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EN 72

English Composition 101

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL NOVEMBER 2018

Table of Contents

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

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

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

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

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

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

Reading for Informational Text……………………………………………………………………………………………. Page 14

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

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

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

Language Progression Chart…………………………………………………………………………………………………. Page 36

Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 38

Introduction

1

Arizona English Language Arts Standards

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

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

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

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

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

Education.

Mesa Public Schools Curriculum Documents

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

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

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

of the ELA Standards that reflects an intentional scaffolding within the 11-12 grade band for courses offered in the district. The curriculum documents that

resulted provide the following:

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

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

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

● a key to the correct coding of standards

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

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

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

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

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

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

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

and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery

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

Introduction

2

Design Features for MPS Curriculum Documents

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

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to continue to build on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the Arizona ELA Standards.

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

Standard Code Grade Band, Strand, Standard

Entire Arizona English Language Arts Standard

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 and Suggested Progression This column contains a suggested progression for

instruction broken down by quarter.

Bolded text indicates a

new focus for the

quarter.

Overview

3

The Arizona English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature: ● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres

● Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose

● Demonstrate complex and deep understanding of a text by supporting 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 inferences

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 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

*For this course, Arizona English Language Arts Standards and Maricopa Community Core College Competencies must be met.

Dual Enrollment English Composition 101 Standards from Maricopa Community Colleges Core Competencies:

1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as the writing's ethical, political,

and cultural implications. (I, II)

2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. (II, IV)

3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, IV)

4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas. (III, IV)

5. Use feedback obtained from peer review, instructor comments, and/are other resources to revise writing. (II)

6. Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written

evaluation, and/or other methods. (II, III)

7. Generate, format, and edit writing using appropriate technologies. (II, IV)

Course Outline

I. Understanding Rhetorical Contexts

A. Circumstance B. Purpose C. Topic D. Audience E. Writer

II. Defining Effective Processes

A. Invention

B. Drafting

C. Feedback

D. Revision

E. Presentation

III. Thinking, Reading and Writing Critically

A. Reading to discover B. Reading to analyze rhetorically C. Writing to discover D. Writing to communicate E. Writing to reflect

IV. Knowing Conventions A. Format

B. Structure

C. Documentation of sources

D. Mechanics

Overview

5

Course #: EN72 Grade Level: 12th Grade

Course Name: Dual Enrollment English 101 # of Credits: 1 (1 Sem.)

Prerequisites: Placement Testing

Course Description: Emphasis on rhetoric and composition with a focus on expository writing as a process. Establishing effective college-level writing

strategies through four or more writing projects comprising at least 3,000 words in total. Students will be required to take the ACCUPLACER test to be

eligible for enrollment. This course is in partnership with the Maricopa Community Colleges and a tuition applies. If students have a financial hardship

paying for the tuition, contact school advising.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

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

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

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

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

Teacher’s Note:

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

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

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

tasks. Students will demonstrate, through reading, writing, speaking & listening, and language, increased sophistication in all aspects of language use,

from vocabulary and syntax to the development and organization of ideas. By the end of 4th quarter senior year, students will be independent and

proficient in each standard at the college and career level.

Coding

6

Standard 1 Grades 11-12

Strand:

Reading

Literature

11-12.RL.1

8

READING

STANDARDS

ENGLISH COMPOSITION 101 EN72

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 Master the standard in its entirety.

● Plot diagram

● Graphic organizers

● Guided questions

● SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone)

● Non-fiction texts

Reading Comprehension, Inference, Identifying and Interpreting Figurative Language, Literary Technique, Character Analysis, Overall Passage Questions, Structure, Grammar/Nuts & Bolts)

Use a variety of grade-level appropriate and approved academic and scholarly texts (databases, peer reviewed, etc.) including speeches, articles, essays, etc.

2nd Quarter Master the 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.

1st Quarter Master the standard in its entirety. • Graphic organizers

• Summary tools:

ο Cartoon ο Comic Strip ο Poster ο Digital storyboard ο Use 25 words to summarize the text ο Chunking text with Post-it summaries ο Précis



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 Master the standard in its entirety.

