# Grade 9 English Language Arts Standards (Georgia) > Georgia Standards of Excellence: English Language Arts, Grade 9. 488 standards. > Source: https://georgiahomeroom.org/standards/ela/grade-9 > Interactive explorer: https://georgiahomeroom.org/explorer?subject=ela&grade=09 ## Grade 9 standards ### Practices (P) (9.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (9.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### 9.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **9.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **9.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **9.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **9.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **9.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **9.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 9.P.EICC.2: Intentional Author & Audience Dialogue Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **9.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **9.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **9.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **9.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **9.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 9.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **9.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **9.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **9.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **9.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **9.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **9.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **9.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 9.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **9.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **9.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **9.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **9.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **9.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **9.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **9.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **9.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (9.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### 9.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **9.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **9.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **9.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 9.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **9.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **9.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **9.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (9.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### 9.P.AC.1: Reading Through Author's Lens Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **9.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **9.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **9.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **9.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 9.P.AC.2: Writing like a Reader Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **9.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **9.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **9.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **9.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 9.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **9.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **9.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **9.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **9.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (9.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### 9.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **9.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **9.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **9.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **9.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 9.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **9.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **9.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **9.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **9.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **9.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (9.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (9.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### 9.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. - **9.L.GC.1.54**: Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Master) - **9.L.GC.1.57**: Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Master) - **9.L.GC.1.58**: Use tenses and aspects to indicate the mood of a verb. (Master) - **9.L.GC.1.59**: Use colons to introduce quotations. (Master) - **9.L.GC.1.60**: Use dashes appropriately. (Continue) - **9.L.GC.1.61**: Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Continue) ##### 9.L.GC.2: Syntax for Sentence Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **9.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, recognizing instances of parallel structure. (I) - **9.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **9.L.GC.2.c**: Maintain consistent use of active voice throughout a text to communicate clearly and concisely. (C) - **9.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes or facilitate engagement. (C) - **9.L.GC.2.e**: Recognize and use parallel structure within a sentence to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (9.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### 9.L.V.1: Academic Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **9.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **9.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 9.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **9.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **9.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **9.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **9.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 9.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **9.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **9.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **9.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **9.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **9.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (9.T) Students grow in their learning as they purposefully engage with texts. #### Context (9.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### 9.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **9.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **9.T.C.1.b**: Assess the impact of context and language on a text’s reception by the audience. (I) - **9.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 9.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **9.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **9.T.C.2.b**: Identify the impact of the speaker’s reliability or credibility on the text. (I) - **9.T.C.2.c**: Determine the reasons for changing attitudes around a topic and how that affects text. (I) - **9.T.C.2.d**: Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C) #### Structure & Style (9.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### 9.T.SS.1: Text Organizational Structure Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **9.T.SS.1.a**: Analyze the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience. (I) - **9.T.SS.1.b**: Craft and organize texts using an appropriate structure and features for mode, genre, purpose, and audience. (C) - **9.T.SS.1.c**: Guide the audience through texts using transitions between ideas and paragraphs to enhance cohesion. (C) - **9.T.SS.1.d**: Apply knowledge of text structure and organization to create coherent and cohesive texts with an introduction that guides the focus and captures the audience; purposefully organized and developed supporting facts, reasons, explanations, details, descriptions, and/or events; and a memorable conclusion. (C) ##### 9.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **9.T.SS.2.a**: Analyze how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in a wide variety of texts. (I) - **9.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **9.T.SS.2.c**: Use formal or informal style, as appropriate to audience, purpose, and context. (C) #### Techniques (9.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### 9.T.T.1: Narrative Techniques Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.1.a**: Describe how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) interact, using textual evidence. (I) - **9.T.T.1.b**: Analyze how plot structures, conflict, narrative devices, word choice, and other craft techniques are impacted by an author’s purpose. (I) - **9.T.T.1.c**: Analyze how a text’s theme has social relevance and is developed across a text, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **9.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **9.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 9.T.T.2: Expository Techniques Overview Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.2.a**: Analyze and evaluate the use and effect of expository techniques and organizational patterns. (I) - **9.T.T.2.b**: Analyze texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **9.T.T.2.c**: This progression ends in 5th grade. - **9.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, and uses the appropriate tone to address a target audience and specific purpose. (C) ##### 9.T.T.3: Argumentative Techniques Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **9.T.T.3.b**: Recognize and analyze the use of rhetorical appeals (ethos, logos, and pathos) in a variety of texts. (I) - **9.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **9.T.T.3.d**: Use rhetorical devices and appeals to guide the creation and revision of texts. (C) ##### 9.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **9.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (9.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### 9.T.RA.1: Research and Inquiry Process Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **9.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **9.T.RA.1.b**: Use analytical findings to support a research question or thesis, citing appropriately. (I) - **9.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing ideas in Modern Language Association (MLA) format. (C) ##### 9.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **9.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **9.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **9.T.RA.2.c**: Follow Modern Language Association (MLA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (9.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### 9.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **9.T.PM.1.a**: Examine an archetypal story, myth, event, or figure as it is represented in two or more different time periods. (I) - **9.T.PM.1.b**: Identify and discuss major authors and works of one period of English or American literary history, including key themes and stylistic features. (I) ## Grade 9 standards ### Practices (P) (9.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (9.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### 9.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **9.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **9.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **9.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **9.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **9.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **9.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 9.P.EICC.2: Author and Audience Dialogue Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **9.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **9.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **9.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **9.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **9.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 9.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **9.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **9.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **9.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **9.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **9.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **9.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **9.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 9.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **9.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **9.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **9.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **9.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **9.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **9.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **9.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **9.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (9.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### 9.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **9.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **9.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **9.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 9.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **9.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **9.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **9.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (9.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### 9.P.AC.1: Reading like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **9.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **9.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **9.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **9.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 9.P.AC.2: Writing like a Reader Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **9.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **9.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **9.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **9.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 9.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **9.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **9.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **9.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **9.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (9.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### 9.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **9.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **9.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **9.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **9.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 9.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **9.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **9.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **9.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **9.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **9.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (9.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (9.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### 9.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. - **9.L.GC.1.54**: Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Master) - **9.L.GC.1.57**: Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Master) - **9.L.GC.1.58**: Use tenses and aspects to indicate the mood of a verb. (Master) - **9.L.GC.1.59**: Use colons to introduce quotations. (Master) - **9.L.GC.1.60**: Use dashes appropriately. (Continue) - **9.L.GC.1.61**: Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Continue) ##### 9.L.GC.2: Syntax for Sentence Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **9.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, recognizing instances of parallel structure. (I) - **9.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **9.L.GC.2.c**: Maintain consistent use of active voice throughout a text to communicate clearly and concisely. (C) - **9.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes or facilitate engagement. (C) - **9.L.GC.2.e**: Recognize and use parallel structure within a sentence to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (9.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### 9.L.V.1: Academic Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **9.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **9.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 9.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **9.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **9.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **9.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **9.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 9.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **9.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **9.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **9.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **9.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **9.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (9.T) Students grow in their learning as they purposefully engage with texts. #### Context (9.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### 9.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **9.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **9.T.C.1.b**: Assess the impact of context and language on a text’s reception by the audience. (I) - **9.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 9.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **9.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **9.T.C.2.b**: Identify the impact of the speaker’s reliability or credibility on the text. (I) - **9.T.C.2.c**: Determine the reasons for changing attitudes around a topic and how that affects text. (I) - **9.T.C.2.d**: Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C) #### Structure & Style (9.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### 9.T.SS.1: Text Organizational Structure Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **9.T.SS.1.a**: Analyze the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience. (I) - **9.T.SS.1.b**: Craft and organize texts using an appropriate structure and features for mode, genre, purpose, and audience. (C) - **9.T.SS.1.c**: Guide the audience through texts using transitions between ideas and paragraphs to enhance cohesion. (C) - **9.T.SS.1.d**: Apply knowledge of text structure and organization to create coherent and cohesive texts with an introduction that guides the focus and captures the audience; purposefully organized and developed supporting facts, reasons, explanations, details, descriptions, and/or events; and a memorable conclusion. (C) ##### 9.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **9.T.SS.2.a**: Analyze how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in a wide variety of texts. (I) - **9.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **9.T.SS.2.c**: Use formal or informal style, as appropriate to audience, purpose, and context. (C) #### Techniques (9.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### 9.T.T.1: Narrative Techniques Overview Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.1.a**: Describe how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) interact, using textual evidence. (I) - **9.T.T.1.b**: Analyze how plot structures, conflict, narrative devices, word choice, and other craft techniques are impacted by an author’s purpose. (I) - **9.T.T.1.c**: Analyze how a text’s theme has social relevance and is developed across a text, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **9.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **9.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 9.T.T.2: Expository Techniques Overview Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.2.a**: Analyze and evaluate the use and effect of expository techniques and organizational patterns. (I) - **9.T.T.2.b**: Analyze texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **9.T.T.2.c**: This progression ends in 5th grade. - **9.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, and uses the appropriate tone to address a target audience and specific purpose. (C) ##### 9.T.T.3: Argumentative Techniques Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **9.T.T.3.b**: Recognize and analyze the use of rhetorical appeals (ethos, logos, and pathos) in a variety of texts. (I) - **9.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **9.T.T.3.d**: Use rhetorical devices and appeals to guide the creation and revision of texts. (C) ##### 9.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **9.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (9.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### 9.T.RA.1: Research and Inquiry Process Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **9.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **9.T.RA.1.b**: Use analytical findings to support a research question or thesis, citing appropriately. (I) - **9.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing ideas in Modern Language Association (MLA) format. (C) ##### 9.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **9.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **9.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **9.T.RA.2.c**: Follow Modern Language Association (MLA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (9.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### 9.