· Web viewCoding. Introduction. Overview. Language Strand – Standards 1 & 2. Progressive Skills by Grade. ENGLISH COMPOSITION 102. EN64. ENGLISH COMPOSITION 102. EN64. Table

EN 64English Composition 102

Course Curriculum Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL NOVEMBER 2018

Table of ContentsDocument Introduction…………………………………………………………………………………………………………. Page 1

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

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

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

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

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

Reading for Informational Text…………………………………………………………………………………………….Page 13

Writing Standards……………………………………………………………………………………………………………….Page 16

Speaking and Listening Standards……………………………………………………………………………………………Page 24

Language Standards……………………………………………………………………………………………………………Page 30

Language Progression Chart…………………………………………………………………………………………………. Page 34

Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 36

IntroductionArizona English Language Arts StandardsThe Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of the Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.

Mesa Public Schools Curriculum DocumentsIn response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in each of the courses offered in the district. The 11th and 12th grade expert groups worked in conjunction to create an instructional progression for each standard in each strand of the ELA Standards that reflects an intentional scaffolding within the 11-12 grade band for courses offered in the district. The curriculum documents that resulted provide the following:

● an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and informational text), Writing, Speaking and Listening, and Language

● course information including course number, level of difficulty, and course descriptions● a key to the correct coding of standards● a breakdown of suggested quarterly progression of instruction per standard by strand● a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

Since the Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state, these documents provide a suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard. While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

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IntroductionDesign Features for MPS Curriculum DocumentsGrade band standards appear with the appropriate code and full text of the standard taken from the Arizona English Language Arts Standards. Below each standard are two columns.

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

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Bolded text within this column indicates the next step in the progression of the standard. The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.

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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 InstructionThis column contains activities, structures, and

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

or prescriptive list of required strategies.

Entire Arizona English Language Arts Standard

Standard CodeGrade Band, Strand, Standard

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

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

Reading Standards for Informational Text: ● Infer multiple meanings and determine main ideas, author’s purpose, and the effectiveness of rhetorical devices and support those inferences using

detailed examples from the text● Analyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and details effectively● Continue to cite strong evidence contextually to support analysis and claims

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

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

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

Language Standards: ● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)● Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to

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

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

Course Competencies for English 102 classes in the Maricopa County Community College District:1. Write for specific rhetorical contexts, including circumstance, purpose, topic, audience and writer, as well as the writing's ethical, political, and cultural

implications. (I, IV)2. Organize writing to support a central idea through unity, coherence and logical development appropriate to a specific writing context. (II, V)3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, V)4. Find, evaluate, select, and synthesize both online and print sources that examine a topic from multiple perspectives. (I, III)5. Integrate sources through summarizing, paraphrasing, and quotation from sources to develop and support one's own ideas. (III, IV)6. Identify, select and use an appropriate documentation style to maintain academic integrity. (III)7. Use feedback obtained through peer review, instructor comments, and/or other sources to revise writing. (II)8. Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or

other methods. (II)9. Generate, format, and edit writing using appropriate technologies. (II, V)

Course Outline I. Applying Knowledge of Rhetorical Contexts.

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

II. Refining Effective Processes.A. Invention.B. Drafting.C. Feedback.D. Revision.E. Presentation.

III. Researching Critically.A. Primary and secondary sources.B. Note taking.C. Summary and paraphrase.D. Documentation of sources.E. Information literacy.

IV. Writing Persuasively.A. Logical appeals.B. Ethical appeals.C. Emotional appeals.D. Authority.E. Evidence.

V. Applying Conventions.A. Citation style.B. Format.C. Structure.D. Mechanics.

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http://www.mesacc.edu/~maril37591/English%20102%20online%20revised%20summer%202004/Course%20Competencies%20for%20English%20102%20classes%20in%20the%20Maricopa%20County%20Community%20College%20District.htm

Overview

Course #: EN64 Grade Level: 12th GradeCourse Name: Dual Enrollment English 102 # of Credits: .5 (1 Sem)Prerequisites: EN 72