• Create a Facebook page for a complex character

• Dialectical journal

• Create character meme

• Write letters to another character

• Exchange and reply

• Rhetorical Précis

• Character web

• Venn Diagram

• Timeline





STANDARD 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.


• Rewrite an excerpt in modern language in order to understand time/place and

formal/informal tone

• Identify patterns of diction

• Identify author’s purpose for using particular words

• SIFTT chart (Symbolism, Imagery, Figurative Language, Theme, Tone)

• Socratic seminars

• TPCASTT (Title, Paraphrase, Connotation, Attitude, Shifts, Title, Theme)


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 Master the standard in its entirety.

• Examine the choice of where to begin or end a story or the choice to provide a

comedic or tragic resolution

• Create storyboards that reflect the text’s effects

• Write mini screenplays that mimic the text’s effects

• Compare/contrast two or more works (i.e. novel, short story, film clip, poem, essay,

etc.)

• Track changes, choices, and order of events

• Map the structure of the plot and its effects

ο Parallel plots

ο Flashback

ο Pacing







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 Master the standard in its entirety.

• Research:

ο History/culture ο Author biography/background or author’s purpose (exigence)

• Analyze author’s point of view

• Analyze character’s point of view

• Analyze how a particular culture is revealed

• Analyze for Author Bias

• Rhetorical Knowledge/Situation



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 Master the standard in its entirety.

• Compare/contrast:

ο Song to text ο Painting to sculpture ο Poem to artwork ο Theater production to film

• T-charts

• Venn Diagrams

• Journals

• Quick writes

• Other graphic organizers

• Evaluative rubric



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



READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

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.


• Venn Diagrams

• Timelines

• Current events/historical context

• Use a variety of grade-level appropriate and approved texts from a variety of

time periods including poetry, short stories, novels, and dramas


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. For more information about text complexity, please see the Arizona ELA Standards’ Glossary.



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.


• Evaluate for effectiveness of quotations

• Three Part Source Quote integration

• MLA format or other preferred documentation style

• Write an outline that incorporates textual evidence with proper citations

• Graphic organizers

• Critical thinking/reading techniques to identify strong/thorough arguments and

claims

• AVID strategies

• Costa’s Levels of Questions

Use a variety of grade-level appropriate and approved academic and scholarly texts

(databases, peer reviewed, etc.) including speeches, articles, essays, etc.


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.


• Create an outline to identify development of central ideas

• Write a well-developed summary

• Identify and interpret organizational patterns

ο Chronological

ο Compare-contrast

ο Problem-solution

ο Cause-effect

ο Definition


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.


• Chunking the text

• Charting the text






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.



• Syntax, diction, and figurative language to determine tone

• The Six Pillars of Rhetorical Knowledge


(databases, peer reviewed, etc.) including speeches, articles, essays, etc. 2nd Quarter Master the standard in its entirety.

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


• Argument structures

ο Deductive

ο Inductive

ο Classical

• Writing modes




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.


• Analyze different modes of advertisements

• Movie or TV show trailers

• Political cartoons

• Create an advertisement or PSA that addresses fallacies, rhetorical appeals, and

audience 2nd Quarter Master the standard in its entirety.





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.


• Compare and contrast:

ο The author’s oral rendition of his work to its written version ο A political cartoon to an editorial with similar themes ο TedTalks ο Social media


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.


• Say/Do/Mean Chart

• Chart rhetorical devices

• PAPA Square (Purpose, Audience, Personal, Argument

• SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone)

• Logos, Pathos, Ethos

• Identify the main claim/ secondary claim

• Identify parts of the argument- Warrant, qualifier, counter claim, data, etc.


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

and rhetorical features.


• Identify primary and secondary sources

• TAP (Task, Audience, Purpose)

• Say/Do/Mean chart

• AVID Critical reading strategies

• Analyze rhetorical devices




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.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary.

18

WRITING

STANDARDS



WRITING STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION 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 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.

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), between reasons and evidence,

and between claim(s) and counterclaims.

