EN 63 Holocaust Literature...• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources • Present information

EN 63

Holocaust Literature

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2018

Table of Contents

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

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

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

Suggested Readings……………………………………………………………………………………………………………. Page 6

Coding……………………………………………………………………………………………………………………………. Page 7

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

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

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

Writing Standards……………………………………………………………………………………………………………… Page 24

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

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

Language Progression Chart…………………………………………………………………………………………………. Page 45

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 documents provide:

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

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

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

● a key to the correct coding of standards

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

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

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

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

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

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

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

the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

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

Below each standard are two columns.

The left-hand column contains a suggested progression for instruction broken down by quarter. Since EN63 is a semester-long course, Quarter 1

will align with Quarter 3, and Quarter 2 will align with Quarter 4. Any bolded portion of the text within this progression indicates a new focus for the

quarter.

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

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

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

resources that will facilitate effective instruction for their students.

Bolded text indicates a

new focus for the quarter. Standard and Suggested Progression

This column contains a suggested progression for instruction broken down by quarter.

Suggested Activities for Instruction This column contains activities, structures, and

strategies that might aid in instruction specific to each

standard. Note that this list is in no way an

exhaustive or prescriptive list of required strategies.

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

Arts Standard

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before, progressing to the next grade level. Some standards have similar wording at multiple grade levels; however, it is understood that they are to be applied with increasing focus of progressively more challenging texts and tasks. Reading Standards for Literature:

• Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres

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

• Demonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examples

• Demonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structures

• Analyze how two or more texts from the same time period treat similar themes or topics

Reading Standards for Informational Text:

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

detailed examples from the text

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

effectively

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

Writing Standards:

• Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal

• Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for

citation appropriate for the task and audience

• Plan, draft, revise, and edit writing in an effective and strategic manner

Speaking and Listening Standards:

• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal

• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources

• Present information using various forms of multimedia technology appropriate to the task, purpose, and audience

Language Standards:

• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

• Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual

• Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations

• Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

Course #: EN63 Grade Level: 11th-12th Grades Course Name: Holocaust Literature Level of Difficulty: Average Prerequisites: EN35 or EN48 # of Credits: .5 (1 Sem)

Course Description: Holocaust Literature focuses on the time period from 1933 to 1945. The history of the Holocaust and the rise of Hitler and the Nazis will be studied, but the main focus will be on the resulting literature. Works will be read that were written before, during, and after the Holocaust, and may include some more recent occurrences of genocide.

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

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

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

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

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

Teacher’s Note:

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

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

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

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

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

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

Course Overview

5

Holocaust Literature can be taught using a chronological approach. The following topics should be covered during the

semester: The History of Antisemitism

(www.ushmm.org/confront-antisemitism/european-antisemitism-from-its-origins-to-the-holocaust)

WWI and Implications

The Rise of the Nazi Party/Hitler’s Rise to Power

(https://www.ushmm.org/learn/introduction-to-the-holocaust/path-to-nazi-genocide/the-path-to-nazi-genocide/full-film )

The Nuremberg Laws

Kristallnacht

T-4 Program

WWII

World Responses (Evian and Bermuda Conferences)

Ghettos

Jewish and non-Jewish Resistance/Rescue

The Final Solution

Liberation

Life After the Holocaust

Genocides After the Holocaust (Cambodia, Rwanda, Bosnia, Darfur)

http://choices.edu/resources/supplemental_genocide.php l

http://www.ushmm.org/confront-antisemitism/european-antisemitism-from-its-origins-to-the-holocaust

https://www.ushmm.org/learn/introduction-to-the-holocaust/path-to-nazi-genocide/the-path-to-nazi-genocide/full-film

http://choices.edu/resources/supplemental_genocide.php

Suggested Readings

6

Full-Length Works:

Night by Elie Wiesel

All But My Life by Gerda Weissmann Klein

Maus I and II by Art Spiegelman

The Sunflower by Simon Wiesenthal

Survival in Auschwitz by Primo Levi

Man’s Search for Meaning by Viktor Frankl

Salvaged Pages by Alexandra Zapruder

When the Stars Fall to Earth (Darfur)

I’m Not Leaving by Carl Wilkens (Rwanda)

Holocaust Poetry edited by Hilda Schiff

Black Bread: Poems After the Holocaust by Blu Greenberg

Suggested film/documentaries:

