiently writes highly effective arguments to support

claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Create a prompt to develop a substantive topic.

b. introduces strong and precise claim(s), establishes the significance of the

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

creates an effective organization that establishes strong, clear

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

c. develops strong claim(s) and counterclaims fairly, supplying thorough

evidence for each while establishing the strengths and limitations of both

in a manner that effectively anticipates the audience's knowledge level

and concerns.

d. uses precise words, phrases, and clauses to link the major sections of

the text, create cohesion, and clarify the relationships between claim(s)

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

counterclaims.

e. establishes and maintains a rhetorically appropriate formal style and

objective tone while attending to the norms and conventions of the

discipline in which he or she is writing.

f. provides an effective concluding statement or section that follows from

and supports the argument presented.

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

purpose, audience, and task.

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

students generate a replacement conclusion Suggestions: write an argument about traits of a hero using evidence from Beowulf or King Arthur; write a piece of satire following the format of Jonathan Swift in “A Modest Proposal”; write an argument about an important current issue and argue a stand similar to Mary Wollstonecraft’s “A Vindication of the Rights of Women” or Daniel Dafoe’s “The Education of Women”.



WRITING STANDARDS


MPS RESOURCES

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

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

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

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

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

implications or the significance of the topic). 1st Quarter Writes informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization, and analysis of content utilizing multiple modes of writing

a. introduces a topic; organizes ideas, concepts, and information to make

connections and distinctions; includes formatting (e.g., headings),

graphics (e.g., figures, tables), and multimedia in an attempt to aid

comprehension. b. develops the topic by selecting significant and relevant facts, extended

definitions, concrete details, quotations, or other information and

examples appropriate to a variety of audiences.

c. uses appropriate transitions to link the major sections of the text, create

cohesion, and clarify the relationships among complex ideas and

concepts.

d. uses topic appropriate language, domain-specific vocabulary, and

techniques such as metaphor, simile, and analogy to manage the

complexity of the topic.

e. establishes a formal style and objective tone while demonstrating

awareness of the norms and conventions of the discipline in which he or

she is writing

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

or explanation presented

● Multimedia: Digital storytelling, Prezi, 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



WRITING STANDARDS


MPS RESOURCES

2nd Quarter Independently and Proficiently writes highly effective informative/explanatory texts constructing complex ideas, concepts, and information clearly and accurately using effective selection, organization, and analysis of content utilizing multiple modes of writing.

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

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

c. consistently and effectively uses appropriate and varied transitions to link the major sections of the text, creates cohesion, and clarifies the relationships among complex ideas and concepts.

d. effectively uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic and achieve a desired rhetorical effect.

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

f. provides an effective concluding statement or section that articulates the significance of the topic, and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Suggestions: write an informative piece about any of the ages

of history, i.e. how to become a knight, the building of the

Canterbury Cathedral, the Battle of Hastings, the building of a

castle, witchcraft in the Renaissance, the wives of King Henry

the VIII, the Domesday book, etc.



WRITING STANDARDS


MPS RESOURCES

11-12.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting,

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

1st Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one point of view or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

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

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

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

● Use Google Docs, Microsoft Word, or a similar

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

from YouTube ● Use a choose your adventure story as a springboard

for creating and advancing narrative structure ● Conduct a poetry reading in which students compete

for awards on most descriptive detail, sensory language, etc.

● Paint/Draw a picture based on descriptive language ● Rewrite an alternate story ending to change the

outcome of the plot ● Rewrite a story using an alternate point of view ● Create a reflective ending for an established narrative

(from a different student or published sample) Suggestions: write autobiographical poems following the patterns of the Romantic Poets; write an additional adventure for either King Arthur, Beowulf, Sir Gawain, or another knight; choose one of Chaucer’s pilgrims and write a new short story taking into account the personality and characteristics of the pilgrim from the Prologue

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

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

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

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

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



WRITING STANDARDS


MPS RESOURCES

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

style are appropriate to task, purpose, and audience. Develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Uses technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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

● Teacher generated rubric ● Use Canvas to peer review writing assignments. ● Use turnitin.com to peer review at regular intervals

during the writing process

2nd Quarter

Proficiently and Independently so that students are college and career ready produces clear and coherent writing in which the development, organization, and style are highly effective for the task, purpose, and audience. Develops and strengthens writing by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Uses technology, including the Internet, to produce, publish, and effectively update individual or shared writing products in response to ongoing feedback, including new arguments or information.

11-12.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) 1st Quarter Standard in its entirety. ● Use Canvas to peer review writing assignments

● Use turnitin.com to peer review at regular intervals during the writing process

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

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

1st Quarter Standard in its entirety.

Google Docs, email, PowerPoint, Turnitin.com, texting, blogs, reputable websites for research, online collaboration Suggestions: divide students into groups to research, create a PowerPoint, and present to the class, i.e. the martyrdom of Sir Thomas a’Becket, the “real” Richard the Lionhearted, the building of Stonehenge, or any other topic of interest to the students

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



WRITING STANDARDS


MPS RESOURCES

11-12.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 1st Quarter Conduct short research projects to answer a complex question (including a self-

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

Student choice I-Search paper, problem solution paper, research project Suggestions: For this semester class, make the research projects shorter and more accessible for the students. Any research about different aspects of a time period could be turned into a presentation or essay. Students should use proper research techniques as needed.