• Identify Rhetorical Situation • Identify claims in the text (sample essays and informational text) • Compose an argument piece for a specific audience • Identify and analyze audiences

o Analyze those audiences for varying needs and values to meet their needs and the purpose of the rhetoric

• T-charts • AVID writing templates • Venn Diagram to explore different viewpoints and evidence • Argument outlines • Writing Models • Passive voice vs. active voice • Rhetorical Precis • Identify claims in the text (sample essays and informational text) • Compose an argument piece for a specific audience • Identify and analyze audiences

o Analyze those audiences for varying needs and values to meet their needs and the purpose of the rhetoric

• Compose an open letter and transform to a persuasive essay • Respond to a situation for three different audiences • Identify Rhetorical Devices • Suggested texts: Senator Flake’s Resignation Speech (2017),

Gettysburg Address, Letter from Birmingham Jail, Declaration of Independence, Steve Job’s Address To Stanford (2005)- not limited to texts, TED Talks

2nd Quarter Mastery of substandard (a) and (c) above.

Continued demonstration of skills in the following:

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.



WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

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 a. Introduce a topic; organize a complex ideas, concepts, and

information so that each new element builds on that which precedes it

to a unified whole; include formatting, graphics, and multimedia when

useful for comprehension.

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).

• Incorporate organizational patterns:

ο Chronological

ο Compare-contrast

ο Problem-solution

ο Definition

ο Cause/Effect

ο Process/Analysis


• Rhetorical triangle

• Rhetorical Situation

• Ted Talks

• Conclusion/Introduction (mini-lessons)

• Have students evaluate their own and other students’ essays

using exemplars of successful and unsuccessful essays

2nd Quarter Mastery of substandard (a), (c), (d), and (f), above.

Continued demonstration of skills in the following:

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.

e. Establish and maintain a style and tone appropriate to the norms and

conventions of the discipline in which they are writing.



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 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.

e. Provide a conclusion that follows from reflects on what is experience,

observed, or resolved over the course of the narrative

• Reflections on Writing

• College application essay

• Self-reflection on essay process/product

• Oral narrative as presentations

• Mini-lessons for developing imagery

2nd Quarter Mastery of substandard (a), (b), and (e), above.

Continued demonstration of skills in the following: c. Use precise words and phrases, relevant descriptive details, and

sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

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 Master the standard in its entirety.

• Evidence of final writing products in different genres

(argument, informative, narrative)

ο Rhetorical situation

ο Applying effective strategies to the situation

ο mini-lessons to address task, purpose, and audience:

ο Graphic organizers

ο SOAPSTone (Speaker, Occasion, Audience, Purpose,

Subject, Tone)

ο PAPA Square (Purpose, Audience, Persona, Argument)




WRITING STANDARDS


MPS RESOURCES

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.)


• Writing that matches the mode of the reading/writing that is currently being studied: ο Address the prompt (deconstruct prompt to understand

task)

ο Brainstorm and outline (utilize graphic organizers)

ο Consider appropriate audience

ο Consider appropriate structure for content

ο Consider rhetorical appeals

ο Write for the content of unit

• Revise and edit (utilize Google Docs, citation websites, Word docs, Turnitin.com)

• Have students evaluate their own and other students’ essays using exemplars of successful and unsuccessful papers


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 Demonstrate standard in its entirety.

Technology resources: • Individual or classroom blog; etc.

• Podcast arguments and response feedback

• Canvas

• OneNote

• Zoom

• Discussion Board

• E-portfolio

• Flipgrid

• Google docs

2nd Quarter Demonstrate standard in its entirety.



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 Demonstrate standard.

• Evidence of final writing products in different genres (argument, informative, narrative)

• Outline

• Sentence outline

• Research Notes

• Use a variety of appropriate online databases particular to Maricopa Community Colleges and/or district databases

• Student generated open-ended research questions

2nd Quarter Demonstrate standard.

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.


• CARS/CRAAP Reliability Checklist

• Credibility, Reasonability, Support (CARS)

• Currency, Relevance, Authority, Accuracy, Purpose (CRAAP)

• Critical Reading Strategies for Research Consumption

• Understanding the purpose of abstracts

• Utilizing signal phrases, transitions etc.

