Mesa Public Schools



EN 60English (British) LiteratureCourse Curriculum Aligned to the Arizona English Language Arts Standards(Reading, Writing, Speaking & Listening, Language)GOVERNING BOARD APPROVAL APRIL 2018Document Introduction…………………………………………………………………………………………………………..Page 1Standards Overview……………………………………………………………………………………………………………..Page 3Course Overview…………………………………………………………………………………………………………………Page 4Coding……………………………………………………………………………………………………………………………..Page 6Reading Standards……………………………………………………………………………………………………………….Page 8Reading for Literature……………………………………………………………………………………………………... Page 10Reading for Informational Text…………………………………………………………………………………………….Page 16Writing Standards……………………………………………………………………………………………………………….Page 22Speaking and Listening Standards……………………………………………………………………………………………Page 32Language Standards……………………………………………………………………………………………………………Page 38Language Progression Chart………………………………………………………………………………………………….Page 43Arizona ELA Standards Grades 11-12……………………………………………………………………………………….Page 46Arizona 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 DocumentsIn 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 Languagecourse information including course number, level of difficulty, and course descriptionsa key to the correct coding of standardsa breakdown of suggested quarterly progression of instruction per standard by stranda suggested bank of resources available to ELA teachers to support standard-based instructionThe 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.Design Features for MPS Curriculum DocumentsGrade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns. The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. For example, EN47 (Sophomore English) is different from EN35 (Honors Sophomore English) is different from EN38 (Sophomore Essentials of English). 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. 807720101600Bolded text indicates a new focus for the quarter.Standard and Suggested ProgressionThis 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. ?Standard CodeGrade Band, Strand, StandardEntire Arizona English Language Arts Standard0Bolded text indicates a new focus for the quarter.Standard and Suggested ProgressionThis 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. ?Standard CodeGrade Band, Strand, StandardEntire Arizona English Language Arts StandardArizona’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 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 genresCritically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purposeDemonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examplesDemonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structuresAnalyze how two or more texts from the same time period treat similar themes or topicsReading 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 textAnalyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and details effectivelyContinue to cite strong evidence contextually to support their analysis and claimsWriting Standards:Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informalIntegrate 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 audiencePlan, draft, revise, and edit writing in an effective and strategic mannerSpeaking and Listening Standards:Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informalExtend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sourcesPresent information using various forms of multimedia technology appropriate to the task, purpose, and audienceLanguage 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 audiencesApply 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 effectDetermine the meanings of unknown words and figurative language using a variety of strategiesCourse #: EN60Grade Level: 12th GradeCourse Name: English (British) Literature Level of Difficulty: AveragePrerequisites: EN48 # of Credits: ? Credit/1 SemesterCourse Description: British Literature is a semester-long course that integrates writing for a variety of purposes and audiences with literature study that reflects the culture of England from Beowulf forward. Emphasis is placed on the works of major English authors and literary movements while writing activities include a focus on argumentative, expository, and narrative modes. Universal themes in literature are explored in a variety of fiction, non-fiction, poetry and drama selections. Readings from a broad variety of authors from English literature are surveyed.ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDSREADINGSPEAKING AND LISTENINGKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityComprehension and CollaborationPresentation of Knowledge and IdeasWRITINGLANGUAGEText Types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of WritingConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and UseTeacher’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. English (British) Literature Course OverviewBritish Literature is an elective English course that surveys the literature which reflects the culture of England and the United Kingdom from Beowulf forward. Emphasis is placed on the works of English authors and literary movements. Below are suggested reading selections for the semester-long (18-week) course. The suggested works are for a chronological study of the eras. Some suggestions are made to avoid overlap in the adopted textbooks of other grade levels. Not all time periods are covered but feel free to adapt the course to your knowledge base. Other more modern units are available in the textbook. This course is considered a literature course, so the suggested writing activities may be shorter and less sustained. The student would be expected to take a writing heavy course to complement this semester-long literature course.Old EnglishBeowulfDream of the RoodVenerable BedeMiddle AgesChaucer’s Prologue to the Canterbury TalesTales as chosen:“Pardoner’s Tale”“Wife of Bath”Sir Gawain and the Green KnightLe Morte D’ArthurRenaissanceShakespeare play:Othello, Lear, HamletNote: Romeo and Juliet, appears in the 9th Grade adopted text, Macbeth appears in the 10th Grade adopted text, and The Tempest appears in the 11th grade adopted text, so choose a different text.Shakespearean sonnetsPetrarchan SonnetsJohn Donne poetry:“Valediction