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **9.T.PM.1.a**: Examine an archetypal story, myth, event, or figure as it is represented in two or more different time periods. (I) - **9.T.PM.1.b**: Identify and discuss major authors and works of one period of English or American literary history, including key themes and stylistic features. (I) ## Journalism I (23.03200) ### ELAGSEJ.LE1: SPJ Journalism Ethics Code Understand and be able to apply the principles behind the Society of Professional Journalists’ (SPJ) official code of ethics: - **ELAGSEJ.LE1.a**: To seek truth and report it. - **ELAGSEJ.LE1.b**: To do no harm. - **ELAGSEJ.LE1.c**: To act independently. - **ELAGSEJ.LE1.d**: To be accountable and transparent ### ELAGSEJ.LE2: Press Freedom Court Cases Gain a working knowledge of Supreme Court cases that have affected journalism, including but not limited to the scholastic (student) press: a. Tinker v. Des Moines b. Bethel v. Fraser. c. Hazelwood School District v. Kuhlmeier. d. Morse v. Frederick. e. Times v. Sullivan ### ELAGSEJ.LE3: First Amendment Rights Recognize and analyze rights and responsibilities guaranteed by the First Amendment of the Constitution of the United States. a. Develop an understanding of protected and unprotected speech as it applies to scholastic journalism. b. Study the interrelationships among the five freedoms: speech, press, religion, assembly and petition. ### ELAGSEJ.LE4: Visual Ethics and Attribution Examine and apply the SPJ principles regarding professional and ethical issues involved in the visual and design fields. a. Understand the consequences of images used out of context. b. Provide proper image attribution in all publications. c. Use ethical photo editing. d. Discuss the term “historical responsibility” and recognize a journalist’s historical responsibility to depict reality. ### ELAGSEJ.LE5: Copyright, Libel, and Privacy Recognize the differences between legal statutes and ethical obligations. a. Understand copyright law as applied to journalism. b. Discuss plagiarism and fair use. c. Differentiate libel, slander, and defamation, especially concerning public figures. d. Study privacy concerns and confidentiality codes. ### ELAGSEJ.LE6: Media Information Literacy Develop a level of Information Literacy. a. Confidently identify reliable sources across different mediums. b. Analyze a variety of media sources for authenticity, validity and reliability. c. Explore the relationship of content to audience, purpose, medium. d. Consider the elements of news and their relationship: consequences, conflict, proximity, timeliness, prominence, human interest and impact. e. Provide balanced coverage, fair and accurate reporting, proper attribution, truthfulness, and credibility ### ELAGSEJ.LE7: Social Media in Journalism Gain and utilize a clear understanding of current technological aspects of digital resources including social media. a. Understand how and when to use social media as a source including verification and obtaining permission. b. Recognize how your own use of social media affects your credibility as a journalist. c. Make a clear connection of the conflict between timeliness (being first) and accuracy (being correct). ### ELAGSEJ.LE8: Law and Ethics Vocabulary Gain and utilize a working vocabulary regarding law and ethics in the journalism field. ## Journalism II (23.03300) ### ELAGSEJ.RW1: Publication Content Decisions Recognize or make decisions for publication content through news analysis, surveys, research reports, statistical data, and/or audience feedback. ### ELAGSEJ.RW2: Professional Writing Standards Produce content that meets professional and community standards (as defined by Hazelwood vs. Kuhlmeier 1988). All content will include: a. Proper grammar and conventions of writing. b. Adequate research. c. Clear and concise writing. d. Unbiased/unprejudiced information and materials. e. No vulgar or profane language or images. f. Suitability for the audience and alignment with the community standards. ### ELAGSEJ.RW3: Journalistic Source Evaluation Identify and utilize print and nonprint information sources appropriate for given journalistic purposes. a. Synthesize information and ideas from multiple sources. b. Apply criteria (e.g. bias, authoritativeness) for evaluating and selecting information sources. c. Appropriately attribute credit to all referenced sources. d. Refine skills for gathering and organizing information and for using news judgment and adhering to ethical standards in various journalistic contexts. e. Explore the appropriate use of unnamed sources. ### ELAGSEJ.RW4: Interview Skills and Practices Develop and employ effective interview skills and practices. a. Research background information for subject and source. b. Formulate questions that elicit valuable information. c. Observe and record details during the interview. d. Effectively begin (identify yourself as a journalist) and conclude the interview (e.g. on-the-record v. off-the-record). e. Confirm information before writing the story. f. Keep dated notes and/or interview recordings on file. ### ELAGSEJ.RW5: Journalistic Writing Structure Exhibit knowledge of the structure of journalistic writing. a. Follow the stages of writing and editing as they apply to the production process. b. Format types of writing as applicable to publication purpose. c. Demonstrate skills for writing leads, bodies of stories of various structures (e.g. inverted pyramid, chronological), headlines, and captions. ### ELAGSEJRW6: AP Style Standards Acquire a thorough knowledge of the Associated Press Stylebook (AP Style). a. Know the most common rules for grammar and usage as defined by AP style (e.g. abbreviations, capitalization, spelling and numerals). b. Gain a working knowledge of how to use the AP stylebook as a resource during the writing process. c. Adopt and apply the current standards of AP style to journalistic writing. ### ELAGSEJ.RW7: Publication Style Manuals Recognize, use and/or develop staff-based style manuals for directing publication design. ### ELAGSEJ.RW8: Journalism Vocabulary Gain and utilize a working vocabulary regarding journalistic writing and research. ## Advanced Composition (23.03400) ### Practices (P) (11-12.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (11-12.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### Grade 11 Standards ##### 11.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **11.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **11.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **11.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **11.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **11.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **11.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 11.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **11.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **11.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **11.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **11.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **11.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 11.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **11.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **11.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **11.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **11.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **11.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **11.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **11.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 11.P.EICC.4: Writing Process Flexibility Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **11.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **11.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **11.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **11.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **11.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **11.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **11.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **11.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Grade 12 Standards ##### 12.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **12.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **12.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **12.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **12.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **12.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **12.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 12.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **12.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **12.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **12.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **12.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **12.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 12.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **12.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **12.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **12.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **12.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **12.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **12.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **12.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 12.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **12.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **12.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **12.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **12.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **12.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **12.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **12.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **12.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (11-12.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **11.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **11.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **11.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 11.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **11.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **11.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **11.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Grade 12 Standards ##### 12.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **12.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **12.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **12.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 12.P.ST.2: Author Strategies for Audience Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **12.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **12.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **12.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (11-12.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **11.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **11.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **11.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **11.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **11.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **11.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **11.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **11.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **11.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **11.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Grade 12 Standards ##### 12.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **12.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **12.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **12.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **12.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **12.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **12.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **12.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **12.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **12.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **12.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (11-12.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### Grade 11 Standaards ##### 11.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **11.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **11.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **11.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **11.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 11.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **11.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **11.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **11.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **11.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **11.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ##### Grade 12 Standards ##### 12.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **12.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **12.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **12.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **12.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 12.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **12.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **12.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **12.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **12.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **12.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (11-12.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (11-12.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### Grade 11 Standards ##### 11.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 11.L.GC.2: Syntax for Rhetorical Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **11.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **11.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **11.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **11.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **11.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Grade 12 Standards ##### 12.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 12.L.GC.2: Syntax for Sentence Effects Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **12.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **12.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **12.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **12.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **12.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (11-12.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### Grade 11 Standards ##### 11.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **11.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **11.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 11.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **11.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **11.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **11.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **11.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 11.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **11.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **11.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **11.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **11.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **11.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ##### Grade 12 Standards ##### 12.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **12.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **12.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 12.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **12.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **12.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **12.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **12.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 12.L.V.3: Nuanced Word Choice and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **12.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **12.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **12.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **12.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **12.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (11-12.T) Students grow in their learning as they purposefully engage with texts. #### Context (11-12.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### Grade 11 Standards ##### 11.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **11.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **11.T.C.1.b**: Assess the impact of voice and tone on a text’s reception by the audience. (I) - **11.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 11.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **11.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **11.T.C.2.b**: Determine influencers of text, including “invisible” commercial influences. (I) - **11.T.C.2.c**: Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I) - **11.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Grade 12 Standards ##### 12.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **12.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **12.T.C.1.b**: Evaluate the impact of voice and tone on a text’s reception by the audience. (I) - **12.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 12.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **12.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs.* (I) - **12.T.C.2.b**: Locate the original source of questionable content to better evaluate credibility and validity. (I) - **12.T.C.2.c**: *Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text.* (I) - **12.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest.* (C) #### Structure & Style (11-12.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### Grade 11 Standards ##### 11.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **11.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **11.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **11.T.SS.1.c**: Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C) - **11.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 11.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **11.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **11.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **11.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Grade 12 Standards ##### 12.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **12.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **12.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **12.T.SS.1.c**: Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C) - **12.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 12.T.SS.2: Crafting Language for Effect Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **12.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **12.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **12.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) #### Techniques (11-12.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### Grade 11 Standards ##### 11.T.T.1: Narrative Techniques Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.1.a**: Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I) - **11.T.T.1.b**: Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I) - **11.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **11.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **11.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 11.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I) - **11.T.T.2.b**: Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **11.T.T.2.c**: This progression ends in 5th grade. - **11.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C) ##### 11.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **11.T.T.3.b**: Explain and analyze the impact of logical fallacies in a variety of texts. (I) - **11.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **11.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C) ##### 11.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **11.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Grade 12 Standards ##### 12.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.1.a**: Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I) - **12.T.T.1.b**: Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I) - **12.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **12.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **12.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 12.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I) - **12.T.T.2.b**: *Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations.* (I) - **12.T.T.2.c**: This progression ends in 5th grade. - **12.T.T.2.d**: *Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes*. (C) ##### 12.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **12.T.T.3.b**: Evaluate and critique the use of rhetorical language in a variety of texts. (I) - **12.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **12.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C)* ##### 12.T.T.4: Poetic Techniques in Texts Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **12.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (11-12.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### Grade 11 Standards ##### 11.T.RA.1: Research and Inquiry Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **11.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **11.T.RA.1.b**: Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I) - **11.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C) ##### 11.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **11.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **11.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **11.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Grade 12 Standards ##### 12.T.RA.1: Research and Credible Sources Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **12.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **12.T.RA.1.b**: *Synthesize information from a variety of credible sources to support a central thesis, citing appropriately.* (I) - **12.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format.* (C) ##### 12.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **12.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **12.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **12.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (11-12.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### Grade 11 Standards ##### 11.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **11.T.PM.1.a**: Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I) - **11.T.PM.1.b**: Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ##### Grade 12 Standards ##### 12.