• Distinguishing the differences between paraphrasing, summarizing, and quoting

• Evaluating sources and their credibility

• Using online databases

• Teaching advanced searches (adjusting settings & Boolean search)

• MLA/APA format or preferred reference or correct citing

• Submit to Turnitin.com or other plagiarism programs

• Primary sources vs. secondary sources

• Analyze all media sources for content credibility and bias




WRITING STANDARDS


MPS 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.

1st Quarter Standard in its entirety.

• Reading outside source material and making direct application to

the student created research question(s)/sub-questions

• Students creating sub-questions

• Using databases

• Using research skills (adjusting settings & Boolean search)

2nd Quarter Standard in its entirety.

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.

Extend writing projects that require multiple drafts.

26

SPEAKING AND

LISTENING

STANDARDS



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 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.

• Distinguishes the differences between debate and dialogue

• Analyze sources for credibility

• Student generated questions (Costa)

• Civil positive body language

• Reflection on discussions

• Online discussion boards

• Silent discussions


• Four corners

• Philosophical chairs

2nd Quarter 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 creative and divergent 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.





MPS RESOURCES

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 Demonstrate standard in its entirety.


• Thinking maps

• Venn Diagrams

• Current events

• News outlets


• Podcast

• Online threaded discussion boards

• Gallery walk


• Four corners


• Evaluate tone in multimedia:

ο News outlets

ο Interviews

ο Podcasts


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 Demonstrate standard in its entirety.


• Thinking maps

• Venn Diagrams

• Current events

• News outlets


• Podcast

• Online threaded discussion boards

• Gallery walk


• Four corners


• Evaluate tone in multimedia: ο News outlets

ο Interviews

ο Podcasts






MPS RESOURCES

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 Demonstrate standard in its entirety.

Using previous design or written work create a presentation.

• PowerPoint

• Prezi

• Formal oral speeches

• Informal class discussion



• Debates

• Flipgrid

• Webcam/video recording

• TED Talk style presentations


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 Demonstrate standard in its entirety.

Using previous design or written work create a presentation.

• PowerPoint

• Prezi





• Debates

• Flipgrid








MPS RESOURCES

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.)


Focus on audience and purpose in an oral presentation.

• PowerPoint

• Prezi





• Debates

• Flipgrid




32

LANGUAGE

STANDARDS



LANGUAGE STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES

11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references as needed. 1st Quarter Master the standard in its entirety.

No Red Ink

Daily Warm Up focus on conventions

Refer to OWL@Purdue

MLA Handbook or any other reference


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 Master the standard in its entirety focused on using hyphenation

conventions.

No Red Ink


Strategies:

Refer to OWL@Purdue

MLA, APA, Chicago handbooks or any other reference material

relating to citation of sources


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 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 effects, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

No Red Ink


Refer to OWL@Purdue


• Sentence Types

ο Simple

ο Compound

ο Complex

ο Compound-Complex

ο Cumulative

ο Periodic

ο Inverted

2nd Quarter Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effects, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.



LANGUAGE STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES

11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive,

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

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

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

d. Verify the preliminary determination of the meaning of a word or phrase. 1st Quarter Standard in its entirety.

No Red Ink


Refer to OWL@Purdue



11-12.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations. 1st Quarter 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.

No Red Ink


Strategies:

Refer to OWL@Purdue



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.

No Red Ink


Refer to OWL@Purdue



Language Strand – Standards 1 & 2 Progressive Skills by Grade

36

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

37

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

38

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

40

Arizona English Language Arts Standards – 11-12th Grade

Reading Standards for Literature

Key Ideas and Details

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

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

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

Craft and Structure

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

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

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

Integration of Knowledge and Ideas

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

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

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

Range of Reading and Level of Text Complexity

11-12.RL.10

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

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

41


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.

42


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.

43


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.

44


Speaking and Listening Standards

Comprehension and Collaboration

11-12.SL.1

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

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

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

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

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

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

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

Presentation of Knowledge and Ideas

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

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

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

45


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.