Eleventh Grade

Mississippi College and Career Readiness Standards for English Language Arts Scaffolding Document

Eleventh Grade

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.11.1 Desired Student Performance A student should know A student should understand A student should be able to do Cite strong and thorough (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) textual evidence to support analysis of what the text  How to cite textual evidence.  An author may choose to leave  Annotate a text while reading. says explicitly as well as  How to identify key details that the plot unresolved or  Make inferences based on inferences drawn from the contribute to key ideas. purposefully vague. textual evidence. text, including determining  How to identify unfamiliar  The author’s choice of an  Distinguish important facts where the text leaves words. unresolved or vague resolution from “extra” details. matters uncertain.  How to question the author’s has an intentional effect on the  Identify strong evidence to purpose. audience (disappointment, support an inference or claim  How to predict what will confusion, suspenseful from a text. happen next. anticipation of a sequel, etc.).  Identify and explain where  How to identify potential bias  An author may also choose to within a text the author leaves and false information in text. leave matters within the text matters uncertain. uncertain. A reader must identify  Cite evidence from a text both why the author would make such verbally and with standard a choice (to build suspense, to citation format (i.e. MLA, APA, gloss over a societal taboo, to Turabian, etc.). direct the reader’s focus elsewhere\e, etc.)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: cite, evidence, analysis, inference, detail, annotate, support, uncertain

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.11.2 Desired Student Performance A student should know A student should understand A student should be able to do Determine themes or (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) central ideas of a text and analyze in detail their  Identify the themes or central  Often, an author develops two or  Trace the development of the development over the ideas of a text and understand that more themes or central ideas in a themes or central ideas by multiple themes may emerge over text. identifying specific details from the course of the text, the course of a text as the author  Specific details in a text should be text. including how details of a develops: analyzed and inferences should be  Analyze the development of text interact and build on o Plot (sub-plots or parallel made to determine the themes in a multiple themes in a text. one another to produce a plots) text.  Synthesize the analysis of two or complex account; provide o Characters  The complexity of the text increases more themes or central ideas of a o Conflict as multiple themes or central ideas text. an accurate summary of o Setting emerge and interact with and build  Use a range of textual evidence the text based upon this  An accurate summary is free from upon one another. with various text complexities to analysis. bias or personal opinion and must  Two or more works by the same support interpretations of texts. utilize specific details from the author, from the same period, from  Compose an accurate summary of text. different cultures, presented in a text that includes how the

different forms, can have similar central ideas/themes: themes. o Emerge  An analysis of multiple themes or o Are shaped central ideas in a text can be o Are refined by specific details synthesized to create an accurate o Interact with and build upon summary of the text. one another  An analysis of multiple themes or central ideas in a text can be synthesized to create an accurate summary of the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: theme, central idea, complex, analyze, detail, development, emerges, refined, accurate, summary, bias Page 3 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.11.3 Desired Student Performance A student should know A student should understand A student should be able to do Analyze the impact of the (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) author’s choices regarding how to develop and  Authors develop characters to  Authors advance the plot and/or  Analyze complex characters in a relate elements of a be complex and characters can develop the theme through the text, and provide textual literary text (e.g., where a change over the course of the decisions, actions, and dialogue evidence that shows their story is set, how the action text. of the character(s). complexity. is ordered, how the  Authors intentionally develop  Authors develop a complex text  Evaluate the author’s choices characters are introduced some characters more fully through intentional decisions for developing literary and developed). than others in order to advance regarding literary elements: elements. the plot in a certain way o Setting  Examine the motivation(s) of (author’s purpose). o Sequence characters within a text, and  Characters’ interaction in text o Characterization determine when those advance the plot and theme of o Diction motivations are conflicting. the text. o Syntax  Examine how an author’s o Word Choice choices regarding characterization, setting, sequence, etc., impact the text as a whole.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: analyze, complex character, motivation, conflict, interact, plot, theme, direct, indirect, static, dynamic, flat, round, protagonist, antagonist, sequence, setting

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.11.4 Desired Student Performance A student should know A student should understand A student should be able to do Determine the meaning of (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) words and phrases as they are used in the text,  The cumulative impact of word  That in crafting a text, an author  Define unfamiliar and/or including figurative and choice directly relates to the chooses words and phrases to critical words within a text connotative meanings; tone and theme of the text. contribute to the overall meaning through context “clues.” analyze the impact of  How to identify sound devices and aesthetic of the text.  Translate figurative language specific word choices on (i.e. alliteration, assonance,  How to closely examine into concrete language. meaning and tone, consonance, etc.), rhyme, particularly descriptive, creative,  List multiple meanings of a including words with rhythm, and repetition to or original manipulation of word or phrase and identify develop tone. language and how it contributes multiple meanings or the author’s intended meaning to the text as a whole. based on connotation. language that is particularly  That over the course of a text, an  Identify the tone of a text. fresh, engaging, or author’s word choices can  Explain how an author’s word beautiful. (Include establish: choice and/or use of figurative Shakespeare as well as o Formal vs. informal tone or connotative meaning other authors.) o Sense of time and place contribute to the meaning and o Potential bias tone of a specific text.  Evaluate an author’s word choice in terms of aesthetic appeal and/or originality.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: connotation, denotation, figurative meaning/language, formal and informal tone, bias, impact, context, aesthetic Page 5 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.11.5 Desired Student Performance A student should know A student should understand A student should be able to do Analyze how an author’s (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) choices concerning how to structure specific parts of  That parallel plots can exist within  How authors not only choose an  Analyze and explain how an a text (e.g., the choice of the same text, and those plots overall structure for a text, but they author’s choices (plot structure, often relate to or provide contrast also structure specific parts order of events, manipulation of where to begin or end a to one another (i.e. the love story (introduction, resolution, flashback, time, etc.) contribute to the story, the choice to provide between Romeo and Juliet paired etc.) of the text to contribute to the overall structure of a text. a comedic or tragic with the subplot of the feud overall meaning and/or aesthetic  Analyze and explain how an resolution) contribute to its between the Montagues and impact of the text. author structures a specific part of overall structure and Capulets).  That aesthetic refers to a concept of a text to contribute to the overall  That manipulation of time beauty, sometimes specific to a time structure, meaning, and aesthetic meaning as well as its contributes to the overall tone and and/or place. For example, the of a text. aesthetic impact. mood of a text: seventeenth-century aesthetic would o Flashback be very different from the post- o Flashforward modern aesthetic. o Beginning in medias res  That authors hold ultimate control o Foreshadowing over the structure of a text (i.e. plot, o Pacing time, etc.); therefore, an author’s manipulation of that structure is intentional.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: structure, plot, mystery, tension, surprise, flashback, flash-forward, beginning in medias res, foreshadowing, pacing, dramatic effect, manipulation, aesthetic

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.6: Assess how point of view or purpose shapes the content and style of a text. RL.11.6 Desired Student Performance A student should know A student should understand A student should be able to do Analyze a case in which (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) grasping point of view requires distinguishing  That point of view is the  A grasping point of view implies  Identify and explain the what is directly stated in a vantage point from which a text that the speaker may mean author’s perspective using text from what is really is presented. something entirely different from textual evidence of what is meant (e.g., satire,  That over the course of a text, what is being said in the text. explicitly stated and what is sarcasm, irony, or the actual theme or central idea o Satire implied. understatement). may change from what is o Sarcasm  Identify satire, sarcasm, irony, perceived at the beginning of o Irony or understatement in a text. the text. o Understatement  Explain how an author’s grasping point of view contributes to the theme or central ideas of the text as a whole.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: point of view, satire, sarcasm, irony, understatement, grasping point of view

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL.11.7 Desired Student Performance A student should know A student should understand A student should be able to do Analyze multiple (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) interpretations of a story, drama, or poem (e.g.,  A source material refers to a  That different versions of a  Compare and contrast multiple recorded or live text that is referenced in a later story, drama, or poem are interpretations of a story, production of a play or work. subject to the author/artist’s drama, or poem. recorded novel or poetry),  How to identify artistic interpretation as well as the  Analyze and evaluate each evaluating how each version mediums as (but not limited to): limitations of the chosen interpretation based on the interprets the source text. o Film medium. source text. (Include at least one play by o Drama Shakespeare and one o Drawing play by an American o Painting dramatist.) o Sculpture o Song o Poetry

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: representation, artistic mediums, interpretation, source text