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **12.T.PM.1.a**: Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I) - **12.T.PM.1.b**: Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ## Journalism III (23.03500) ### ELAGSEJ.TVD1: Visual Design Elements Create and produce a product that adheres to basic design elements. a. Explore the role typography plays in the visual impact on the reader. b. Choose color to generate the appropriate emotions. c. Utilize space effectively to attract the viewer’s attention. d. Use the size of various elements to add impact. ### ELAGSEJ.TVD2: Honest Image Creation Create, produce, or evaluate images in an honest manner (e.g. photos, photo illustrations, videos, graphics) that accompany copy, enhance readability and appeal to a variety of audiences. a. Choose appropriate technology or devices to support design choices. b. Understand and apply the rules of photo composition to all images. c. Understand and apply appropriate camera settings. d. Recognize the impact of color choice on the audience. e. Develop a working knowledge of the importance of resolution. ### ELAGSEJ.TVD3: Publication Software Applications Identify and understand the basic capabilities of industry standard page layout, raster-based photo manipulation and vector-based software applications as they apply to the publication. ### ELAGSEJ.TVD4: Core Computer Skills Implement core computer skills. a. Understand how to access and use appropriate software. b. Competently organize, store, and retrieve digital files. c. Connect and use peripheral devices when needed. d. Maintain security with passwords and with technology access. ### ELAGSEJ.TVD5: Historical Publication Developments Demonstrate an awareness of contemporary and historical developments as it relates to publication content. ### ELAGSEJ.TVD6: Visual Design Vocabulary Gain and utilize a working vocabulary regarding technology and visual design in the journalism field. ## Journalism IV (23.03600) ### ELAGSEJ.PMO1: Publication Deadlines and Planning Devise and carry out long-term and short-term plans and deadlines. a. Create a flexible plan to complete a publication or project on deadline. b. Track progress toward deadlines, making adjustments as necessary. c. Demonstrate an understanding of the importance of developing a project from concept through completion. d. Plan and model time management skills at both the individual and team levels. e. Synthesize information from school calendars, publication staff strengths and weaknesses, and publication needs to structure class assignments. ### ELAGSEJ.PMO2: Teamwork and Peer Leadership Utilize teamwork and peer leadership. a. Recognize, employ, and oversee successful strategies for production. b. Emulate an engaging workplace environment. c. Utilize strategies to identify problems, solve problems, and instigate the changes to prevent the problem’s recurrence. d. Develop the ability to give and receive constructive feedback. ### ELAGSEJ.PMO3: Publication Business Practices Practice business of journalism. a. Understand and review the financial aspects of publication including cost analysis, budgeting accordingly and making modifications as needed. b. Keep accurate records concerning finances. c. Develop and implement marketing strategies and what will work for the specific publications. d. Track and effectively evaluate results of marketing campaigns. ### ELAGSEJ.PMO4: Equipment Care and Use Demonstrate proper use and care of equipment and materials. ### ELAGSEJ.PMO5: Journalism File Management Acquire knowledge of file management and apply accordingly. ### ELAGSEJ.PMO6: Press Organizations as Resources Examine scholastic and professional press organizations as resources for student journalists. ### ELAGSEJ.PMO7: Publication Management Vocabulary Gain and utilize a working vocabulary regarding publication management and organization in the journalism field. ## American Literature and Composition (23.05100) ### Practices (P) (11-12.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (11-12.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### Grade 11 Standards ##### 11.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **11.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **11.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **11.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **11.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **11.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **11.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 11.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **11.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **11.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **11.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **11.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **11.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 11.P.EICC.3: Complex Text Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **11.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **11.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **11.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **11.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **11.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **11.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **11.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 11.P.EICC.4: Writing Process Flexibility Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **11.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **11.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **11.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **11.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **11.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **11.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **11.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **11.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Grade 12 Standards ##### 12.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **12.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **12.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **12.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **12.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **12.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **12.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 12.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **12.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **12.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **12.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **12.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **12.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 12.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **12.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **12.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **12.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **12.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **12.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **12.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **12.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 12.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **12.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **12.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **12.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **12.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **12.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **12.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **12.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **12.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (11-12.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **11.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **11.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **11.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 11.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **11.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **11.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **11.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Grade 12 Standards ##### 12.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **12.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **12.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **12.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 12.P.ST.2: Author Strategies for Audience Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **12.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **12.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **12.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (11-12.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **11.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **11.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **11.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **11.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **11.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **11.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **11.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **11.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **11.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **11.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Grade 12 Standards ##### 12.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **12.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **12.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **12.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **12.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **12.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **12.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **12.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **12.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **12.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **12.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (11-12.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### Grade 11 Standaards ##### 11.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **11.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **11.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **11.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **11.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 11.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **11.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **11.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **11.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **11.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **11.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ##### Grade 12 Standards ##### 12.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **12.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **12.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **12.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **12.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 12.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **12.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **12.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **12.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **12.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **12.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (11-12.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (11-12.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### Grade 11 Standards ##### 11.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 11.L.GC.2: Syntax for Rhetorical Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **11.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **11.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **11.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **11.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **11.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Grade 12 Standards ##### 12.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 12.L.GC.2: Syntax for Sentence Effects Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **12.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **12.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **12.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **12.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **12.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (11-12.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### Grade 11 Standards ##### 11.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **11.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **11.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 11.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **11.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **11.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **11.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **11.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 11.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **11.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **11.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **11.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **11.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **11.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ##### Grade 12 Standards ##### 12.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **12.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **12.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 12.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **12.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **12.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **12.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **12.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 12.L.V.3: Nuanced Word Choice and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **12.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **12.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **12.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **12.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **12.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (11-12.T) Students grow in their learning as they purposefully engage with texts. #### Context (11-12.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### Grade 11 Standards ##### 11.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **11.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **11.T.C.1.b**: Assess the impact of voice and tone on a text’s reception by the audience. (I) - **11.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 11.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **11.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **11.T.C.2.b**: Determine influencers of text, including “invisible” commercial influences. (I) - **11.T.C.2.c**: Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I) - **11.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Grade 12 Standards ##### 12.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **12.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **12.T.C.1.b**: Evaluate the impact of voice and tone on a text’s reception by the audience. (I) - **12.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 12.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **12.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs.* (I) - **12.T.C.2.b**: Locate the original source of questionable content to better evaluate credibility and validity. (I) - **12.T.C.2.c**: *Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text.* (I) - **12.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest.* (C) #### Structure & Style (11-12.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### Grade 11 Standards ##### 11.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **11.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **11.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **11.T.SS.1.c**: Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C) - **11.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 11.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **11.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **11.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **11.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Grade 12 Standards ##### 12.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **12.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **12.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **12.T.SS.1.c**: Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C) - **12.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 12.T.SS.2: Crafting Language for Effect Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **12.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **12.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **12.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) #### Techniques (11-12.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### Grade 11 Standards ##### 11.T.T.1: Narrative Techniques Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.1.a**: Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I) - **11.T.T.1.b**: Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I) - **11.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **11.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **11.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 11.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I) - **11.T.T.2.b**: Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **11.T.T.2.c**: This progression ends in 5th grade. - **11.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C) ##### 11.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **11.T.T.3.b**: Explain and analyze the impact of logical fallacies in a variety of texts. (I) - **11.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **11.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C) ##### 11.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **11.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Grade 12 Standards ##### 12.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.1.a**: Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I) - **12.T.T.1.b**: Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I) - **12.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **12.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **12.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 12.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I) - **12.T.T.2.b**: *Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations.* (I) - **12.T.T.2.c**: This progression ends in 5th grade. - **12.T.T.2.d**: *Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes*. (C) ##### 12.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **12.T.T.3.b**: Evaluate and critique the use of rhetorical language in a variety of texts. (I) - **12.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **12.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C)* ##### 12.T.T.4: Poetic Techniques in Texts Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **12.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (11-12.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### Grade 11 Standards ##### 11.T.RA.1: Research and Inquiry Skills Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **11.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **11.T.RA.1.b**: Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I) - **11.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C) ##### 11.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **11.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **11.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **11.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Grade 12 Standards ##### 12.T.RA.1: Research and Credible Sources Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **12.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **12.T.RA.1.b**: *Synthesize information from a variety of credible sources to support a central thesis, citing appropriately.* (I) - **12.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format.* (C) ##### 12.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **12.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **12.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **12.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (11-12.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### Grade 11 Standards ##### 11.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **11.T.PM.1.a**: Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I) - **11.T.PM.1.b**: Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ##### Grade 12 Standards ##### 12.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **12.T.PM.1.a**: Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I) - **12.T.PM.1.b**: Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ## British Literature & Composition (23.05200) ### Practices (P) (11-12.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (11-12.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### Grade 11 Standards ##### 11.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **11.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **11.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **11.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **11.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **11.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **11.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 11.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **11.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **11.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **11.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **11.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **11.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 11.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **11.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **11.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **11.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **11.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **11.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **11.