ALEX Classroom Resource

  

I Have a Dream: Exploring Nonviolence in Young Adult Texts

  Classroom Resource Information  

Title:

 I Have a Dream: Exploring Nonviolence in Young Adult Texts

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/have-dream-exploring-nonviolence-30509.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

In this lesson, students identify how the rapper, Common, and writer, Walter Dean Myers, reinterpret Martin Luther King Jr.'s dream of nonviolence in their own works. This lesson also aims to expose high school students to nonviolent options for conflict resolution. To activate prior knowledge, students will watch Martin Luther King Jr.'s “I Have a Dream” speech and read Doreen Rappaport's picture book, Martin's Big Words, and recall how he approached conflict. The students will connect Dr. King's answer to conflict resolution with Common's interpretation of nonviolence, as demonstrated in his song, “A Dream”. The students will also connect this dream of nonviolence to Walter Dean Myers's short story, “Monkeyman,” from the book 145th Street. Students are assigned a particular homework task before reading the short story to encourage a text-based discussion on characterization and conflict. The students will be introduced to Dr. King's Six Principles of Nonviolence and compose a thesis essay as a final assessment.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 9
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
ELA2021 (2021)
Grade: 9
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
ELA2021 (2021)
Grade: 9
R4. Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Teacher Vocabulary:
R4.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
Knowledge:
R4. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
Skills:
R4. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.
Understanding:
R4. Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts
ELA2021 (2021)
Grade: 9
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
ELA2021 (2021)
Grade: 9
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
Unpacked Content
Teacher Vocabulary:
4.
  • Characterization
  • Connotation
  • Denotation
  • Figurative language
  • Literary elements
  • Point of view
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.
Skills:
4. Students are able to:
  • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, connotation, denotation, 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
ELA2021 (2021)
Grade: 9
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
Unpacked Content
Teacher Vocabulary:
6.
  • Fiction texts
  • Nonfiction texts
  • Perspectives
  • Informational texts
  • Digital texts
  • Multimodal texts
  • Historical viewpoints
  • Cultural viewpoints
  • Global viewpoints
Knowledge:
6. Students know:
  • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
  • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
  • Methods to compare and contrast texts.
Skills:
6. Students are able to:
  • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
  • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
Understanding:
6. Students understand that:
  • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
  • Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts
ELA2021 (2021)
Grade: 9
8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Unpacked Content
Teacher Vocabulary:
8.
  • Active listening
  • Tone
  • Organization
  • Content
  • Nonverbal cues
  • Purpose
  • Credibility
Knowledge:
8. Students know:
  • Active listening skills.
  • Strategies to evaluate the tone, organization, and content of spoken language.
  • Methods to identify nonverbal cues of a speaker.
Skills:
8. Students are able to:
  • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
  • Evaluate a speaker's nonverbal cues.
  • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
Understanding:
8. Students understand that:
  • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
English Language Arts
ELA2021 (2021)
Grade: 9
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Unpacked Content
Teacher Vocabulary:
9.
  • Short writings
  • Extended writings
  • Narrative writing
  • Argumentative writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language
9a.
  • Memoir
  • Narrative essay
  • Personal narrative
  • Fictional narrative
  • Narrative techniques
9b.
  • Explanations
  • Expositions
  • Evidence
  • Transitions
  • Techniques
9c.
  • Arguments
  • Claims
  • Substantive topics or texts
  • Valid
  • Relevant
  • Sufficient
  • Reasoning
  • Evidence
  • Transitions
  • Concluding statement or section
Knowledge:
9. Students know:
  • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone 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.
9a.
  • A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative.
  • Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
  • Events in narrative writing should be sequenced in a coherent manner.
9b.
  • 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.
  • Words that indicate transitions.
9c.
  • 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 concluding statement that coherently follows the presented information.
  • Words that indicate transitions.
Skills:
9. Students are able to:
  • Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.
9a.
