EN 56
Multicultural Literature
Course Curriculum
Aligned to the Arizona English Language Arts Standards (Reading, Writing, Speaking & Listening, Language)
GOVERNING BOARD APPROVAL NOVEMBER 2018
Table of Contents
Document Introduction…………………………………………………………………………………………………………. Page 1
Standards Overview……………………………………………………………………………………………………………. Page 3
Course Overview………………………………………………………………………………………………………………… Page 4
Coding……………………………………………………………………………………………………………………………. Page 8
Reading Standards……………………………………………………………………………………………………………. Page 10
Reading for Literature……………………………………………………………………………………………………... Page 12
Reading for Informational Text……………………………………………………………………………………………. Page 18
Writing Standards………………………………………………………………………………………………………………. Page 24
Speaking and Listening Standards…………………………………………………………………………………………… Page 34
Language Standards……………………………………………………………………………………………………………Page 40
Language Progression Chart…………………………………………………………………………………………………. Page 46
Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 48
Introduction
1
Arizona English Language Arts Standards
Arizona English Language Arts Standards define the reading, writing, speaking and listening and language skills that need to be
mastered by all students in order to succeed in college-entry courses and in the workplace. Grade-specific K-12 standards translate the
broad aims of the Arizona English Language Arts Anchor Standards into appropriate grade-level skills. These standards employ an
integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board
of Education.
Mesa Public Schools Curriculum Documents
In response to the revision and release of Arizona English Language Arts Standards, Mesa brought together workgroups comprised of
content experts for each grade level. These groups included representatives from each of the district’s high school campuses and
teachers experienced in each of the courses offered in the district. The grade expert groups created an instructional progression for
each standard in each strand of the ELA Standards. As students work toward mastery of these standards, teachers will increase rigor in
each quarter by employing increasingly complex texts and tasks. The resulting curriculum documents provide:
● an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand:
Reading (literature and informational text), Writing, Speaking and Listening, and Language
● course information including course number, level of difficulty, and course descriptions
● a key to the correct coding of standards
● a breakdown of suggested quarterly progression of instruction per standard by strand
● a suggested bank of resources available to ELA teachers to support standard-based instruction
The Arizona English Language Arts Standards are not a curriculum prescribed by the state. These documents provide a suggested
progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for
instruction by standard as well as a suggested time frame. These should be used in conjunction with textbooks and resources adopted
by the district, supplemental resources provided by the school, and instructional tools suggested in the right-hand column below each
standard. The expectation is that every student achieve mastery of every standard in its entirety by the end of the year in alignment with
the grade band progression.
Introduction
2
Design Features for MPS Curriculum Documents
Grade band standards appear with the appropriate code and full text of the standard taken from the Arizona English Language Arts Standards. Below each standard are two columns.
The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. For example, EN47 (Sophomore English) is different from EN35 (Honors Sophomore English) is different from EN38 (Sophomore Essentials of English). Any bolded portion of the text within this progression indicates a new focus for the quarter.
The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.
Standard Code Grade Band, Strand, Standard
Standard and Suggested Progression This column contains a suggested progression for
instruction broken down by quarter.
Bolded text indicates a
new focus for the quarter.
Suggested Activities for Instruction This column contains activities, structures, and strategies
that might aid in instruction specific to each standard.
Note that this list is in no way an exhaustive or
prescriptive list of required strategies.
Entire Arizona English Language Arts Standard
Overview
3
11th—12th Grade Overview
The Arizona English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief
overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the
next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple
grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.