Forbidding Mourning”“Death be Not Proud”“Batter My Heart”Age of ReasonJonathan Swift’s “A Modest Proposal”Gulliver’s TravelsMary Wollstonecraft“Vindication of the Rights of Women”Daniel Dafoe’s “Education of Women”RomanticsWilliam Wordsworth“Tintern Abbey”, assorted sonnetsJohn Keats “When I have Fears that I may Cease to Be”William Blake:“The Tyger” and “The Lamb”“Songs of Innocence” and Songs of Experience”Byron: “When We Two Parted”“She Walks in Beauty”Shelley: “Ozymandias”Coleridge: “Kubla Khan”“Rime of the Ancient Mariner”5657277389Strand: Reading LiteratureStandard 1Grades 11-1211-12.RL.1Strand: Reading LiteratureStandard 1Grades 11-1211-12.RL.1READINGSTANDARDSREADING STANDARDS FOR LITERATUREstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterSelect 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 exercisesTP-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 literatureStudents 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 argumentsGroup work to find evidence to support analysisCitation exercises confirming students understand correct citation formatPractice developing warrants connecting evidence to claimsAnalysis 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 promptsStudents 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.Suggestions: Character analysis of Hamlet or Beowulf, poetry explication utilizing Shakespearean sonnets, romantic poetry, or World War I poetry2nd QuarterIndependently 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.READING STANDARDS FOR LITERATUREstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterDetermine 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 (i.e. an epic, short stories, poetry, drama, essay, and novel or novel excerpts).Teacher-provided text-dependent questions to identify themes in texts ( 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 textSocratic Seminar to clarify themes and how themes build on one another using text-dependent questionsCanvas discussions identifying inferred themes and evaluating their developmentStudents write objective summaries of textsReading journals addressing how themes are developed and interact with each otherStudents use technology to present themes they have identified in texts, showing how the themes develop and interact throughout the text to create a complex work2nd QuarterIndependently 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 QuarterAnalyze 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 (i.e. an epic, short stories, poetry, drama, essay, and novel or novel excerpts).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 meaningStudents write creative narratives changing one element of the story to illustrate their understanding of how stylistic choices impact outcome and meaningWrite a critique of author’s literary choices throughout a textCreate Social Media site based on a character demonstrating knowledge of character developmentStudents write alternate ending to story keeping author’s style, tone, and motifsSuggestions: rewrite and stage a scene from a Shakespearean drama; create a Social Media site for King Arthur, Beowulf, or Gulliver; create a new adventure for Beowulf, Gulliver, or King Arthur following the style of the original2nd QuarterAnalyze 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). READING STANDARDS FOR LITERATUREstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterStandard 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 exercisesWrite connotative definitionWrite personal definitionAct it outStudents devise word trees (using word associations and imagery) to understand author’s intent in dictionStudents teach sonnets to classmates translating to modern languageExamine vernacular and the placement of words in textsExamining diction to understand how it creates tone and moodUse DIDLS chart to identify how diction creates meaning in a textSuggestions: Shakespearean sonnets, Metaphysical poetry, Romantic poetry2nd QuarterIndependent 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 QuarterAnalyze 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 argumentsCreate a Graphic-novel style representation of worksStudents storyboard textsStudents 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 rewrite the beginning or ending of the text using a different structure and determine how the meanings or themes are affected, i.e. write a new adventure for Beowulf including the genre specific elements such as litotes and kenningsStudents will write a literary analysis (paragraph or extended essay) evaluating how an author’s structural choice affect the meaning of the work as a wholeSuggestions: poetry explication2nd QuarterAnalyze 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.READING STANDARDS FOR LITERATUREstandard and suggested progressionsuggested activities for instructionmps resources11-12.RL.6: Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.1st QuarterAnalyze 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 culturesStudents 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 workReinterpret texts through the lens of characters with a different cultural experienceWrite a critique of a particular text focusing on how cultural background and social norms affect the message of the textIdentify how literary devices, figurative language, and diction emphasize and delineate cultural differences and perspectives and create aesthetic impactSocratic seminar examining texts through a variety of critical lensSuggestions: pair Beowulf with Grendel; write an excerpt from a different character’s point of view. This assignment could be modified for many different pieces.2nd QuarterProficiently 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.READING STANDARDS FOR LITERATUREstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterAnalyze 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 choicesIntroduce a soliloquy from a play performed by a variety of actors and analyze how performance choices alter the meaning of the textWrite Ekphrastic poems, i.e. Auden’s Musee des Beaux Arts paired with Bruegel’s painting The Fall of IcarusExamine scenes from various film versions of the same text, i.e. Hamlet, Othello, or King LearExamine Answer/Response poems, i.e. Marlow’s “The Passionate Shepherd to his Love” and Raleigh’s “The Nymph’s Reply to the Shepherd”Students perform scenes from dramas presenting them in different stylesStudents reinterpret texts into graphic novels or video formatsStudents reinterpret text in a different medium/genre: poetry, storyboard, video, brochure, photo essay, etc. 2nd QuarterIndependently 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)READING STANDARDS FOR LITERATUREstandard and suggested progressionsuggested activities for instructionmps resources11-12.RL.9: Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.1st QuarterStandard in its entirety, independently and proficiently to be college and career ready.Choose works of similar themes written in different time periods and analyze how societal norms impact the meaning in the text; curriculum should reflect a diversity of cultures, races, genders, and socio-economic experiences in each time period.