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **11.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 11.P.EICC.4: Writing Process Flexibility Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **11.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **11.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **11.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **11.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **11.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **11.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **11.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **11.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Grade 12 Standards ##### 12.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **12.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **12.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **12.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **12.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **12.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **12.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 12.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **12.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **12.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **12.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **12.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **12.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 12.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **12.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **12.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **12.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **12.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **12.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **12.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **12.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 12.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **12.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **12.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **12.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **12.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **12.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **12.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **12.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **12.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (11-12.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **11.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **11.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **11.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 11.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **11.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **11.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **11.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Grade 12 Standards ##### 12.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **12.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **12.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **12.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 12.P.ST.2: Author Strategies for Audience Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **12.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **12.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **12.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (11-12.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **11.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **11.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **11.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **11.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **11.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **11.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **11.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **11.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **11.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **11.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Grade 12 Standards ##### 12.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **12.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **12.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **12.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **12.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **12.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **12.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **12.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **12.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **12.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **12.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (11-12.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### Grade 11 Standaards ##### 11.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **11.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **11.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **11.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **11.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 11.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **11.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **11.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **11.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **11.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **11.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ##### Grade 12 Standards ##### 12.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **12.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **12.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **12.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **12.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 12.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **12.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **12.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **12.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **12.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **12.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (11-12.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (11-12.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### Grade 11 Standards ##### 11.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 11.L.GC.2: Syntax for Rhetorical Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **11.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **11.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **11.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **11.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **11.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Grade 12 Standards ##### 12.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 12.L.GC.2: Syntax for Sentence Effects Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **12.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **12.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **12.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **12.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **12.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (11-12.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### Grade 11 Standards ##### 11.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **11.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **11.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 11.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **11.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **11.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **11.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **11.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 11.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **11.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **11.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **11.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **11.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **11.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ##### Grade 12 Standards ##### 12.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **12.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **12.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 12.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **12.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **12.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **12.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **12.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 12.L.V.3: Nuanced Word Choice and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **12.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **12.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **12.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **12.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **12.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (11-12.T) Students grow in their learning as they purposefully engage with texts. #### Context (11-12.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### Grade 11 Standards ##### 11.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **11.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **11.T.C.1.b**: Assess the impact of voice and tone on a text’s reception by the audience. (I) - **11.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 11.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **11.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **11.T.C.2.b**: Determine influencers of text, including “invisible” commercial influences. (I) - **11.T.C.2.c**: Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I) - **11.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Grade 12 Standards ##### 12.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **12.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **12.T.C.1.b**: Evaluate the impact of voice and tone on a text’s reception by the audience. (I) - **12.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 12.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **12.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs.* (I) - **12.T.C.2.b**: Locate the original source of questionable content to better evaluate credibility and validity. (I) - **12.T.C.2.c**: *Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text.* (I) - **12.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest.* (C) #### Structure & Style (11-12.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### Grade 11 Standards ##### 11.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **11.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **11.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **11.T.SS.1.c**: Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C) - **11.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 11.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **11.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **11.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **11.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Grade 12 Standards ##### 12.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **12.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **12.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **12.T.SS.1.c**: Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C) - **12.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 12.T.SS.2: Crafting Language for Effect Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **12.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **12.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **12.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) #### Techniques (11-12.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### Grade 11 Standards ##### 11.T.T.1: Narrative Techniques Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.1.a**: Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I) - **11.T.T.1.b**: Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I) - **11.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **11.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **11.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 11.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I) - **11.T.T.2.b**: Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **11.T.T.2.c**: This progression ends in 5th grade. - **11.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C) ##### 11.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **11.T.T.3.b**: Explain and analyze the impact of logical fallacies in a variety of texts. (I) - **11.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **11.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C) ##### 11.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **11.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Grade 12 Standards ##### 12.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.1.a**: Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I) - **12.T.T.1.b**: Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I) - **12.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **12.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **12.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 12.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I) - **12.T.T.2.b**: *Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations.* (I) - **12.T.T.2.c**: This progression ends in 5th grade. - **12.T.T.2.d**: *Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes*. (C) ##### 12.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **12.T.T.3.b**: Evaluate and critique the use of rhetorical language in a variety of texts. (I) - **12.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **12.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C)* ##### 12.T.T.4: Poetic Techniques in Texts Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **12.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (11-12.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### Grade 11 Standards ##### 11.T.RA.1: Research and Inquiry Skills Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **11.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **11.T.RA.1.b**: Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I) - **11.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C) ##### 11.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **11.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **11.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **11.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Grade 12 Standards ##### 12.T.RA.1: Research and Credible Sources Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **12.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **12.T.RA.1.b**: *Synthesize information from a variety of credible sources to support a central thesis, citing appropriately.* (I) - **12.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format.* (C) ##### 12.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **12.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **12.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **12.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (11-12.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### Grade 11 Standards ##### 11.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **11.T.PM.1.a**: Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I) - **11.T.PM.1.b**: Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ##### Grade 12 Standards ##### 12.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **12.T.PM.1.a**: Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I) - **12.T.PM.1.b**: Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ## Enhanced Literature & Composition I (23.06140) ### Students engage routinely in four literacy practices that ground, shape, and inform the… (8-9.P DOMAIN: Practices (P)) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Students develop personal and academic identities as readers and writers, approaching texts for… (8-9.P.EICCI. BIG IDEA: Engagement & Intention for Comprehension & Composition) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### Grade 8 Standards ##### 8.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **8.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **8.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **8.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **8.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **8.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **8.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 8.P.EICC.2: Author and Audience Dialogue Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **8.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **8.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **8.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **8.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **8.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 8.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **8.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **8.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **8.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **8.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **8.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **8.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **8.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 8.P.EICC.4: Writing Process Overview Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **8.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **8.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **8.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **8.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **8.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **8.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **8.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **8.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Grade 9 Standards ##### 9.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **9.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **9.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **9.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **9.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **9.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **9.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 9.P.EICC.2: Intentional Author & Audience Dialogue Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **9.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **9.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **9.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **9.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **9.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 9.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **9.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **9.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **9.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **9.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **9.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **9.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **9.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 9.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **9.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **9.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **9.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **9.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **9.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **9.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **9.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **9.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Students develop and apply a multilayered understanding of context, author, audience, and… (8-9.P.STII. BIG IDEA: Situating Texts) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### Grade 8 Standards ##### 8.P.ST.1: Context in Text Interpretation Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **8.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **8.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **8.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 8.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **8.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **8.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **8.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Grade 9 Standards ##### 9.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **9.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **9.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **9.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 9.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **9.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **9.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **9.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Students apply knowledge of author’s craft to enhance the interpretation and construction of… (8-9.P.ACIII. BIG IDEA: Author's Craft) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### Grade 8 Standards ##### 8.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **8.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **8.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **8.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **8.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 8.P.AC.2: Writing Like a Reader Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **8.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **8.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **8.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **8.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 8.P.AC.3: Multimodal Text Design Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **8.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **8.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **8.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **8.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Grade 9 Standards ##### 9.P.AC.1: Reading like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **9.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **9.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **9.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **9.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 9.P.AC.2: Writing like a Reader Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **9.