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.11.9 Desired Student Performance A student should know A student should understand A student should be able to do Demonstrate knowledge of (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) eighteenth-, nineteenth- and early-twentieth-century  That foundational works of  That American literature tends to  Identify common themes and/or foundational works of literature are those “essential mirror the fundamental beliefs and topics with two or more texts from texts” that are seen as the concerns of the time period in the same historical period utilizing American literature, cornerstone of American society. which it was written. American literature in the including how two or more  The historical periods (eighteenth-,  How during a given period, authors eighteenth, nineteenth, and early texts from the same period nineteenth-, and twentieth- often wrote about similar themes, twentieth centuries. treat similar themes or centuries). topics, concerns, and societal  Evaluate how two or more texts topics. norms with, perhaps, different from the same period treat similar perspectives. themes and/or topics.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: source material, draw(s) on, transform, theme, topic, foundational

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently. RL.11.10 Desired Student Performance A student should know A student should understand A student should be able to do By the end of Grade 11, read (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) and comprehend literature, including stories, dramas,  How to identify in a literary  How to comprehend and  Read and demonstrate and poems, in the Grades text: analyze: comprehension of grade-level 11–CCR text complexity o Key ideas and details o Key ideas and details appropriate literature. band proficiently, with o Structural elements o Structural elements  Read and demonstrate scaffolding as needed at the o Intentional choices made by o Intentional choices made by comprehension of high-end high end of the range. the author (word choice, the author (word choice, grade-level appropriate figurative/connotative figurative/ connotative literature with scaffolding as meaning, etc.) meaning, etc.) needed.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: comprehend, proficiently, scaffolding, key ideas, details, structural elements, grade-level appropriate

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.11.1 Desired Student Performance A student should know A student should understand A student should be able to do Cite strong and thorough (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) textual evidence to support analysis of what the text  That authors include critical and  How in a text, an author may  Annotate a text while reading. says explicitly as well as extraneous details. choose to leave elements of the  Make inferences based on inferences drawn from the  How to identify not only key text unresolved or purposefully textual evidence. text, including determining ideas, but also the details that vague.  Distinguish important facts from where the text leaves contribute to those key ideas in  The author’s choice of an “extra” details. matters uncertain. order to thoroughly analyze a unresolved or vague conclusion  Identify strong evidence to text. has an intentional effect on the support an inference or claim  Through annotation, how to: audience (disappointment, from a text. o Identify unfamiliar words confusion, curiosity, suspenseful  Identify and explain where o anticipation, etc.) Question the author’s within a text the author leaves purpose  An author may also choose to matters uncertain. o Predict what will happen leave matters within a text  Cite evidence from a text both

next uncertain. A close reader must verbally and with standard o Identify potential bias and identify and grapple with why citation format (i.e. MLA, APA, false information the author would make such a Turabian, etc.). choice (to build suspense, to gloss over a societal taboo, to direct the reader’s focus elsewhere, etc.)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: cite, evidence, analysis, inference, detail, annotate, support, uncertain Page 12 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.11.2 Desired Student Performance A student should know A student should understand A student should be able to do Determine two or more (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) central ideas of a text and analyze their development  The central idea (or main idea)  How often a text presents two  Articulate two or more central over the course of the text, of an informational text is the or more central ideas, which the ideas of a text. including how they interact recurring, specific concept on author develops  Trace the development of the and build on one another which the key details of the text simultaneously. central ideas by identifying to provide a complex focus.  That these multiple central specific details from throughout analysis; provide an  How to distinguish between the ideas interact with and build the text. objective summary of the fact and opinion found in upon one another, increasing  Compose an objective summary text. informational text. the complexity of the account. of a text that includes how the  How to acknowledge that central ideas: informational texts often follow o Emerge predictable patterns or outlines, o Are shaped and that reverse outlining may o Are refined by specific be helpful in determining the details central idea and identifying the specific detail that support it.  How to provide an objective summary free from bias or personal opinion and utilize specific details from the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: theme, central idea, analyze, detail, development, emerges, refined, objective summary, bias

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.11.3 Desired Student Performance A student should know A student should understand A student should be able to do Analyze a complex set of (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) ideas or sequence of events and explain how specific  That authors use text structures  How within a complex text,  Outline the series of ideas or Individuals, ideas, or events (i.e. cause and effect, problem authors create interactions events presented in a text. interact and develop over and solution, procedures, etc.) between individuals, ideas, and  Distinguish between important the course of the text. to achieve the desired goal for events in order to support the facts (based on the author’s writing. central idea and purpose of the purpose for writing) and  How to recognize that authors text. extraneous information. determine the sequence of  How over the course of a text,  Identify the organizational information that most individuals, ideas, and events structure used in a text, and effectively accomplishes their develop and change. evaluate how effectively that purpose or goal in writing. structure accomplishes the  An author may choose to omit purpose for writing.

information that does not  Identify relationships between support or lead to his/her individuals, ideas, and events, desired conclusion. and explain how these  The evidence and/or details interactions contribute to the provided in a text are directly meaning of the text as a whole. related to the purpose of the text (scientific article vs. diary)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: analysis, series, connections, evidence, details, sequence, purpose, interactions

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RI.11.4 Desired Student Performance A student should know A student should understand A student should be able to do Determine the meaning of (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) words and phrases as they are used in a text,  That words often have multiple  How authors of informational  Define unfamiliar and/or critical including figurative, meanings (connotation, texts use specific words and words within a text through connotative, and technical denotation, figures of speech). phrases to effectively “target” context “clues.” meanings; analyze how an  That technical meaning refers to the intended audience (i.e.  List multiple meanings of a author uses and refines the the words (or jargon) specific to using specific, technical words word or phrase and identify the meaning of a key term or a discipline or skill. in a textbook). author’s intended meaning terms over the course of a  That authors craft texts by  How over the course of a text, based on textual clues. text (e.g., how Madison specifically selecting words and an author may repeatedly use  Identify the tone of a text. defines faction in Federalist phrases that contribute not only and refine a particular word. In  Explain how an author’s word such cases, readers must No. 10). to the reader’s understanding, choice and/or use of figurative but also to the central idea of understand the entire text to or connotative meaning

the text as a whole. capture the nuances of the contribute cumulatively to the

 That over the course of a text, word. meaning and tone of a specific an author’s word choices can  That tone is the overall attitude text. establish: toward the topic and audience  Identify words or phrases that o Formal vs. informal tone that is implied in a literary text. are used repeatedly within a o Sense of time and place text, and explain how the o Potential bias meaning changes or develops over the course of the text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: connotation, denotation, figurative meaning/language, tone, formal and informal tone, bias, cumulative impact, context, jargon, technical meaning

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RI.11.5 Desired Student Performance A student should know A student should understand A student should be able to do Analyze and evaluate the (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) effectiveness of the structure an author uses in  An author’s claim is the position  That authors select structures  Identify and explain the his or her exposition or he/she takes regarding a given for both the exposition and structural patterns within a text. argument, including topic. actual argument to be clear, o Sentence structure whether the structure  That authors use specific text convincing, and engaging. o Organization patterns makes points clear, structures to organize ideas and  The author’s attempts at clarity, o Syntax convincing, and engaging. claims: persuasion, and engagement o Diction o Sequential Order are not always effective and  Analyze and explain how an o Chronological Order may lead to confusion and author’s ideas or claims are o Procedural Order disinterest. developed and refined by o Cause and Effect  A critical reader will analyze the breaking down individual o Problem and Solution structure used in the exposition sections of the text. o Spatial Order and/or argument to determine  Evaluate the effectiveness of o Order of Importance if a different structure would the author’s exposition or o Description have been more effective. argument in terms of clarity,  The structural segments of a persuasion, and engagement by text (i.e. sentences, paragraphs, analyzing the structure of a text. etc.) develop and refine the  Identify if an author was/was larger text structure and the not effectively clear, convincing, overall aim of the text. and engaging and explain why or why not.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: developed, refined, claims, structural segments, sequential order, chronological order, procedural order, cause and effect, problem and solution, spatial order, order of importance, description, syntax, diction

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.6: Assess how point of view or purpose shapes the content and style of a text. RI.11.6 Desired Student Performance A student should know A student should understand A student should be able to do Determine an author’s point (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) of view or purpose in a text in which the rhetoric is  An argument or claim is often  When an author’s use of  Identify the author’s point of particularly effective, backed with reasoned, logical rhetoric is particularly effective, view or purpose in a text. analyzing how style and evidence. the combination of style and  Identify and evaluate the content contribute to the  That authors write from a content create power, author’s use of rhetoric and power, persuasiveness, or specific point of view with a persuasiveness, and/or beauty how that rhetoric advances or beauty of the text. specific purpose in mind. within the text. detracts from the point of view  That rhetoric refers to writing or or purpose. speech that is intentionally  Evaluate and explain the persuasive and can be reasoned effectiveness of rhetoric in and logical, or it can appeal to terms of style and content, emotions (i.e. propaganda especially when such rhetoric

techniques). produces a sense of power,  That authors may employ persuasiveness, or beauty. rhetorical techniques to advance their point of view: o Appeals to emotion o Appeals to intelligence o Appeals to authority o Exaggeration o Logical fallacies

