EN 54 Paperback Literature - Mesa Public Schools

EN 54

Paperback Literature

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 5

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

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

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

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

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

Speaking and Listening Standards…………………………………………………………………………………………… Page 34

Language Standards……………………………………………………………………………………………………………Page 40

Language Progression Chart…………………………………………………………………………………………………. Page 46

Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 48

Introduction

1

Arizona English Language Arts Standards

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

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

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

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

of Education.

Mesa Public Schools Curriculum Documents

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

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

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

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

each quarter by employing increasingly complex texts and tasks. The resulting curriculum document include the following information:

● 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 focus for

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

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

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

the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

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

Below each standard are two columns.

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

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

from both EN47 and EN35. Any bolded portion of the text within this progression indicates a new focus for the quarter.

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

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

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

resources that will facilitate effective instruction for their students.

Standard Code Grade Band, Strand, Standard

Entire Arizona English

Language Arts Standard

Bolded text indicates a

new focus for the quarter.

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.

Overview

3

11th—12th Grade Overview

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:

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

Reading Standards for Informational Text:

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

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

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

Writing Standards:

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

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

Speaking and Listening Standards:

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

Language Standards:

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

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

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

Overview

4

Course #: EN54 Grade Level: 12th Grade Course Name: Paperback Literature # of Credits: .5 (1 Sem) Prerequisites: EN48

Course Description: This course develops skills in both reading and writing. Along with whole-group lessons and discussions, students read,

analyze, and write about selected books from various genres.

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.

Overview

5

Paperback Literature Course Overview

This course develops skills in both reading and writing. Along with whole-group lessons and discussions, students read, analyze, and

write about selected books from various genres. Below are suggested resources for the semester-long (18-week) course. Because

reading lists will be unique to each site based on availability of texts, the following resources may be helpful in locating teaching guides,

supplementary texts, etc. Since Paperback Literature focuses on reading standards, students are expected to take a writing focused

course to complement this semester-long course. They will use a variety of grade- level appropriate and approved texts from a variety

of time periods including poetry, short stories, novels, and dramas. Furthermore, there must be a standards-based reason for reading

the text, and a text must be vetted by a teacher ahead of time. In addition, a teacher must provide an alternate assignment if requested.

Resources for Writing

● Dailygrammar.com

● Noredink.com

● Grammar Bytes

website

● Guide to Grammar

and Writing webpage

through Capital

Community College

● Towson University’s

Online Writing

Support

● Grammarly.com

Resources for Poetry & Short

Stories

● commonlit.org

● Poetry 180

Resources for Novel Studies

● SparkNotes

● HMH NovelWise

resource

● HMH novel resources

Resources for Non-fiction

● commonlit.org

● MPS Library

Databases

● Digital Arizona Library

(DAZL)

Video & Technology

Resources

● commonlit.org

● SchoolTube

● TED.com

● Flipgrid.com

● Canva

Coding

6

Strand:

Reading

Literature

Standard 1 Grades 11-12

11-12.RL.1

7

8

READING

STANDARDS

9

PAPERBACK LITERATURE EN54

Bold text indicates focus for scaffolding 10

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

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

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

support analysis of what the text says explicitly as well as

inferences drawn from the text, including determining

where the text leaves matters uncertain.

● Practice close reading/annotation exercises o (TP-CASTT for poetry (Title, Paraphrase, Connotation, Attitude, Shift,

Tone, Title) o DIDLS for prose (Diction, Imagery Details, Language, Syntax)

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

● Use Socratic Seminars to clarify meaning and arguments ● Use group work to find evidence to support analysis ● Practice developing warrants connecting evidence to claims ● Write analysis paragraphs (analyzing theme, characterization, setting, or any

literary elements) ● Write complete literary analysis essays with claims, appropriate evidence

from text, warrants identifying inferences and ambiguities within texts

2nd Quarter Independently and proficiently select and cite strong and

thorough textual evidence to support a critical analysis of

what the text says explicitly as well as inferences drawn from

the text, including determining where the text leaves matters

uncertain and evaluate the impact of the ambiguity.