Course Description: This course’s prerequisite is English Composition 101 with the student scoring a “C” or higher as a final grade. Emphasis on rhetoric and composition with a focus on argument, research-based writing and understanding writing as a process. Developing advanced college-level writing strategies through writing projects comprising at least 5,000 words in total. This course is in partnership with the Maricopa Community Colleges and a tuition applies. If students have a financial hardship paying for the tuition, contact school advising.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDSREADING SPEAKING AND LISTENING

● Key Ideas and Details

● Craft and Structure

● Integration of Knowledge and Ideas

● Range of Reading and Level of Text Complexity

● Comprehension and Collaboration

● Presentation of Knowledge and Ideas

WRITING LANGUAGE● Text Types and Purposes

● Production and Distribution of Writing

● Research to Build and Present Knowledge

● Range of Writing

● Conventions of Standard English

● Knowledge of Language

● Vocabulary Acquisition and Use

Teacher’s Note:The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 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.

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Overview

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Coding

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Standard 1Grades 11-12

Strand: Reading

Literature

11-12.RL.1

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READING STANDARDS

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ENGLISH COMPOSITION 102 EN64READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTIONMPS RESOURCES

11-12.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.1st Quarter Master the standard in its entirety. ● Graphic organizers

● Guided questions

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

● Students will analyze various types of nonfiction to use in research writing

● Students should be given strategies for answering questions: ordering question types (Level 1: literal, Level 2: inference, Level 3: author purpose and choice; identifying question types such as: Reading Comprehension, Inference, Identifying and Interpreting Figurative Language, Literary Technique, Character Analysis, Overall Passage Questions, Structure, Grammar/Nuts & Bolts)

2nd Quarter Master the standard in its entirety.

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

● Summary tools:

ο Cartoon

ο Comic Strip

ο Poster

ο Use 25 words to summarize the text

ο Chunking text with Post-it summaries

ο Précis

● Students should be given strategies for answering questions: ordering


Bold text indicates focus for scaffolding 11

ENGLISH COMPOSITION 102 EN64question types (Level 1: literal, Level 2: inference, Level 3: author purpose and choice; identifying question types such as: Reading Comprehension, Inference, Identifying and Interpreting Figurative Language, Literary Technique, Character Analysis, Overall Passage Questions, Structure, Grammar/Nuts & Bolts)

READING STANDARDS FOR LITERATURESTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

11-12.RL.3: Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.1st Quarter Master the standard in its entirety. ● Create a Facebook page for a complex character

● Journal entry from character’s point of view

● Dialectical journal

● Create character meme

● Assume the role of a character

● Write letters to another character

● Exchange and reply

● Rhetorical Précis

● Character web

● Venn Diagram

● Character motivation chart


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.


ENGLISH COMPOSITION 102 EN641st Quarter Master the standard in its entirety. ● Quizlet for practicing meaning of words

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

formal/informal tone

● Identify patterns of diction

● Identify author’s purpose for using particular words

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

● Socratic seminars

● Philosophical chairs

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


11-12.RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.1st Quarter Master the standard in its entirety. ● Examine the choice of where to begin or end a piece of text

● Create storyboards that reflect the text’s effects

● Write mini screenplays that mimic the text’s effects

● Compare/contrast two or more works

● Track changes, choices, and order of events


READING STANDARDS FOR LITERATURESTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

11-12.RL.6: Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.1st Quarter Master the standard in its entirety. ● Research:

ο History/culture



ENGLISH COMPOSITION 102 EN64ο Author biography/background or author’s purpose (exigence)

● Analyze author’s point of view

● Analyze character’s point of view

● Analyze how a particular culture is revealed

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

ο Song to text

ο Painting to sculpture

ο Poem to artwork

ο Theater production to film

● T-charts

● Venn Diagrams

● Quick writes

● Other graphic organizers


11-12.RL.8: (Not applicable to literature)11-12.RL.9: Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.1st Quarter Master the standard in its entirety. ● Timelines

● Venn Diagrams

● Current events/historical context

● Analyze historical non-fiction works for their applicable merit to course content


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


ENGLISH COMPOSITION 102 EN64

READING STANDARDS FOR INFORMATIONAL TEXTSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

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 Master the standard in its entirety. ● Evaluate for effectiveness of quotations