Watchers of the Sky

The Last Days

Forgiving Dr. Mengele

The Lady in Number Six

I’m Still Here

Elie Wiesel and Oprah interview

(http://www.schooltube.com/video/7d5afe2a261101d87e45/)

The Good Lie (Sudan)

The Devil Came on Horseback (Darfur)

I’m Not Leaving (Rwanda)

Suggested Web Sites:

www.ushmm.org

www.yadvashem.org

www.echoesandreflections.org

https://www.ushmm.org/educators-plans/timeline-activity (Timeline Activity)

https://www.ushmm.org/educators/lesson-plans/redefining-how-we-teach-propaganda (Propaganda Activity)

http://somewereneighbors.ushmm.org/education/lesson/deconstructing-the-familiar (Some Were Neighbors)

https://www.ushmm.org/educators/lesson-plans/early-stages (Early Stages of the Holocaust Lesson Plan)

http://www.yadvashem.org/yv/en/education/lesson_plans/dan_pagis.asp (Holocaust Poetry Lesson)

http://www.schooltube.com/video/7d5afe2a261101d87e45/

http://www.ushmm.org/

http://www.yadvashem.org/

http://www.echoesandreflections.org/

https://www.ushmm.org/educators/lesson-plans/timeline-activity

https://www.ushmm.org/educators/lesson-plans/redefining-how-we-teach-propaganda

http://somewereneighbors.ushmm.org/education/lesson/deconstructing-the-familiar

https://www.ushmm.org/educators/lesson-plans/early-stages

http://www.yadvashem.org/yv/en/education/lesson_plans/dan_pagis.asp

Coding

7

Strand:

Reading

Literature

Standard 1 Grades 11-12

11-12.RL.1

8

READING

STANDARDS

9

HOLOCAUST LITERATURE EN63

Bold text indicates focus for scaffolding 10

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

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

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

of what the text says explicitly as well as inferences drawn from the text,

including determining where the text leaves matters uncertain.

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

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

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

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

○ Rhetorical Precis for literature ● Students develop level 2 questions to identify inferences in the

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

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises confirming students understand correct citation

format ● Practice developing warrants connecting evidence to claims ● Analysis paragraphs (analyzing theme, characterization, setting,

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

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

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

*Use a variety of grade-level appropriate and approved texts from a variety of time periods including poetry, short stories, novels, and dramas.

2nd Quarter Independently and proficiently select and cite strong and thorough

textual evidence to support a critical analysis of what the text says

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

where the text leaves matters uncertain and evaluate the impact of the

ambiguity.





MPS RESOURCES

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

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

and build on one another to produce a complex account; provides an

objective summary of the text.

Students read complicated texts, including all genres of literature. ● Teacher-provided text-dependent questions to identify themes in

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

account of text ● Socratic Seminar to clarify themes and how themes build on one

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

their development

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

interact with each other

● Students use technology to present themes they have identified

in texts, showing how the themes develop and interact throughout

the text to create a complex work

2nd Quarter Independently and proficiently determine two or more themes (including

inferred or subtle themes) or central ideas of a text. Analyze and evaluate

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

and build on one another to produce a complex account; provide a

comprehensive, objective summary of the text.

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

and relationship between plot elements in order to create a cohesive text.

(e.g., setting, plot structure, character introduction and development).

Students read complicated texts, including all genres of literature. ● Students keep dialectical journal as they read through texts,

tracking plot elements such as setting, character, and plot lines,

analyzing how the author develops these throughout the text to

create meaning ● Students write creative narratives to illustrate their understanding

of how stylistic choices impact outcome and meaning ● Write a critique of author’s literary choices throughout a text (for

example, using Night and looking at it as a memoir with narrative

devices we see in fiction)

2nd Quarter Independently and proficiently, analyze and evaluate the impact of the author’s choices regarding the development of and relationship between plot elements in order to create a cohesive text. (e.g., setting, plot structure, character introduction and development).





MPS RESOURCES

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

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

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

between the grades. Connotation/Denotation exercises 1. Write connotative definition (for example, using Night or Survival in

Auschwitz and terms like “hunger,” “thirst,” “identity,” “time,” etc.)