2nd Quarter independently and proficiently so the students are college and career ready conduct short as well as more sustained research projects to answer a complex question (including a self-generated question) or solve a complex problem; narrows, broadens, or reformulates the inquiry when appropriate; synthesizes multiple high-quality sources on the subject, demonstrating complete understanding of the subject under investigation.

11-12.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 1st Quarter Standard in its entirety. Annotated Bibliography

MLA Works Cited Page 2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that

students are college and career ready.

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.


Annotated Bibliography MLA Works Cited Page 2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that

students are college and career ready.

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

31

32

SPEAKING AND

LISTENING

STANDARDS

33



SPEAKING AND LISTENING STANDARDS


MPS RESOURCES

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

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

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

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

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

1st Quarter Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, 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.


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.


Socratic Seminar Think/Pair/Share Four Corners Philosophical Chairs - AVID Debate Mock Trial Present a visual aid for the argument Set discussion norms Mock trial with jury, judge, lawyer Assign clear, individual roles in group: leader, scribe presenter Suggestions: Socratic seminar based on characteristics of a hero or on the rights and education of women using British texts. Any texts from the course can be used.





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

(one-on-one, in groups, teacher-led, and student-led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Evaluate the efficacy of discussion overall; identify where and how discussions can improve. a. Come to discussions prepared, having read and researched material

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


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

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task, proficiently and without teacher intervention.

Create questions according to Bloom’s Taxonomy Socratic seminars Blogging and Forums

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

formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

Socratic method Gallery Walk Think/Pair/Share

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





MPS RESOURCES

11-12.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 1st Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and

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

Use a podcast/YouTube clip on evaluating website for credibility. Conduct and evaluate an interview. Create a commentary on political speech, sporting event, etc. compare to a professional commentary. americanrhetoric.com - use for speeches

2nd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Mastery of the standard in its entirety, proficiently and independently.

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

developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.

Present - oral speeches, ad campaign, debates, book talk Suggestion: student speeches based on current topics following pattern/model of Emmeline Pankhurst or Winston Churchill

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

11-12.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged. 1st Quarter Mastery of the standard in its entirety, proficiently and independently.

Blogs/Forums PowerPoint Digital Storytelling Video (create a music video) *MPS offers many of these classes through Professional Development


11-12.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.) 1st Quarter Mastery of the standard in its entirety, proficiently and independently.

Revise speech for a variety of formal audiences (school board, parents, bank, etc.)


37

38

LANGUAGE

STANDARDS

39



LANGUAGE STANDARDS


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 Demonstrates command of the conventions of standard grade

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

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

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

Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings.

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

11-12.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

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

1st Quarter Demonstrates awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly.

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

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

Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings. Use Specific rubrics for written products that address conventions, capitalization, punctuation, and spelling when writing, with emphasis on hyphenation.

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

ready.



LANGUAGE STANDARDS


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

● Teach 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

● Students practice vocabulary sentences in a variety of syntactical forms (complex, compound, compound-complex, loose, periodic, etc.) to practice proper grammar and punctuation

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

2nd Quarter Applies deep knowledge of language to understand how language functions in different contexts, to make highly effective choices for meaning or style, and to aid deep comprehension more fully when reading or listening. Varies syntax for effect, consulting references for guidance as needed; applies a thorough understanding of syntax to the study of complex text when reading, proficiently and independently so that students are college and career ready.

11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of

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

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

1st Quarter Determine or clarifies the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech. c. Consult general and specialized reference materials, both print

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

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

● Warm-ups practicing using context clues to determine meaning ● Using complex texts, 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



LANGUAGE STANDARDS


MPS RESOURCES

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

● Use Quizlet and Canvas quizzes to enhance vocabulary acquisition ● Vocabulary.com practice

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.


Students practice this standard as they complete close reading and annotation activities for assigned texts.


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


Language Strand – Standards 1 & 2 Progressive Skills by Grade

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

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

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

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

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

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

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

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

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

Produce, expand, and rearrange complete simple and compound sentences

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

3rd Grade

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

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

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

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

sentence

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5th Grade

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences

Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade

Explain the function of phrases and clauses in general and their function in specific sentences

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

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46

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

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48

Arizona’s English Language Arts Standards – 11-12th Grade

Reading Standards for Literature

Key Ideas and Details

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

11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.

Craft and Structure

11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.

11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.

11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text

Integration of Knowledge and Ideas

11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

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

11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.

Range of Reading and Level of Text Complexity

11-12.RL.10

By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.

By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

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Reading Standards for Informational Text

Key Ideas and Details

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

11-12.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.

11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure

11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

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

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

Integration of Knowledge and Ideas

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

11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.

11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity

11-12.RI.10

By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.

By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

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Writing Standards

Text Types and Purposes

11-12.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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

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

d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

11-12.W.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it

to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the

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

articulating implications or the significance of the topic).

11-12.W.3

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

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

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

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

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Writing Standards

Production and Distribution of Writing

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

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

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

Research to Build and Present Knowledge

11-12.W.7

Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve

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

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

11-12.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

Range of Writing

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

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Speaking and Listening Standards

Comprehension and Collaboration

11-12.SL.1

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

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

to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and establish

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

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


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

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

Presentation of Knowledge and Ideas

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

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

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

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Language Standards

Conventions of Standard English

11-12.L.1

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

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

11-12.L.2

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

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

Knowledge of Language

11-12.L.3

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

texts when reading.

Vocabulary Acquisition and Use

11-12.L.4

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

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

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

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

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

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

11-12.L.5

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

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

11-12.L.6

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

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