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: argument, claim, rhetoric, purpose, point of view, style, persuasiveness

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RI.11.7 Desired Student Performance A student should know A student should understand A student should be able to do Integrate and evaluate (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) multiple sources of information presented in  When presenting accounts of  That research questions and  Utilize a variety of sources of different media or formats the same subject in different problems can be addressed with information from different (e.g., visually, medium, writers/producers/etc. more than printed words. formats (print, digital, video, quantitatively) as well as in make choices as to which  That writers/presenters can and audio, etc.) to address a words in order to address a details to emphasize, should integrate a variety of question and/or solve a question or solve a problem. marginalize, or exclude. source material to effectively research problem.  When evaluating which details answer research questions or  Evaluate the efficacy, reliability, are emphasized, they must solve problems. and credibility of multiple carefully consider the purpose  As with print sources, sources of information. for writing/presenting (i.e. to multimedia sources must be inform, to entertain, to evaluated for reliability, persuade). credibility, and effectiveness in supporting the author’s purpose.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: mediums, multimedia, details, emphasized, marginalized, purpose, integrate, research question, credibility Page 18 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI.11.8 Desired Student Performance A student should know A student should understand A student should be able to do Delineate and evaluate the (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) reasoning in seminal U.S. texts, including the  An argument is a reasoned,  How throughout U.S. history,  Identify the primary argument application of constitutional evidence-based position on a rhetoric and legal reasoning of a seminal U.S. document, and principles and use of legal debatable topic. have been used in seminal trace the specific claims that reasoning (e.g., in U.S.  A claim is a specific detail or documents. support the argument, paying Supreme Court majority piece of evidence provided to  That seminal means to be particular attention to the opinions and dissents) and support an argument. influential, formative, document’s relationship to the premises, purposes,  An effective argument depends groundbreaking, original, constitutional principles and and arguments in works of upon valid reasoning and and/or innovative. legal reasoning. public advocacy (e.g., The relevant, sufficient evidence.  The Constitution informs many  Assess the reasoning and evidence provided to support a Federalist, presidential  That false statements and literary nonfiction texts that fallacious reasoning (reasoning form the foundation of claim and/or argument. addresses). contrary to fact) weaken even American literature:  Distinguish between valid the most appealing argument. o Presidential addresses reasoning and fallacious  That authors use rhetoric (both o Court rulings reasoning. positive and negative) to further o Opinion papers advance an argument.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: delineate, evaluate, argument, claims, valid, relevant, sufficient, false statements, fallacious reasoning, rhetoric, constitutional principles, premise, purpose, public advocacy, seminal

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.11.9 Desired Student Performance A student should know A student should understand A student should be able to do Analyze seventeenth-, (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) eighteenth-, and nineteenth- century foundational U.S.  The context of historical  Foundational documents address  Analyze U.S. documents of documents of historical and documents. common themes, concepts, and historical and literary significance literary significance for their  Tone, syntax, and mood affect the rhetorical features. in terms of literary merit (diction, themes, purposes, and meaning of foundational  Critical examination of syntax, word choice, rhetoric, etc.). rhetorical features. Such documents. foundational documents will reveal  Evaluate how historically significant documents might include The  Influential, historical U.S. potential biases and author’s documents address related themes documents often deal with similar purpose. and concepts. Declaration of Independence, themes and concepts.  Historical documents will contain  Evaluate the purposes and the Preamble to the  The treatment of themes and elements of historical time periods. rhetorical features in foundational Constitution, the Bill of Rights, concepts depends a great deal on  An analysis of the theme and text U.S. documents of literary and and Lincoln’s the perspective and purpose of the structure of a foundational historical significance. Second Inaugural Address. author and text structure. document will reveal the author’s  Rhetorical devices impact the purpose. meaning and purpose of  Rhetorical features in foundational foundational documents. documents impact the meaning of the document.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: seminal, significance, related themes and concepts, rhetoric, context, bias, purpose

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently. RI.11.10 Desired Student Performance A student should know A student should understand A student should be able to do By the end of Grade 11, read (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) and comprehend literary nonfiction in the Grades  How to identify in a literary  How to comprehend and  Read and demonstrate 11–CCR text complexity nonfiction text: analyze: comprehension of grade-level band proficiently, with o Key ideas and details o Key ideas and details appropriate informational scaffolding as needed at the o Structural elements o Structural elements literature in a variety of high end of the range. o Intentional choices made by o Intentional choices made by formats. the author (word choice, the author (word choice,  Read and demonstrate figurative/connotative figurative/connotative comprehension of high-end meaning, etc.) meaning, etc.) grade-level appropriate  That literary nonfiction can be literature with scaffolding as presented in various mediums, needed at the high end of the such as: range. o Text/Print o Photographs o Illustrations o Film o Audio recording

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: comprehend, proficiently, scaffolding, key ideas, details, structural elements, grade-level appropriate

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W.11.1a Desired Student Performance A student should know A student should understand A student should be able to do Introduce precise, (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) knowledgeable claim(s), establish the significance of  An argument is a reasoned,  How in presenting an argument  Choose a stance from which to the claim(s), distinguish the logical way of demonstrating to a particular audience, a argue. claim(s) from alternate or that the writer’s position, belief, writer must clearly establish the  Write precise claim(s) in opposing claims, and create or conclusion is valid. significance of the claim in response to a specific topic. an organization that  A claim is a specific opinion or relation to that audience.  Identify and explain the logically sequences claim(s), viewpoint expressed by a  A strong argument significance of a claim in counterclaims, reasons, and writer; a counterclaim is an acknowledges and disproves relation to the intended opinion or viewpoint that is counterclaims. evidence. audience. different from that of the  That logical organization is  Supply reasoned evidence to writer. required to show the disprove/discredit opposing  That reasons and evidence are relationship and significance of claims (counterclaims) when provided to support a claim. claim(s), counterclaims, stating alternate or opposing  That arguments are used to: reasons, and evidence. claims within writing. o Change the reader’s point  Organize ideas to show the of view relationship between claim(s), o Bring about some action on counterclaims, reasons, and the reader’s part evidence. o Ask the reader to accept the writer’s evaluation of a topic KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: argument, precise, claim, counterclaim, organization, reasons, evidence, substantiate, support, acknowledge

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W.11.1b Desired Student Performance A student should know A student should understand A student should be able to do Develop claim(s) and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) counterclaims fairly and thoroughly, supplying the  A claim is a specific opinion or  That argumentative writing is  Write a reasoned, unbiased most relevant evidence for viewpoint; a counterclaim is an not simple persuasion; instead, explanation of both claim(s) and each while pointing out the opinion or viewpoint that is an argument should give the counterclaim(s), giving equal strengths and different from that of the audience adequate, reliable attention to both. limitations of both in a writer. information about both claims  Identify and discuss the manner that anticipates the  That reasons and evidence are and counterclaims in order to strengths and limitations of audience’s knowledge provided to support and make an informed decision. both claims and counterclaims level, concerns, values, and develop a claim.  How in argumentative writing, in anticipation/reaction to the possible biases.  That task and audience should claims and counterclaims audience’s knowledge level, inform the decisions of the should be developed fairly and concerns, values, and possible writer concerning what thoroughly. biases. information to include in an  That evidence should be argument (background, selected based on relevancy potential concerns, etc.). and appropriateness for task,  How to recognize bias can audience, and purpose. weaken a writer’s stance and  How to anticipate and address should be avoided. Instead, a not only the audience’s writer should provide strengths knowledge level and concerns, and limitations of both claims but also their values and and counterclaims strengthen possible biases. the validity of the argument.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: claim, counterclaim, supply, anticipate, knowledge level, concerns, bias, values

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W.11.1c Desired Student Performance A student should know A student should understand A student should be able to do Use words, phrases, and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) clauses as well as varied syntax to link the major  That words, phrases, and  How to use varied syntax to link  Write sentences that use words, sections of the text, create clauses are used to connect sections of a text, create phrases, clauses, and varied cohesion, and clarify the ideas and clarify relationships cohesion, and clarify syntax to link major sections of relationships between within a text by: relationships between ideas. a text. claim(s) and reasons, o Strengthening the  Write sentences that use words, between reasons and connection between the phrases, clauses, and syntax to evidence, and between major sections of a text. create cohesion. claim(s) and counterclaims. o Making a text more unified,  Write sentences that use words, or cohesive. phrases, clauses, and syntax to o Clarifying the relationship clarify the relationships between elements of a text. between:  How to recognize that reasons o Claim(s) and reasons are provided to support a o Reason(s) and evidence claim(s). o Claim(s) and counterclaims  How to acknowledge that evidence is provided to support a reason(s) through: o Examples o Statistics

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: connect, phrase, clause, syntax clarify, relationship, reasons, evidence, claims, counterclaims

