€¦ · Web viewPlan, draft, revise, and edit writing in an effective and strategic manner. Speaking and Listening Standards: Demonstrate collaborative discussion/listening skills

EN 86Yearbook Publications

Course Curriculum Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL NOVEMBER 2018

Table of Contents

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

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

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

Recommended Literature and Resources……………………………………………………………………………………. Page 5

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

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

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

Reading for Informational Text…………………………………………………………………………………………… Page 15

Writing Standards……………………………………………………………………………………………………………… Page 18

Speaking and Listening Standards…………………………………………………………………………………………... Page 26

Language Standards…………………………………………………………………………………………………………... Page 32

Language Progression Chart…………………………………………………………………………………………………. Page 38

Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 40

Introduction

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.

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Introduction

Design Features for MPS Curriculum DocumentsGrade 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 level. The levels are meant to be used for scaffolding throughout the semester. Also, remember that these are based on the 11th and 12th grade standards, but the class is also open to 9th or 10th, thus necessitating scaffolding over the course of the semester. Bolded text within this column indicates the next step in the progression of the standard.

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.

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Entire Arizona English Language Arts Standard

Standard CodeGrade Band, Strand, Standard

Suggested Activities for InstructionThis column contains activities, structures, and strategies

that might aid in instruction specific to each standard. Note that this list is in no way an exhaustive or prescriptive list of

required strategies.

Standard and Suggested ProgressionThis column contains a suggested

progression for instruction.

Bolded text indicates a new focus for scaffolding.

Overview

Arizona English Language Arts Standards work together in a clear progression from kindergarten through 12 th 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

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OverviewCourse #: EN86 Grade Level: 9th - 12th GradeCourse Name: Yearbook Publications # of Credits: .5 (1 Sem.)Prerequisites: Teacher interview requiredCourse Description: Designed to teach students the basic techniques of publication. The final project is the school yearbook.

Based on best practices, students should write daily, receive specific instruction in writing, and write for a variety of purposes and audiences.

An integrated approach is assumed for many course objectives. Components of English are interrelated and intended to be interactive whenever possible. Specific course objectives are not linear and not necessarily sequential.

Multiple assessment methods should be used to evaluate understanding and application of course objectives. Students have the opportunity to use technology to enhance communication skills.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDSREADING 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 11 are the same as those for Grade 12. As teachers work toward mastery of these standards for their students, they should keep in mind that students will work on the same skills in 12th Grade with an increased rigor as they read increasingly complex texts and demonstrate, through writing, increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Any 9th and 10th grade student taking the course will be held to the 11th and 12th grade standards due to the nature of the activity and the creation of a school publication. Italic text denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Curriculum from individual publishers may provide specific lessons, activities, and parameters for yearbook class.

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Resources

Recommended Literature and Resources:

DIGITAL RESOURCES:JEA Curriculum InitiativeNSPA Info HubStudent Press Law Center (www.splc.org)squareup.com (JEA bookstore)

NONFICTION BOOKS FOR YEARBOOK PUBLICATIONS: All the President’s Men, Carl Bernstein and Bob Woodward AP StylebookBY-LINE, Ernest HemingwayDispatches, Michael Herr Following the Equator, Mark Twain Founding Mothers: The Women Who Raised Our Nation, Cokie Roberts From Fact to Fiction: Journalism & Imaginative Writing in America by Shelley Fisher Fishkin Inside Reporting: A Practical Guide to the Craft of Journalism, Tim HarrowerThe Art of Fact: A Historical Anthology of Literary Journalism, Kevin Kerrane and Ben Yagoda (editors) The Corpse Had a Familiar Face, Edna Buchanan The Elements of Style, William Strunk, Jr. The Greatest Generation, Tom Brokaw The New Journalism, Tom Wolfe The News Writer’s Handbook, Rob MeltonThe Newspaper Designer’s Handbook, Tim Harrower and Julie M. ElmanThe Radical Write: A Fresh Approach to Journalistic Writing for Students, Bobby HawthorneTuesdays With Morrie: An Old Man, A Young Man, And Life's Greatest Lesson, Mitch Albom Writing for Story, Jon Franklin (a feature-writing guide)

FICTION BOOKS FOR YEARBOOK PUBLICATIONS:Native Tongue, Carl Hiaasen Skin Tight, Carl Hiaasen

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ResourcesAMERICAN JOURNALISM: Reporting Vietnam, Part One: American Journalism 1959-1969 (Library of America) Reporting Civil Rights, Part One: American Journalism 1941-1963 (Library of America) The Race Beat: The Press, the Civil Rights Struggle, and the Awakening of a Nation, Gene Roberts and Hank Klibanoff

