Content Standard(s):
English Language Arts R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R3.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R3. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others. Skills:
R3. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R3. 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 R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
Writing process
Plan
Draft
Revise
Edit
Publish
Genres Knowledge:
R4. Students know:
The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing. Skills:
R4. Students are able to:
Plan writings in various genres.
Draft writings in various genres.
Revise writings in various genres.
Edit writings in various genres.
Publish writings in various genres. Understanding:
R4. Students understand that:
The writing process is a set of steps that make writing easier.
There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts 3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.
Unpacked Content
Teacher Vocabulary:
3.
Literary elements
Setting
Plot
Theme
Characters
Internal conflict
External conflict
Dialogue
Points of view
Text evidence Knowledge:
3. Students know:
Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
An author's use of literary elements can indicate the author's purpose for writing the text.
Analysis of a text should be supported with text evidence from the writing. Skills:
3. Students are able to:
Identify the setting, plot, characters, theme, internal and external conflict, dialogue, and point of view in literary text.
Analyze how literary elements contribute to the meaning and purpose of literary text.
Support their analysis of literary elements with textual evidence.
Understanding:
3. Students understand that:
Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to the meaning and purpose of literary text.
When they analyze a text, they should include text evidence to support their claims.
English Language Arts 8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.
a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.
Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.
c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
Unpacked Content
Teacher Vocabulary:
8.
Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language
8a.
Narratives
Clear purpose
Narrative techniques
Sequence
8b.
Informative text
Explanatory text
Credible sources
Transitions
Precise vocabulary
8c.
Argument
Defend a position
Claim
Opposing claim
Counterclaims
Relevant evidence
Accurate sources
Credible sources Knowledge:
8. Students know:
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.
8a.
A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal 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, reverse chronological, or the inclusion of flashbacks.
8b.
Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
Informative or explanatory writing should include academic, content-specific technical word meanings.
Words that indicate transitions.
8c.
The purpose of argumentative writing is to defend an opinion.
Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement.
Evidence to support the argument must be collected from various accurate and credible sources. Skills:
8. Students are able to:
Produce 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.
8a.
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.
8b.
Gather credible information and data from multiple sources.
Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.
8c.
Write an argument to defend a position.
Gather evidence from accurate and credible sources to support the claim.
Include a claim and relevant evidence in argumentative writing.
Acknowledge alternate or opposing claims in argumentative writing.
Present counterclaims and supporting reasons in argumentative writing. Understanding:
8. 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.
8a.
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.
8b.
Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
They must gather their information and data about the topic from multiple credible research sources.
Using credible information/data can support a writer's ideas and claims.
Writers elaborate on details included in the text by using formal academic, content-specific technical words.
8c.
To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources.
An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.
English Language Arts 13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
Unpacked Content
Teacher Vocabulary:
13.
Digital product
Subject
Occasion
Audience
Point of view
Purpose
Tone Knowledge:
13. Students know:
Necessary skills to create and edit digital products.
The intended audience and occasion should be identified before selecting a subject and purpose of a digital product. Skills:
13. Students are able to:
Create and revise a digital text to ensure a clear subject.
Create and revise a digital text for an intended audience and occasion.
Create and revise a digital text to achieve a particular tone and purpose. Understanding:
13. Students understand that:
Digital products can be used to communicate with a variety of audiences and occasions.
They should modify the subject and purpose of their digital products depending on the audience and occasion.
Revision is important in establishing a clear purpose and tone in writing a digital text.
Revision is important in appealing to a particular audience with a digital text.
Revision is important to articulate a clear subject and occasion for writing a digital text.
