Level: Spanish 1
SEMINOLE COUNTY PUBLIC SCHOOLS
HIGH SCHOOL
COURSE DESCRIPTION and CURRICULUM GUIDE
Spanish 1
Major Concepts/Content:
Spanish 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities.
**It is not necessary NOR recommended to teach page by page all the vocabulary and grammar in the textbook. Teach the grammar and vocabulary CONCEPTS that will allow the student to be PROFICIENT in the learning goal. Please remember that we need to prepare our students for the EOC exams which will be skill based and NOT vocabulary specific.
Standards and Benchmarks (see appendix)
Proficiency Level: (Spanish 1 - Novice Low – Novice High)
Resources:
• Current Textbook Exprésate
• Teacher Created/Personal Resources
• Web resources (see appendix for suggestions)
Topic 1: Classroom Building – optional – not on EOC exam
Estimated Time Frame: 1st 1-2 weeks of the 1st 9 weeks
Estimated Chapters to Reference – not within book
Unit Summary: The objective is to introduce the student to his/her Spanish classroom and the language that is needed to be a successful Spanish student. This does NOT focus on specific grammar topics nor is it necessarily all in the book. Students will be presented with the vocabulary needed to function in their language class in the target language. Students will be introduced to skills and strategies needed to be successful in their language class and become accustomed to hearing and using Spanish to satisfy their classroom needs.
Learning Goals:
At the end of the lesson Students will be able to:
• Explain why learning Spanish will be beneficial to him/her
• Respond to verbal commands given by the teacher
• Use nonverbal communication to help express themselves in Spanish
• Use “survival Spanish” phrases to express their needs
• Use cognates to understand verbal and written communication
• Say what school supplies they have and what supplies they need
Student “I can” statements:
• In English, I can give reasons why it is beneficial to learn Spanish
• I can follow my teacher’s directions
• I can use body language and nonverbal communication to help me express myself in Spanish
• In Spanish, I can tell the teacher what supplies I have ask for basic school supplies
• I can express my immediate needs in Spanish using the “survival” expressions my teacher gave me
• I can identify cognates and understand how they are useful in Spanish
|Sample resources |
|See teacher pages T 70-74, T76 |
|Lists of classroom objects, materials… |
|Lists of commands needed in the classroom. |
Topic 1 continued: Talking about ourselves and others.
Estimated Time Frame: First 9 Weeks.
Estimated Chapters to reference: Chapter 1: grammar 1 and 2 and vocabulary 1 and 2 and Chapter 2: grammar 1 and vocabulary 1 only
Unit Summary:
The primary language goal of these units is interpersonal communication. The objective of these units is for students to develop the essential communication skill of introducing themselves and others in Spanish according to the norms and traditions of various Hispanic cultures and to introduce students to the essential grammar structures that are needed to communicate effectively in Spanish. Through meaningful interactions with their classmates, students will be introduced to several key concepts to language proficiency – sentence structure, subject -verb agreement, adjective agreement, subject pronouns, and the verb conjugation using the verb “SER.” Students will be presented with the vocabulary needed to meet these communication goals. Students will greet, ask and respond to simple questions, exchange important information and say goodbye in Spanish. The questions and answers using the verbs ESTAR and TENER are practiced mainly with the singular forms (I, you, he, she, and you formal). Other concepts such as noun agreement and definite articles will be introduced through both vocabulary and use.
Learning Goals -
At the end of this unit Students will be able to:
• Say culturally appropriate greetings, expressions of courtesy, and goodbyes.