Reading Standards for Literature:
● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres● Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose● Demonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examples● Demonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structures● Analyze how two or more texts from the same time period treat similar themes or topics
Reading Standards for Informational Text:
● Infer multiple meanings and determine main ideas, author’s purpose, and the effectiveness of rhetorical devices and support those inference
using detailed examples from the text
● Analyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and detailseffectively
● Continue to cite strong evidence contextually to support their analysis and claims
Writing Standards:
● Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal● Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard
format for citation appropriate for the task and audience
● Plan, draft, revise, and edit writing in an effective and strategic manner
Speaking and Listening Standards:
● Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal● Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources● Present information using various forms of multimedia technology appropriate to the task, purpose, and audience
Language Standards:
● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)● Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and
audiences● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and
to comprehend more fully when reading or listening; vary syntax for effect
● Determine the meanings of unknown words and figurative language using a variety of strategies
Overview
4
Course #: EN56 Grade Level: 12th Grade Course Name: Multicultural Literature # of Credits: .5 (1 Sem) Prerequisites: EN48
Course Description: Multicultural Literature is a semester-long course that integrates writing for a variety of purposes and audiences with literature study that reflects different cultures. Emphasis is placed on diverse texts while writing activities may include a focus on argumentative, expository, and narrative modes. Along with exploring universal themes, students will recognize how culture influences how we view the world.
ARIZONA ENGLISH LANGUAGE ARTS STANDARDS
READING SPEAKING AND LISTENING
● Key Ideas and Details ● Craft and Structure ● Integration of Knowledge and Ideas ● Range of Reading and Level of Text Complexity
● Comprehension and Collaboration ● Presentation of Knowledge and Ideas
WRITING LANGUAGE
● Text Types and Purposes ● Production and Distribution of Writing ● Research to Build and Present Knowledge ● Range of Writing
● Conventions of Standard English ● Knowledge of Language ● Vocabulary Acquisition and Use
Teacher’s Note:
The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 12 are the same as those for Grade 11. As students work toward mastery of these standards, teachers must keep in mind that students work on the same skills in 11th Grade and 12th Grade. During the 12th Grade year, rigor will increase in each quarter by employing increasingly complex texts and tasks. Students will demonstrate, through reading, writing, speaking & listening, and language, increased sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas. By the end of 4th quarter senior year, students will be independent and proficient in each standard at the college and career level.
Course Overview
5
Multicultural Literature Course Overview
Multicultural Literature is a semester-long course that integrates writing for a variety of purposes and audiences with literature study that reflects different cultures. Emphasis is placed on diverse texts while writing activities may include a focus on argumentative, expository, and narrative modes. Along with exploring universal themes, students will recognize how culture influences how we view the world. Below are suggested reading selections for the semester-long (18-week) course, however, course will be designed according to teacher discretion. Multicultural Literature is considered a literature course, therefore students will be expected to schedule a writing course to complement this semester-long class.
Additional Links for resources for teacher preparation:
https://ethemes.missouri.edu/themes/1900
http://ccbc.education.wisc.edu/books/detailListBooks.asp?idBookLists=253
Culture Suggested text and supplemental text Possible themes
Native American ● The Absolutely True Diary of a Part-Time Indian by Sherman Alexie ● Our Stories Remembered: American Indian History, Culture and Values
through Storytelling by Joseph Bruchac ● Woven Stone by Simon Ortiz ● Gluskabe and the Four Wishes retold by Joseph Bruchac ● Code Talker by Joseph Bruchac ● Ma'ii and Cousin Horned Toad by Shonto Begay ● In a Circle Long Ago: A Treasury of Native Lore From North America by
Nancy Van Laan ● Katie Henio: Navajo Sheepherder by Peggy Thomson ● The Nez Perce: A First Americans Book by Virginia Driving Hawk Sneve ● Prison Writings: My Life is my Sundance by Leonard Peltier
● displacement ● identity ● historical trauma ● assimilation ● cultural conflict ● opposing injustice ● celebrating tradition
Course Overview
6
Culture Suggested text and supplemental text Possible themes