CLASSIC REPORTING: Ernie Pyle's War: America's Eyewitness to World War II, James TobinHomage to Catalonia, George OrwellOrwell: An Age Like This 1920-1940, Sonia Orwell and Ian Angus (editors)Orwell: As I Please, 1943-1945, Sonia Orwell and Ian Angus (editors)Summer for the Gods: The Scopes Trial and America’s Continuing Debate Over Science and Religion, Edward J. LarsonThe Big Short: Inside the Doomsday Machine, Michael LewisThe Portable, Jack London The Vintage Mencken, Alistair Cooke (compiler)

'NEW' JOURNALISM: In Cold Blood, Truman Capote The Armies of the Night: History as a Novel, the Novel as History, Norman Mailer The New New Journalism: Conversations with America's Best Nonfiction Writers on Their Craft, Robert S. Boynton

SPORTS WRITING:Heywood Broun: A Biography, Richard O’Connor Matt Zabitka, Sports: 60 Years of Headlines and Deadlines, Ed Okonowicz and Jerry Rhodes Out of Bounds: Inside the NBA's Culture of Rape, Violence, and Crime, Jeff Benedict Pros and Cons: The Criminals Who Play in the NFL, Jeff Benedict and Don Yaeger Sports Illusion, Sports Reality: A Reporter's View of Sports, Journalism, and Society, Leonard Koppett The Boys of Summer, Roger Kahn

SPORTS WRITERS: Grantland Rice Jim Murray (Los Angeles Times)Leonard Koppett (The New York Times)David Halberstam (The New York Times)George F. Will

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ResourcesETHICS IN JOURNALISM:“Shattered Glass,” Buzz Bissinger

INVESTIGATIVE REPORTING: bostonglobe.comnytimes.compulitzer.orgA Russian Diary: A Journalist's Final Account of Life, Corruption, and Death in Putin's Russia, Anna PolitkovskayaBarbarians at the Gate: The Fall of RJR Nabisco, Bryan Burrough and John Helyar Blood on the Street: The Sensational Inside Story of How Wall Street Analysts Duped a Generation of Investors Conspiracy of Fools: A True Story Enron: The Smartest Guys in the Room, Bethany McLean

MORE JOURNALISM AND LITERATURE IDEAS: Hiroshima, John Hersey Motoring with Mohammed: Journeys to Yemen and the Red Sea, Eric Hansen The Right Stuff, Tom Wolfe True Stories: A Century of Literary Journalism, Norman Sims Two Towns in Provence, M.F.K. Fisher Whiteout: Lost in Aspen, Ted Conover

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Strand: Reading

Literature

Standard 1Grades 11-12

Coding

8

11-12.RL.1

9

READING STANDARDS

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YEARBOOK PUBLICATIONS EN86READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTIONMPS 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.

Learn Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze stories from three different sections of a yearbook and explain how the stories adhere to GQSTUDS. Summarize and present stories to class.

GQSTUD = a story with Great Quotes, Strong lead, Transition/Quote formula, a Unique angle, Depth and description.

Practice 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.

Apply Independently and proficiently demonstrate standard in its entirety.

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.

Learn Determine a theme or central idea of a text and analyze the development over the course of the text including how it builds to produce a complex account; provide an objective summary of the text.

Read multiple pieces of theme copy from a yearbook.Analyze whether copy expresses a yearbook’s continuous theme and development over the course of the book and provide an objective summary for evaluation.

Practice 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.Learn Independently and proficiently demonstrate standard in its entirety. Write a review of yearbook copy, including a section on the word choice

and imagery and discuss how that adds to the story.Practice Independently and proficiently demonstrate standard in its entirety.


READING STANDARDS FOR LITERATUREBold text indicates focus for scaffolding 11

YEARBOOK PUBLICATIONS EN86STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

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.

Learn Determine the meaning(s) of words and phrases as they are used in the text, including figurative and connotative meanings.

Identify figurative language in body copy explain its use.

Practice 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 word 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.

Learn Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.

Analyze how the structure and organization of a yearbook ladder works to support the continuous theme.

Practice 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.Learn Analyze how the narrative point of view impacts the implicit and explicit

meanings in a text.Read a variety of copy types (feature, sports, traditional, non-traditional) and analyze how the style impacts the theme of the yearbook.

Practice Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.