2. Write personal definition

● Students devise word trees (using word associations and

imagery) to understand author’s intent in diction ● Examine vernacular and the placement of words in texts

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

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

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

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

to provide a comedic or tragic resolution) contribute to its overall

structure and meaning.

● Start with a Socratic Seminar based on defining “aesthetic

impact” ○ students come with their definition of beauty in a text

○ students come prepared with examples of literary texts upon

which to base arguments ● Read and evaluate Graphic novels (such as Maus)

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

author chose to introduce the story’s characters, setting and

conflict in the way he did. How does the author’s structural choice

affect the meaning of the text? ● Students will write a literary analysis (paragraph or extended

essay) evaluating how an author’s structural choice affect the

meaning of the work as a whole ● Students will make cards for each book they read to add to the

class timeline

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

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

end a story, the choice to provide a comedic or tragic resolution), including

how they contribute to its overall structure and meaning as well as its

aesthetic impact. Independent and proficient mastery of the standard in

its entirety.





MPS RESOURCES

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

purpose by using literary devices and figurative language in conjunction

with point of view and/or cultural experiences to reinforce key ideas,

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

Choose works of similar themes written in different genres (and a variety

of time periods and authors) and analyze how point of view impacts

meaning in the text; curriculum should reflect a diversity of cultures,

races, genders, and socio-economic experiences. ● Students use Venn diagrams, web maps, and organizers to

compare and contrast works of similar themes in different genres,

genders and cultures (using, for example, Night and All But My

Life). ● Students research and present literary critical lenses which

examine the perspectives and experiences of the writer and

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

impact themes and meaning in a work ● Interpret 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

2nd Quarter Proficiently and independently analyze and critique how an author

achieves a specific effect and purpose by using literary devices and

figurative language in conjunction with point of view and/or cultural

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

multiple layers of meaning. Evaluate the rhetorical effect and aesthetic

impact of these choices.





MPS RESOURCES

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

or live production of a play, novel, or poem), describing and evaluating

how each version interprets the source text.

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

and/or director choices influence and change the characterization and

themes in a work. ● Write a critique identifying and analyzing the effect of author’s

stylistic choices

● Using a piece of literature, add a visual history testimony from a

survivor that describes a similar scene or event (for example,

using the scene from Night with Juliek and his violin and pairing

with a scene from The Lady in Number Six or The Pianist)

● Reading a poem by Hannah Senesh and listening to a musical

interpretation of the work

● Reading the play Life in a Jar, about Irena Sendler’s work in the

Warsaw Ghetto, and watching the movie version of the play

● Read diary excerpts from Salvaged Pages and watch I’m Still

Here to see how individual actors chose to portray the voices ● Students reinterpret texts into graphic novels or documentary

formats

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

storyboard, video, brochure, photo essay, etc.

● Compare ekphrastic images with text

● Create ekphrastic poetry from an image (for example, choosing

an iconic photograph from the Holocaust and writing a poem

about it)

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

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





MPS RESOURCES

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

career ready.

Choose works of similar themes written in different time periods (either

within the Holocaust, within generations of survivors, or among other

genocides) and analyze how societal norms impact the meaning in the

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

socio-economic experiences in each time period. ● Students use Venn diagrams, web maps, and organizers to

compare and contrast works of similar themes in different time

periods ● Research a text’s historical and cultural customs, and analyze

how they impact themes and meaning in a work (for example,

looking at Elie Wiesel’s cultural and religious customs, especially

in Chapter 1 of Night, and how it impacts young Wiesel and the

themes in the book) ● 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 and connect its relevance today

(for example, using a Holocaust-related book and connecting it to

the refugee crisis today, or to a genocide today. The film

Watchers of the Sky can help with this.)

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

career ready.

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

1215-1355 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT


MPS RESOURCES

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

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

determining where the text leaves matters uncertain.

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

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

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

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

● Students will examine non-fiction texts for credibility and reliability and bias (for example, read excerpts from Rudolf Hoss’s diary, and identify bias and a lack of credibility)

● Socratic seminars to clarify meaning and arguments ● Group work to find evidence to support analysis ● Citation exercises confirming students understand correct

citation format ● Practice developing warrants connecting evidence to claims ● Analysis paragraphs (analyzing tone, audience, purpose,

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

● Students perform activities above for student-generated prompts

● Students write complete rhetorical analysis essays with thesis, claims, appropriate evidence from text, logical warrants identifying inferences and ambiguities within texts

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

2nd Quarter Independently and proficiently cite strong and thorough textual

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

as complex inferences drawn from the text, including determining where

the text leaves matters uncertain and evaluate the impact of the ambiguity.