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

1st Quarter Determine two themes or central ideas of a text and analyze

their development over the course of the text, including

how they interact and build on one another to produce

a complex account; provides an objective summary of the

text.

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

(commonlit.org has lesson ideas and questions) ● Students identify quotes from text to support themes ● Map/web 2 - 3 themes until an overlap provides a complex account of text

● Socratic Seminar and Lit Circles to clarify themes and how themes build on

one another using text-dependent questions





2nd Quarter Independently and proficiently determine two or more

themes (including inferred or subtle themes) or central ideas

of a text. Analyze and evaluate their development over the

course of the text, including how they interact and build on

one another to produce a complex account; provide a

comprehensive, objective summary of the text.

● Use Canvas discussions identifying inferred themes and evaluating their

development ● Use reading journals addressing how themes are developed and interact with

each other ● Examine how diction, detail, imagery, syntax, point of view, and organization

connect to support development of theme

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

themes develop and interact throughout the text to create a complex work ● Use AVID Critical Reading Summary Strategies

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

1st Quarter Analyze the impact of the author’s choices regarding the

development of and relationship between plot elements in

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

character introduction and development).

● Keep dialectical journal while reading through texts, tracking plot elements such

as setting, character, and plot lines; analyze how the author develops these

throughout the text to create meaning

● Use AVID Say, Do, Mean analysis ● Write a critique of author’s literary choices throughout a text

● Create visual representation of plot structure ● Use AVID Rhetorical Precis Template 2nd Quarter Analyze the impact of the author’s choices regarding the

development of and relationship between plot elements in

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

character introduction and development).

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

1st Quarter Standard in its entirety.

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

this standard relies on the complexity of the texts between the grades. ● Connotation/Denotation exercises

● Examining diction to understand how it creates tone and mood

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





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

entirety.

• AVID Vocabulary Strategies

○ Keeping Track of New Vocabulary graphic organizer

○ Say, Mean, Matter analysis

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

1st Quarter Analyze how an author’s choices concerning how to structure

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

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

resolution) contribute to its overall structure and meaning.

● Start with a Socratic Seminar based on defining “aesthetic impact”

○ students come with their definition of beauty in a text ○ students come prepared with examples of literary texts upon which to base

arguments ● Create a Graphic-novel style representation of works ● Create storyboard texts

● Analyze the exposition of a piece, determining why the author chose to introduce

the story’s characters, setting, and conflict in the way he did. How does the

author’s structural choice affect the meaning of the text? ● Rewrite the beginning or ending of the text using a different structure and

determine how the meanings or themes are affected ● Write a literary analysis (paragraph or extended essay) evaluating how an

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

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

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

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

a comedic or tragic resolution), including how they contribute

to its overall structure and meaning as well as its aesthetic

impact. Independent and proficient mastery of the standard

in its entirety.

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

1st Quarter Analyze and critique how an author achieves a specific

effect and purpose by using literary devices and figurative

language in conjunction with point of view and/or cultural

experiences to reinforce key ideas, events, and themes, and

create multiple layers of meaning.

Choose works of similar themes written by different authors, from different time periods,

in different genres, and analyze how point of view impacts meaning in the text

(curriculum should reflect a diversity of cultures, races, genders, and socio-economic

experiences).

● Use Venn Diagrams, web maps, and organizers to compare and contrast works of

similar themes in different genres, genders and cultures.





2nd Quarter Proficiently and independently analyze and critique how an

author achieves a specific effect and purpose by using literary

devices and figurative language in conjunction with point of

view and/or cultural experiences to reinforce key ideas,

events, and themes, and create multiple layers of meaning.

Evaluate the rhetorical effect and aesthetic impact of these

choices.