• Ask someone’s name and say their own name
• Ask how someone is and say how they are
• Introduce people and say where they are from
• Spell words using the Spanish alphabet
• Use numbers 0-31, days of the week, and time expressions
• Use proper punctuation and written accent marks in writing and typing
• Describe self and others
• Ask someone their age and birthday
• Ask someone where they are from and say where they are from
• Answer personal questions appropriately by listening to the question word
• Understand who is being described based on the subject pronoun used
• Examine the culture of Spain and Puerto Rico
Student “I can” statements:
• I can say my name and ask someone else their name
• I can ask how someone is and say how I am
• I can introduce someone and say where they are from
• I can relay important information like my phone number and my birthday
• I can spell my name and email address using the Spanish alphabet
• I can describe myself using a variety of adjectives
• I can ask someone their name, where they are from, their age and their birthday
• I can describe a friend, including where they live and other personal information
• I can answer personal questions by myself
• I can understand what someone is asking me when I hear CUAL, COMO, DONDE, DE DONDE and QUE.
• I can discuss general information about the culture of Spain and Puerto Rico.
Possible Culture Resource ideas – APPLY IDEAS TO ALL FUTURE CHAPTERS!
Ch. 1
• Show video “Geovision” about Spain w/English Subtitles
• Teacher discusses general info about country
• Use “A Conocer España” p. 2-3
• Discuss celebrations, art, food, and architecture
• Use questions on p. 3 (TE) to students
• Use Geocultura Quiz as a worksheet
• Integrate pages 9-15 from Cuentos y Cultura” within the unit
Ch. 2
• Book p. 40-41
• “A conocer Puerto Rico” questions (TE) p. 41
• “Cuentos y Cultura” p. 25-31
Topic 2: Discussing activities, likes and dislikes and school life
Estimated Time Frame: Second 9 Weeks
Estimated Textbook Chapters to reference: 2, 3 & 4 (Chapter 2: grammar 2 and vocabulary 2; Chapter 3: grammar 1 and 2 and vocabulary 1 and 2; Chapter 4; grammar 1 (without p. 128-129) and vocabulary 1 only)
Additional Resources:
• Teacher created/Personal Resources
• Web Resources (see appendix for suggestions)
Unit Summary: The objective of these units is to introduce students to the essential grammar structures that are needed to communicate effectively in Spanish and to allow students to use a variety of verbs to talk about their daily activities. Students will use regular –ar, -er, and –ir verbs to talk about their daily school routine. The following verbs will only be taught in the “yo” and “tu“ forms since they are irregular (The other irregulars will be taught later on). They will use the verb “TENER” to tell what classes they have and what they have to do and “QUERER” to discuss what they want to do. Through meaningful interactions with their classmates, students will be introduced to several additional key concepts of language proficiency – noun agreement, definite articles, verb conjugation, infinitives, questions, question structure, and tag questions and the verbs gustar, tener and querer. Students will use these grammatical structures to tell others about their likes and dislikes and where they are going in order to do these activities. Students will also ask questions of other student about their likes and dislikes. Vocabulary should focus on nouns, verbs, and vocabulary allowing them to express themselves in Spanish.
Learning Goals -
Students will be able to:
• Talk about what they and others like and like to do (gustar + nouns/gustar + infinitives)
• Talk about what they and others have to do (tener+que+ infinitive)
• Talk about why they like to do an activity (porque/ ser + adjectives)
• Ask someone what they like/dislike
• Invite someone to do an activity or go to a place (quieres + infinitive)
• Describe their classes and feelings about the class
• Describe what they do every day
• Examine the culture of Texas and Costa Rica
Student “I can” statements:
• I can say what I like and dislike
• I can say what I do and don’t like to do
• I can say what I have to do and don’t have to do
• I can ask what someone else likes and then tell a friend about it
• I can say why I like an activity or thing
• I can ask questions using all the question words.
• I can tell what classes I have and what they are like
• I can talk about other students’ classes
• I can talk about what I do every day
• I can talk to others about what they usually do after school
• I can discuss general information about the culture of Texas and Costa Rica.
Topic 3: Talking about School and Daily Routines
Estimated Time Frame: Third 9 Weeks.