MPS RESOURCES

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

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

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

summary.

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

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

ideas/claims

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

complex account of text

● Socratic Seminar to clarify central ideas and what rhetorical

devices the author uses to present arguments while analyzing

for logical fallacies

● Canvas discussions identifying inferred claims and evaluate

their development

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

developed and interact with each other

● Students use technology to present claims or central ideas they

have identified in texts, showing how the claims develop and

interact throughout the text to create a complex work

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

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

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

comprehensive and objective summary of the text. Independent and

proficient mastery of the standard in its entirety so that students are

college and career ready.





MPS RESOURCES

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

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

of the text.

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

analyzing chronology and how the author develops his

arguments and ideas throughout the text to create meaning ● Close reading/annotation activities for assigned texts

● Complete an AVID “Say-Do-Mean” chart for an assigned text ● Write a precis with a 3-part integration summary of an author’s

message and the rhetorical devices used to create meaning (using documents such as reports from the Bermuda and Evian Conferences, students will write a summary of these documents and decide whether or not nations acted correctly and determine what else could have been done)

● 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.





MPS RESOURCES

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

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

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

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

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

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

texts between the grades. Connotation/Denotation exercises

1. Write connotative definition

2. Write personal definition

● Students devise word trees (using word associations and

imagery) to understand author’s intent in diction ● Examine vernacular and the placement of words in texts

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

text

● Students will examine text for logical fallacies

2nd Quarter

Independently and proficiently analyze the meaning of words and

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

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

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

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

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

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

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

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

author’s structural choice and bias affect the meaning of the

text? (using Chaim Rumkowski’s “Give Me Your Children”

speech, for example) ● Graphically organize the author’s argument to determine

central claim and understand how sub-claims and

counterclaims support central argument

● Students will write an argument analysis (paragraph or

extended essay) evaluating how an author’s structural choices

affect the meaning of the work as a whole

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

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

alternate structures; evaluate whether the structure makes points clear,

convincing, and engaging.





MPS RESOURCES

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

rhetoric is particularly effective, analyzing how style and content

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

Choose important works to analyze how point of view impacts meaning

in the text; curriculum should reflect a diversity of cultures, races,

genders, and socio-economic experiences. ● Students use Venn diagrams, web maps, and organizers to

compare and contrast works of similar central ideas from

different mediums and perspectives ● Students research and present informational and argument

texts which examine issues and concerns from a variety of

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

impact claims and meaning in a work ● Interpret texts through the lens of speakers with a different

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

background and social norms affect the message of the text,

examining the text for bias ● Identify how rhetorical devices, figurative language, and diction

emphasize and delineate cultural differences and perspectives

and create style and persuasiveness

● Socratic seminar examining a variety of texts written on a

similar issue, analyzing how rhetorical techniques and appeals

and a variety of perspectives influence arguments

● After reading and comparing a variety of texts dealing with

same issues but written from a variety of perspectives and

styles, synthesize an essay expressing original argument on

the topic

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

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

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

persuasiveness, or beauty of the text.





MPS RESOURCES

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

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

a question or solve a problem.

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

and editorials to that address a variety of questions and

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

reliability

● Brainstorm possible solutions for proposed problems and

research feasibility of solutions (looking at today’s refugee

crisis and the same issue in the 1930’s) ● Create brochures alerting audience to significance of a

researched project with proposed solutions/calls to action (Anti-

Bullying/Hate Proposal-Campaign) ● Create call-to-action public service announcements (to be

presented on school video 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.





MPS RESOURCES

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 U.S. texts and world texts.

Using seminal U.S. and world texts (such as the UN Declaration of

Human Rights, Wagner-Rogers Bill, UN Rights of the Child): ● Create PAPA Squares (Purpose, Audience, Argument,

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

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

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

findings ● Examine governmental decisions made in reference to the

Holocaust and genocide and examine the effects of these decisions on policy affecting immigrants and refugees, etc. (Nuremberg Laws, Jim Crow Laws, Declaration of Human Rights, SB1070, etc.)