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: establish, maintain, formal style, objective tone, norms, conventions, discipline Page 25 of 70-September 2016

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: conclusion, follows from, supports

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11.2a Desired Student Performance A student should know A student should understand A student should be able to do Introduce a topic; organize (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) complex ideas, concepts, and information so that each new  That informative/expository  That authors intentionally use  Write an introductory sentence element builds on that which writing focuses on one topic text structures (e.g., compare/ and/or paragraph. precedes it to create a unified and develops it fully. contrast, cause and effect,  Organize ideas in sections that whole; include formatting  That ideas, concepts, and procedure) to show connections build upon the preceding (e.g., headings), graphics supporting information are and distinctions within complex section to create a unified (e.g., figures, tables), and connected. texts. whole. multimedia when useful to  That authors organize ideas to  Utilize formatting (e.g., aiding comprehension. build upon previous ideas and headings, graphics, and support future statements. multimedia) to aid in  How purposeful use of text comprehension. features (e.g., headings, figures, tables, pictures) can help a reader better comprehend complex information.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: topic, complex ideas, connection, distinction, formatting, headings, graphics, figures, tables, multimedia, unified whole

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11.2b Desired Student Performance A student should know A student should understand A student should be able to do Develop the topic thoroughly (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) by selecting the most significant and relevant  That relevant, sufficient facts  A topic can be supported with a  Distinguish between relevant facts, extended definitions, are necessary to develop a variety of types of supporting and irrelevant facts that help concrete details, quotations, topic. information: develop the topic. or other information  That quotations should be o Facts  Write a paragraph that uses a and examples appropriate to punctuated properly depending o Extended definitions variety of supporting the audience’s knowledge of upon their use in a sentence. o Concrete details information to develop the the topic.  How to recognize that writers o Quotations topic thoroughly. choose supporting information o Examples  Evaluate the audience’s prior that is appropriate to the o Other appropriate knowledge of the topic and audience’s knowledge of a information select support that is topic. appropriate.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: develop, significant, relevant, extended definition, concrete details, quotations, examples

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11.2c Desired Student Performance A student should know A student should understand A student should be able to do Use appropriate and varied (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) transitions and syntax to link the major sections of  That authors use transition  How to use varied syntax to link  Identify and use appropriate the text, create cohesion, words to signal a change from sections of a text, create and varied transitions that link and clarify the relationships one idea to the next. cohesion, and clarify paragraphs. among complex ideas and  That transitions are needed to relationships between ideas.  Write an essay that utilizes concepts. connect ideas within sentences, o Sentence patterns varied transitions between and within paragraphs, and between o Phrasal patterns within paragraphs to create paragraphs (coordinating o Sentence structure cohesion, and clarify the conjunctions, correlative relationships among complex conjunctions, conjunctive ideas and concepts. adverbs, etc.).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: transition, syntax, cohesion, clarify, complex ideas and concepts

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11.2d Desired Student Performance A student should know A student should understand A student should be able to do Use precise language, (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) domain-specific vocabulary, and techniques such as  How precise language and  How to use figurative language  Identify precise and domain- metaphor, simile, and domain-specific vocabulary are to make complex ideas more specific vocabulary within a analogy to manage the used to inform and explain accessible to the general public: text. complexity of the topic. complex topics, giving the o Simile  Use precise and domain-specific reader more detailed o Metaphor vocabulary to write about a information about topics that o Analogy complex topic. may be difficult to understand.  Use figurative techniques to  That domain-specific means explain/discuss a complex topic. words that are specific to a certain topic.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: precise, domain-specific vocabulary, complexity, simile, metaphor, analogy Page 30 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11.2e Desired Student Performance A student should know A student should understand A student should be able to do Establish and maintain a (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) formal style and objective tone while attending to the  How to recognize that formal  That each discipline (i.e.  Identify discipline-specific norms and conventions of the style is different from everyday mathematics, science, etc.) has norms and conventions (ex. discipline in which they are discourse. specific norms and conventions headings, subheadings, writing.  That formal, objective writing is for writing, including (but not numbered lists, charts/graphs, usually written from the third- limited to): illustrations, and maps) within a person point of view. o Headings document.  That writers use different o Subheadings  Write a discipline-specific techniques depending upon the o Numbered lists document that demonstrates intended audience and subject. o Charts/Graphs use of formal style and o Illustrations objective tone. o Maps  An objective tone presents information without bias or prejudice, with both claims and counterclaims being discussed and evaluated.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: establish, maintain, formal style, objective tone, norms, conventions, discipline Page 31 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11.2f Desired Student Performance A student should know A student should understand A student should be able to do Provide a concluding (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) statement or section that follows from and supports  A concluding statement or  How in an  Determine what type of the information or sections should logically support informative/explanatory text, a conclusion is effective and explanation presented (e.g., the information in the rest of concluding statement or section supportive based on the articulating implications or the text. can: information or explanation the significance of the topic).  A conclusion should provide o articulate implications provided. closure for the information or o point out significance  Write a conclusion that follows explanation that has already from and supports the been presented. information or explanation presented.  Write a concluding statement or section that articulates the implications of an issue/topic.  Write a concluding statement or section that points out the significance of an issue/topic.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: conclusion, articulate, implication, significance Page 32 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11.3a Desired Student Performance A student should know A student should understand A student should be able to do Engage and orient the (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) reader by setting out a problem, situation, or  A writer chooses the point of  The introduction of a text  Write an introduction for a observation and its view from which to write based should: narrative (real or imagined) significance, establishing on the task, audience, and o Engage/orient the reader that: one or multiple point(s) of purpose. o Introduce the problem, o Is engaging view, and introducing a o 1st Person situation, or observation, o Sets out a problem, narrator and/or characters; o 2nd Person along with a statement of situation, or rd create a smooth progression o 3 Person (limited, its significance observation and of experiences or events. omniscient) o Introduce a narrator discusses its significance  A narrator (1st or 3rd person) and/or characters o Establishes point of relates the events of a  That point of view can change view narrative. over the course of a text. o Introduces a narrator  That experiences and/or events and/or characters in a text should progress o Progresses smoothly smoothly and logically. and logically from one event to the next

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: imagined narrative, engage, orient, significance, point of view, narrator, characters, progression, sequence

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A student should know A student should understand A student should be able to do Use narrative techniques, (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) such as dialogue, pacing, description, reflection, and  That narrative writers use a  That narrative techniques  Write a real or imagined multiple plot lines, to variety of techniques to develop include: narrative focusing on one develop experiences, the plot. o Dialogue narrative technique at a time: events, and/or characters.  That plot typically follows a o Pacing o Dialogue predictable pattern: o Description o Pacing o Introduction o Reflection o Description o Rising action o Multiple plot lines o Reflection o Climax  A variety of techniques should o Multiple plot lines o Falling action be used to effectively develop  Write a real or imagined o Resolution the plot and characters. narrative that incorporates a  How to recognize that writers variety of narrative techniques. use direct and indirect characterization to develop characters.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: narrative, dialogue, pacing, description, reflection, multiple plot lines, direct characterization, indirect characterization

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A student should know A student should understand A student should be able to do Use a variety of techniques (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) to sequence events so that they build on one another  That because narratives relay  How to intentionally sequence  Use a variety of techniques to to create a coherent whole events with time as the deep events to build toward a logically sequence and connect and build toward a structure, they are often written particular tone and outcome events. particular tone and outcome in chronological/sequential o Sense of mystery  Write a narrative using a variety (e.g., a sense of mystery, order. o Suspense of transitions to develop a suspense, growth, or  That writers sometimes o Growth coherent sequence of events. resolution). manipulate time to develop a o Resolution  Establish and build to a coherent story. particular tone and outcome.  A variety of techniques can be used to manipulate time in a narrative: o Flashback o Flashforward o Dreams o Memories  That events should build on one another to create a well- organized, logical sequence.  That transitions show that events build on one another. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: sequence, chronological, manipulate, flashback, flash forward, coherent, logical, transitions, mystery, suspense, growth, resolution

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11.3d Desired Student Performance A student should know A student should understand A student should be able to do Use precise words and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) phrases, telling details, and sensory language to convey  That writers choose words that  The development of characters,  Identify an author’s use of a vivid picture of the are PRECISE, relaying exactly setting, and events relies on an precise words, specific details, experiences, events, setting, what is meant. author’s intentional use of: and sensory language. and/or characters.  That details should be relevant o Vivid language  Evaluate the effect of precise and specific to the task. o Precise and purposeful words, specific details, and  That imagery is created through words sensory language on a text. the use of sensory language and o Specific details  Utilize a variety of techniques to vivid vocabulary. o Sensory language convey a vivid picture of  How through incorporating a experiences, events, setting, variety of sensory details, an and/or characters in a narrative. author can appeal to a reader’s senses in multiples ways: o Visual imagery o Auditory imagery o Olfactory imagery o Kinesthetic imagery o Gustatory imagery