READING STANDARDS FOR LITERATURESTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

Bold text indicates focus for scaffolding 12

YEARBOOK PUBLICATIONS EN86MPS 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.

Learn Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry).

Analyze how a specific topic is covered on a spread through: copy infographics photography headlines

Practice 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.

Learn Draw on a time period, analyze how two or more texts treat similar themes or topics.

Analyze how stories were covered visually and verbally in yearbooks from previous years in contrast to current coverage practices.

Practice Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.


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 TEXTSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCESBold text indicates focus for scaffolding 13

YEARBOOK PUBLICATIONS EN8611-12.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.

Learn Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Describe the meaning and limitations of the press as presented in the following:

First Amendment Fourteenth Amendment Legal precedents, including but not limited to Tinker v. Des

Moines Independent School, Bethel School District v. Fraser, Hazelwood School District v. Kuhlmeier

Pending issues

Practice 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.

Learn Determine and analyze the development of a central idea over the course of a text to provide a complex analysis or objective summary.

Read feature stories or columns that express a universal theme, then write their own copy.

Practice Determine and analyze two or more central ideas 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.

Learn Analyze a complex set of ideas or sequence of events. Create a ladder for the annual yearbook and defend their organizational choices and how it supports the theme.

Practice 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.



MPS RESOURCES


YEARBOOK PUBLICATIONS EN8611-12.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.

Learn Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Research vocabulary and related yearbook writing, design, and production terms.

Play vocabulary games using yearbook jargon.Practice 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.Learn Analyze the effectiveness of the author’s choice of structural elements and

text features. Read body copy and complete a graphic organizer (i.e. inverted pyramid, etc.) to clarify the meaning of text.

Practice 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.

Learn Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective.

Analyze two or more pieces of body copy on the same topic and discuss different writing styles.

Practice Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness 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, Bold text indicates focus for scaffolding 15

YEARBOOK PUBLICATIONS EN86quantitatively) as well as in print in order to address a question or solve a problem.

Learn 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.

Analyze how a specific topic is covered on a spread through: copy infographics photography headlinesPractice 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 author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts.

Learn Evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts.

Analyze a seminal text and identify the writer’s purpose or angle and how his/her reasoning led to that purpose.

Practice Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and arguments in seminal U.S. texts 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.

Learn Analyze foundational U.S. and world documents of historical and literary significance for their themes and purposes.

Analyze the First Amendment for theme, purpose, and rhetoric.

Analyze the inclusion of each of the 5 freedoms in the First Amendment.

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


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.


WRITING STANDARDS

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YEARBOOK PUBLICATIONS EN86WRITING STANDARDS


11-12.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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

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

Learn Writes arguments to support claims in an analysis of substantive topics or texts, using reasoning and relevant 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.


Write a point/counterpoint article.

Write both pro and con positions for the same topic.

Create an ad persuading the student body to purchase a yearbook.

Practice 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. 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.

b. 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.

c. 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.

d. 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.

e. Provides 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).Learn Writes informative/explanatory texts to examine and convey ideas, concepts, and information

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.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.

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).

Write body copy incorporating the following:

GQSTUD = a story with Great Quotes, Strong lead, Transition/Quote formula, a Unique angle, Depth and description.

Practice Writes informative/explanatory texts to examine and convey ideas, concepts, and information 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.

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.Learn 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, establish one point of view, and introducing a narrator and/or characters.b. Use narrative techniques to develop experiences, events, and/or characters.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.

Write a personal profile.

Practice 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.

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.Apply Independently and proficiently demonstrate standard in its entirety.




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.)

Learn Independently and proficiently demonstrate standard in its entirety. Write multi-paragraph copy that describes, explains, informs, or summarize ideas and content.

Practice Independently and proficiently demonstrate standard in its entirety.


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.)

Learn Independently and proficiently demonstrate standard in its entirety. Utilize pre-writing strategies sheet – purpose, audience, section of paper, controlling idea, story maps, graphic organizers, and outlines.

Develop coverage ideas and create multifaceted components, including but not limited to standard story form, infographics, sidebars, photos, and art.

Identify potential sources of information about a topic and create a specific list of sources.

Arrange interview questions in a logical order.

Revise stories using a variety of rubrics and checklists to evaluate stories.

Change sentence structure so sentences have a variety of beginnings and flow into one another.

Participate in peer review/peer revision with specific attention to AP style and journalistic style.

Practice using stylebook, computer tools, online resources, and proofreading marks with which to edit papers.

Write a journalistically sound closing to a story.