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

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

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

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

college and career readiness.





MPS RESOURCES

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

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

eighteenth-, and nineteenth-century foundational U.S. and world

documents of historical and literary significance for their themes,

purposes, and rhetorical features.

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

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

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

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

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

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

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

2nd Quarter Independently and proficiently analyze and evaluate the implications

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

nineteenth century U.S and world 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.

24

WRITING

STANDARDS

25



WRITING STANDARDS


MPS RESOURCES

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

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

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

claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 1st Quarter Writes arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence utilizing multiple modes of writing. a. Analyze and interpret a prompt to develop a substantive topic b. introduces precise claim(s), establishes the significance of the claim(s),

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

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

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

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

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

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

● Use commonlit.org (or similar) to find and evaluate:

○ current events ○ supreme court rulings ○ literary criticism

● Use google docs or word processing programs for creating and utilizing graphic organizers

○ Venn Diagram ○ Cornell Notes ○ Mind Map

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

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

● Show examples of credible vs. noncredible sources (for example, showing sites like the Institute for Historical Research, that may look legitimate but are actually Holocaust denial sites; making students aware and wary of these).

● Annotating the text using OneNote (or similar).



WRITING STANDARDS


MPS RESOURCES

2nd Quarter 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.

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

● Model and discuss arguments based on the audience (trying to convince parent vs. neighbor, vs. a friend, sites that manipulate youth)

● Evaluate speaker/author bias (motive, background) using TED Talks, YouTube clips, or similar.

● Evaluate the media to identify logos, pathos, ethos (media fallacies, especially with Nazi propaganda)

● Read writing aloud for sentence fluency, both professional and student writing

● Respond to writing prompts with the same topic for two different audiences - discuss the differences (comparing/contrasting articles written for German newspapers vs. those written for Jewish newspapers)

● Cornell Notes - Summary



WRITING STANDARDS


MPS RESOURCES

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

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

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

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

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

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

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

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

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

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

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

variety of audiences.

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

and clarify the relationships among complex ideas and concepts.

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

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

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

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

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

explanation presented.

● Multimedia: Digital storytelling, Prezi, movie maker, iWindows story, PowerPoint (student individual research presentations)

● Define audience ● Evaluate sources: Annotated bibliography,

rhetorical Precis ● Reinforce critical reading skills (marking text,

identifying claims) using OneNote or similar programs

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

● For help on metaphors, similes, and analogies see the website: www.colorado.edu/PWR/writingtips/1,3.html

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



WRITING STANDARDS


MPS RESOURCES

2nd Quarter 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).



WRITING STANDARDS


MPS RESOURCES

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

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

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

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

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

narrative. 1st Quarter a. Engage and orient the reader by setting out a problem, situation, or observation,

establishing one point of view or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

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

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

observed, or resolved over the course of the narrative.

● Use google docs, Microsoft Word, or a similar

program to outline a plot diagram ● Write or interpret a script ● Create a newscast copy ● Conduct a poetry reading in which students

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

● Paint/Draw a picture based on descriptive language (choose a selected passage from novel or poetry piece)

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

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

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

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

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

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



WRITING STANDARDS


MPS RESOURCES

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

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

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

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

intervals during the writing process.

2nd Quarter Produces clear and coherent writing in which the development, organization, and style are

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

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

● Use Canvas to peer review writing assignments. ● Use turnitin.com to peer review at regular

intervals during the writing process.

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

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

1st Quarter Standard in its entirety.

Google Docs, Email, PowerPoints, Turnitin.com, texting, blogs, reputable websites for research, online collaboration




WRITING STANDARDS


MPS RESOURCES

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

• Student choice iSearch paper

• Student choice problem solution paper (using current topics)

• Student choice research project

2nd Quarter 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


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


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

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

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

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

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

1st Quarter Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led, and student-led) with diverse partners on 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.