● Three Part Source Quote integration

● MLA format or other preferred documentation style

● Write an outline that incorporates textual evidence with proper citations

● Graphic organizers

● Critical thinking/reading techniques to identify strong/thorough arguments and claims

● AVID strategies

● Costa’s Levels of Questions

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


11-12.RI.2: Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.1st Quarter Master the standard in its entirety. ● Create an outline to identify development of central ideas

● Write a well-developed summary

● Identify and interpret organizational patterns

ο Chronological

ο Compare-contrast



ENGLISH COMPOSITION 102 EN64ο Problem-solution

ο Cause-effect

ο Definition

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

● Charting the text2nd Quarter Master the standard in its entirety.


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 Master the standard in its entirety. ● Graphic organizers

● Syntax, diction, and figurative language to determine tone

● The Six Pillars of Rhetorical Knowledge



11-12.RI.5: Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.1st Quarter Master the standard in its entirety. ● Argument structures

ο Deductive


ENGLISH COMPOSITION 102 EN64ο Inductive

ο Classical

● Writing modes



11-12.RI.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.1st Quarter Master the standard in its entirety. ● Analyze different modes of advertisements

● Movie or TV show trailers

● Political cartoons

● Create an advertisement for a product that uses logos, ethos, pathos; have the class determine the purpose or point of the product/presentation



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 Master the standard in its entirety. ● Compare and contrast:

ο The author’s oral rendition of his work to its written version


ENGLISH COMPOSITION 102 EN64ο A political cartoon to an editorial with similar themes

ο TedTalks

ο Social media


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

1st Quarter Master the standard in its entirety. ● Say/Do/Mean Chart

● Chart rhetorical devices

● PAPA Square (Purpose, Audience, Personal, Argument

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

Logos, Pathos, EthosIdentify the main claim/ secondary claimIdentify parts of the argument- Warrant, qualifier, counter claim, data, etc.


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

1st Quarter Master the standard in its entirety. ● Identify primary and secondary sources

● TAP (Task, Audience, Purpose)

● Say/Do/Mean chart

● AVID Critical reading strategies

● Analyze rhetorical devices



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




WRITING STANDARDS

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ENGLISH COMPOSITION 102 EN64WRITING STANDARDS


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

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

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

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

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

e. Provide a concluding statement or section that follows from and supports the argument presented.1st Quarter Master the standard in its entirety. ● Identify claims in the text (sample essays and informational text)

● Compose an argument piece for a specific audience

● Identify and analyze audiences

● T-charts

● AVID writing templates

● Venn Diagram to explore different viewpoints and evidence

● Argument outlines

● Writing Models

● Passive voice vs. active voice

● Rhetorical Precis



ENGLISH COMPOSITION 102 EN64● Identify claims in the text (sample essays and informational text)

● Compose an argument piece for a specific audience

● Identify and analyze audiences

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

● Respond to a situation for three different audiences● Identify Rhetorical Devices

WRITING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

11-12.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which

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

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

relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are

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

articulating implications or the significance of the topic).1st Quarter Master the standard in its entirety. ● Incorporate organizational patterns:

ο Chronological

ο Compare-contrast


ENGLISH COMPOSITION 102 EN64ο Problem-solution

ο Definition

ο Cause/Effect

ο Process/Analysis

● Graphic organizers

● Rhetorical triangle

● Rhetorical Situation, TED Talks, music lyrics, YouTube, film, Vice

videos(HBO), etc.