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **9.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **9.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **9.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 9.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **9.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **9.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **9.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **9.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Students build and share knowledge as they engage with others in a range of settings and for a… (8-9.P.CPIV. BIG IDEA: Collaboration & Presentaiton) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### Grade 8 Standards ##### 8.P.CP.1: Collaborative Shared Goals Collaborate with others to accomplish shared goals and projects. - **8.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **8.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **8.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **8.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 8.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **8.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **8.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **8.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **8.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **8.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ##### Grade 9 Standards ##### 9.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **9.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **9.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **9.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **9.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 9.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **9.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **9.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **9.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **9.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **9.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Students learn and apply the structures and conventions of standard English. Students observe… (8-9.L DOMAIN: Language (L)) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Students observe, analyze, and use the structures and conventions of Standard English grammar,… (8-9.L.GCI. BIG IDEA: Grammar Conventions) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### Grade 8 Standards ##### 8.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing and constructing texts. - **8.L.GC.1.50**: Use ellipses appropriately. (Master) - **8.L.GC.1.51**: Use hyphens with appropriate affixes and compound words. (Master) - **8.L.GC.1.52**: Use semicolons, with or without a conjunctive adverb, to form compound and compound-complex sentences. (Master) - **8.L.GC.1.53**: Use parts of speech and their associated phrases or clauses to perform indicated sentence functions (e.g., subject, direct object, predicate nominative, modifier). (Master) - **8.L.GC.1.54**: Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Continue) - **8.L.GC.1.56**: Use colons to introduce lists, examples, and explanations. (Master) - **8.L.GC.1.57**: Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Continue) - **8.L.GC.1.58**: Use tenses and aspects to indicate the mood of a verb. (Introduce) - **8.L.GC.1.59**: Use colons to introduce quotations. (Introduce) - **8.L.GC.1.60**: Use dashes appropriately. (Introduce) - **8.L.GC.1.61**: Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Introduce) ##### 8.L.GC.2: Syntax for Clarity and Meaning Apply understanding of syntax to comprehend, analyze, condense, and combine ideas and information, enhancing clarity, style, and meaning. - **8.L.GC.2.a**: Apply understandings of syntax to comprehend and analyze a variety of grade-level texts. (I) - **8.L.GC.2.b**: Use a variety of simple, compound, complex, and compound-complex sentences, to condense and combine ideas, maintaining consistent verb tense throughout the text. (C) - **8.L.GC.2.c**: Distinguish between active and passive voice, revising texts to maintain consistency in active voice. (C) - **8.L.GC.2.d**: Build and enrich ideas and information in texts, integrating modifying phrases and clauses and eliminating misplaced or dangling modifiers to convey meaning and facilitate engagement. (C) - **8.L.GC.2.e**: This progression begins in 9th grade. ##### Grade 9 Standards ##### 9.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. - **9.L.GC.1.54**: Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Master) - **9.L.GC.1.57**: Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Master) - **9.L.GC.1.58**: Use tenses and aspects to indicate the mood of a verb. (Master) - **9.L.GC.1.59**: Use colons to introduce quotations. (Master) - **9.L.GC.1.60**: Use dashes appropriately. (Continue) - **9.L.GC.1.61**: Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Continue) ##### 9.L.GC.2: Syntax for Sentence Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **9.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, recognizing instances of parallel structure. (I) - **9.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **9.L.GC.2.c**: Maintain consistent use of active voice throughout a text to communicate clearly and concisely. (C) - **9.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes or facilitate engagement. (C) - **9.L.GC.2.e**: Recognize and use parallel structure within a sentence to create symmetry and convey a congruence of ideas. (C) #### Students engage in a wide range of written and spoken activities during which they expand and… (8-9.L.VII. BIG IDEA: Vocabulary) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### Grade 8 Standards ##### 8.L.V.1: Cross-Context Vocabulary Building Use a variety of approaches to continuously build vocabulary across a range of real-life, academic, and disciplinary contexts and apply those understandings to analyze texts and to communicate effectively. - **8.L.V.1.a**: Acquire a range of general, academic, and disciplinary vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **8.L.V.1.b**: Use grade-level general, academic, and disciplinary vocabulary to communicate clearly and precisely in a variety of settings. (C) ##### 8.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **8.L.V.2.a**: Deconstruct words using etymology knowledge, Greek and Latin roots, root words, and/or affixes to determine or clarify meaning in grade-level texts. (I) - **8.L.V.2.b**: Apply knowledge of parts of speech to determine the meanings of words and phrases in grade-level texts. (I) - **8.L.V.2.c**: Construct words based on knowledge of Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **8.L.V.2.d**: Use knowledge of parts of speech to determine precise words and phrases when constructing texts. (C) ##### 8.L.V.3: Denotation and Connotation Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. - **8.L.V.3.a**: This progression transitions to 6-8.L.V.3.b. - **8.L.V.3.b**: Analyze relationships between words, phrases, and/or clauses (e.g., synonyms, antonyms, analogies, contextual clues) to determine, distinguish, or clarify the meaning of unknown or multiple-meaning words and phrases. (I) - **8.L.V.3.c**: Distinguish between the connotations of words that share a similar denotation (e.g., confident, assertive, egotistic, pompous, smug). (I) - **8.L.V.3.d**: Use available print and/or digital resources, including reference materials and digital tools (e.g., online search, embedded word processing features), to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **8.L.V.3.e**: Determine or clarify the nuanced meanings of closely related words or phrases using available print and/or digital resources to make strategic decisions when speaking and writing. (C) ##### Grade 9 Standards ##### 9.L.V.1: Academic Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **9.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **9.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 9.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **9.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **9.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **9.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **9.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 9.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **9.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **9.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **9.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **9.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **9.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Students grow in their learning as they purposefully engage with texts. (8-9.T DOMAIN: Texts (T)) #### Students investigate the relationships between authors, purposes, and audiences of texts, and… (8-9.TCI. BIG IDEA: Context) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### Grade 8 Standards ##### 8.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **8.T.C.1.a**: *Analyze the development of multiple purposes within a single text and how those purposes target specific audiences.* (I) - **8.T.C.1.b**: *Use text mode features to aid comprehension and analysis of a variety of disciplinary texts and their related contexts.* (I) - **8.T.C.1.c**: Construct multimodal texts and/or presentations that serve more than one purpose and target a specific audience, using multiple, clearly identifiable features of incorporated modes. (C) ##### 8.T.C.2: Author Perspective and Influence Analyze how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **8.T.C.2.a**: Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I) - **8.T.C.2.b**: Identify an author’s bias and determine how that bias impacts text credibility. (I) - **8.T.C.2.c**: *Analyze the impact of background information and context (e.g., geography, location, era, historical happenings) on text development*. (I) - **8.T.C.2.d**: Use a variety of credible sources to research the answers to questions on academic and individual topics of interest. (C) ##### Grade 9 Standards ##### 9.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **9.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **9.T.C.1.b**: Assess the impact of context and language on a text’s reception by the audience. (I) - **9.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 9.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **9.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **9.T.C.2.b**: Identify the impact of the speaker’s reliability or credibility on the text. (I) - **9.T.C.2.c**: Determine the reasons for changing attitudes around a topic and how that affects text. (I) - **9.T.C.2.d**: Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C) #### Students analyze and use organizational structures and style to shape ideas and information. (8-9.T.SSII. BIG IDEA: Structure & Style) ##### Grade 8 Standards ##### 8.T.SS.1: Organizational Text Structures Analyze and use organizational structures to craft meaning. - **8.T.SS.1.a**: Analyze how authors modify organizational structures or features to convey meaning, respond to the audience, or achieve specific purposes. (I) - **8.T.SS.1.b**: Design texts, flexibly employing a variety of text structures and text features to convey information and add style, as appropriate to purpose and audience. (C) - **8.T.SS.1.c**: Use varied words, phrases, and clauses to transition between ideas and to aid overall cohesion. (C) - **8.T.SS.1.d**: Craft multi-paragraph texts using a coherent structure with an introduction that guides the focus; logically organized and integrated supporting facts, reasons, explanations, details, descriptions, and/or events; and a conclusion with a sense of finality. (C) ##### 8.T.SS.2: Craft & Language Choices Interpret and use language to craft engaging texts. - **8.T.SS.2.a**: Analyze how figurative language, connotative language, and/or literary device choices are used strategically to achieve specific purposes for target audiences. (I) - **8.T.SS.2.b**: Use figurative language, literary devices, or connotative language for intentional effects when creating texts to achieve specific purposes or appeal to the target audience. (C) - **8.T.SS.2.c**: Use formal or informal style characteristics as indicated by a text’s purpose, audience, and disciplinary context. (C) ##### Grade 9 Standards ##### 9.T.SS.1: Text Organizational Structure Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **9.T.SS.1.a**: Analyze the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience. (I) - **9.T.SS.1.b**: Craft and organize texts using an appropriate structure and features for mode, genre, purpose, and audience. (C) - **9.T.SS.1.c**: Guide the audience through texts using transitions between ideas and paragraphs to enhance cohesion. (C) - **9.T.SS.1.d**: Apply knowledge of text structure and organization to create coherent and cohesive texts with an introduction that guides the focus and captures the audience; purposefully organized and developed supporting facts, reasons, explanations, details, descriptions, and/or events; and a memorable conclusion. (C) ##### 9.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **9.T.SS.2.a**: Analyze how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in a wide variety of texts. (I) - **9.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **9.T.SS.2.c**: Use formal or informal style, as appropriate to audience, purpose, and context. (C) #### Students evaluate and apply various techniques to comprehend and shape meaning. (8-9.T.TIII. BIG IDEA: Techniques) ##### Grade 8 Standards ##### 8.T.T.1: Narrative Techniques Overview Analyze and apply narrative techniques. - **8.T.T.1.a**: *Analyze how narrative techniques are used across the text to develop plot, characters, and setting*. (I) - **8.T.T.1.b**: Analyze how plot structures, conflict, and narrative devices (e.g., flashback, foreshadowing) work together to create an intended effect (e.g., suspense, tension, humor) on the audience. (I) - **8.T.T.1.c**: Analyze how authors convey and reveal themes through characters, events, and plot structure. (I) - **8.T.T.1.d**: Analyze how a modern literary work draws on themes, event patterns, or character types from different time periods. (I) - **8.T.T.1.e**: Apply narrative techniques to enhance writing, engage audiences, and achieve specific purposes. (C) ##### 8.T.T.2: Expository Techniques Overview Analyze and apply expository techniques. - **8.T.T.2.a**: Analyze the development of expository techniques used to present and design content, including multiple main ideas, facts, statistics, key details, information from text features, and a sense of closure. (I) - **8.T.T.2.b**: Analyze and evaluate how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. (I) - **8.T.T.2.c**: This progression ends in 5th grade. - **8.T.T.2.d**: Apply multiple expository techniques (e.g., main idea, facts, statistics, key details, text features, sense of closure) to enhance writing and engage audiences. (C) ##### 8.T.T.3: Argumentative Techniques Overview Analyze and apply argumentative techniques. - **8.T.T.3.a**: Analyze the development of argumentative techniques used to present and design content, including an author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion that logically follows the argument. (I) - **8.T.T.3.b**: This progression begins in 9th grade. - **8.T.T.3.c**: Apply argumentative techniques (e.g., author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion) to enhance writing and engage audiences. (C) - **8.T.T.3.d**: This progression begins in 9th grade. ##### 8.T.T.4: Poetic Techniques Overview Analyze and apply poetic techniques. - **8.T.T.4.a**: Analyze the development of poetic techniques used to present and design content, including stanzas, rhyme scheme, imagery, figurative language, and/or cacophony. - **8.T.T.4.b**: Apply poetic techniques (e.g., stanzas, rhyme/rhyme scheme, imagery, figurative language, sound devices) to produce poetry and engage audiences. (C) ##### Grade 9 Standards ##### 9.T.T.1: Narrative Techniques Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.1.a**: Describe how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) interact, using textual evidence. (I) - **9.T.T.1.b**: Analyze how plot structures, conflict, narrative devices, word choice, and other craft techniques are impacted by an author’s purpose. (I) - **9.T.T.1.c**: Analyze how a text’s theme has social relevance and is developed across a text, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **9.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **9.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 9.T.T.2: Expository Techniques Overview Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.2.a**: Analyze and evaluate the use and effect of expository techniques and organizational patterns. (I) - **9.T.T.2.b**: Analyze texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **9.T.T.2.c**: This progression ends in 5th grade. - **9.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, and uses the appropriate tone to address a target audience and specific purpose. (C) ##### 9.T.T.3: Argumentative Techniques Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **9.T.T.3.b**: Recognize and analyze the use of rhetorical appeals (ethos, logos, and pathos) in a variety of texts. (I) - **9.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **9.T.T.3.d**: Use rhetorical devices and appeals to guide the creation and revision of texts. (C) ##### 9.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **9.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **9.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Students use, discuss, analyze, and curate texts as they engage in various conversations,… (8-9.T.RAIV. BIG IDEA: Research & Analysis) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### Grade 8 Standards ##### 8.T.RA.1: Research and Inquiry Process Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **8.T.RA.1.a**: Generate questions to guide research and make connections between related topics of interest, formulating questions to investigate complex topics and ideas. (I) - **8.T.RA.1.b**: *Conduct research by locating, gathering, curating, and integrating information from credible sources (including print, digital, and personal communication) about texts and related topics.* (I) - **8.T.RA.1.c**: *Draw from accumulated knowledge and research to analyze texts, supporting, challenging, or extending ideas and information.* (C) ##### 8.T.RA.2: Curating Sources and Evidence Utilize multiple print and digital texts to address a specific topic or question, assessing source credibility and relevance and integrating evidence properly to avoid plagiarism. - **8.T.RA.2.a**: Locate evidence in print, digital, and multimodal sources to support a central idea or question, consulting Modern Language Association (MLA) guidelines to determine the specific information needed to document particular modes and genres. (I) - **8.T.RA.2.b**: Analyze print, digital, and multimodal sources for accuracy, credibility, and relevance, determining whether the ideas and information support the topic under investigation and appeal to the target audience. (I) - **8.T.RA.2.c**: Follow Modern Language Association (MLA) guidelines when integrating textual evidence, clearly identifying and citing the ideas and information of others and ensuring each source is accompanied by a properly formatted entry on a works cited page. (C) ##### Grade 9 Standards ##### 9.T.RA.1: Research and Inquiry Process Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **9.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **9.T.RA.1.b**: Use analytical findings to support a research question or thesis, citing appropriately. (I) - **9.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing ideas in Modern Language Association (MLA) format. (C) ##### 9.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **9.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **9.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **9.T.RA.2.c**: Follow Modern Language Association (MLA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from… (8-9.T.PMV. BIG IDEA: Periods & Movements) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### Grade 8 Standards ##### 8.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **8.T.PM.1.a**: Read and compare and contrast myths and stories (fictional or historical) that modern writers have adapted into their own works. (I) - **8.T.PM.1.b**: Compare and contrast the treatment of a common theme by different writers within a time period. (I) ##### Grade 9 Standards ##### 9.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **9.T.PM.1.a**: Examine an archetypal story, myth, event, or figure as it is represented in two or more different time periods. (I) - **9.T.PM.1.b**: Identify and discuss major authors and works of one period of English or American literary history, including key themes and stylistic features. (I) ## Literature & Composition I (23.06160) ### Grade 9 standards ## Literature & Composition II (23.06170) ### Grade 10 standards #### Practices (P) (10.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. ##### Engagement & Intention for Comprehension & Composition (10.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### 10.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **10.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **10.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **10.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **10.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **10.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **10.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 10.P.EICC.2: Intentional Author-Audience Dialogue Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **10.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **10.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **10.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **10.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **10.