African American
● Brown Girl Dreaming by Jacqueline Woodsen ● A Raisin in the Sun by Lorraine Hansberry ● An American Slave by Frederick Douglass ● variety of poetry and essays by Langston Hughes ● “Letter from Birmingham Jail”/ “I Have a Dream” speech by Martin
Luther King, Jr. ● Excerpts from The Autobiography of Malcolm X ● variety of poetry by Phyllis Wheatley ● excerpts from I Know Why the Caged Bird Sings and various poems by
Maya Angelou ● How It Feels to be Colored Me by Zora Neale Hurston ● Marigolds by Eugenia Collier ● The Flowers by Alice Walker
● acculturation ● civil rights ● identity ● cultural conflicts ● celebrating heritage ● prejudice ● intolerance
Hispanic American
● An Island Like You: Stories of the Barrio by Judith Ortiz Cofer ● Esperanza Rising by Pam Munos Ryan ● The House on Mango Street by Sandra Cisneros ● My Name by Sandra Cisneros ● Barrio Boy by Gary Soto ● The Circuit by Francisco Jimenez ● various poems by Pablo Neruda ● Cool Salsa by Lori Marie Carlson ● It’s Not About the Accent by Caridad Ferrer ● Mexican Whiteboy by Matt de la Pena
● acculturation ● identity ● cultural conflicts ● civil rights ● celebrating heritage ● prejudice ● intolerance
Course Overview
7
Culture Suggested text and supplemental text Possible themes
Jewish ● Golem by David Wisniewski ● Night by Elie Wiesel ● I Never Saw Another Butterfly poetry collection ● In Evidence poetry collection ● Man’s Search for Meaning by Viktor Frankl ● To See You Again by Betty Schimmel ● Maus by Art Spiegelman ● The Book Thief by Markus Zusak ● Number the Stars by Lois Lowry ● The Devil’s Arithmetic by Jane Yolen ● Milkweed by Jerry Spinelli
● bystander effect ● prejudice ● intolerance ● acculturation ● identity ● cultural conflicts ● civil rights ● celebrating heritage
Asian American ● Mother Tongue/The Joy Luck Club by Amy Tan ● Saying Yes by Diana Chang ● Seventeen Syllables by Hisaye Yamamoto ● Since You Asked by Maurene Goo ● Farewell to Manzanar by Jeanne Wakatsu ● Fifth Chinese Daughter by Jade Snow Wong ● Tripmaster Monkey: His Fake Book by Maxine Hong Kingston ● Pay the Chinaman by Laurence Yep ● When Heaven and Earth Changed Places by Le Ly Hayslip
● bystander effect ● prejudice ● intolerance ● acculturation ● identity ● cultural conflicts ● civil rights ● celebrating heritage
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR LITERATURE
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1st Quarter Select and cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves
matters uncertain.
Provide a prompt for a select piece of literature and: ● Practice close reading/annotation exercises
○ (TP-CASTT for poetry (Title, Paraphrase, Connotation, Attitude, Shift, Tone, Title)
○ SOAPSTONE for prose (Speaker, Occasion, Audience, Purpose, Subject, Tone)
○ DIDLS for prose (Diction, Imagery Details, Language, Syntax)
○ Rhetorical Precis for literature ● Students develop level 2 questions to identify inferences in the text
(based on Costa’s Levels of Questioning) ● Socratic seminars ● Group work to find evidence to support analysis ● MLA Citation exercises ● Develop warrants connecting evidence to claims ● Analysis (theme, characterization, setting, or any literary elements)
Student generated prompts for both literary analysis and argument
● Student performance activities ● Student developed essays
Use a variety of contemporary grade-level texts including poetry, short stories, novels, and dramas to make thematic connections
2nd Quarter Independently and proficiently select and cite strong and
thorough textual evidence to support a critical analysis of what the
text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain and
evaluate the impact of the ambiguity.
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR LITERATURE
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
1st Quarter Determine two themes or central ideas of a text and analyze
their development over the course of the text, including how
they interact and build on one another to produce a
complex account; provides an objective summary of the text.
Students read complicated texts
● Teacher employs questioning strategies that facilitate discussion for
theme discovery.
● Students determine evidence from text to support themes ● Map/web 2 - 3 themes until an overlap provides a complex account of
text
● Socratic Seminar for further theme exploration. ● Canvas discussions
● Dialectical Journals ● Reading journals addressing how themes are developed and interact with
each other
● Students use technology to write or present thematic elements
discovered through reading.
2nd Quarter Independently and proficiently determine two or more
themes (including inferred or subtle themes) or central ideas
of a text. Analyze and evaluate their development over the
course of the text, including how they interact and build on
one another to produce a complex account; provide a
comprehensive, objective summary of the text.
11-12.RL.3: Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.
1st Quarter Analyze the impact of the author’s choices regarding the
development of and relationship between plot elements in
order to create a cohesive text. (e.g., setting, plot structure,
character introduction and development).