● Conclusion/Introduction (mini-lessons)

● Have students evaluate their own and other students’ essays using

exemplars of successful and unsuccessful essays



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


ENGLISH COMPOSITION 102 EN64experiences, 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 Master the standard in its entirety. ● Self-reflections on their own writing process/product


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

1st Quarter Master the standard in its entirety. ● Evidence of final writing products in different genres (argument, informative, narrative)

ο Rhetorical situation

ο Applying effective strategies to the situation

ο Mini-lessons to address task, purpose, and audience

ο Graphic organizers

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

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



MPS RESOURCES

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


ENGLISH COMPOSITION 102 EN641st Quarter Master the standard in its entirety. ● Writing that matches the mode of the reading/writing that is currently being

studied:

ο Address the prompt (deconstruct prompt to understand task)

ο Brainstorm and outline (utilize graphic organizers)

ο Consider appropriate audience

ο Consider appropriate structure for content

ο Write content

● Revise and edit (utilize Google Docs, citation websites, Word docs,

Turnitin.com)

● Have students evaluate their own and other students’ essays using

exemplars of successful and unsuccessful papers


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

1st Quarter Demonstrate standard in its entirety. Technology resources:

● Individual or classroom blog; etc.

● Podcast arguments and response feedback

● Canvas

● OneNote

● Zoom

● Discussion Board

● E-portfolio

● Flipgrid

● Google docs

2nd Quarter Demonstrate standard in its entirety.




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 Master the standard in its entirety.

● According to Maricopa Community College this is the primary focus of ENG 102

● Annotated bibliography● Works cited page● Multiple drafts● In depth editing● Primary research student generated (personal interviews, face to face,

email, phone, surveys, etc.)● Evidence of final writing products in different genres (argument,

informative, narrative)● Outline● Sentence outline

● Research Notes

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

● Student generated open-ended research questions


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 Master the standard in its entirety. ● CARS/CRAAP Reliability Checklist

● Credibility, Reasonability, Support (CARS)● Currency, Relevance, Authority, Accuracy, Purpose (CRAAP)● Critical Reading Strategies for Research Consumption


ENGLISH COMPOSITION 102 EN64● Understanding the purpose of abstracts● Utilizing signal phrases, transitions etc.● Distinguishing the differences between paraphrasing, summarizing, and

quotes● Evaluating sources and their credibility● Using online databases-College preferred data bases● Teaching advanced searches (adjusting settings & Boolean search)● MLA/APA format or preferred format● Primary sources vs. secondary sources● Analyze all media sources for content credibility and bias



MPS RESOURCES

11-12.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text.1st Quarter Master the standard in its entirety. ● Reading outside source material and making direct application to the

student created research question(s)/secondary questions ● Students creating secondary questions● Using databases● Using research skills (adjusting settings & Boolean search)


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.


SPEAKING AND LISTENING

STANDARDS

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ENGLISH COMPOSITION 102 EN64SPEAKING AND LISTENING STANDARDS


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

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

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

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

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

1st Quarter Demonstrate the standard in its entirety. ● Distinguishes the differences between debate and dialogue● Analyze sources for credibility● Student generated questions (Costa)● Appropriate body language● Reflection on discussions

● Online discussion boards

● Silent discussions


● Four corners


2nd Quarter Demonstrate the standard in its entirety.ENGLISH LANGUAGE ARTS STANDARDS



SPEAKING AND LISTENING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

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

1st Quarter Demonstrate standard in its entirety. ● Graphic organizers

● Thinking maps

● Venn Diagrams

● Current events

● News outlets

● Analyze all media sources for content credibility and bias

● Podcast

● Online threaded discussion boards

● Gallery walk


● Four corners


● Evaluate tone in multimedia:

ο News outlets

ο Interviews

ο Podcasts




SPEAKING AND LISTENING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

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 Demonstrate standard in its entirety. ● Graphic organizers

● Thinking maps

● Venn Diagrams

● Current events

● News outlets

● Analyze all media sources for content credibility and bias

● Podcast

● Online threaded discussion boards

● Gallery walk



ENGLISH COMPOSITION 102 EN64● Socratic seminars

● Four corners


● Evaluate tone in multimedia:

ο News outlets

ο Interviews

ο Podcasts

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

1st Quarter Demonstrate standard in its entirety. Using previous design or written work create a presentation.

● PowerPoint

● Prezi

● Formal oral speeches

● Informal class discussion



● Debates

● Flipgrid

● Webcam/video recording

● TED Talk style presentations


SPEAKING AND LISTENING STANDARDS


ENGLISH COMPOSITION 102 EN64STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

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

1st Quarter Demonstrate standard in its entirety. Using previous design or written work create a presentation.