  • Write a narrative with a coherent sequence of plot events and a clear purpose.
  • Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
9b.
  • Gather credible information and data from multiple sources.
  • Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence.
9c.
  • Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions.
  • Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
  • Use valid reasoning to support a claim.
  • Include a concluding statement or section that logically follows the presented information.
Understanding:
9. 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, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.
9a.
  • Narrative writing can take many forms, but there should be a coherent sequence of events.
  • Literary techniques are tools that can be used to create a piece of narrative writing.
  • Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.
9b.
  • Explanatory and expository writing should be free from opinions and supported with evidence.
  • Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words.
  • They must gather their information and data about the topic from multiple credible research sources.
9c.
  • 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 concluding statement that logically follows the information presented previously.
English Language Arts
ELA2021 (2021)
Grade: 9
18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.
Unpacked Content
Teacher Vocabulary:
18.
  • Rhetorical choices
  • Aesthetic choices
  • Organizational choices
  • Point of view
  • Purpose
Knowledge:
18. Students know:
  • Speakers organize their speech to indicate the point of view and purpose of the presentation.
  • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
Skills:
18. Students are able to:
  • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
  • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
Understanding:
18. Students understand that:
  • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
  • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
  • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    • English Language Arts
    ELA2021 (2021)
    Grade: 10
    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
    ELA2021 (2021)
    Grade: 10
    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
    ELA2021 (2021)
    Grade: 10
    R4. Use digital and electronic tools appropriately, safely, and ethically.
    Unpacked Content
    Teacher Vocabulary:
    R4.
    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    Knowledge:
    R4. Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    Skills:
    R4. Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.
    Understanding:
    R4. Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    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
    ELA2021 (2021)
    Grade: 10
    3. Analyze how an author's cultural perspective influences style, language, and themes.
    Unpacked Content
    Teacher Vocabulary:
    3.
    • Cultural perspective
    • Style
    • Language
    • Theme
    Knowledge:
    3. Students know:
    • An author's cultural perspective influences the style, language, and themes of their work.
    Skills:
    3. Students are able to:
    • Identify the style, language, and theme of text.
    • Analyze how an author's cultural perspective influenced their work's style, language, and theme.
    Understanding:
    3. Students understand that:
    • An author's cultural perspective affects word choice, style, theme, and other aspects of a text.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
    Unpacked Content
    Teacher Vocabulary:
    4.
    • Characterization
    • Connotation
    • Denotation
    • Figurative language
    • Literary elements
    • Point of view
    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.
    Skills:
    4. Students are able to:
    • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
    • Interpret how characterization, connotation, denotation, 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
    ELA2021 (2021)
    Grade: 10
    6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.
    Unpacked Content
    Teacher Vocabulary:
    6.
    • Fiction texts
    • Nonfiction texts
    • Perspectives
    • Informational texts
    • Digital texts
    • Multimodal texts
    • Historical viewpoints
    • Cultural viewpoints
    • Global viewpoints
    Knowledge:
    6. Students know:
    • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
    • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
    • Methods to compare and contrast texts.
    Skills:
    6. Students are able to:
    • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
    • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
    Understanding:
    6. Students understand that:
    • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
    • Similar and different ideas and themes can be presented in a variety of textual formats.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
    Unpacked Content
    Teacher Vocabulary:
    8.
    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility
    Knowledge:
    8. Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.
    Skills:
    8. Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
    Understanding:
    8. Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