WRITING STANDARDSBold text indicates focus for scaffolding 22

YEARBOOK PUBLICATIONS EN86STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

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

Learn Independently and proficiently demonstrate standard in its entirety. Create, edit, and submit copy using technology.Turn in computer-generated stories according to publication’s standards.Use a pre-designed template to create a spread.Plan, design, and present a publication to school and community.



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.

Learn Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; demonstrate understanding of the subject under investigation.

Research print journalism: Print Journalism in the computer age – Where is

journalism going in the technological age? What kind of information can you get from the Internet? Will newspapers be around in 10 years?

The history of the print media – When was the first yearbook published? Why? What path has print media taken to get where we are today?

Research papers on individuals or court cases like Walter Cronkite or the Hazelwood Case.Research a career and interview a professional in that field.

Practice 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; demonstrate 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 over-reliance on any one source and following a standard format for citation.

Learn Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

Utilize technology-based research tools to conduct research using a variety of sources such as firsthand interviews and other means available, including Internet sources, email, and cell phones.

Practice 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; avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

Apply Independently and proficiently apply standard in its entirety.

WRITING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION


YEARBOOK PUBLICATIONS EN86MPS RESOURCES

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.

Learn Independently and proficiently apply standard in its entirety. Write a research paper—5 to 10-page report on an in-depth topic concerning journalism. All papers should include an oral report with a visual aid for the class.

Possible topics include: Objectivity and fairness – What is it? Can it be achieved? Does

the media still practice this? How? How is it changing? What are the views of the media of people from your community?

Ethics of journalism – What are they? From where did they come? Why do we have them? Does anyone use them? • History of yellow journalism – What does the term mean? From where did it originate? What is the history behind it? What is yellow journalism today?

Broadcast vs. print – What is the difference between broadcast and print media? Which is more effective? Why are there differences? Is there really any competition?

Print journalism in the computer age – Where is journalism going in the technological age? What kind of information can you get from the Internet? Will newspapers be around in 10 years?

The history of the yearbook – When was the first yearbook published? Why? What path has print media taken to get where we are today?

Research papers on individuals or court cases like Walter Cronkite or the Hazelwood Case.

Research a career and interview a professional in that field.



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.Independently and proficiently demonstrate standard in its entirety. Submit writing regularly for mini-deadlines and final deadlines.


SPEAKING AND LISTENING

STANDARDS

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YEARBOOK PUBLICATIONS EN86SPEAKING AND LISTENING STANDARDS


11-12.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence

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

needed.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions

on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions

when possible; and determine what additional information or research is required to deepen the investigation or complete the task.Learn 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.

Using a NSPA or CSPA critique form, in pairs evaluate a yearbook according to writing, photography, and design and present analysis.

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

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

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

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

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





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

Learn Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions.

In groups, research a product for sale and analyze their branding strategies. Use this knowledge to brand your own yearbook by creating a theme.Practice 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.

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

Evaluate a yearbook’s visual and verbal theme, analyzing how the theme is pulled through the book from cover to theme pages to design. Does the theme fit the school? The year? Does the theme present a voice that consistently runs through the book?

Practice 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.


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.

Learn Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task.

Work in pairs or small groups to design a theme packet for the next school year. Create a theme, write the theme copy, and design layouts for the sections of the book and cover. Upon completion students present their books to the class.

Practice 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.

Learn Use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.

Work in pairs or small groups to design a theme packet for the next school year. Create a theme, write the theme copy, and design layouts for the sections of the book and cover. Upon completion students present their books to the class.

Practice 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.)

Learn Independently and proficiently demonstrate standard in its entirety. Conduct a process presentation on the evolution of their theme packet from conception to final published product.Practice Independently and proficiently demonstrate standard in its entirety.



30

LANGUAGE STANDARDS

31

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YEARBOOK PUBLICATIONS EN86LANGUAGE STANDARDS


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

Edit copy for stylistic mistakes and make corrections using a stylebook as a guide

Practice 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.

Apply Independently and proficiently demonstrate standard in its entirety.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.Learn Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when

writing.a. Use correct spelling.

Using spreads from other yearbooks, rewrite the body copy, editing out unnecessary words, passive voice and correcting any grammar, spelling, and punctuation errors.

Practice Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use hyphenation conventions.b. Use correct spelling.


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.Learn 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.Read several stories in today’s edition of the newspaper. Circle any surprising words.

Read a story and rewrite information in alternative format, i.e. list, Q & A, bullets, sidebar, timeline, etc.