Students read complicated texts ● Students keep dialectical journal as they read through texts, tracking plot
elements such as setting, character, and plot lines, analyzing how the
author develops these throughout the text to create meaning
● Students write creative narratives changing one element of the story to
illustrate their understanding of how stylistic choices impact outcome and
meaning ● Students contemporize a self-selected culturally historical poem or story
(Sherman Alexie’s “Indian Education”) ● Write a critique of author’s literary choices throughout a text (for example,
Sherman Alexie’s “Year of the Indian”)
● Create Social Media site based on a character demonstrating an
understanding of characterization and character dynamics and
relationships ● Students write alternate ending to story keeping author’s style, tone, and
motifs
● Possible suggestions: Create a graphic novel, rewrite and stage a scene
from a play or story, create a Social Media site for character of choice, or
create a new adventure following the style of the original.
2nd Quarter Analyze the impact of the author’s choices regarding the
development of and relationship between plot elements in
order to create a cohesive text. (e.g., setting, plot structure,
character introduction and development).
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR LITERATURE
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RL.4: Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
1st Quarter Standard in its entirety.
NOTE: This is the same standard as the 9-10 standard. The elevation/progression
of this standard relies on the complexity of the texts between the grades.
● Connotation/Denotation exercises o write connotative definition o write personal definition
o act it out ● Students devise word trees (using word associations and imagery) to
understand author’s intent in diction
● Students teach cultural folklore and mythology to classmates translating to
modern language
● Examine vernacular and the placement of words in texts ● Examining diction to understand how it creates tone and mood ● Use DIDLS chart to identify how diction creates meaning in a text
2nd Quarter Independent and proficient mastery of the standard in its
entirety.
11-12.RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.
1st Quarter Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and
meaning.
● Start with a Socratic Seminar based on defining “aesthetic impact”
○ students come with personal definition of art ○ students come prepared with text-based arguments supporting
definitions ● Frame story ● Create a graphic novel for The Circuit
● Students storyboard texts ● Students analyze the exposition of a piece, determining why the author
chose to introduce the story’s characters, setting and conflict in the way he
did. How does the author’s structural choice affect the meaning of the
text?
● Students will rewrite the beginning or ending of the text using a different
structure and determine how the meanings or themes are affected.
● Students will write a literary analysis (paragraph or extended essay)
evaluating how an author’s structural choice affect the meaning of the
work as a whole
2nd Quarter Analyze and evaluate the efficacy of an author’s choices
concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution), including how they contribute
to its overall structure and meaning as well as its aesthetic
impact. Independent and proficient mastery of the standard
in its entirety.
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR LITERATURE
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RL.6: Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.
1st Quarter Analyze and critique how an author achieves a specific effect
and purpose by using literary devices and figurative language in
conjunction with point of view and/or cultural experiences to
reinforce key ideas, events, and themes, and create multiple
layers of meaning.
Choose works of similar themes written in different genres and analyze how
point of view impacts meaning in the text; consider choosing plays that will
reflect a diversity of cultures, races, genders, and socio-economic experiences ● Students use concept connection maps to analyze works of similar
themes in different genres, genders, and cultures
● Students examine literature in terms of reader and writer experience ● Research any culture’s customs, etc., and analyze how these customs
impact themes and meaning in a work
● Reinterpret texts through the lens of characters with a different cultural
experience
● Analyze devices used by MLK in his speeches
● Compare MLK’s speeches to Malcolm X’s speeches
● Write a critique of a particular text focusing on how cultural
background and social norms affect the message of the text ● Identify how literary devices, figurative language, and diction
emphasize and delineate cultural differences and perspectives and
create aesthetic impact
● Socratic seminar examining texts through a variety of critical lens ● Write an excerpt from a different character’s point of view.
2nd Quarter Proficiently and independently analyze and critique how an
author achieves a specific effect and purpose by using literary
devices and figurative language in conjunction with point of view
and/or cultural experiences to reinforce key ideas, events, and
themes, and create multiple layers of meaning. Evaluate the
rhetorical effect and aesthetic impact of these choices.