    Examples: paragraphs, constructed responses, essays

    a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

    Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

    b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

    Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

    c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
    Unpacked Content
    Teacher Vocabulary:
    9.
    • Short writings
    • Extended writings
    • Narrative writing
    • Argumentative writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language
    9a.
    • Memoir
    • Narrative essay
    • Personal narrative
    • Fictional narrative
    • Narrative techniques
    9b.
    • Explanations
    • Expositions
    • Evidence
    • Transitions
    • Objectively
    9c.
    • Arguments
    • Claims
    • Substantive topics or texts
    • Valid
    • Relevant
    • Sufficient
    • Reasoning
    • Evidence
    • Transitions
    • Concluding statement or section
    Knowledge:
    9. Students know:
    • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
    • A narrative is a piece of writing that tells a story.
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
    • The development, organization, style, and tone 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.
    9a.
    • A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative.
    • Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
    • Events in narrative writing should be sequenced in a coherent manner, such as chronological order, reverse chronological order, and flashbacks.
    9b.
    • 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.
    • Words that indicate transitions.
    9c.
    • 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 concluding statement that coherently follows the presented information.
    • Words that indicate transitions.
    Skills:
    9. Students are able to:
    • Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.
    9a.
    • Write a narrative with a coherent sequence of plot events and a clear purpose.
    • Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
    9b.
    • Gather credible information and data from multiple sources.
    • Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and relevant evidence.
    9c.
    • Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions.
    • Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
    • Use valid reasoning to support a claim.
    • Include a concluding statement or section that logically follows the presented information.
    Understanding:
    9. 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, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.
    9a.
    • Narrative writing can take many forms, but there should be a coherent sequence of events.
    • Literary techniques are tools that can be used to create a piece of narrative writing.
    • Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.
    9b.
    • Explanatory and expository writing should be free from opinions and supported with evidence.
    • Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words.
    • They must gather their information and data about the topic from multiple credible research sources.
    9c.
    • 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 concluding statement that logically follows the information presented previously.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    13. Interpret a digital audio source to determine subject, occasion, audience, purpose, tone, and credibility.
    Unpacked Content
    Teacher Vocabulary:
    13.
    • Digital audio source
    • Credibility
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone
    Knowledge:
    13. Students know:
    • Active listening skills.
    • Digital audio sources have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • A credible source is free from bias and supported with relevant evidence.
    Skills:
    13. Students are able to:
    • Listen and interpret various attributes of a digital source, including its subject, occasion, audience, purpose, tone, and overall credibility.
    Understanding:
    13. Students understand that:
    • Actively listening can help interpret and evaluate important aspects of a digital audio source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