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 10.P.EICC.3: Comprehension Strategies Overview Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **10.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **10.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **10.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **10.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **10.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **10.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **10.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 10.P.EICC.4: Writing Processes Overview Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **10.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **10.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **10.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **10.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **10.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **10.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **10.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **10.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Situating Texts (10.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### 10.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **10.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **10.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **10.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 10.P.ST.2: Author Audience and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **10.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **10.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **10.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Author’s Craft (10.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### 10.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **10.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **10.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **10.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **10.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 10.P.AC.2: Audience-Centered Writing Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **10.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **10.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **10.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **10.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 10.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **10.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **10.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **10.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **10.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Collaboration & Presentation (10.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### 10.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **10.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **10.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **10.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **10.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 10.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **10.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **10.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **10.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **10.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **10.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) #### Language (L) (10.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. ##### **I. BIG IDEA: Grammar Conventions** (10.L.GC) ##### 10.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. - **10.L.GC.1.60**: Use dashes appropriately. (Master) - **10.L.GC.1.61**: Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Master) ##### 10.L.GC.2: Syntax for Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **10.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including analyzing instances of parallel structure. (I) - **10.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **10.L.GC.2.c**: Maintain consistent use of active voice throughout a text for deliberate effect. (C) - **10.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes or facilitate engagement. (C) - **10.L.GC.2.e**: Recognize and use parallel structure within a paragraph to create symmetry and convey a congruence of ideas. (C) ##### Vocabulary (10.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### 10.L.V.1: Cross-Context Vocabulary Use Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **10.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **10.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 10.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **10.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **10.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **10.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **10.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 10.L.V.3: Nuanced Word Crafting Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **10.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **10.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **10.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **10.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **10.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) #### Texts (T) (10.T) Students grow in their learning as they purposefully engage with texts. ##### Context (10.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### 10.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **10.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **10.T.C.1.b**: Evaluate the impact of context and language on a text’s reception by the audience. (I) - **10.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 10.T.C.2: Author Perspective and Influence Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **10.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **10.T.C.2.b**: Identify overtly commercial influences on texts in audiovisual and digital modes and platforms. (I) - **10.T.C.2.c**: Explain how multiple contexts (including historical and disciplinary) influence perspectives across time and the associated implications on text creation. (I) - **10.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Structure & Style (10.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### 10.T.SS.1: Text Organization Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **10.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **10.T.SS.1.b**: Craft and organize texts using an appropriate structure and features for mode, genre, purpose, and audience. (C) - **10.T.SS.1.c**: Guide the audience through texts using varied transitions, including between paragraphs and text sections, to enhance cohesion. (C) - **10.T.SS.1.d**: Apply knowledge of text structure and organization to create coherent and cohesive texts with an introduction that guides the focus and captures the audience; purposefully organized and developed supporting facts, reasons, explanations, details, descriptions, and/or events; and a memorable conclusion. (C) ##### 10.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **10.T.SS.2.a**: Analyze how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in a wide variety of texts. (I) - **10.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **10.T.SS.2.c**: Use formal style when speaking or writing to establish credibility and tone. (C) ##### Techniques (10.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### 10.T.T.1: Narrative Techniques Overview Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **10.T.T.1.a**: Evaluate how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) interact, using textual evidence. (I) - **10.T.T.1.b**: Evaluate and critique how plot structures, conflict, narrative devices, word choice, and other craft techniques are impacted by an author’s purpose. (I) - **10.T.T.1.c**: Analyze and evaluate how a text’s theme has social relevance and is developed across a text, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **10.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **10.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 10.T.T.2: Expository Techniques Overview Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **10.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; discuss and analyze clarity of information. (I) - **10.T.T.2.b**: Analyze texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **10.T.T.2.c**: This progression ends in 5th grade. - **10.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, and adjusts tone for a variety of audiences and purposes. (C) ##### 10.T.T.3: Argumentative Techniques Overview Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **10.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **10.T.T.3.b**: Analyze the use of rhetorical appeals; identify fallacies in a text. (I) - **10.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **10.T.T.3.d**: Integrate multiple rhetorical devices or appeals strategically. (C) ##### 10.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **10.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **10.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Research & Analysis (10.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### 10.T.RA.1: Research and Inquiry Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **10.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **10.T.RA.1.b**: *Use analytical findings to support a research question or thesis, citing appropriately.* (I) - **10.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas in Modern Language Association (MLA) format.* (C) ##### 10.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **10.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **10.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **10.T.RA.2.c**: Follow Modern Language Association (MLA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Periods & Movements (10.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### 10.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **10.T.PM.1.a**: Explain how a modern author adapts an archetypal story, myth, event, or figure to new purposes and circumstances. (I) - **10.T.PM.1.b**: Identify and discuss major authors and works of two periods of English and American literary history, including key themes and stylistic features. (I) ## Literature & Composition III (23.06180) ### Grade 11 standards #### Practices (P) (11.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. ##### Engagement & Intention for Comprehension & Composition (11.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### 11.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **11.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **11.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **11.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **11.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **11.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **11.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 11.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **11.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **11.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **11.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **11.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **11.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 11.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **11.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **11.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **11.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **11.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **11.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **11.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **11.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 11.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **11.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **11.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **11.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **11.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **11.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **11.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **11.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **11.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Situating Texts (11.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### 11.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **11.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **11.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **11.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 11.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **11.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **11.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **11.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Author’s Craft (11.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### 11.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **11.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **11.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **11.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **11.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **11.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **11.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **11.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **11.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **11.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **11.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Collaboration & Presentation (11.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### 11.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **11.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **11.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **11.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **11.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 11.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **11.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **11.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **11.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **11.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **11.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) #### Language (L) (11.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. ##### Grammar Conventions (11.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### 11.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 11.L.GC.2: Syntax for Rhetorical Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **11.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **11.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **11.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **11.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **11.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Vocabulary (11.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### 11.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **11.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **11.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 11.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **11.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **11.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **11.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **11.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 11.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **11.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **11.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **11.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **11.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **11.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) #### Texts (T) (11.T) Students grow in their learning as they purposefully engage with texts. ##### Context (11.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### 11.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **11.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **11.T.C.1.b**: Assess the impact of voice and tone on a text’s reception by the audience. (I) - **11.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 11.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **11.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **11.T.C.2.b**: Determine influencers of text, including “invisible” commercial influences. (I) - **11.T.C.2.c**: Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I) - **11.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Structure & Style (11.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### 11.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **11.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **11.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **11.T.SS.1.c**: Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C) - **11.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 11.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **11.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **11.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **11.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Techniques (11.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### 11.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.1.a**: Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I) - **11.T.T.1.b**: Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I) - **11.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **11.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **11.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 11.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I) - **11.T.T.2.b**: Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **11.T.T.2.c**: This progression ends in 5th grade. - **11.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C) ##### 11.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **11.T.T.3.b**: Explain and analyze the impact of logical fallacies in a variety of texts. (I) - **11.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **11.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C) ##### 11.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **11.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Research & Analysis (11.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### 11.T.RA.1: Research and Inquiry Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **11.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **11.T.RA.1.b**: Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I) - **11.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C) ##### 11.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **11.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **11.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **11.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Periods & Movements (11.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### 11.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **11.T.PM.1.a**: Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I) - **11.T.PM.1.b**: Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ## Literature & Composition IV (23.06190) ### Grade 12 standards #### Practices (P) (12.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. ##### Engagement & Intention for Comprehension & Composition (12.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### 12.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **12.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **12.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **12.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **12.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **12.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **12.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 12.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **12.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **12.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **12.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **12.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **12.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 12.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **12.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **12.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **12.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **12.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **12.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **12.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **12.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 12.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **12.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **12.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **12.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **12.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **12.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **12.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **12.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **12.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Situating Texts (12.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### 12.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **12.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **12.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **12.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 12.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **12.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **12.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **12.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Author’s Craft (12.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### 12.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **12.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **12.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **12.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **12.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **12.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **12.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **12.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **12.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **12.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **12.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Collaboration & Presentation (12.