Content Standard(s):
English Language Arts R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.
Examples: short and long prose texts, poetry, dramas
Unpacked Content
Teacher Vocabulary:
R2.
Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation Knowledge:
R2. Students know:
Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation. Skills:
R2. Students are able to:
Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation. Understanding:
R2. Students understand that:
Literary texts can be understood on both a literal and figurative level.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Teacher Vocabulary:
R5.
Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience Knowledge:
R5. Students know:
The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills:
R5. Students are able to:
Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process. Understanding:
R5. Students understand that:
Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts 4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
Unpacked Content
Teacher Vocabulary:
4.
Analyze
Characterization
Figurative language
Literary elements
Point of view
Create
Convey Knowledge:
4. Students know:
Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
Methods to analyze characterization, figurative language, literary elements, and point of view. Skills:
4. Students are able to:
Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
Analyze how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts. Understanding:
4. Students understand that:
Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts 6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
Unpacked Content
Teacher Vocabulary:
6.
Analyze
Explicit
Implicit
Inferences
Theme
Author's purpose Knowledge:
6. Students know:
Strategies to comprehend explicit and implicit text meaning.
Inference skills.
Methods to identify the theme and purpose of a text. Skills:
6. Students are able to:
Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings. Understanding:
6. Students understand that:
Text often has an explicitly stated meaning and an implied meaning.
They can combine their explicit and implicit understanding to infer the theme and the author's purpose for writing the text.
English Language Arts 11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.
Examples: paragraphs, constructed responses, essays
a. Incorporate narrative techniques in other modes of writing as appropriate.
Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development
b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.
c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Unpacked Content
Teacher Vocabulary:
11.
Compose
Edit
Short products
Extended products
Writing development
Writing organization
Task
Purpose
Audience
Command of language
11a.
Narrative techniques
Modes of writing
11b.
Explanations
Expositions
Complex ideas
Complex processes
Citing
Credible sources
Intentional transitions
Precise vocabulary
Organized structure
11c.
Arguments
Claims
Substantive topics or texts
Valid
Relevant
Sufficient
Reasoning
Evidence
Rhetorical choices
Tone
Style
Transitions
Logical conclusion
Implications Knowledge:
11. Students know:
Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.
11a.
Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development.
Narrative techniques can be used in multiple genres of writing.
11b.
Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion.
Explanatory and expository writing should utilize techniques that objectively introduce and develop topics.
Explanatory and expository writing should include academic, content-specific technical word meanings.
Words that indicate transitions.
11c.
The purpose of argumentative writing is to defend an opinion or state a claim.
Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text.
Strategies to create stone and style in argumentative writing.
Words that indicate transitions. Skills:
11. Students are able to:
Compose short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing.
Demonstrate command of the written language.
11a.
Incorporate narrative techniques in modes other than narrative writing when appropriate.
11b.
Gather credible information and data from multiple sources.
Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.
11c.
Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions.
Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
Use valid reasoning to support a claim.
Make rhetorical choices that convey a specific tone or style.
Include a logical conclusion that captures the larger implications of the topic or text. Understanding:
11. Students understand that:
There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development and organization of the writing.
Formal academic writing should display their command of the English language.
11a.
Narrative techniques can be used in multiple genres of writing to engage the audience and create interest.
11b.
Explanatory and expository writing should be free from opinions and supported with evidence.
Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
Writers elaborate on details included in the text by using formal academic, content-specific technical words.
They must gather their information and data about the topic from multiple credible research sources.
11c.
To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources.
An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text.
They can make rhetorical choices in their writing to create a specific tone and style.