● Research authors, cultural customs, and analyze how they impact themes and

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

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

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

delineate cultural differences and perspectives and create aesthetic impact ● Socratic Seminar examining texts through a variety of critical lens

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

1st Quarter Analyze multiple interpretations of a story, drama, or poem

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

describing and evaluating how each version interprets the

source text.

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

director choices influence and change the characterization and themes in a work. ● Write a critique identifying and analyzing the effect of author’s stylistic choices ● Introduce a scene from a play performed by a variety of actors and analyze how

performance choices alter the meaning of the text ● Examine scenes from various film versions of the same text

● Perform scenes from dramas presenting them in different styles ● Reinterpret texts into graphic novels or video formats ● Use Socratic Seminars to evaluate multiple versions of story, drama or poem

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

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





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

1st Quarter Standard in its entirety, independently and proficiently to be

college and career ready.

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

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

cultures, races, genders, and socio-economic experiences in each time period). ● Use Venn Diagrams, web maps, and organizers to compare and contrast

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

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

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

background and social norms affect the message and concerns of the text ● Identify how literary devices, figurative language, and diction reflect a text’s

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

throughout time

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

college and career ready.

11-12.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is

1215-1355 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT


11-12.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

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

1st Quarter Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including

determining where the text leaves matters uncertain.

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

Argument analyzing Rhetorical Methods and Strategies) o DIDLS (Diction, Imagery Details, Language, Syntax) o Rhetorical Précis for argument analysis

● Practice developing level 2 questions to identify inferences in the text (based on Costa’s Levels of Questioning:

1. Factual 2. Interpretive 3. Reflective/Open-Ended

● Use Socratic Seminars to clarify meaning and arguments ● Practice developing warrants connecting evidence to claims ● Write analysis paragraphs (analyzing tone, audience,

purpose, message, and appeals) ● Write complete rhetorical analysis essays with thesis, claims,

appropriate evidence from text, logical warrants

2nd Quarter Independently and proficiently cite strong and thorough textual evidence to

support a deep analysis of what the text says explicitly as well as complex

inferences drawn from the text, including determining where the text leaves

matters uncertain and evaluate the impact of the ambiguity.

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

1st Quarter Determine two or more central ideas of a text and analyze in detail its

development over the course of the text, including how they emerge and

are shaped and refined by specific details; provide an objective summary

● Teacher-provided text-dependent questions to identify claims

or central ideas in texts ● Students identify quotes from text to support central

ideas/claims ● Map/web 2 - 3 central ideas/claims until an overlap provides

a complex account of text





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

development over the course of the text, including how they interact and

build on one another to produce a complex analysis; provide a

comprehensive and objective summary of the text. Independent and

proficient master of the standard in its entirety.

● Socratic Seminar to clarify central ideas and rhetorical devices the

author uses to present arguments while analyzing for logical

fallacies ● Canvas discussions identifying inferred claims and evaluate their

development ● Reading journals addressing how claims/central ideas are

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

have identified in texts, showing how the claims develop and

interact throughout the text to create a complex work ● Use AVID Critical Reading Summarizing the Text strategies

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

1st Quarter Analyze a complex set of ideas or sequence of events and explain how

specific individuals, ideas, or events interact and develop over the course

of the text.

● Address basic organizational structures (i.e., definition,

chronological, compare/contrast, cause/effect, problem/solution)

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

● Write a Rhetorical Précis with a 3-part integration summary of an

author’s message and the rhetorical devices used to create

meaning

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

2nd Quarter Independently and proficiently evaluate the effect of the structure of a

complex set of ideas or sequence of events and explain how specific

individuals, ideas or events interact and affect the structure of the text,

demonstrating college and career readiness.