Practice 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.





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.

Learn Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content.

a. Identify 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.

Create a variety of headlines and sub-headlines for the same story. Present headlines to readers and interview readers about the headlines’ word choice and the readers’ level of understanding. Discuss results as a class.

Circle words of interest in inspirational texts and look them up in a historical lexicon, such as the Oxford English Dictionary, and find their etymologies.Practice 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.

Learn 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.

Analyze a text for word choice and figurative language.

Practice 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.

Learn 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.

Research vocabulary and related yearbook writing, design, and production terms.

Play vocabulary games using yearbook jargon.

Practice 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.



36

Language Strand – Standards 1 & 2Progressive Skills by Grade

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.

KindergartenForm regular plural nouns orally by adding /s/or /es/Use the most frequently occurring prepositionsCapitalize the first word in a sentence and the pronoun IRecognize and name end punctuation

1st GradeUse common, proper, and possessive nounsUse singular and plural nouns with matching verbsUse personal, possessive, and indefinite pronounsUse verbs to convey a sense of past, present, and futureProduce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentencesCapitalize dates and names of peopleUse end punctuation for sentencesUse commas in dates and to separate single words in a series

2nd GradeUse collective nounsForm and use frequently occurring irregular plural nounsUse reflexive pronounsForm and use the past tense of frequently occurring irregular verbsUse adjectives and adverbs, and choose between them depending

on what is to be modifiedProduce, expand, and rearrange complete simple and compound

sentencesCapitalize holidays, product names, and geographic namesUse commas in greetings and closings of lettersUse an apostrophe to form contractions and possessives

3rd GradeExplain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentencesForm and use regular and irregular plural nounsUse abstract nounsForm and use regular and irregular verbsEnsure subject-verb and pronoun-antecedent agreementForm and use comparative and superlative adjectives and

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

Use coordinating and subordinating conjunctionsProduce simple, compound, and complex sentencesCapitalize appropriate words in titlesUse commas in addressesUse commas and quotation marks in dialogueForm and use possessivesUse conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th GradeUse relative pronouns and relative adverbsForm and use the progressive verb tensesUse modal auxiliaries to convey various conditionsOrder adjectives within sentences according to conventional

patternsForm and use prepositional phrasesCorrectly use frequently confused wordsUse commas and quotation marks to mark direct speech and

quotations from a textUse a comma before a coordinating conjunction in a compound

sentence

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5th GradeExplain the function of conjunctions, prepositions, and

interjections in general and their function in particular sentences

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

conditionsRecognize and correct inappropriate shifts in verb tenseUse correlative conjunctionsUse punctuation to separate items in a seriesUse a comma to separate an introductory element from the rest

of the sentenceUse 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 GradeEnsure that pronouns are in the proper caseUse intensive pronounsRecognize and correct inappropriate shifts in pronoun number

and personRecognize and correct vague pronounsRecognize 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 GradeExplain the function of phrases and clauses in general and their

function in specific sentencesChoose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideasPlace phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiersUse a comma to separate coordinate adjectives

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

general and their function in particular sentencesForm and use verbs in the active and passive voiceForm and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive moodRecognize and correct inappropriate shifts in verb voice and moodUse punctuation (comma, ellipsis, dash) to indicate a pause or

breakUse an ellipsis to indicate an omission

9th/10th GradeUse parallel structureUse a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clausesUse a colon to introduce a list or quotation

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

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

referencesObserve hyphenation conventions

38

ARIZONA ENGLISHLANGUAGE ARTS

STANDARDS

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40

Arizona English Language Arts Standards – 11-12th GradeReading Standards for LiteratureKey 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.2Determine 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.

41

Arizona English Language Arts Standards – 11-12th GradeReading Standards for Informational TextKey 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.9Analyze 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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Arizona English Language Arts Standards – 11-12th GradeWriting StandardsText 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.


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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Arizona English Language Arts Standards – 11-12th GradeWriting StandardsProduction 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.5Develop 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.7Conduct 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.8Gather 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.9Draw 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.

44

Arizona English Language Arts Standards – 11-12th GradeSpeaking and Listening StandardsComprehension and Collaboration

11-12.SL.1

Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring

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

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

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

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

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

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

Presentation of Knowledge and Ideas

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

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

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

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Arizona English Language Arts Standards – 11-12th GradeLanguage StandardsConventions of Standard English

11-12.L.1Demonstrate 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.2Demonstrate 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.5Demonstrate 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.6Acquire 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.

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