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: precise, sensory, vivid, imagery, visual, auditory, olfactory, kinesthetic, gustatory Page 36 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11.3e Desired Student Performance A student should know A student should understand A student should be able to do Provide a conclusion that (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) follows from and reflects on what is experienced,  The conclusion provides a  How often in the narrative  Develop a conclusion that observed, or resolved over logical resolution to the events mode, writers use reflection to reflects on what is experienced, the course of the narrative. of the narrative. conclude a writing. observed, or resolved in a  A conclusion should support the  How through reflection, writers narrative. overall theme/focus of the are able to convey experiences,  Write a narrative that provides narrative. observations, and resolutions. a reflective conclusion that follows from and supports what is experienced, observed, and resolved.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: conclusion, reflection, resolution Page 37 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11.4 Desired Student Performance A student should know A student should understand A student should be able to do Produce clear and coherent (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) writing in which the development, organization,  That task, audience, and  How writing is organized in  Analyze a writing prompt to and style are appropriate to purpose should inform a various ways depending upon identify: task, purpose, and audience writer’s decisions. task, audience, and purpose: o Task (grade-specific expectations  That style is an individual o Sequence/ chronological o Audience for writing types are defined writer’s pattern of writing o Cause and Effect o Purpose in standards 1–3 above.) (diction, syntax, word choice, o Problem and Solution  Select an organization structure sentence patterns, etc.) o Compare and Contrast that is appropriate to task, o Spatial audience, and purpose. o Order of Importance  Write an organized o Description paper/article that is clear and  That academic writing is free has fully developed ideas and from slang, abbreviations, style appropriate for the task texting language, etc. and audience.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: coherent, development, organization, style, sequence, chronological, cause and effect, problem and solution, compare and contrast, spatial, order of importance, description

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.11.5 Desired Student Performance A student should know A student should understand A student should be able to do Develop and strengthen (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) writing as needed by planning, revising, editing,  That writers must plan, revise,  How successful writers rarely  Identify the audience and rewriting, or trying a new edit, rewrite, and sometimes try produce a polished text in one purpose for writing, along with approach, focusing on a new approach. writing session. Rather, a any expectations concerning addressing what is most  That writers must identify the process of planning, writing, style and tone. significant for a specific audience and purpose of writing rereading, editing, and revising  Identify if/when writing requires purpose and audience. in order to determine the is used to ensure that the planning, revising, editing, (Editing for conventions appropriate response. finished product is appropriate, rewriting, or a new approach. should demonstrate complete, and free from errors.  Develop and strengthen writing command of Language  That conventions of standard by engaging in the writing English grammar should be standards 1–3 up to and process. utilized to strengthen writing. including Grades 11–12).  How planning, editing, and revising should take into consideration the audience and purpose.  That acceptable style and tone vary from audience to audience.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: planning, revising, editing, rewriting, new approach, significant, audience, purpose Page 39 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.11.6 Desired Student Performance A student should know A student should understand A student should be able to do Use technology, including (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) the Internet, to produce, publish, and update  The basic keyboarding and  That technology offers a variety  Use technology (ex. the individual or shared writing computing skills. of platforms for collaboration Internet) to produce, revise, products in response to  All texts, including those and shared work: edit, and publish writing. ongoing feedback, including published online, must utilize o Blogs  Use technology to interact and new arguments or appropriate citations. o Podcasts collaborate with peers. information.  That in addition to print o Prezis  Demonstrate use of technology publishing, technology can be o Wikis to update individual and shared used to produce and publish o Websites writing. writing. o Discussion boards  Use technology to link  That information and sources  That effective writers update appropriate sources of can be linked through individual and shared writing information. hyperlinks and embedded products in response to  Use technology to update objects to produce dynamic and feedback. individual and shared writing flexible products.  That new arguments and with new arguments and information should be added as information. necessary.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: produce, publish, update, shared writing, link, hyperlink, blog, podcast, Prezi, wiki, website, discussion board, cite, feedback Page 40 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.11.7 Desired Student Performance A student should know A student should understand A student should be able to do Conduct short as well as (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) more sustained research projects to answer a  That not all sources are reliable,  A research topic or question can  Generate and refine research question (including a self- and a researcher must be able be altered based on the questions. generated question) or to distinguish credible sources information available:  Evaluate the credibility of solve a problem; narrow or from sources that are not o Narrowed if too much sources. broaden the inquiry when credible or reliable. information is available  Conduct short and more appropriate; synthesize  All sources used in research o Broadened if too little sustained research to answer a multiple sources on the must be cited in the appropriate information is available question or solve a problem. subject, demonstrating format (MLA, APA, Turabian,  That successful writers “weave”  Routinely incorporate (or understanding of the etc.). a variety of research materials synthesize) cited material, into a text to provide a subject under investigation. quotations, inferences, and thorough discussion of the other support into research topic. writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: research, self-generated question, narrow/broaden inquiry, synthesize, investigation Page 41 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.11.8 Desired Student Performance A student should know A student should understand A student should be able to do Gather relevant information (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) from multiple authoritative print and digital sources,  That not all sources  That researchers must assess  Evaluate and choose multiple using advanced searches (print/digital/ multimedia) are the strengths and limitations of research sources based on effectively; assess the accurate or reliable; therefore, sources in terms of task, relevancy and reliability. strengths and limitations of sources must be evaluated audience, and purpose.  Use sources that are most each source in terms of the based on their usefulness in  That overreliance on one source appropriate based on task, task, purpose, and answering the research undermines the integrity of audience, and purpose. audience; integrate question. one’s research.  Use a variety of sources without information into the text  How plagiarizing is using  That footnotes and endnotes depending too heavily on one. selectively to maintain the another person’s words or ideas can be used in citing evidence,  Avoid plagiarism by correctly as one’s own. flow of ideas, avoiding based on the appropriate style quoting and citing sources.  That textual evidence (sources) guide.  plagiarism and overreliance Follow a standard citation must be documented in the  That information must be formation (MLA, APA, Turabian, on any one source and appropriate citation format integrated selectively and etc.) based on the subject under following a standard format (MLA, APA, Turabian, etc.) intentionally to maintain the investigation. for citation.  That multiple sources increase flow of ideas: the reliability of one’s research. o Lead-ins o Indirect quotations o Block quotes

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: relevant, authoritative, print and digital sources, advanced search, integrate, flow of ideas, plagiarism, standard format (MLA, APA, etc.), textual evidence, documented, footnotes, endnotes, reliability, lead-ins, direct quotes, indirect quotes, block quotes

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11.9a Desired Student Performance

Apply Grades 11–12 Reading A student should know A student should understand A student should be able to do standards to literature (e.g., (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) “Demonstrate knowledge of eighteenth-, nineteenth- and  That writing requires  That analysis depends on the  Incorporate textual evidence early-twentieth-century substantiation (text evidence) writer’s interpretation of textual from literary and/or foundational works of American from literary or informational evidence. informational sources when literature, including how two or texts.  How during reflection, a writer writing. more texts from the same period must evaluate his/her  treat similar themes or topics”).  That textual evidence can Evaluate a writer’s provide support for analysis, conclusion(s)/claim(s) based on conclusion(s)/claim(s) based on W.11.9b reflection, and research. the evidence provided. textual evidence. Apply Grades 11–12 Reading  How if a writer’s conclusion(s)/  Correctly incorporate textual standards to literary nonfiction claim(s) is/are found to be evidence in research writing. (e.g., “Delineate and evaluate the unsound, revision is necessary. reasoning in seminal U.S. texts,  That research is a synthesis of including the application of text-based evidence from a constitutional principles and use variety of sources. of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: substantiation, text evidence, analysis, reflection, research, literary source, informational source

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.11.10 Desired Student Performance A student should know A student should understand A student should be able to do Write routinely over (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) extended time frames (time for research, reflection, and  That writing is conducted for a  That successful writers do not  Write regularly for a variety of revision) and shorter time specific purpose. write to a specified page length. purposes including frames (a single sitting or a  That depending on the purpose Rather, successful writers write informational research and day or two) for a range of and task, writing will require until the task is complete. literary analysis. tasks, purposes, and varying amounts of time.  How careful revision is part of  Write over extended time audiences. the writing process that can frames: take an extended amount of o Research time. o Reflection o Revision  Write for short time frames: o One class period o An extended writing block o Two or more class periods

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: routinely, extended, task, audience, purpose, revision