    Examples: Analyze Mahatma Gandhi's "Quit India" speech.
    Analyze "The Appeal of 18 June" by Charles de Gaulle.
    Unpacked Content
    Teacher Vocabulary:
    18.
    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    Knowledge:
    18. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
    Skills:
    18. Students are able to:
    • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
    Understanding:
    18. Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    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
    ELA2021 (2021)
    Grade: 11
    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
    ELA2021 (2021)
    Grade: 11
    R4. Use digital and electronic tools appropriately, safely, and ethically.
    Unpacked Content
    Teacher Vocabulary:
    R4.
    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    Knowledge:
    R4. Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    Skills:
    R4. Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.
    Understanding:
    R4. Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    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
    ELA2021 (2021)
    Grade: 11
    1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
    Unpacked Content
    Teacher Vocabulary:
    1.
    • Analyze
    • Evaluate
    • Complex literary text
    • Complex informational texts
    • Points of view
    • Cultural perspectives
    • American literature
    Knowledge:
    1. Students know:
    • Necessary skills to read, analyze, and evaluate complex literary and informational texts.
    • Strategies to identify and describe various points of view and cultural perspectives.
    Skills:
    1. Students are able to:
    • Read complex texts.
    • Analyze elements within complex texts.
    • Evaluate text based on specific criteria provided by teacher.
    Understanding:
    1. Students understand that:
    • Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
    Unpacked Content
    Teacher Vocabulary:
    3.
    • Analyze
    • Cultural perspective
    • Style
    • Meaning
    Knowledge:
    3. Students know:
    • An author's cultural perspective influences the style and meaning of their work.
    Skills:
    3. Students are able to:
    • Identify the style and meaning of text.
    • Analyze how an author explicitly exhibits his/her cultural perspective in a text.
    Understanding:
    3. Students understand that:
    • An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    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
    ELA2021 (2021)
    Grade: 11
    7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
    Unpacked Content
    Teacher Vocabulary:
    7.
    • Fiction texts
    • Nonfiction texts
    • Perspectives
    • Informational texts
    • Digital texts
    • Multimodal texts
    • Historical viewpoints
    • Cultural viewpoints
    • Global viewpoints
    Knowledge:
    7. Students know:
    • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
    • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
    • Methods to compare and contrast texts.
    Skills:
    7. Students are able to:
    • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
    • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
    Understanding:
    7. Students understand that:
    • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
    • Similar and different ideas and themes can be presented in a variety of textual formats.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    10. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
    Unpacked Content
    Teacher Vocabulary:
    10.
    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility
    Knowledge:
    10. Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.
    Skills:
    10. Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
    Understanding:
    10. Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    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.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
    Unpacked Content
    Teacher Vocabulary:
    21.
    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness
    Knowledge:
    21. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Skills:
    21. Students are able to:
    • Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Understanding:
    21. Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    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
    ELA2021 (2021)
    Grade: 12
    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
    ELA2021 (2021)
    Grade: 12
    R4. Use digital and electronic tools appropriately, safely, and ethically.
    Unpacked Content
    Teacher Vocabulary:
    R4.
    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    Knowledge:
    R4. Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    Skills:
    R4. Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.
    Understanding:
    R4. Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    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
    ELA2021 (2021)
    Grade: 12
    3. Evaluate how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
    Unpacked Content
    Teacher Vocabulary:
    3.
    • Evaluate
    • Cultural perspective
    • Style
    • Meaning
    Knowledge:
    3. Students know:
    • An author's cultural perspective influences the style and meaning of their work.
    Skills:
    3. Students are able to:
    • Identify the style and meaning of text.
    • Evaluate how an author explicitly exhibits his/her cultural perspective in a text.
    Understanding:
    3. Students understand that:
    • An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
    Unpacked Content
    Teacher Vocabulary:
    4.
    • Evaluate
    • 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 evaluate 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.
    • Evaluate 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
    ELA2021 (2021)
    Grade: 12
    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
    ELA2021 (2021)
    Grade: 12
    7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
    Unpacked Content
    Teacher Vocabulary:
    7.
    • Fiction texts
    • Nonfiction texts
    • Perspectives
    • Informational texts
    • Digital texts
    • Multimodal texts
    • Historical viewpoints
    • Cultural viewpoints
    • Global viewpoints
    Knowledge:
    7. Students know:
    • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
    • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
    • Methods to compare and contrast texts.
    Skills:
    7. Students are able to:
    • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
    • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
    Understanding:
    7. Students understand that:
    • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
    • Similar and different ideas and themes can be presented in a variety of textual formats.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

    a. Incorporate narrative techniques into 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 and style.

    c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to 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
    • Revise
    • Short products
    • Extended products
    • Writing development
    • Writing organization
    • Writing style
    • 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, organization, and style 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, edit, and revise short and extended writing products.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style 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 process is a series of steps that improve writing over time.
    • The writing task, purpose, and audience should be considered in the development, organization, and style 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.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    16. Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.

    Examples: words, music, sound effects
    Unpacked Content
    Teacher Vocabulary:
    16.
    • Analyze
    • Audible communications
    • Evaluate
    • Effectiveness
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone
    • Credibility
    • Digital sources
    Knowledge:
    16. Students know:
    • Active listening skills.
    • Digital audible communications have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • Digital audible communications can include effects like words, music, and sound effects that impact the source's effectiveness.
    • A credible source is free from bias and supported with relevant evidence.
    Skills:
    16. Students are able to:
    • Listen and analyze elements of a digital audible communication source, including its subject, occasion, audience, purpose, tone, and overall credibility.
    • Evaluate the effectiveness of elements included in a digital audible communication source.
    Understanding:
    16. Students understand that:
    • Actively listening can help analyze and evaluate important aspects of a digital audible communication source including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
    Unpacked Content
    Teacher Vocabulary:
    21.
    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness
    Knowledge:
    21. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Skills:
    21. Students are able to:
    • Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Understanding:
    21. Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    Tags: 145th street, Doreen Rappaport, Essay Map, I Have a Dream, Literary Elements Map, Martin Luther King Jr, Martins Big Words, Monkeyman, thesis essay, Walter Dean Myers
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    Author: Cassie Raulston
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