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### 12.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **12.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **12.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **12.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **12.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 12.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **12.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **12.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **12.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **12.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **12.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) #### Language (L) (12.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. ##### Grammar Conventions (12.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### 12.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 12.L.GC.2: Syntax for Stylistic Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **12.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **12.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **12.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **12.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **12.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Vocabulary (12.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### 12.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **12.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **12.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 12.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **12.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **12.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **12.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **12.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 12.L.V.3: Nuanced Word Crafting Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **12.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **12.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **12.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **12.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **12.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) #### Texts (T) (12.T) Students grow in their learning as they purposefully engage with texts. ##### Context (12.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### 12.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **12.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **12.T.C.1.b**: Evaluate the impact of voice and tone on a text’s reception by the audience. (I) - **12.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 12.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **12.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs.* (I) - **12.T.C.2.b**: Locate the original source of questionable content to better evaluate credibility and validity. (I) - **12.T.C.2.c**: *Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text.* (I) - **12.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest.* (C) ##### Structure & Style (12.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### 12.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **12.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **12.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **12.T.SS.1.c**: Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C) - **12.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 12.T.SS.2: Crafting Language for Effect Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **12.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **12.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **12.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Techniques (12.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### 12.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.1.a**: Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I) - **12.T.T.1.b**: Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I) - **12.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **12.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **12.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 12.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I) - **12.T.T.2.b**: *Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations.* (I) - **12.T.T.2.c**: This progression ends in 5th grade. - **12.T.T.2.d**: *Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes*. (C) ##### 12.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **12.T.T.3.b**: Evaluate and critique the use of rhetorical language in a variety of texts. (I) - **12.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **12.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C)* ##### 12.T.T.4: Poetic Techniques in Texts Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **12.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Research & Analysis (12.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### 12.T.RA.1: Research and Credible Sources Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **12.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **12.T.RA.1.b**: *Synthesize information from a variety of credible sources to support a central thesis, citing appropriately.* (I) - **12.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format.* (C) ##### 12.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **12.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **12.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **12.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Periods & Movements (12.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### 12.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **12.T.PM.1.a**: Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I) - **12.T.PM.1.b**: Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ## World Literature & Composition (23.06300) ### Practices (P) (11-12.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (11-12.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### Grade 11 Standards ##### 11.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **11.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **11.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **11.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **11.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **11.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **11.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 11.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **11.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **11.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **11.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **11.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **11.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 11.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **11.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **11.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **11.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **11.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **11.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **11.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **11.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 11.P.EICC.4: Writing Process Flexibility Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **11.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **11.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **11.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **11.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **11.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **11.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **11.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **11.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Grade 12 Standards ##### 12.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **12.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **12.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **12.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **12.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **12.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **12.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 12.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **12.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **12.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **12.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **12.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **12.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 12.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **12.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **12.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **12.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **12.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **12.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **12.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **12.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 12.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **12.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **12.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **12.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **12.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **12.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **12.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **12.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **12.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (11-12.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **11.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **11.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **11.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 11.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **11.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **11.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **11.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Grade 12 Standards ##### 12.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **12.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **12.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **12.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 12.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **12.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **12.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **12.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (11-12.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **11.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **11.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **11.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **11.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **11.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **11.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **11.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **11.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **11.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **11.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Grade 12 Standards ##### 12.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **12.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **12.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **12.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **12.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **12.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **12.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **12.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **12.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **12.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **12.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (11-12.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### Grade 11 Standaards ##### 11.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **11.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **11.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **11.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **11.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 11.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **11.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **11.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **11.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **11.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **11.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ##### Grade 12 Standards ##### 12.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **12.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **12.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **12.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **12.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 12.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **12.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **12.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **12.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **12.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **12.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (11-12.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (11-12.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### Grade 11 Standards ##### 11.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 11.L.GC.2: Syntax for Rhetorical Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **11.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **11.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **11.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **11.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **11.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Grade 12 Standards ##### 12.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 12.L.GC.2: Syntax for Stylistic Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **12.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **12.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **12.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **12.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **12.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (11-12.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### Grade 11 Standards ##### 11.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **11.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **11.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 11.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **11.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **11.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **11.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **11.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 11.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **11.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **11.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **11.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **11.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **11.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ##### Grade 12 Standards ##### 12.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **12.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **12.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 12.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **12.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **12.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **12.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **12.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 12.L.V.3: Nuanced Word Choice and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **12.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **12.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **12.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **12.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **12.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (11-12.T) Students grow in their learning as they purposefully engage with texts. #### Context (11-12.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### Grade 11 Standards ##### 11.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **11.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **11.T.C.1.b**: Assess the impact of voice and tone on a text’s reception by the audience. (I) - **11.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 11.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **11.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **11.T.C.2.b**: Determine influencers of text, including “invisible” commercial influences. (I) - **11.T.C.2.c**: Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I) - **11.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Grade 12 Standards ##### 12.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **12.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **12.T.C.1.b**: Evaluate the impact of voice and tone on a text’s reception by the audience. (I) - **12.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 12.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **12.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs.* (I) - **12.T.C.2.b**: Locate the original source of questionable content to better evaluate credibility and validity. (I) - **12.T.C.2.c**: *Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text.* (I) - **12.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest.* (C) #### Structure & Style (11-12.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### Grade 11 Standards ##### 11.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **11.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **11.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **11.T.SS.1.c**: Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C) - **11.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 11.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **11.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **11.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **11.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Grade 12 Standards ##### 12.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **12.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **12.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **12.T.SS.1.c**: Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C) - **12.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 12.T.SS.2: Crafting Language for Effect Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **12.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **12.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **12.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) #### Techniques (11-12.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### Grade 11 Standards ##### 11.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.1.a**: Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I) - **11.T.T.1.b**: Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I) - **11.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **11.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **11.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 11.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I) - **11.T.T.2.b**: Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **11.T.T.2.c**: This progression ends in 5th grade. - **11.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C) ##### 11.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **11.T.T.3.b**: Explain and analyze the impact of logical fallacies in a variety of texts. (I) - **11.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **11.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C) ##### 11.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **11.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Grade 12 Standards ##### 12.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.1.a**: Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I) - **12.T.T.1.b**: Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I) - **12.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **12.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **12.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 12.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I) - **12.T.T.2.b**: *Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations.* (I) - **12.T.T.2.c**: This progression ends in 5th grade. - **12.T.T.2.d**: *Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes*. (C) ##### 12.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **12.T.T.3.b**: Evaluate and critique the use of rhetorical language in a variety of texts. (I) - **12.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **12.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C)* ##### 12.T.T.4: Poetic Techniques in Texts Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **12.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (11-12.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### Grade 11 Standards ##### 11.T.RA.1: Research and Inquiry Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **11.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **11.T.RA.1.b**: Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I) - **11.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C) ##### 11.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **11.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **11.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **11.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Grade 12 Standards ##### 12.T.RA.1: Research and Credible Sources Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **12.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **12.T.RA.1.b**: *Synthesize information from a variety of credible sources to support a central thesis, citing appropriately.* (I) - **12.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format.* (C) ##### 12.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **12.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **12.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **12.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (11-12.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### Grade 11 Standards ##### 11.