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR LITERATURE
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RL.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
1st Quarter Analyze multiple interpretations of a story, drama, or poem (e.g.
recorded or live production of a play, novel, or poem), describing
and evaluating how each version interprets the source text.
Students read/view a work in a variety of genres and examine how author
and/or director choices influence and change the characterization and
themes in a work ● using cultural folktales, analyze various interpretations (ie. Grimm’s
Fairy Tales, Native American Folk Tales, etc.) ● Write a review analyzing the effect of director's stylistic choices
● Introduce audio versions of a poem, story, or play performed by a
variety of actors and analyze how performance choices alter the
meaning of the text ● Examine scenes from various film versions of stories or novels ● Students perform scenes from different stories presenting them in
different styles ● Students reinterpret texts into graphic novels or video formats
● Students reinterpret text in a different medium/genre: poetry,
storyboard, video, brochure, photo essay, etc.
2nd Quarter Independently and proficiently, analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play, novel, or poem), describing and evaluating how each version interprets the source text and how the interpretation affects the overall meaning.
11-12.RL.8: (Not applicable to literature)
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION
MPS RESOURCES
11-12.RL.9: Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
1st Quarter Standard in its entirety, independently and proficiently to be
college and career ready.
Choose works of similar themes written in different time periods and analyze
how societal norms impact the meaning in the text; curriculum should reflect
a diversity of cultures, races, genders, and socio-economic experiences in
each time period. ● Students use concept connection maps in order to analyze works of
similar themes in different time periods (i.e. gender roles within the
time period)
● Research a text’s historical and cultural customs and analyze how
they impact themes and meaning in a work
● Reimagine texts through the lens of characters from different time
period
● Write a critique of a particular text focusing on how historical and
cultural background and social norms impact the message and
concerns of the text
● Identify how literary devices, figurative language, and diction reflect
a text’s time period and impact the meaning in the text
● Socratic seminar examining how and why the message of a text has
changed throughout time ● Examine “The Hero’s Journey” within 2 different cultural texts
2nd Quarter Standard in its entirety, independently and proficiently to be
college and career ready.
11-12.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is
1215-1355 Lexile.
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR INFORMATIONAL TEXT
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1st Quarter Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters
uncertain.
Provide a prompt for a selected informational text and... ● Practice close reading/annotation exercises using
○ RAFT (Role, Audience, Format, Topic) ○ PAPA Squares (Purpose, Audience, Persona, Argument
analyzing Rhetorical Methods and Strategies) ○ DIDLS (Diction, Imagery Details, Language, Syntax) ○ Rhetorical Precis for argument analysis
● Develop level 2 questions to identify inferences in the text (based on Costa’s Levels of Questioning)
● Examine non-fiction texts for credibility, reliability, and bias ● Participate in Socratic seminars to clarify meaning and arguments ● Analyze to find evidence for support ● Create citation exercises confirming students understand MLA
citation format ● Practice developing warrants connecting evidence to claims ● Analyze paragraphs (analyzing tone, audience, purpose, message,
and appeals) ● Generate prompts for rhetorical analysis and argument ● Write complete rhetorical analysis with thesis, claims, appropriate
evidence from text, logical warrants identifying inferences and ambiguities within texts
2nd Quarter Independently and proficiently cite strong and thorough textual
evidence to support a deep analysis of what the text says explicitly
as well as complex inferences drawn from the text, including
determining where the text leaves matters uncertain and evaluate
the impact of the ambiguity.
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR INFORMATIONAL TEXT
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RI.2: Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.
1st Quarter Determine two or more central ideas of a text and analyze in detail
its development over the course of the text, including how they
emerge and are shaped and refined by specific details;
provide an objective summary
Students read complicated texts that increase in rigor as the year
progresses ● Teacher-provided text-dependent questions to identify claims or
central ideas in texts ● Students identify quotes from text to support central ideas/claims ● Map/web 2 - 3 central ideas/claims until an overlap provides a
complex account of text ● Socratic Seminar to clarify central ideas, rhetorical devices, and
arguments ● Canvas discussions ● Scene/ Act summaries
● Reading journals focusing on development and interaction of claims
and central ideas.