• Socratic Seminar

• Think/pair/share

• Four Corners

• Philosophical Chairs – AVID

• Debate

• Mock Trial (using historical precedents)

• Present a visual aide for the argument

• Set discussion norms

• Mock trial with jury, judge, lawyer (for example, using the Adolf Eichmann trial or Elie Wiesel’s God on Trial)

• Assign clear, individual roles in group: leader, scribe presenter

• Create questions according to Bloom’s Taxonomy

• Socratic seminars

• Blogging and Forums





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

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

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




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

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

• Socratic method

• Prezi or similar presentation

• Think/Pair/Share

• Survivor testimony (live or on video)

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





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

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

• Use a podcast/YouTube clip on evaluating website for credibility

• Conduct and evaluate an interview

• Create a commentary on political speech and compare to a professional commentary

• americanrhetoric.com - use for speeches

• Canvas discussion regarding survivor testimony

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.

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, public service announcement, debates (with topics such as America’s response to the Holocaust), book talk

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

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

• Blogs/Forums

• PowerPoint

• Digital Storytelling

• Video *MPS offers many of these classes through Professional Development

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

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

Revise speech for a variety of formal audiences (school board, parents, peers, etc.) 2nd Quarter Mastery of the standard in its entirety, proficiently and independently.

39

40

LANGUAGE

STANDARDS

41



LANGUAGE STANDARDS


MPS RESOURCES

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

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

Refer to Purdue Owl website. Grammar instruction can include:

● in context with literature ● peer editing exercises

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.

Refer to Purdue Owl website. Grammar instruction can include:

● in context with literature ● peer editing exercises ● revision ● editing for final draft

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

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

are college and career ready.



LANGUAGE STANDARDS


MPS RESOURCES

11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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

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

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

● 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 an thorough understanding of syntax to the study of complex text when reading, proficiently and independently so that students are college and career ready.

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

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).

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

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase. 1st Quarter Determine or clarifies the meaning of unknown and multiple-meaning words and

phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

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

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

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

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

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

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

vocabulary acquisition ● Vocabulary.com practice



LANGUAGE STANDARDS


MPS RESOURCES 2nd Quarter Standard in its entirety. proficiently and independently so that students are


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.

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. 1st Quarter Standard in its entirety.

• Vocabulary.com practice of assigned lists

• Peer-editing activities using word choice 2nd Quarter Standard in its entirety proficiently and independently so that students are


Language Strand — Standards 1 & 2 Progressive Skills by Grade

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

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

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

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

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

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

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

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

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

Produce, expand, and rearrange complete simple and compound sentences

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

3rd Grade Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

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

words and for adding suffixes to base words

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

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

sentence

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5th Grade

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

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

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

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

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

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

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

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

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

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade

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

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

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

Use a comma to separate coordinate adjectives

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

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

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

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

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

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

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

references Observe hyphenation conventions

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48

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

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50

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

Reading Standards for Literature

Key Ideas and Details

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

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

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

Craft and Structure

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

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

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

Integration of Knowledge and Ideas

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

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

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

Range of Reading and Level of Text Complexity

11-12.RL.10

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

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

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Reading Standards for Informational Text

Key Ideas and Details

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

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

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

Craft and Structure

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

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

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

Integration of Knowledge and Ideas

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

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

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

Range of Reading and Level of Text Complexity

11-12.RI.10

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

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

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Writing Standards

Text Types and Purposes

11-12.W.1

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

evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the

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

biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the

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

d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

11-12.W.2

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

to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.

e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

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Writing Standards

11-12.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured

event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

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

and outcome.

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

events, setting, and/or characters.

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

Production and Distribution of Writing

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

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

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

Research to Build and Present Knowledge

11-12.W.7

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

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

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

11-12.W.9

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

a. Apply grades 11-12 Reading standards to literature.

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

Range of Writing

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

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Speaking and Listening Standards

Comprehension and Collaboration

11-12.SL.1

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

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

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

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

individual roles as needed.

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

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

perspectives.

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

contradictions when possible; and determine what additional information or research is required to deepen the investigation or

complete the task.

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

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

Presentation of Knowledge and Ideas

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

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

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

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Language Standards

Conventions of Standard English

11-12.L.1

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

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

b. Resolve issues of complex or contested usage, consulting references as needed.

11-12.L.2

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

a. Use hyphenation conventions.

b. Use correct spelling.

Knowledge of Language

11-12.L.3

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

texts when reading.

Vocabulary Acquisition and Use

11-12.L.4

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

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

conceivable).

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

the meaning of a word or phrase.

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

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

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

11-12.L.5

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

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

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

11-12.L.6

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

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