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Come to discussions A student should know A student should understand A student should be able to do prepared, having read and (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) researched material under study; explicitly draw on  When it is appropriate to speak  How to analyze information  Support claims verbally with and when to listen. independently and be prepared evidence from texts. that preparation by  How to read a text to share that information in a  Contribute to discussion using referring to evidence from independently and pick out class setting. claims that are based on texts and other research evidence from a text that is  That not all material is independent research rather on the topic or issue to relevant to the discussion. unbiased. than simply opinion. stimulate a thoughtful,  How to reference texts in a  The importance of contributing  Evaluate the quality of well-reasoned exchange of discussion with their peers. to class discussion by preparing information presented by peers ideas. in advance rather than simply in a discussion. relying on their opinion on a  Analyze the reasoning in their topic. statements and those of peers.  Make claims free of fallacies.  Identify fallacies in claims.  Apply this knowledge to more complex topics than 9-10.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: prepared, researched, study, explicitly, refer, evidence, text, topic, issue, thoughtful, well-reasoned

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A student should know A student should understand A student should be able to do Work with peers to (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) promote civil, democratic discussions and decision-  That civil discussion means  The rules of collegial  Track progress (through a chart making, set clear goals and polite discussions where discussions and/or group work. or other form of self- deadlines, and establish everyone gets a voice and all  The importance of setting and evaluation) when meeting individual roles as needed. opinions are heard. tracking goals when working deadlines and following  That democratic means with peers. protocol for collegial everyone is equal.  The importance of setting and discussions and decision-  The importance of following meeting deadlines to achieve making. protocol when working with certain goals when working  Set/write individual goals to small or whole groups to make with peers or individually. help achieve group goals. decisions or work towards a  The importance of listening to  Understand role in a group and goal. peers. how that role fits into the goal  How to set individual goals.  That they will have to work of the group.  How to be respectful of with peers in a college or  Present alternative views on a alternate or opposing workplace setting. topic. viewpoints in a class or group  Apply knowledge to more discussion. complex topics than Grades  That an informal consensus 9-10. could be a show of hands or roll call vote. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: civil, democratic, discussion, goals, deadlines, roles

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.11.1c Desired Student Performance A student should know A student should understand A student should be able to do Propel conversations by (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) posing and responding to questions that probe  How to ask purposeful  The importance of posing  Contribute to a discussion and reasoning and evidence; questions or contribute to a meaningful questions when stay on topic. ensure a hearing for a full discussion in a productive way. having a class/group discussion.  Keep a conversation going by range of positions on a topic  How to speak when it is their  How the current discussion fits asking questions that are or issue; clarify, verify, or turn to speak and not to into the larger theme of the relevant and insightful. challenge ideas and interrupt others. unit of instruction or a larger  Ask for clarification of an idea conclusions; and promote  How to stay on topic when topic/universal theme. or conclusion during discussion. divergent and creative having class discussions.  The importance of hearing from  Verify personal claims and perspectives.  How to appropriately disagree others in a discussion setting. those of others. or challenge an idea made by a  The importance of asking for  Challenge ideas and conclusions member of the class in a clarification during discussions. of others with backup and respectful way.  That divergent means different evidence from and having different reading/research. perspectives on a topic helps to  Hold other group members understand the topic in its accountable for backing up entirety. their ideas and claims.  Engage less vocal students into the conversation.  Apply knowledge to more complex topics than 9-10. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: propel, probe, conversations, discussions, themes, ideas, clarify, justify, challenge, conclusion, promote, divergent, creative, perspectives, claims, incorporate

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.11.1d Desired Student Performance A student should know A student should understand A student should be able to do Respond thoughtfully to (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) diverse perspectives; synthesize comments,  That most topics will have  That they are to take an active  Summarize what a speaker claims, and evidence made different perspectives. role in discussions rather than says. on all sides of an issue;  What a summary is and how to being a passive listener.  Determine whether a speaker resolve contradictions summarize the main points of  That most topics are not uses logical or fallacious when possible; and an argument simple, black-and-white issues, reasoning.  that there are multiple  determine what additional How to justify their own views Determine whether what a with evidence from a text. viewpoints to consider, which speaker says is relevant to the information or research is  How to justify their own views makes listening to all sides argument or not. required to deepen the with logical reasoning not just important.  Justify reasons logically and free investigation or complete feelings.  The importance of thoroughly of fallacies. the task.  What logical reasoning is. researching a topic or listening  Apply what is learned in  That synthesize means to put to all sides of a topic before discussions and make new together. drawing a conclusion. connections or, when  That resolve means to have  That to be career and college necessary, change ideas in light closure or solve an issue. ready, they need to be able to of what was learned.  That contradictions are organize the information  Qualify or set boundaries for opposing viewpoints. presented to them in order to beliefs and reasoning. form their own ideas on an  Combine research and claims issue. made by other speakers to come to a conclusion.  Determine if enough information is present to complete a task or if more information is needed.

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 Organize information from different sources and speakers in a chart.  Speak on various topics, showing knowledge of various viewpoints.  Apply this knowledge to more complex topics than 9-10.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: diverse, perspective, synthesize, agreement, disagreement, warranted, qualify, verify, challenge, reasoning, claim, viewpoints, logical, fallacy, evidence, contradiction, investigation

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Eleventh Grade CCR.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.11.2 Desired Student Performance A student should know A student should understand A student should be able to do Integrate multiple sources (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) of information presented  That media is a form of  What a reliable source is.  Synthesize information from in diverse formats and communication, which can include  How and where to find valid and different sources, recognizing media (e.g., visually, written texts, videos, newspapers, credible sources for a given topic. similarities and differences. quantitatively, orally) in and online sources.  That not all sources are valid or  Evaluate the validity of sources. order to make informed  That information can be presented credible.  Identify information in sources decisions and solve in various forms including written  The importance of making that is false or fallacious. text, charts, graphics, audio, and decisions based on valid, reliable  problems, evaluating the Identify information in sources art. information. that may be biased. credibility and accuracy of  That quantitatively means that the  That to be college and career  Check the validity of statements each source and noting any information can be measured. ready they need to be able to believed to be false. discrepancies among the  That orally means spoken. compile research from sources of  Note discrepancies among data.  How to determine if a speaker’s different media and present that different sources in writing, reasoning and claims are sound or information in a way that covers all speaking, and reading utilizing a not. sides and points out how sources chart or other graphic organizer,  That credible and valid sources are differ from each other. and transferring their findings into those that use reliable data and  That being able to solve problems a finished product. are free from bias. through the use of careful research  Apply this knowledge to more is an essential skill of college and complex topics than 9-10. career readiness.  A discrepancy is disagreement or variance in point of view.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: integrate, multiple sources, format, diverse media, visually, quantitatively, orally, credibility, accuracy, evaluate, bias, valid, validity, discrepancies, solve problems

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Eleventh Grade CCR.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.11.3 Desired Student Performance A student should know A student should understand A student should be able to do Evaluate a speaker’s point (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) of view, reasoning, and use of evidence and rhetoric,  That point of view means that  What fallacies are and some  Evaluate if what a speaker says assessing the stance, perspective from which common logical fallacies: is valid and true. premises, links among something is told. slippery slope, straw man, etc.  Identify fallacies in a speaker’s ideas, word choice, points  That reasoning is a speaker’s  What the speaker’s point of reasoning. of emphasis, and tone use of logic and that good view is and if his/her point of  Verify if the speaker’s premise reasoning should be based on view might lead him/her to be used. is true or not. facts and free of fallacies. biased.  Evaluate a speaker’s words and

 That rhetoric deals with  A speaker’s choice of words or tone and determine how it speaking and the way a speaker diction helps him/her achieve a helps the speaker achieve uses language to achieve a purpose. his/her purpose. purpose.  A speaker’s stance on an issue  Evaluate whether the speaker’s  A speaker’s premise is a can affect how/she presents stance is justified based on the statement assumed to be true information and links ideas evidence the speaker gives. for the point of argument. together.  Apply this knowledge to more  A fallacy is something that is  A speaker’s stance on an issue complex topics than 9-10. false or misleading. can also determine which  If information presented is points he/she wishes to relevant to a discussion or not. emphasize.  That exaggerated means  That to be college and career presenting information in a way ready they need to be analytical to make it appear better or thinkers who listen discerningly worse than it is. and are able to make their own judgments about the

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 That distorted information is information the speaker is information that is false or presenting. misrepresented in some way.  A speaker’s stance is his/her point of view or “side” on a topic.  That tone is the attitude a speaker has towards his/her subject.