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 workReimagine texts through the lens of characters from a different time periodWrite a critique of a particular text focusing on how historical and cultural background and social norms affect the message and concerns of the textIdentify 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 timeSuggestions: examine “The Hero’s Journey” throughout the ages of British Literature2nd QuarterStandard 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 TEXTstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterCite 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 usingRAFT (Role, Audience, Format, Topic)PAPA Squares (Purpose, Audience, Persona, Argument analyzing Rhetorical Methods and Strategies)DIDLS (Diction, Imagery Details, Language, Syntax) Rhetorical Precis for argument analysisStudents 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 biasSocratic seminars to clarify meaning and argumentsGroup work to find evidence to support analysisCitation exercises confirming students understand correct citation formatPractice developing warrants connecting evidence to claimsAnalysis 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 promptsStudents 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.Suggestions: Emmeline Pankhurst Freedom or Die speechWinston Churchill We Will Fight on the BeachesDaniel Dafoe Education of WomenVirginia Woolf A Room of One’s Own2nd QuarterIndependently 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. READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterDetermine 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 texts (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/claimsMap/web 2 - 3 central ideas/claims until an overlap provides a complex account of textSocratic Seminar to clarify central ideas and what rhetorical devices the author uses to present arguments while analyzing for logical fallaciesCanvas discussions identifying inferred claims and evaluate their developmentStudents write objective summaries of textsReading journals addressing how claims/central ideas are developed and interact with each otherStudents 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 work2nd QuarterDetermine two or more central ideas of a text; analyze and evaluate their development over the course of the text, including how they interact and build on one another to produce a complex analysis; provide a comprehensive and objective summary of the text. Independent and proficient master of the standard in its entirety.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 QuarterAnalyze 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 texts (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 meaningClose reading/annotation activities for assigned textsComplete an AVID “Say-Do-Mean” chart for an assigned textWrite a precis with a 3-part integration summary of an author’s message and the rhetorical devices used to create meaningWrite an analysis evaluating author’s effective use of structure, sequencing, rhetorical devices and strategies in presenting his argumentSuggested text: Jonathan Swift A Modest Proposal2nd QuarterIndependently 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.READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 exercisesWrite connotative definitionWrite personal definitionAct it outStudents devise word trees (using word associations and imagery) to understand author’s intent in dictionExamine vernacular and the placement of words in textsExamining diction to understand how it creates tone and moodUse DIDLS chart to identify how diction creates meaning in a textStudents will examine text for logical fallacies 2nd QuarterIndependently 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 QuarterAnalyze 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?Graphically organize the author’s argument to determine central claim and understand how sub-claims and counterclaims support central argumentStudents will write an argument analysis (paragraph or extended essay) evaluating how an author’s structural choices affect the meaning of the work as a whole2nd QuarterIndependently 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. READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterDetermine 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 perspectivesStudents research and present informational and argument texts which examine issues and concerns from a variety of perspectivesResearch authors, cultural customs, etc. and analyze how they impact claims and meaning in a workReinterpret texts through the lens of speakers with a different cultural experienceWrite a critique of a particular text focusing on how cultural background and social norms affect the message of the text, examining the text for biasIdentify 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 argumentsAfter 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 topicSuggested texts: Jonathan Swift “A Modest Proposal”, Wollstonecraft “A Vindication of the Rights of Women”, Daniel Dafoe “The Education of Women”, Virginia Wolfe “A Room of her Own”2nd QuarterIndependently 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.READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterEvaluate 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 problemsEvaluate websites, articles, broadcasts, etc. for bias and reliabilityBrainstorm possible solutions for proposed problems and research feasibility of solutionsCreate brochures alerting audience to significance of a researched project with proposed solutions/calls to actionCreate call-to-action public service announcementsCreate 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 proposals2nd QuarterIndependently and proficiently synthesize, integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem; critique the effectiveness of the proposed answer or solution.11-12.RI.8: Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts.1st QuarterApplying logical, cultural, and philosophical principles, delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and arguments in seminal British texts.