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

1st Quarter (Without explicit scaffolding) Determine the meaning of words and

phrases as they are used in a text, including figurative, connotative, and

technical meanings; analyze how an author uses and refines the meaning

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

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

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

between the grades. Connotation/Denotation exercises

● Examine vernacular and the placement of words in texts

● Examining diction to understand how it creates tone and mood

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

● AVID Vocabulary Strategies

● Say, Mean, Matter analysis

2nd Quarter Independently and proficiently analyze the meaning of words and

phrases as they are used in a text, including figurative, connotative, and

technical meanings; evaluate the rhetorical effect of how an author uses

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

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

1st Quarter Analyze in detail how an author’s ideas or sub-claims are developed and

refined to support the author’s central claim. Evaluate the effectiveness of

the author’s choice of structural elements and text features.

● Analyze the exposition of a piece, examining how the author

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

structural choice and bias affect the meaning of the text? ● Graphically organize the author’s argument to determine central

claim and understand how sub-claims and counterclaims support

central argument

● Create a reverse outline ● Write an argument analysis (paragraph or extended essay)

evaluating how an author’s structural choices affect the meaning

of the work as a whole

2nd Quarter Independently and proficiently evaluate the effectiveness of both the

structure an author uses in his or her exposition or argument and

alternate structures; evaluate whether the structure makes points clear,

convincing, and engaging.





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

1st Quarter Determine an author's point of view or purpose in a text in which the

rhetoric is particularly effective, analyzing how style and content

contribute to the power, persuasiveness, or beauty of the text.

Choose works to analyze how point of view impacts meaning in the text: ● Use Venn Diagrams, web maps, and organizers to compare and

contrast works of similar central ideas from different mediums

and perspectives ● Research and present informational and argument texts which

examine issues and concerns from a variety of perspectives

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

impact claims and meaning in a work

● Reinterpret texts through the lens of speakers with a different

cultural experience

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

background and social norms affect the message of the text,

examining the text for bias

● Identify how rhetorical devices, figurative language, and diction

emphasize and delineate cultural differences and perspectives

and create style and persuasiveness ● Socratic Seminar examining a variety of texts written on a similar

issue, analyzing how rhetorical techniques and appeals and a

variety of perspectives influence arguments ● After reading and comparing a variety of texts dealing with same

issues but written from a variety of perspectives and styles,

synthesize an essay expressing original argument on the topic ● RAVEN analysis of source credibility: reputation, ability to

observe, vested interest, expertise, neutrality

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

purpose in a text in which the rhetoric is particularly effective; critique the

author’s style and content, including their contribution to the power,

persuasiveness, or beauty of the text.





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

1st Quarter Evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as in text in order to address

a question or solve a problem.

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

editorials to that address a variety of questions and problems ● Evaluate websites, articles, broadcasts, etc. for bias and

reliability ● Brainstorm possible solutions for proposed problems and

research feasibility of solutions

● Create brochures alerting audience to significance of a

researched project with proposed solutions/calls to action

● Create call-to-action public service announcements ● Create original problem-solution papers/presentations to highlight

a significant problem or area of concern; synthesize information

from research to draw logical inferences and create solutions ● Gallery Walks to showcase student generated problem-solution

proposals

2nd Quarter Independently and proficiently synthesize, integrate and evaluate

multiple sources of information presented in different media or formats

(e.g., visually, quantitatively) as well as in words in order to address a

question or solve a problem; critique the effectiveness of the proposed

answer or solution.

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

1st Quarter Applying logical, cultural, and philosophical principles, delineate and

evaluate the rhetorical effectiveness of the author’s reasoning, premises,

purpose, and arguments in seminal British texts.

● Create PAPA Squares (Purpose, Audience, Argument, Persona analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of arguments

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

● Socratic Seminar ● Reverse outline, graphic organizer, or mind map to represent the

organization and connections within line of reasoning ● Debates and Mock Trials on presented arguments ● Research a law from its inception to its practice and present

findings

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

evaluate the rhetorical effectiveness of the author’s reasoning, premises,

purpose, and argument in seminal U.S. texts and world text, extrapolate

and evaluate the effects of these decisions on public life, demonstrating

college and career readiness





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

1st Quarter Analyze theme, purpose, and rhetorical features of seventeenth-,

eighteenth-, and nineteenth-century foundational British documents of

historical and literary significance for their themes, purposes, and

rhetorical features.