Estimated Textbook Chapters to Reference: (Chapter 4: grammar2 and vocabulary 2 (including p. 128) and Chapter 7 grammar 1 (include pgs. 250-251) and 2 and vocabulary 1 and 2
Additional Resources:
• Teacher created/Personal Resources
• Web Resources (see appendix for suggestions)
Unit Summary: The objective of this unit is to allow students to use a variety of verbs to talk about their school life, their daily routine, and how to be healthy and express themselves when they are not feeling well. Students will use irregular “yo” form verbs such as “tengo, vengo, hago, and traigo,” and “sé”. They will also use the verb “IR + A” to discuss what they are going to do. Students will use certain reflexive verbs to tell about their daily routines. Students will use the verb “deber” to give advice to others on how to stay healthy. Students will use a variety of verbs (sentirse, doler, tener, estar) to say how they are feeling and what body parts hurt. Students will use direct object pronouns to learn how to shorten sentences.
Learning Goals -
Students will be able to:
• Talk about what they have and need for school (school supplies)
• Express needs and feelings within a school setting
• Tell how often they do activities
• Describe where they are going to do an activity (ir + a + place)
• Describe what they are going to do in a certain place (ir+a+inf)
• Describe where they are going to go after school and what they are going to do
• Give advice about what someone should do to stay healthy
• Talk about how they feel in general
• Discuss daily routines to stay healthy
• Explain symptoms of an illness or injury
• Examine the culture of Chile and Argentina
Student “I can” statements:
• I can say I am going someplace and ask someone to go with me
• I can say what time something starts
• I can say what I am going to do and where I am going to do it.
• I can tell what activities I do daily and how I stay healthy
• I can give a friend advice on things to do to stay healthy
• I can talk about how I feel and ask how others feel
• I can explain to someone the symptoms I have when I am sick or hurt
• I can ask others about their habits, illnesses and injuries
• I can discuss the culture of Chile and Argentina
Topic 4: Food and Family Life
Estimated Textbook Chapters to Reference: Chapter 5: vocab. and grammar 1 & 2, Chapter 6 vocab. 1 & 2 and grammar 1 (also include pgs. 212-213)
Additional Resources:
• Teacher created/Personal Resources
• Web Resources (see appendix for suggestions)
•
It is not necessary NOR recommended to cover EVERY verb in chapter 6. Teach enough verbs so the students are able to perform the learning objectives.
Unit Summary: The objective of this unit is to allow students to use a variety of verbs and grammatical structures to comment on food, talk about meals, order in a restaurant, describe their immediate and extended family, and describe their house and activities they do in various rooms in their house. The goal of this unit is for students to be able to communicate about how and where they eat and family and home life. Students will talk about household responsibilities and give opinions about these chores. Students will also learn to correctly use “ser” and “estar” and in particular to use the verb “estar “ with prepositions to describe where objects are located within various rooms. To enhance student proficiency levels, students will use frequency words and negation in their communication.
Learning Goals -
Students will be able to:
• Talk about what foods they prefer
• Talk about what they and others ask for and what restaurants serve
• Express needs and wants at a restaurant
• Make polite requests at a restaurant
• Comment on food
• Invite someone out to dinner
• Say how well they know extended family
• Talk about where they and others live
• Say what belongs to whom in the house
• Describe their house and where items are in the house
• Talk about chores and responsibilities
• Use negative and frequency words in verbal and written communication
Student “I can” statements:
• I can talk about my family and their appearance to others
• I can say how well I know extended family members
• I can talk about my skills and those of my family members
• I can tell where I live and describe my house I can tell others about my chores and how I feel about them
• I can tell others how often I do chores or other activities
• I can describe what happens at family functions
• I can talk about what restaurant I want to go to and what I want to order
• I can ask someone out for a meal
• I can discuss what restaurant we should go to based on what they serve and our likes
• I can express what I want to order and what I need using polite requests
• I can comment on the food that I am served
Optional End of Course Project – By the end of Spanish One the students will have the necessary proficiencies to complete one of these projects either orally or in writing:
• Answer questions in an interview format about every aspect of their life in order to apply for study abroad
• describe his or her life in sufficient detail for a college application in the target language
• create a complete online profile for a social networking site which includes paragraphs
about self, family, friends, home, eating and exercise habits (Facebook, My Space, Fakebook, Hi5 etc.)