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 argumentsSilent Discussion analyzing author’s purpose, strategies, premises, and argumentsSocratic Seminar Debates and Mock Trials on presented argumentsResearch a law from its inception to its practice and present findingsSuggestions: Magna Carta, Winston Churchill speeches, other historical documents 2nd QuarterApplying 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 readinessREADING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources11-12.RI.9: Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.1st QuarterAnalyze theme, purpose, and rhetorical features of seventeenth-, eighteenth-, and nineteenth-century foundational British documents of historical and literary significance for their themes, purposes, and rhetorical features.Using seminal British texts:Create PAPA Squares (Purpose, Audience, Argument, Persona analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of themes and purposesSilent Discussion analyzing author’s purpose, strategies, premises, and themesSocratic Seminar discussing themes of foundational documents and examining how these themes and decisions affect us todayCreate a timeline tracing a specific theme through a chronological series of significant U.S. or world documentsDebates the relevance of themes from foundational documents to current eventsCompare documents or laws with similar themes across time periods and/or nationsSuggestions: compare the Declaration of Independence and the British response to examine the difference that point of view makes in the significance of the documents2nd QuarterIndependently and proficiently analyze and evaluate the implications of theme, purpose, and rhetorical features of seventeenth, eighteenth, and nineteenth century British documents of historical and literary significance; refer to specific textual evidence in analysis.11-12.RI.10: By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is 1215-1355 Lexile.WRITING STANDARDSWRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterWrites 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.Analyze and interpret a prompt to develop a substantive topicintroduces 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. 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. 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.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.provides a concluding statement or section that follows from and supports the argument presented.Use (or similar) to find text sets that contain political rhetoric - current and historicalUse (or similar) to find and evaluate:current eventssupreme court rulingsliterary criticismUse Google Docs or word processing programs for creating and utilizing graphic organizers Venn DiagramCornell NotesMind MapDetermine type and credibility of source (primary and secondary)Use Google Docs, or similar programs to revise and sequence claims/counterclaimsShow examples of credible vs. noncredible sourcesAnnotating the text using OneNote (or similar)Create or identify counterclaims for each claim using OneNote (or similar)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)Evaluate speaker/author bias (motive, background) using TED Talks, YouTube clips, or similarEvaluate the media to identify logos, pathos, ethos (media fallacies)Read writing aloud for sentence fluency, both professional and student writingWRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources2nd QuarterIndependently and proficiently writes highly effective arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Create a prompt to develop a substantive topic.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.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. 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. 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.provides an effective concluding statement or section that follows from and supports the argument presented.evaluates and reflects on the writing and how well it addresses the purpose, audience, and task. Drafting/Revision for tone: SAT/College Board prompts, memos, letters of intent, resume extractsRespond to writing prompts with the same topic for two different audiences - discuss the differencesCornell Notes – summaryOmit the conclusion of a published piece and have students generate a replacement conclusionSuggestions: write an argument about traits of a hero using evidence from Beowulf or King Arthur; write a piece of satire following the format of Jonathan Swift in “A Modest Proposal”; write an argument about an important current issue and argue a stand similar to Mary Wollstonecraft’s “A Vindication of the Rights of Women” or Daniel Dafoe’s “The Education of Women”.WRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterWrites 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 writingintroduces 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.