● Create PAPA Squares (Purpose, Audience, Argument, Persona analyzing Rhetorical Methods and Strategies), SOAPSTone (Subject, Occasion, Audience, Purpose, Speaker, Tone), and/or Rhetorical Triangles for rhetorical analysis of themes and purposes

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

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

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

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

2nd Quarter Independently and proficiently analyze and evaluate the implications

of theme, purpose, and rhetorical features of seventeenth, eighteenth, and

nineteenth century British documents of historical and literary significance;

refer to specific textual evidence in analysis.

11-12.RI.10: By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is

1215-1355 Lexile.

21

22

WRITING

STANDARDS

23



WRITING STANDARDS


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

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

strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

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

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

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

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

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

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

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

● Vary prompts and tasks to address multiple formats for argumentative writing (i.e., causality, value, fact or definition, proposal of solution)

● Analyze an argument and create a reverse outline that identifies the author’s claims, counterclaims, reasons, and evidence

● Write a literary analysis paragraph defending a significant theme in the text

● Write a claim of value addressing a social issue in the text

● Create T-chart with strengths and limitations (or pros and cons) for multiple claims

● Practice incorporating appeals to logos, pathos, and ethos appropriately

● Revise sample body paragraphs from an argument to apply a variety of transitional devices

● Omit the sections (i.e., introduction or conclusion) of a published piece and have students generate a replacement

● Write and rewrite arguments based on the audience (trying to convince parent vs. neighbor, vs. a friend)

● Refer to MPS Library Resources/Databases, specifically EBSCO’s Points of View Reference Center



WRITING STANDARDS


2nd Quarter Independently and proficiently writes highly effective arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Create a prompt to develop a substantive topic.

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

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

organization that establishes strong, clear relationships among claim(s), counterclaims,

reasons, and evidence.

c. Develops strong claim(s) and counterclaims fairly, supplying thorough evidence for

each while establishing the strengths and limitations of both in a manner that effectively

anticipates the audience's knowledge level and concerns.

d. Uses precise words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons

and evidence, and between claim(s) and counterclaims.

e. Establishes and maintains a rhetorically appropriate formal style and objective tone

while attending to the norms and conventions of the discipline in which he or she is

writing.

f. Provides an effective concluding statement or section that follows from and supports

the argument presented.

g. Evaluates and reflects on the writing and how well it addresses the purpose, audience,

and task.



WRITING STANDARDS


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

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

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

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

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

implications or the significance of the topic).

1st Quarter Writes informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content utilizing multiple modes of writing.

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

distinctions; includes formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia in an attempt to aid comprehension. b. Develops the topic by selecting significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to a variety

of audiences.

c. Uses appropriate transitions to link the major sections of the text, create cohesion, and

clarify the relationships among complex ideas and concepts.

d. Uses topic appropriate language, domain-specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the complexity of the topic.

e. Establishes a formal style and objective tone while demonstrating awareness of the

norms and conventions of the discipline in which he or she is writing.

f. Provides a concluding statement or section that supports the information or explanation

presented.

● Vary prompts and tasks to address multiple formats for informative writing (i.e., cause/effect, compare/contrast, chronology, etc.)

● Compose a newspaper article that recounts an action filled or high interest scene from the text

● Research report about specific aspect of text’s background (i.e., time period, culture, gender roles, technological advances, etc.)