● PowerPoint

● Prezi





● Debates

● Flipgrid




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 Demonstrate standard in its entirety. Focus on audience and purpose in an oral presentation.

● PowerPoint

● Prezi





● Debates



ENGLISH COMPOSITION 102 EN64● Flipgrid




LANGUAGE STANDARDS

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ENGLISH COMPOSITION 102 EN64LANGUAGE STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES

11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.1st Quarter Demonstrate the standard in its entirety. No Red Ink

Daily Warm Up focus on conventionsRefer to OWL@PurdueMLA Handbook or any other reference

2nd Quarter Demonstrate the standard in its entirety.

11-12.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use hyphenation conventions. b. Use correct spelling.1st Quarter Demonstrate the standard in its entirety focused on using

hyphenation conventions. No Red InkDaily Warm Up focus on conventionsRefer to OWL@PurdueMLA Handbook or any other reference2nd Quarter Demonstrate the standard in its entirety.

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 Demonstrate the standard in its entirety. No Red Ink


● Sentence Types

ο Simple

ο Compound

ο Complex



ENGLISH COMPOSITION 102 EN64ο Compound-Complex

ο Cumulative

ο Periodic

ο Inverted

LANGUAGE STANDARDSSTANDARD AND SUGGESTED PROGRESSION

SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES

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

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

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

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

d. Verify the preliminary determination of the meaning of a word or phrase.1st Quarter Demonstrate the standard in its entirety. No Red Ink



11-12.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.1st Quarter Demonstrate the standard in its entirety. No Red Ink

Daily Warm Up focus on conventionsRefer to OWL@PurdueMLA Handbook or any other reference2nd Quarter Demonstrate the standard in its entirety.

11-12.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, Bold text indicates focus for scaffolding 40

ENGLISH COMPOSITION 102 EN64writing, 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 Demonstrate the standard in its entirety. No Red Ink




Language Strand – Standards 1 & 2Progressive Skills by Grade

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

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

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

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

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

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

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

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

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

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

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

words and for adding suffixes to base words

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

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

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

sentence

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5th GradeExplain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentencesForm and use the perfect verb tensesUse verb tense to convey various times, sequences, states, and

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

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

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

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

6th GradeEnsure that pronouns are in the proper caseUse intensive pronounsRecognize and correct inappropriate shifts in pronoun number and

personRecognize and correct vague pronounsRecognize variations from standard English in their own and others’

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

Use punctuation to set off nonrestrictive/parenthetical elements

7th GradeExplain the function of phrases and clauses in general and their

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

complex sentences to signal differing relationships among ideas

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

Use a comma to separate coordinate adjectives

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

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

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

breakUse an ellipsis to indicate an omission

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

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

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

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

references Observe hyphenation conventions

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ARIZONA ENGLISHLANGUAGE ARTS

STANDARDS

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Arizona English Language Arts Standards – 11-12th GradeReading Standards for LiteratureKey Ideas and Details

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

11-12.RL.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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Arizona English Language Arts Standards – 11-12th GradeReading Standards for Informational TextKey Ideas and Details

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

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

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

Craft and Structure

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

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

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

Integration of Knowledge and Ideas

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

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

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

Range of Reading and Level of Text Complexity

11-12.RI.10

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

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

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Arizona English Language Arts Standards – 11-12th GradeWriting StandardsText Types and Purposes

11-12.W.1

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

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

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

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

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

11-12.W.2

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

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

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

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

articulating implications or the significance of the topic).

11-12.W.3

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

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

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

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

narrative.

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Arizona English Language Arts Standards – 11-12th GradeWriting StandardsProduction and Distribution of Writing

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

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

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

Research to Build and Present Knowledge

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

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

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

Range of Writing

11-12.W.10

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

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

11-12.SL.1

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

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

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

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

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

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

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

Presentation of Knowledge and Ideas

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

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

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

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

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

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

Knowledge of Language

11-12.L.3

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

complex texts when reading.

Vocabulary Acquisition and Use

11-12.L.4

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

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

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

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

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

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

11-12.L.6Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

51