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. uses appropriate transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. uses topic appropriate language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. establishes a formal style and objective tone while demonstrating awareness of the norms and conventions of the discipline in which he or she is writingprovides a concluding statement or section that supports the information or explanation presentedMultimedia: Digital storytelling, Prezi, movie maker, Windows story, PowerPointDefine audienceEvaluate sources: Annotated bibliography, rhetorical PrecisReinforce critical reading skills (marking text, identifying claims) using OneNote or similar programsPeer editing, multiple revisions - highlight and link transitional ideas using Google Docs, OneNote, or similar programsEmulate the writing style of a respected literary scholar using or similar programFor help on metaphors, similes, and analogies see the website: colorado.edu/PWR/writingtips/13.htmlRewrite colloquial/informal writing to formal languageOmit the conclusion of a published piece and have students generate a replacement conclusionWRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources2nd QuarterIndependently and Proficiently writes highly effective informative/explanatory texts constructing complex ideas, concepts, and information clearly and accurately using effective selection, organization, and analysis of content utilizing multiple modes of writing.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. 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.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. 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. 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.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).Suggestions: write an informative piece about any of the ages of history, i.e. how to become a knight, the building of the Canterbury Cathedral, the Battle of Hastings, the building of a castle, witchcraft in the Renaissance, the wives of King Henry the VIII, the Domesday book, etc.WRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterEngage 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.Use narrative techniques to develop experiences, events, and/or characters.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. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.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 diagramWrite or reinterpret a scriptCreate a newscast copy Effectively embed dialogue into a narrative using clips from YouTubeUse a choose your adventure story as a springboard for creating and advancing narrative structureConduct a poetry reading in which students compete for awards on most descriptive detail, sensory language, etc. Paint/Draw a picture based on descriptive languageRewrite an alternate story ending to change the outcome of the plotRewrite a story using an alternate point of viewCreate a reflective ending for an established narrative (from a different student or published sample)Suggestions: write autobiographical poems following the patterns of the Romantic Poets; write an additional adventure for either King Arthur, Beowulf, Sir Gawain, or another knight; choose one of Chaucer’s pilgrims and write a new short story taking into account the personality and characteristics of the pilgrim from the Prologue2nd QuarterIndependently and Proficiently engage and orient the reader by setting out a problem, situation, or observation, establishing one point of view or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.Use complex narrative techniques to develop experiences, events, and/or characters.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. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.WRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterProduces 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 rubricUse Canvas to peer review writing assignments.Use to peer review at regular intervals during the writing process2nd QuarterProficiently and Independently so that students are college and career ready produces clear and coherent writing in which the development, organization, and style are highly effective for the task, purpose, and audience. Develops and strengthens writing by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Uses technology, including the Internet, to produce, publish, and effectively update individual or shared writing products in response to ongoing feedback, including new arguments or information.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 QuarterStandard in its entirety.Use Canvas to peer review writing assignmentsUse to peer review at regular intervals during the writing process2nd QuarterMastery 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 QuarterStandard in its entirety.Google Docs, email, PowerPoint, , texting, blogs, reputable websites for research, online collaborationSuggestions: divide students into groups to research, create a PowerPoint, and present to the class, i.e. the martyrdom of Sir Thomas a’Becket, the “real” Richard the Lionhearted, the building of Stonehenge, or any other topic of interest to the students2nd QuarterMastery of the standard in its entirety, proficiently and independently so that students are college and career ready. WRITING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterConduct short research projects to answer a complex question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Student choice I-Search paper, problem solution paper, research projectSuggestions: For this semester class, make the research projects shorter and more accessible for the students. Any research about different aspects of a time period could be turned into a presentation or essay. Students should use proper research techniques as needed.2nd Quarter independently and proficiently so the students are college and career ready conduct short as well as more sustained research projects to answer a complex question (including a self-generated question) or solve a complex problem; narrows, broadens, or reformulates the inquiry when appropriate; synthesizes multiple high-quality sources on the subject, demonstrating complete understanding of the subject under investigation.11-12.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.1st QuarterStandard in its entirety.Annotated BibliographyMLA Works Cited Page2nd QuarterMastery of the standard in its entirety, proficiently and independently so that students are college and career ready.11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grades 11-12 Reading standards to literature. Apply grades 11-12 Reading standards to informational and nonfiction text.1st QuarterStandard in its entirety.Annotated BibliographyMLA Works Cited Page2nd QuarterMastery of the standard in its entirety, proficiently and independently so that students are college and career ready.