12th GRADE LANGUAGE ARTS STUDENT QUARTERLY EQT GUIDE QUARTERS 2/4 2014-2015 These Course of Study objectives will be covered on the These Course of Study objectives will be covered on the OBJECTIVE portion of the end-of-quarter test (EQT): WRITING portion of the EQT*:

READING STANDARDS FOR LITERATURE READING STANDARDS FOR LITERATURE (HONORS) RL.12.1 (1) – Cite strong and thorough textual evidence to RL.12.1 (1) – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the inferences drawn from the text, including determining where the text leaves matters uncertain text leaves matters uncertain RL.12.2 (2) – Determine two or more theme or central ideas of a RL.12.2 (2) – Determine two or more theme or central ideas of a text and analyze their development over the course of the text, text and analyze their development over the course of the text, including how they interact and build on one another to produce including how they interact and build on one another to produce a complex account a complex account RL.12.5 (5) – Analyze how an author’s choices concerning how to RL.12.3 (3) – Analyze the impact of the author’s choices structure specific parts of a text contribute to its overall structure regarding how to develop and relate elements of a story or drama and meaning as well as its aesthetic impact RL.12.4 (4) – Determine the meaning of words and phrases as READING STANDARDS FOR INFORMATIONAL TEXT they are used in a text, including figurative and connotative (REGULAR) meanings; analyze the impact of specific word choices on RI.12.1 (10) – Cite strong and thorough textual evidence to meaning and tone, including words with multiple meanings or support analysis of what the text says explicitly as well as language that is particularly fresh, engaging, or beautiful inferences drawn from the text, including determining where the text leaves matters uncertain RL.12.5 (5) – Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure RI.12.2 (11) – Determine two or more central ideas of a text and and meaning as well as its aesthetic impact analyze their development over the course of the text, including how they interact and build on one another to provide a complex RL.12.6 (6) – Analyze a case in which grasping a point of view analysis requires distinguishing what is directly stated in a text from what is really meant RI.12.5 (14) – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, READING STANDARDS FOR INFORMATIONAL TEXTS including whether the structure makes points clear, convincing, RI.12.1 (10) – Analyze the meaning (central idea) of an and engaging informational text and support the analysis with specific ideas from the text; prioritize the quality of textual evidence to select WRITING STANDARDS the strongest examples. W.12.1 (19) – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant RI.12.4 (13) – Identify and interpret figurative and connotative, and sufficient evidence and technical language, and use textual support to analyze the ways in which the author uses word choice to enhance meaning W.12.2 (20) – Write informational or explanatory texts to (central idea) examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, LANGUAGE STANDARDS organization, and analysis of content L.12.5 (39) – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; Interpret W.12.4 (22) – Produce clear and coherent writing in which the figures of speech in context and analyze their roles in the text; development, organization, and style are appropriate to the task, Analyze nuances in the meanings of words with similar purpose, and audience denotations W.12.9 (27) – HONORS: Draw evidence from literary or informational texts to support analysis, reflection, and research. DOMAIN SPECIFIC VOACABULARY Alliteration, allusion, apostrophe, assonance, consonance, LANGUAGE STANDARDS couplet, dramatic monologue, extended metaphor, L.12.1 (35) – Demonstrate command of the conventions of foreshadowing, imagery, irony, metaphor, metaphysical poetry, Standard English grammar and usage when writing or speaking mood, motif, octave, ode, onomatopoeia, paradox, personification, point of view, rhyme scheme, satire, simile, L.12.2 (36) – Demonstrate command of the conventions of situational irony, sonnet, speaker, symbol, symbolism, theme, Standard English capitalization, punctuation, and spelling when tone, writing

L.12.5 (39) – HONORS: Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings

*On the writing portion of the EQT, students in Honors English 12 will write a literary analysis essay on the assigned independent novel. Students in Regular English 12 will write an essay in response to a brief informational text.