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.11.4 Desired Student Performance A student should know A student should understand A student should be able to do Present information, (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) findings, and supporting evidence, conveying a clear  How to research information  The importance of providing  Participate and contribute and distinct perspective, for a presentation. information appropriate to a orally in group discussions, such that listeners can  How to synthesize information specific audience, purpose, and formal presentations, follow the line of from different sources into one task. formal/informal debates, etc. reasoning, alternative or product.  How to adjust their  Present an argument along with  presentation for information to address the counterargument opposing perspectives are That concisely means to shorten information without fit a specific audience. and a rebuttal to the argument. addressed, and the changing the meaning.  How to transition from  Write an outline for a organization,  That different organizational presenting information as presentation. development, substance, structures and how to use them writer to presenting  Synthesize information from and style are appropriate to achieve a purpose – i.e. information as a speaker. multiple sources, organizing to purpose, audience, and cause/effect, process,  That they will have to present that information in a way that is a range of formal and chronological, information orally in college easy for listeners to follow. informal tasks. problem/solution. and in many careers.  Adjust style of delivery to be  What their purpose, audience,  That good public speaking appropriate for the audience. and task are for a presentation. requires not only speaking loud  Use PowerPoint, Prezi,  How to present information in a enough for all to hear but also websites, and other digital formal setting (such as a using tone and inflection in media and sources to present presentation) and an informal delivery to help achieve a information to an audience. setting (such as group purpose.  Judge what information is discussion).  That good presentations and appropriate for the task and  That argumentative writing and public speaking requires what information is extraneous speaking will address the preparation and practice. when preparing a presentation. counter argument as well as  Support the information their argument. Students presented with sources that are

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cannot ignore the counter reputable and valid and cite argument but must address and those sources in a presentation refute it. in an appropriate way. By saying, “According to. . .” of having a bibliography/works cited when needed.  Deliver a presentation in a clear voice, speaking loud enough for all to hear.  Add tone and inflection to their voice in a presentation to help achieve their purpose.  Practice presentations before delivering them.  Apply this knowledge to more complex topics than 9-10.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: present, clearly, concisely, logically, organization, line of reasoning, development, substance, style, appropriate, task, purpose, audience, tone, inflection, orally, voice, alternative, opposing, perspectives, formal, informal

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.11.5 Desired Student Performance A student should know A student should understand A student should be able to do Make strategic use of (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) digital media (e.g., textual, graphical, audio, visual,  How to use various forms of  That the use of digital media in  Use textual evidence from and interactive elements) digital media – PowerPoint, a presentation should be used reputable sources in a in presentations to Prezi, etc. and how to find to support their purpose and/or presentation and cite sources. enhance understanding of other forms of digital media – claim or to provide background  Locate or make graphs and findings, reasoning, and videos, graphs, etc. information. charts to present information in  How to outline, organize, and  The use of digital media is not a visual format. evidence and to add deliver a presentation of simply to make a presentation  Locate and insert audio and interest. information they have “look good” but it should add to video clips into a presentation researched. or support the information in (such as PowerPoint, Prezi, etc.)  How to find information that is the presentation. and cite the source(s). appropriate for their topic and  That in our world of technology,  Present information in a way presentation. being able to incorporate digital (PowerPoint, Prezi, etc.) that media into a presentation is not allows viewers to explore the only essential for college information at their own pace. readiness but also a marketable  Find digital media that is job skill. reputable and valid and use that media to enhance presentation rather than simply make it visually pleasing.  Apply this knowledge to more complex topics than 9-10. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: strategic, digital media, textual, graphical, audio, visual, interactive elements, presentations, enhance, understanding of findings, reasoning, evidence, add interest, cite, evidence, sources, reputable, valid

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.11.6 Desired Student Performance A student should know A student should understand A student should be able to do Adapt speech to a variety (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) of contexts and tasks, demonstrating command  That formal English is that  The need to adapt their speech  Use formal English when of formal English when which is used in business and to suit a specific audience or making presentations. indicated or appropriate. academic settings. topic.  Use formal English in writing  That formal English is free from  That formal English is used in including any written aspect of slang, contractions or college classrooms and in most a presentation. abbreviations, instant work environments.  Use different styles of speech messaging use of words or  The importance of using formal to adapt to different audiences.

spellings, idioms, and other English so that one presents  Adapt speech, word choice, and colloquialisms. oneself in a professional delivery depending on the  That context means that which manner. purpose of the task – for surrounds a situation or text. example, using persuasive  That their given task will appeals when trying to determine the purpose of their convince an audience versus speech and presentation. using facts and data when trying to inform.  Apply this knowledge to more complex topics than 9-10.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD Adapt, formal English, contexts, tasks, demonstrate, appropriate, audience, professional

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11.1a Desired Student Performance A student should know A student should understand A student should be able to do Apply the understanding (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) that usage is a matter of  How to use correct parallel  The importance of writing with  Write with correct usage and apply convention, can change structure. correct usage and how to look up these rules to speaking, over time, and is  The function of verbals (gerunds, usage rules in text or digital presentations, and other forms of sometimes contested. participles, infinitives) and their sources. communication. function in sentences.  That writing correctly is important  Use reference materials (print or  How to form and use verbs in the as a part of good communication. digital) to refer to the rules for active and passive voice  That usage and grammar rules correct usage.  How to form and use verbs in the have and do change over time.  Understand that usage rules indicative, imperative,  How to apply usage rules of writing change, and, therefore, need to interrogative, conditional, and to speaking as well. make sure they are referencing the subjunctive moods.  How knowing how to correctly use most current guide.  How to recognize and correct usage rules, along with all rules of  Apply this knowledge in more inappropriate shifts in verb voice complex texts than 9-10. language, are important to being and mood. college and career ready.  How to explain the function of phrases and clauses and their function in specific sentences.  How to choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.  How to place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: usage, convention, contested, apply, rules

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Eleventh Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11.1b Desired Student Performance A student should know A student should understand A student should be able to do Resolve issues of complex (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) or contested usage, consulting references (e.g.,  How to use reference material  The importance of knowing  Use the correct reference guide Merriam-Webster’s to guide them in using correct which reference guide the dictated by their course of Dictionary of English usage. teacher wants them to use. study or assignment.  That usage rules change over Usage, Garner’s Modern  That they need to refer to the  Access reference guides online. time. American Usage) as latest edition of the assigned  Apply the rules for usage  That usage rules can differ needed. reference guide. dictated by the reference guide depending on the style of  That different schools, to their own writing. writing or which reference departments, and career fields  Apply this knowledge in more

guide they are using. use different reference guides. complex texts than 9-10.  The importance of communicating clearly.  The importance of citing sources and giving credit when using sources.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: resolve, complex, contested, consult, reference guide, usage

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11.2a Desired Student Performance A student should know A student should understand A student should be able to do Observe hyphenation (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) conventions.  How to use hyphens when  That compound verbs or verbs  writing compound numbers – with two words can be written Use hyphens correctly in for example, twenty-two. writing and any other form of as one word or hyphenated.  How to hyphenate spelled out  That they need to look words written communications. fractions.  Refer to a reputable usage up in the dictionary to be sure  What the parts of speech are of the correct spelling. guide or dictionary for the

so that they can determine if  How to hyphenate two or more correct spelling of a word

two words are working adjectives when they come when in doubt. together as one word. before a noun and act as a  Apply this knowledge in more  The prefixes so they can single idea. complex texts than 9-10. determine if a prefix and its  When compound adverbs are root word needs to be used before a verb (and do not hyphenated. end in –ly), the adverbs are  How coordinating adjectives hyphenated. When the adverbs are two adjectives of equal are after the verb, they are not value that modify the same hyphenated. noun.  That hyphens are NOT used to separate coordinating adjectives.  How to hyphenate prefixes before proper nouns.  How NOT to hyphenate a prefix and root word if the prefix and root word end and begin with different vowels. However, if the prefix and suffix begin and

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end with the same vowel, DO hyphenate them. The exception to the rules would be double ee’s and oo’s. They are not hyphenated.  How to hyphenate the prefix ex-.  How to use the hyphen with the prefix re- only when it means again and when removing the hyphen can cause confusion with another word.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: hyphen, hyphenation, refer, prefix, compound words, root word, noun, verb, adjective, adverb

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 The Latin prefixes and suffixes:  That spelling correctly is part of ab, abs, ad, bi, circum, com, con, good writing.  Correctly spell grade-appropriate contra, de, ex, in, inter, intra, per,  That good word choice enhances words. pro, re, retro, semi, sub, super, writing and makes reading more  Recognize misspellings when trans enjoyable. editing their writing and the  How to spell common easily  That contractions are not used in writing of their peers.  Apply the rules of spelling to confused words. formal writing.  Students know to form the plural unfamiliar words. of a word by adding s or es.  Determine the meaning of  How to form the plural of words unfamiliar words based on that end with the letters s, x, z, context. ch, sh.  Apply this knowledge in more  How to form the plural of nouns complex texts than 9-10. that end in a consonant and y.  How to form the plural of nouns that end in a vowel and y.  How to form the plural of nouns that end in f or fe.  How to form the plural of nouns that end in 0.  How to correctly spell and use different homophones. For example, hear, here; there, their, they’re, etc.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: spell, demonstrate, evaluate, prefix, suffix, homophones