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 STANDARDSSPEAKING AND LISTENING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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.e 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 QuarterInitiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led, and student-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.e 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.Socratic SeminarThink/Pair/ShareFour CornersPhilosophical Chairs - AVIDDebateMock TrialPresent a visual aid for the argumentSet discussion normsMock trial with jury, judge, lawyerAssign clear, individual roles in group: leader, scribe presenter Suggestions: Socratic seminar based on characteristics of a hero or on the rights and education of women using British texts. Any texts from the course can be used. SPEAKING AND LISTENING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources2nd QuarterInitiate 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.e 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 conclusion; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task, proficiently and without teacher intervention.Create questions according to Bloom’s TaxonomySocratic seminarsBlogging and Forums11-12.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 QuarterIntegrate 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 methodGallery WalkThink/Pair/Share 2nd QuarterMastery of the standard in its entirety, independently and proficiently. SPEAKING AND LISTENING STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterEvaluate 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, sporting event, etc. compare to a professional commentary. - use for speeches 2nd QuarterEvaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Mastery of the standard in its entirety, proficiently and independently.11-12.SL.4: Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.1st QuarterPresent information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.Present - oral speeches, ad campaign, debates, book talkSuggestion: student speeches based on current topics following pattern/model of Emmeline Pankhurst or Winston Churchill2nd QuarterMastery 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 QuarterMastery of the standard in its entirety, proficiently and independently.Blogs/ForumsPowerPointDigital StorytellingVideo (create a music video)*MPS offers many of these classes through Professional Development2nd QuarterMastery 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 QuarterMastery of the standard in its entirety, proficiently and independently.Revise speech for a variety of formal audiences (school board, parents, bank, etc.)2nd QuarterMastery of the standard in its entirety, proficiently and independently.LANGUAGE STANDARDSLANGUAGE STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 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 QuarterDemonstrates 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.No Refer to Purdue Owl websiteGrammar instruction can include:bell workmini-lessonsin context with literaturepeer editing exercisesrevisionediting for final draftUse models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings.2nd QuarterDemonstrates 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. Use hyphenation conventions. b. Use correct spelling.1st QuarterDemonstrates awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly. activitiesCanvas Grammar QuizzesRefer to Purdue Owl websiteGrammar instruction can include:bell workmini-lessonsin context with literaturepeer editing exercisesrevisionediting for final draftUse 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 QuarterDemonstrates 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 STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources11-12.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 QuarterApplies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Varies syntax for effect, consulting references for guidance as needed; applies an understanding of syntax to the study of complex text when reading.Teach vocabulary for various sentence structures explicitly to have a working vocabulary to use for editing work later onIdentify varying syntax in literary and nonfiction pieces and analyze for rhetorical effectStudents practice vocabulary sentences in a variety of syntactical forms (complex, compound, compound-complex, loose, periodic, etc.) to practice proper grammar and punctuationStudents revise essays, varying syntax for effect according to the purpose of the essay2nd QuarterApplies deep knowledge of language to understand how language functions in different contexts, to make highly effective choices for meaning or style, and to aid deep comprehension more fully when reading or listening. Varies syntax for effect, consulting references for guidance as needed; applies a thorough understanding of syntax to the study of complex text when reading, proficiently and independently so that students are college and career ready.11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). 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.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. Verify the preliminary determination of the meaning of a word or phrase.1st QuarterDetermine 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.Use context as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. 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. Verify the preliminary determination of the meaning of a word or phrase.Warm-ups practicing using context clues to determine meaningUsing complex texts, students identify unknown words and guess at meaning by context; next define them, writing definitions in the margins of textResearch etymology of unknown or archaic wordsLANGUAGE STANDARDSstandard and suggested progressionsuggested activities for instructionmps resources2nd QuarterStandard in its entirety proficiently and independently so that students are college and career ready.Use Quizlet and Canvas quizzes to enhance vocabulary practice11-12.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 QuarterStandard in its entirety. Students practice this standard as they complete close reading and annotation activities for assigned texts. 