Appendix 1
Standards and Benchmarks for Spanish 1
NOVICE MID
Standard 1: Interpretive Listening
The student will be able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language.
Benchmarks:
WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions.
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech.
WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings.
WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media.
WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories.
WL.K12.NM.1.6: Follow short, simple directions.
Standard 2: Interpretive Reading
The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.
Benchmarks:
WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals.
WL.K12.NM.2.2: Demonstrate understanding of short, simple literary stories.
WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support.
WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics.
Standard 3: Interpersonal Communication
The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NM.3.1: Introduce self and others using basic, culturally-appropriate greetings.
WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions.
WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences.
WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics.
WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations.
WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message.
WL.K12.NM.3.7: Understand and respond appropriately to simple directions.
WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning.
Standard 4: Presentational Speaking
The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions.
WL.K12.NM.4.2: Present personal information about self and others.
WL.K12.NM.4.3: Express likes and dislikes.
WL.K12.NM.4.4: Provide an account of daily activities.
WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics.
WL.K12.NM.4.6: Present simple information about a familiar topic using visuals.
Standard 5: Presentational Writing
The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases.
WL.K12.NM.5.2: Fill out a simple form with basic information.
WL.K12.NM.5.3: Write simple sentences about self and/or others.
WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication.
WL.K12.NM.5.5: Write about previously acquired knowledge and experiences.
WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task.
WL.K12.NM.5.7: Draw pictures in sequence to demonstrate a story plot.
Standard 6: Culture
The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.
Benchmarks:
WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.)
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s).
WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances.
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).
Standard 7: Connections, Comparisons and Communities
Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.
Communities: The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.
Benchmarks:
WL.K12.NM.7.1: Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes.
WL.K12.NM.7.2: Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines.
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language.
WL.K12.NM.8.2: Recognize true and false cognates in the target language and compare them to own language.
WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s own.
WL.K12.NM.9.1: Use key words and phrases in the target language to participate in different activities in the school and community settings.
WL.K12.NM.9.2: Participate in simple presentations, activities, and cultural events in local, global, and/or online communities.
NOVICE HIGH
Standard 1: Interpretive Listening
The student will be able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language.
Benchmarks:
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media.
WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives.
WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations.
Standard 2: Interpretive Reading
The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.
Benchmarks:
WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context.
WL.K12.NH.2.2: Identify the elements of story such as setting, theme and characters.
WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places.
WL.K12.NH.2.4: Identify key detailed information needed to fill out forms.
Standard 3: Interpersonal Communication
The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.
WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information.
WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.
WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why.
WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement.
WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task.
WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood.
Standard 4: Presentational Speaking
The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.
WL.K12.NH.4.2: Describe aspects of daily life using complete sentences.
WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.
WL.K12.NH.4.4: Present personal information about one’s self and others.
WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.
WL.K12.NH.4.6: Use verbal and non verbal communication when making announcements or introductions.
Standard 5: Presentational Writing
The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences.
WL.K12.NH.5.2: Write simple statements to describe aspects of daily life.
WL.K12.NH.5.3: Write a description of a familiar experience or event.
WL.K12.NH.5.4: Write short personal notes using a variety of media.
WL.K12.NH.5.5: Request information in writing to obtain something needed.
WL.K12.NH.5.6: Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken).
WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher- directed topics.
Standard 6: Culture
The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.
Benchmarks:
WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s).
Standard 7: Connections, Comparisons and Communities
Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.
Communities: The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.
Benchmarks:
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines.
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.
WL.K12.NH.9.2: Use communication tools to establish a connection with a peer from a country where the target language is spoken.
Language Arts – Common Core
LACC.910.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
LACC.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LACC.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LACC.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LACC.910.WHST.1.1: Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use 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.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
LACC.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
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