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **11.T.PM.1.a**: Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I) - **11.T.PM.1.b**: Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ##### Grade 12 Standards ##### 12.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **12.T.PM.1.a**: Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I) - **12.T.PM.1.b**: Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ## Multicultural Literature & Composition (23.06700) ### Practices (P) (11-12.P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. #### Engagement & Intention for Comprehension & Composition (11-12.P.EICC) Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition. ##### Grade 11 Standards ##### 11.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **11.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **11.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **11.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **11.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **11.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **11.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 11.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **11.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **11.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **11.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **11.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **11.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 11.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **11.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **11.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **11.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **11.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **11.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **11.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **11.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 11.P.EICC.4: Writing Process Flexibility Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **11.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **11.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **11.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **11.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **11.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **11.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **11.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **11.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) ##### Grade 12 Standards ##### 12.P.EICC.1: Reader and Writer Identity Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. - **12.P.EICC.1.a**: Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C) - **12.P.EICC.1.b**: Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C) - **12.P.EICC.1.c**: Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C) - **12.P.EICC.1.d**: Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C) - **12.P.EICC.1.e**: Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C) - **12.P.EICC.1.f**: Develop independence and autonomy as a reader and writer. (I/C) ##### 12.P.EICC.2: Intentional Text Connections Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts. - **12.P.EICC.2.a**: Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C) - **12.P.EICC.2.b**: Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C) - **12.P.EICC.2.c**: Explain and learn concepts and processes by interpreting and constructing texts. (I/C) - **12.P.EICC.2.d**: Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C) - **12.P.EICC.2.e**: Consume and produce texts in order to solve problems or influence decisions. (I/C) ##### 12.P.EICC.3: Reading Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process. - **12.P.EICC.3.a**: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I) - **12.P.EICC.3.b**: Scan and skim the text, making note of structures and sections that might be most useful. (I) - **12.P.EICC.3.c**: Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I) - **12.P.EICC.3.d**: Summarize and visualize sections of the text to maintain understanding. (I) - **12.P.EICC.3.e**: Make and track predictions about the events and information likely to come next. (I) - **12.P.EICC.3.f**: Make, track, and support inferences about different levels of meaning within the text. (I) - **12.P.EICC.3.g**: Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I) ##### 12.P.EICC.4: Writing Process Stages Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts. - **12.P.EICC.4.a**: Establish a purpose and goals for writing and identify a target audience. (C) - **12.P.EICC.4.b**: Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C) - **12.P.EICC.4.c**: Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C) - **12.P.EICC.4.d**: Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C) - **12.P.EICC.4.e**: Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C) - **12.P.EICC.4.f**: Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C) - **12.P.EICC.4.g**: Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C) - **12.P.EICC.4.h**: Edit the text, ensuring it adheres to the conventions of written language. (C) #### Situating Texts (11-12.P.ST) Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **11.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **11.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **11.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 11.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **11.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **11.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **11.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) ##### Grade 12 Standards ##### 12.P.ST.1: Context in Texts Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts. - **12.P.ST.1.a**: Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C) - **12.P.ST.1.b**: Consider how context impacts the purposes of the author and the audience. (I/C) - **12.P.ST.1.c**: Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C) ##### 12.P.ST.2: Author, Audience, and Purpose Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose. - **12.P.ST.2.a**: Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C) - **12.P.ST.2.b**: Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C) - **12.P.ST.2.c**: Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C) #### Author’s Craft (11-12.P.AC) Students apply knowledge of author’s craft to enhance the interpretation and construction of texts. ##### Grade 11 Standards ##### 11.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **11.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **11.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **11.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **11.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **11.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **11.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **11.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 11.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **11.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **11.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **11.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **11.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) ##### Grade 12 Standards ##### 12.P.AC.1: Reading Like a Writer Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text. - **12.P.AC.1.a**: Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.b**: Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C) - **12.P.AC.1.c**: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C) - **12.P.AC.1.d**: Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.2: Audience-Centered Writing Craft Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose. - **12.P.AC.2.a**: Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C) - **12.P.AC.2.b**: Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C) - **12.P.AC.2.c**: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C) - **12.P.AC.2.d**: Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C) ##### 12.P.AC.3: Text Design Impact Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres. - **12.P.AC.3.a**: Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C) - **12.P.AC.3.b**: Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C) - **12.P.AC.3.c**: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C) - **12.P.AC.3.d**: Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C) #### Collaboration & Presentation (11-12.P.CP) Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes. ##### Grade 11 Standaards ##### 11.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **11.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **11.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **11.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **11.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 11.P.CP.2: Audience-Tailored Presentation Skills Use presentation skills to tailor communication to target audiences for specific purposes. - **11.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **11.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **11.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **11.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **11.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ##### Grade 12 Standards ##### 12.P.CP.1: Collaborative Goal Achievement Collaborate with others to accomplish shared goals and projects. - **12.P.CP.1.a**: Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C) - **12.P.CP.1.b**: Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C) - **12.P.CP.1.c**: Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C) - **12.P.CP.1.d**: Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C) ##### 12.P.CP.2: Audience-Tailored Presentation Use presentation skills to tailor communication to target audiences for specific purposes. - **12.P.CP.2.a**: Communicate clearly to present ideas, information, and texts. (I/C) - **12.P.CP.2.b**: Integrate modes and genres most appropriate to purpose and audience. (I/C) - **12.P.CP.2.c**: Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C) - **12.P.CP.2.d**: Engage in dialogue with audiences by asking and answering questions. (I/C) - **12.P.CP.2.e**: Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C) ### Language (L) (11-12.L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing. #### Grammar Conventions (11-12.L.GC) Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts. ##### Grade 11 Standards ##### 11.L.GC.1: Standard English Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 11.L.GC.2: Syntax for Rhetorical Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **11.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **11.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **11.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **11.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **11.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) ##### Grade 12 Standards ##### 12.L.GC.1: Standard English Grammar Conventions Draw from knowledge of the conventions of Standard English grammar, usage, and mechanics when analyzing, evaluating, and constructing texts. ##### 12.L.GC.2: Syntax for Stylistic Effect Apply understanding of syntax to comprehend, analyze, evaluate, craft, and reshape sentences to achieve desired effects. - **12.L.GC.2.a**: Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I) - **12.L.GC.2.b**: Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C) - **12.L.GC.2.c**: Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C) - **12.L.GC.2.d**: Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C) - **12.L.GC.2.e**: Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C) #### Vocabulary (11-12.L.V) Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases. ##### Grade 11 Standards ##### 11.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **11.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **11.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 11.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **11.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **11.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **11.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **11.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 11.L.V.3: Nuanced Word Meaning and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **11.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **11.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **11.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **11.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **11.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ##### Grade 12 Standards ##### 12.L.V.1: Cross-Context Vocabulary Knowledge Use expanding vocabulary knowledge to interpret texts and to craft effective communications across a wide variety of real-life, academic, disciplinary, technical, and professional contexts. - **12.L.V.1.a**: Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I) - **12.L.V.1.b**: Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C) ##### 12.L.V.2: Word Analysis Skills Use word knowledge and word analysis skills to determine the meaning of unfamiliar words and phrases and to communicate effectively for a variety of purposes. - **12.L.V.2.a**: Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I) - **12.L.V.2.b**: Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I) - **12.L.V.2.c**: Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C) - **12.L.V.2.d**: Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C) ##### 12.L.V.3: Nuanced Word Choice and Purpose Analyze and craft nuanced words and phrases in a variety of texts and for a variety of purposes. - **12.L.V.3.a**: This progression transitions to 9-12.L.V.3.b. - **12.L.V.3.b**: Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I) - **12.L.V.3.c**: Analyze the nuances in connotative meaning of words that share a similar denotation. (I) - **12.L.V.3.d**: Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I) - **12.L.V.3.e**: Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C) ### Texts (T) (11-12.T) Students grow in their learning as they purposefully engage with texts. #### Context (11-12.T.C) Students investigate the relationships between authors, purposes, and audiences of texts, and analyze the influence of contextual factors. ##### Grade 11 Standards ##### 11.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **11.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **11.T.C.1.b**: Assess the impact of voice and tone on a text’s reception by the audience. (I) - **11.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 11.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **11.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs*. (I) - **11.T.C.2.b**: Determine influencers of text, including “invisible” commercial influences. (I) - **11.T.C.2.c**: Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I) - **11.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest*. (C) ##### Grade 12 Standards ##### 12.T.C.1: Purpose and Audience Impact Analyze the impact of purpose and audience on a wide variety of texts. - **12.T.C.1.a**: Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I) - **12.T.C.1.b**: Evaluate the impact of voice and tone on a text’s reception by the audience. (I) - **12.T.C.1.c**: Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C) ##### 12.T.C.2: Author Perspective and Context Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape their creation. - **12.T.C.2.a**: *Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs.* (I) - **12.T.C.2.b**: Locate the original source of questionable content to better evaluate credibility and validity. (I) - **12.T.C.2.c**: *Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text.* (I) - **12.T.C.2.d**: *Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest.* (C) #### Structure & Style (11-12.T.SS) Students analyze and use organizational structures and style to shape ideas and information. ##### Grade 11 Standards ##### 11.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **11.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **11.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **11.T.SS.1.c**: Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C) - **11.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 11.T.SS.2: Craft and Language Effects Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **11.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **11.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **11.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) ##### Grade 12 Standards ##### 12.T.SS.1: Organizational Structures Across Genres Analyze, evaluate, and use organizational structures and style to shape thoughts across genres. - **12.T.SS.1.a**: Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I) - **12.T.SS.1.b**: Blend multiple organizational structures to support and enhance a text’s central message. (C) - **12.T.SS.1.c**: Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C) - **12.T.SS.1.d**: Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C) ##### 12.T.SS.2: Crafting Language for Effect Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts. - **12.T.SS.2.a**: Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I) - **12.T.SS.2.b**: Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C) - **12.T.SS.2.c**: Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C) #### Techniques (11-12.T.T) Students evaluate and apply various techniques to comprehend and shape meaning. ##### Grade 11 Standards ##### 11.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.1.a**: Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I) - **11.T.T.1.b**: Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I) - **11.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **11.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **11.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 11.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I) - **11.T.T.2.b**: Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I) - **11.T.T.2.c**: This progression ends in 5th grade. - **11.T.T.2.d**: Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C) ##### 11.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **11.T.T.3.b**: Explain and analyze the impact of logical fallacies in a variety of texts. (I) - **11.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **11.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C) ##### 11.T.T.4: Poetic Techniques Overview Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **11.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **11.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) ##### Grade 12 Standards ##### 12.T.T.1: Narrative Techniques in Texts Evaluate and apply narrative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.1.a**: Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I) - **12.T.T.1.b**: Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I) - **12.T.T.1.c**: Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I) - **12.T.T.1.d**: Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I) - **12.T.T.1.e**: Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C) ##### 12.T.T.2: Expository Techniques Evaluate and apply expository techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.2.a**: Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I) - **12.T.T.2.b**: *Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations.* (I) - **12.T.T.2.c**: This progression ends in 5th grade. - **12.T.T.2.d**: *Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes*. (C) ##### 12.T.T.3: Argumentative Techniques in Texts Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.3.a**: Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I) - **12.T.T.3.b**: Evaluate and critique the use of rhetorical language in a variety of texts. (I) - **12.T.T.3.c**: Apply argumentative techniques strategically to enhance writing and engage audiences. (C) - **12.T.T.3.d**: *Integrate multiple rhetorical devices or appeals strategically.* (C)* ##### 12.T.T.4: Poetic Techniques in Texts Evaluate and apply poetic techniques to enhance text’s appeal to audiences or achieve specific purposes. - **12.T.T.4.a**: Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I) - **12.T.T.4.b**: Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C) #### Research & Analysis (11-12.T.RA) Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics. ##### Grade 11 Standards ##### 11.T.RA.1: Research and Inquiry Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **11.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **11.T.RA.1.b**: Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I) - **11.T.RA.1.c**: Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C) ##### 11.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **11.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **11.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **11.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) ##### Grade 12 Standards ##### 12.T.RA.1: Research and Credible Sources Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. - **12.T.RA.1.a**: Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I) - **12.T.RA.1.b**: *Synthesize information from a variety of credible sources to support a central thesis, citing appropriately.* (I) - **12.T.RA.1.c**: *Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format.* (C) ##### 12.T.RA.2: Curating Sources and Evidence Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics. - **12.T.RA.2.a**: Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I) - **12.T.RA.2.b**: Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I) - **12.T.RA.2.c**: Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C) #### Periods & Movements (11-12.T.PM) Students demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. ##### Grade 11 Standards ##### 11.T.PM.1: Literary Periods and Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **11.T.PM.1.a**: Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I) - **11.T.PM.1.b**: Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I) ##### Grade 12 Standards ##### 12.T.PM.1: Literary Period Themes and Styles Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. - **12.T.PM.1.a**: Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I) - **12.T.PM.1.b**: Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)