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11.3a Desired Student Performance A student should know A student should understand A student should be able to do Vary syntax for effect, (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) consulting references (e.g.,  Syntax refers to word order.  Analyze the syntax in a complex Tufte’s Artful Sentences)  Various syntactical structures.  Students should understand that text and evaluate how the syntax for guidance as needed;  The arrangement of words in a writers vary the combination of contributes to the work as a whole when analyzing complex sentence expresses its intended words in their writing to achieve a when reading and listening to text. texts, demonstrate an meaning. purpose and have an intended  Vary their writing and speaking for understanding of how  Syntax creates voice. effect on the reader/audience. effect.   Refer to reference guides when syntax contributes to the Clauses contain a subject and a Speakers use syntax to convey a verb. writing and editing sentences as purpose or meaning of the purpose.  Different types of clauses- needed to help achieve the desired text. independent, dependent; noun,  Speakers use syntax to convey a effect. relative, adverbial. purpose.  Sentence parts-subjects, verbs,  Students should continue to direct objects, predicate understand how language adjectives, indirect objects. functions and how to apply the

rules of language to their writing,

reading, and speaking.  Reference materials such as Tufte’s Artful Sentences demonstrate how sentence forms and patterns contribute to the meaning and craft of writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: syntax, reference, consult, complex text, sentence structure, parts of speech, clause, phrase

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, clarify, context, phrase, prefix, suffix, retain

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 11–12 reading and content, choosing flexibly from a range of strategies. L.11.4b Desired Student Performance A student should know A student should understand A student should be able to do Identify and correctly use (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) patterns of word changes that indicate different  The parts of speech – i.e. noun,  That words have roots that do  Determine which part of speech meanings or parts of pronoun, verb, adjective, not change meaning regardless a word needs to be in the speech (e.g., conceive, adverb, conjunctions, of the prefix or suffix. context of a sentence or conception, conceivable). prepositions, interjections.  How to form the different passage.  That prefixes such as be-, de- or forms of a word by changing its  Use the correct form of a word en- and suffixes -ify, -ize, -ate, prefix and suffix. in their writing. or  Determine the meaning of –en often indicate a verb. unknown words based on  That suffixes such as- er, -ice, - knowledge of root words and ness, - sion, -ance, -ment, - prefixes and suffixes. hood, - dom, -cy, -ist, -ty, and -  Determine the meaning of ship indicate a word is a noun. unknown words in grade-level  That suffixes such as – ful, - texts based on the context of eous, - y, -ish, - ble, - ial, -ent, - the word in the sentence or less, - ng, -ly, -ar, and - ive passage. indicate an adjective.  Apply this knowledge in more  That suffixes such as –ly, -wise, complex texts than 9-10. and -wards indicate an adverb.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, context, prefix, suffix, use

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 11-12 reading and content, choosing flexibly from a range of strategies. L.11.4c Desired Student Performance A student should know A student should understand A student should be able to do Consult general and (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) specialized reference materials (e.g.,  That words have different  Use print and digital  That dictionaries (print and dictionaries, glossaries, meanings based on the context dictionaries. digital) are used to find word thesauruses), both print in which they are used.  Use print and digital glossaries. meanings, parts of speech, and and digital, to find the  That dictionaries, glossaries,  Use print and digital pronunciations. and thesauruses will give the thesauruses pronunciation of a word or  That glossaries are located in root word and often give  Determine which meaning best determine or clarify its the back of texts and are used alternative forms of a word to fits with the context of the precise meaning, its part of to define words based on the use for different parts of word when words have context of the text. speech, its etymology, or speech. multiple meanings.  The parts of speech – i.e. its standard usage.  That words have prefixes and  Look up a word’s part of speech noun, pronoun, verb, suffixes that can change the and be able to use it adjective, adverb, meaning and/or part of speech appropriately in a sentence. conjunctions, prepositions, of a word.  Locate a word’s pronunciation interjections.  That dictionaries, glossaries, guide and pronounce it  That thesauruses (print and and thesauruses are arranged correctly. digital) are used to find alphabetically.  Use a reference guide to trace synonyms and antonyms.  That words meanings change the origin of a word and how it  That synonyms are words that over time and should consult a has changed over time. have the same or closely the reference guide for the correct  Apply this knowledge in more same meaning. and current usage. complex texts than 9-10.  That antonyms are words that  That to be college and career have opposite meanings. ready, it is important to know  That etymology means the not only a wide range of words study of word origins and how but also how to use reference

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words have changed over guides to assure their proper time. usage.  That standard usage refers to how a word, phrases, or clause is used in standard formal English.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, context, etymology, usage, prefix, suffix, use, dictionary, glossary, thesaurus, evaluate, pronunciation, synonym, antonym, print, digital, part of speech

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, context, prefix, suffix, use, dictionary, preliminary, infer, phrase Page 67 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11.5a Desired Student Performance A student should know A student should understand A student should be able to do Interpret figures of speech (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) (e.g., hyperbole, paradox)  That writers use figures of speech  Recognize a figure of speech and in context and analyze  That hyperboles are to achieve a specific effect. explain its effect on the piece of their role in the text. exaggerations writers and  That writers use metaphors and writing. speakers use to emphasize a similes as figures of speech to  Distinguish between overused point. make comparisons. figures of speech and original  A paradox is a statement that  That writers use hyperboles as figures of speech. seems contradictory but on figures of speech to emphasize a  Evaluate the use of a figure of further study has truth to it. point. speech in a piece of writing and  That idioms are expressions that  That writers use euphemisms to evaluate whether the figure of do not mean what they literally soften a point. speech achieves the author’s say.  That writers use oxymorons to purpose.  The other forms of figurative show a juxtaposition of words or  Enhance writing by correctly using language such as metaphors, ideas or to show a paradoxical original figures of speech to help similes, euphemisms, and event. Writers use oxymoron to achieve a purpose in writing. oxymorons can be used as figures make readers think and take notice  Apply this knowledge in more of speech. of what is being described. complex texts than 9-10.  That nuances are slight  That idioms are used in everyday differences in meaning and that life and are not meant to be literal. word phrases have different  That to be college and career nuances based on their context. ready, they need to be able to read higher-level texts, which include sophisticated figurative language.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: figurative language, word relationships, nuances, figures of speech, euphemism, oxymoron, idiom, metaphor, simile, hyperbole, paradox, distinguish, overused, juxtaposition, contradictory, expression, evaluate

Page 68 of 70-September 2016

College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11.5b Desired Student Performance A student should know A student should understand A student should be able to do Analyze nuances in the (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) meaning of words with similar denotations.  That nuances are slight  That nuances in language add a  Use context clues to determine differences in meaning, tone, or rich complexity to language, the detonation and connotation feeling. helping writers not only be of a word as it is used in its  That denotation means the more specific but also to context. dictionary definition of a word. convey more emotions and  Determine the difference  That many words have more meanings in their writing. between two (or more) words than one meaning.  That good writers use less with similar denotations by the  That connotation is the feeling traditional means or context in which the words are or emotion that is associated connotations of words to help used. with a word. achieve their purpose and add  Justify the author’s word choice  That words can have similar variety to language. based on the purpose of the denotations but different writing. connotations – i.e. eager and  Choose words for writing that anxious. help convey purpose and meaning.  Apply this knowledge in more complex texts than 9-10.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: figurative language, word relationships, nuances, word meanings, denotation, connotation, determine, convey

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College- and Career-Readiness Standards for English Language Arts Eleventh Grade CCR.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.11.6 Desired Student Performance A student should know A student should understand A student should be able to do Acquire and use accurately (Prerequisite Knowledge) (Developing Understanding) (Evidence of Knowledge) general academic and domain-specific words and  The grade-appropriate words  That they should be able to  Determine the meaning of phrases, sufficient for and vocabulary. determine a word’s meaning in words using context clues. reading, writing, speaking,  That domain-specific means reading, writing, speaking, or  Locate the meanings of words that are specific to a listening by using their unknown words in print and listening at the college certain topic. knowledge of language and dictionaries or through online and career readiness level;  When reading, writing, and context clues. dictionaries. demonstrate speaking, how to correctly use  That they will be expected to  Use new words correctly. independence in gathering grade-appropriate words. use and know age-appropriate  Incorporate new words into vocabulary knowledge  How to use context clues to and task-appropriate words in vocabulary and be able to use when considering a word determine meaning for reading, speaking, and listening them independently and or phrase important to unfamiliar words. in college and in the workplace. appropriately. comprehension or  How to use text and electronic  The importance of expanding  Apply this knowledge in more expression. sources to locate word their general vocabulary. complex texts than 9-10. meanings.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: academic words, domain-specific words and phrases, sufficient, reading, writing, speaking, listening, college and career readiness level, demonstrate, independence, vocabulary, comprehension, expression

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