● Multimedia: Digital storytelling, Prezi, movie maker, Windows story, PowerPoint

● Evaluate Sources: Annotated Bibliography, Rhetorical Précis

● Reinforce critical reading skills (marking text, identifying claims) using OneNote or similar programs

● Peer editing, multiple revisions - highlight and link transitional ideas using Google docs, OneNote, or similar programs



WRITING STANDARDS


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

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

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

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

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

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

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

● Emulate the writing style of a respected

literary scholar using commonlit.org or

similar program

● For help on metaphors, similes, and

analogies see the website: www.colorado.edu/PWR/writingtips/13.html

● Rewrite colloquial/informal writing to

formal language

● Omit the sections (i.e., introduction or

conclusion) of a published piece and

have students generate a replacement

● Use MLA/APA formatting dependent on

discipline and content of the writing

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.



WRITING STANDARDS


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

b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative.

● Use a “choose your adventure” story as a model for creating and advancing narrative structure

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

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

● Rewrite a story using an alternate POV ● Create a reflective ending for an

established narrative (From a different student or published sample)

● Write or reinterpret a script ● Paint/Draw a picture based on

descriptive language

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

b. Use complex narrative techniques to develop experiences, events, and/or characters. c. Use a variety of complex techniques to sequence events so that they build on one another

to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative.



WRITING STANDARDS


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

1st Quarter Produces clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. Develops and strengthens writing as needed by

planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is

most significant for a specific purpose and audience. Uses technology, including the Internet, to

produce, publish, and update individual or shared writing products in response to

ongoing feedback, including new arguments or information.

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

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

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

• Voice should be appropriate to audience and purpose.

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

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

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

2nd Quarter Proficiently and Independently so that students are college and career ready

produces clear and coherent writing in which the development, organization, and style are

highly effective for the task, purpose, and audience. Develops and strengthens writing by

planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is

most significant for a specific purpose and audience. Uses technology, including the Internet, to

produce, publish, and effectively update individual or shared writing products in response to

ongoing feedback, including new arguments or information.



WRITING STANDARDS


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


Use the Writing Process with fully developed writing assignments:

Prewriting

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

• Determine the purpose and audience

• Generate ideas through a variety of activities

• Establish a controlling idea appropriate to the text type

• Use organizational strategies to plan Drafting

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

Revising

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

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

• Add details

• Delete irrelevant and/or redundant information

• Rearrange words, sentences, and paragraphs in the draft to enhance the writing style

Editing

• Editing includes proofreading and correcting the draft for conventions

Publishing

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

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



WRITING STANDARDS


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

1st Quarter Standard in its entirety. Google Docs, Email, PowerPoints, Turnitin.com, Prezi, Canvas, texting, blogs, reputable websites for research, online collaboration


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

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

● Student choice “iSearch” paper ● Annotated Bibliography ● Multiphase research projects

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

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

1st Quarter Standard in its entirety. ● Annotated Bibliography ● MLA Works Cited Page ● Use a website like EasyBib for creating

a bibliography or works cited page ● Turnitin.com plagiarism check ● Train on navigation of MPS databases ● Practice variety of formats for

embedding evidence (i.e., dialogue, flow, colon, block)




WRITING STANDARDS


11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text.


● Annotated Bibliography

● MLA Works Cited Page


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.

33

34

SPEAKING AND

LISTENING

STANDARDS

35



SPEAKING AND LISTENING STANDARDS


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

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

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

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

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

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

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


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


● Socratic Seminar ● Think/Pair/Share ● Four Corners ● Philosophical Chairs - AVID ● Debate ● Set discussion norms ● Mock trial with jury, judge, lawyer ● Assign clear, individual roles in group: leader, scribe,

presenter ● Create questions according to Costa’s Levels of Questioning ● Flipgrid: website allows students to record formal and

informal speeches and post videos responding to classmates’ posts. Allows for thoughtful and intentional evaluation of and feedback on delivery, coherence, and ideas.





2nd Quarter Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led, and student-led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Evaluate the efficacy of discussion overall; identify where and how discussions can improve.