2nd QuarterStandard 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 QuarterStandard in its entirety. practice of assigned listsPeer-editing activities using word choice2nd QuarterStandard in its entirety proficiently and independently so that students are college and career ready.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 punctuation1st 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 series2nd 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 possessives3rd 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 modifiedUse 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 words4th 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 sentence5th 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 addressUse underlining, quotation marks, or italics to indicate titles of works6th 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 languageUse punctuation to set off nonrestrictive/parenthetical elements7th GradeExplain the function of phrases and clauses in general and their function in specific sentencesChoose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideasPlace phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiersUse a comma to separate coordinate adjectives8th 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 omission9th/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 quotation11th/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 ARIZONA ENGLISHLANGUAGE ARTS STANDARDSArizona’s English Language Arts Standards – 11-12th GradeReading Standards for LiteratureKey Ideas and Details11-12.RL.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.11-12.RL.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.11-12.RL.3Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.Craft and Structure11-12.RL.4Determine 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.5Analyze 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.6Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a textIntegration of Knowledge and Ideas11-12.RL.7Analyze 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.9Drawing 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 Complexity11-12.RL.10By 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.Arizona’s English Language Arts Standards – 11-12th GradeReading Standards for Informational TextKey Ideas and Details11-12.RI.1Cite 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.2Determine 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.3Analyze 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 Structure11-12.RI.4Determine 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.5Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.11-12.RI.6Determine 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 Ideas11-12.RI.7Integrate 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.8Delineate 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 Complexity11-12.RI.10By 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.Arizona’s English Language Arts Standards – 11-12th GradeWriting StandardsText Types and Purposes11-12.W.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.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.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.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.Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.11-12.W.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.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.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.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.Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.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.3Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.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.Use narrative techniques to develop experiences, events, and/or characters.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.Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Arizona’s English Language Arts Standards – 11-12th GradeWriting StandardsProduction and Distribution of Writing11-12.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 Knowledge11-12.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. Apply grades 11-12 Reading standards to literature. Apply grades 11-12 Reading standards to informational and nonfiction text.Range of Writing11-12.W.10Write 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.Arizona’s English Language Arts Standards – 11-12th GradeSpeaking and Listening StandardsComprehension and Collaboration11-12.SL.1Initiate 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 e 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.Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and establish individual roles as needed.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.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.2Integrate 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.3Evaluate 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 Ideas11-12.SL.4Present 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.5Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.11-12.SL.6Adapt 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.)Arizona’s English Language Arts Standards – 11-12th GradeLanguage StandardsConventions of Standard English11-12.L.1Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.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 as needed.11-12.L.2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Use hyphenation conventions.Use correct spelling.Knowledge of Language11-12.L.3Apply 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.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 Use11-12.L.4Determine 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.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).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.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.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.Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.Analyze nuances in the meaning of words with similar denotations.11-12.L.6Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ................
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