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


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

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

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

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

● Gallery Walk

● RAVEN analysis for source credibility: reputation, ability to observe, vested interest, expertise, and neutrality

● Mind mapping to explore connections between sources

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





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

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

● Use a podcast/YouTube clip on evaluating website for credibility ● Conduct and/or evaluate an interview ● Create a commentary on political speech, sporting event, etc.

compare to a professional commentary ● americanrhetoric.com - use for speeches ● Evaluate oral presentation with Rhetorical Précis ● Connect to RI.2, RI.3, and RI.6

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

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

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

● Present - Oral speeches, ad campaigns, debates, book talks ● Students might record themselves presenting, then, watch and

rate themselves or each other using a rubric (i.e., Flipgrid) ● Use TED Talks and video resources to model

○ Nancy Duarte's “5 Rules for Creating Effective Presentations” ○ Nancy Duarte’s “The secret structure of great talks”

● Chris Anderson’s article, “How to Give a Killer Presentation”

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

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

1st Quarter Mastery of the standard in its entirety, proficiently and independently. ● PowerPoint, Prezi, PowToon, Google Slides ● Digital Storytelling ● Pecha Kucha Presentations to teach visual as supplement rather

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

11-12.SL.6: Adapt speech to variety of contexts and tasks, demonstrating a command of formal English when indicated or

appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.)

1st Quarter Mastery of the standard in its entirety, proficiently and independently. ● Revise speech for a variety of formal audiences (school board, parents, peers, etc.)

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

39

40

LANGUAGE

STANDARDS

41



LANGUAGE 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.

1st Quarter Demonstrates command of the conventions of standard grade level English grammar and usage when writing or speaking: (a) applies the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolves issues of complex or contested usage, consulting references as needed.

Utilize online resources including:

• NoRedInk.com

• Grammarly.com

• Purdue Owl website Grammar instruction can include:

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

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

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

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

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

Utilize online resources including:

• NoRedInk.com

• Dailygrammar.com (has mini-lessons with practice and quizzes)

• Purdue Owl website Grammar instruction may include: bell work, mini-lessons, in-context with literature, peer editing exercises, revision, editing for final draft Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings.

Use Specific rubrics for written products that address conventions, capitalization, punctuation, and spelling when writing, with emphasis on hyphenation.

2nd Quarter Demonstrates strong awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly, proficiently and

independently so that students are college and career ready.



LANGUAGE STANDARDS


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

complex texts when reading.

1st Quarter Applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Varies syntax for effect, consulting references for guidance as needed; applies an understanding of syntax to the study of complex text when reading.

● Teach vocabulary for various sentence structures explicitly to have a working vocabulary to use for editing work later on

● Identify varying syntax in literary and nonfiction pieces and analyze for rhetorical effect

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

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

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

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

conception, conceivable).

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

clue to the meaning of a word or phrase.

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

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

standard usage.

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



LANGUAGE STANDARDS


1st Quarter Determine or clarifies the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings

or parts of speech. c. Consult general and specialized reference materials, both print and digital, to find

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


● Warm-ups practicing using context clues to determine meaning.

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

● Research etymology of unknown or archaic words.

● AVID Vocabulary Strategies ● Vocabulary Bookmark ● Quizlet and Vocabulary.com practice

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

and career ready.

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


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

● Connotation/Denotation exercises

● Use DIDLS chart to identify how diction creates

meaning in a text

● Say, Mean, Matter analysis 2nd Quarter Standard in its entirety proficiently and independently so that students are college

and career ready.

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.


● Vocabulary.com practice of assigned lists ● Peer-editing activities using word choice ● AVID Vocabulary Strategies

○ Keeping Track of New Vocabulary graphic

organizer

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

45

Language Strand – Standards 1 & 2 Progressive Skills by Grade

46

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

47

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

48

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

49

50

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.

51


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.

52


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).

53


Writing Standards

Text Types and Purposes

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.

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.

54


Writing Standards

Research to Build and Present Knowledge

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.

55


Speaking and Listening Standards

Comprehension and Collaboration

11-12.SL.1

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

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

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

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


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

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

Presentation of Knowledge and Ideas

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

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

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

56


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.


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.