● Students use technology to present
2nd Quarter Determine two or more central ideas of a text; analyze and
evaluate their development over the course of the text, including
how they interact and build on one another to produce a
complex analysis; provide a comprehensive and objective
summary of the text. Independent and proficient master of the
standard in its entirety.
11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
1st Quarter Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and
develop over the course of the text.
Students read complicated texts that increase in rigor as the year
progresses ● Students keep dialectical journal as they read through texts,
analyzing both chronology and argument development ● Close reading/annotation activities for assigned texts
● Complete an AVID “Say-Do-Mean” chart for an assigned text ● Write a precis using AVID 3-part integration ● Write an analysis evaluating author’s effective use of structure,
sequencing, and/or rhetorical devices in presenting his argument
2nd Quarter Independently and proficiently evaluate the effect of the
structure of a complex set of ideas or sequence of events and
explain how specific individuals, ideas or events interact and affect
the structure of the text, demonstrating college and career
readiness.
MULTICULTURAL LITERATURE EN56
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READING STANDARDS FOR INFORMATIONAL TEXT
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
1st Quarter (Without explicit scaffolding) Determine the meaning of words
and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses
and refines the meaning of a key term or terms over the course of a
text.
NOTE: This is the same standard as the 9-10 standard. The
elevation/progression of this standard relies on the complexity of the texts
between the grades. ● Connotation/Denotation exercises
o write connotative definition o write personal definition
o act it out ● Students devise word trees (using word associations and imagery)
to understand author’s intent in diction ● Students examine context clues ● Students examine diction to understand how it creates tone and
mood ● Students use DIDLS chart to identify how diction creates meaning
in a text ● Students examine text for logical fallacies
2nd Quarter Independently and proficiently analyze the meaning of words
and phrases as they are used in a text, including figurative,
connotative, and technical meanings; evaluate the rhetorical effect
of how an author uses and refines the meaning of a key term or
terms over the course of a text.
11-12.RI.5: Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
1st Quarter Analyze in detail how an author’s ideas or sub-claims are
developed and refined to support the author’s central claim.
Evaluate the effectiveness of the author’s choice of structural
elements and text features.
● Students analyze the exposition of a piece, examining how the
author chose to introduce claims and sub-claims. How does the
author’s structural choice and bias impact the meaning of the text? ● Students graphically organize the author’s argument to determine
central claim and to understand how sub-claims and counterclaims
support central argument ● Students write an argument analysis (paragraph or extended
essay) evaluating how an author’s structural choices impact the
meaning of the work as a whole
2nd Quarter Independently and proficiently evaluate the effectiveness of both
the structure an author uses in his or her exposition or argument
and alternate structures; evaluate whether the structure makes
points clear, convincing, and engaging.
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READING STANDARDS FOR INFORMATIONAL TEXT
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RI.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
1st Quarter Determine an author's point of view or purpose in a text in which
the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the
text.
Choose important works to analyze how point of view impacts meaning in
the text; consider choosing plays that will reflect a diversity of cultures,
races, genders, and socio-economic experiences.
● Use concept connection maps to analyze works of similar central
ideas from different mediums and perspectives ● Research and present informational and argumentative texts which
examine issues and concerns from a variety of perspectives ● Research authors, cultural customs, etc., to analyze how these
factors impact claims and meaning in a work ● Reinterpret texts through the lens of speakers with a different
cultural experience
● Write a critique of a particular text focusing on how cultural
background and social norms impact the message of the text,
examining the text for bias ● Identify how rhetorical devices, figurative language, and diction
delineate cultural differences, perspectives, create style, and
persuasiveness ● Participate in Socratic seminar examining a variety of texts written
on a similar issue analyzing rhetorical techniques and argument
appeals
● Synthesize written pieces after reading and comparing a variety of
texts dealing with same issues, but written from a variety of cultural
perspectives and styles
2nd Quarter Independently and proficiently analyze an author’s point of view
or purpose in a text in which the rhetoric is particularly effective;
critique the author’s style and content, including their contribution
to the power, persuasiveness, or beauty of the text.
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READING STANDARDS FOR INFORMATIONAL TEXT
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RI.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
1st Quarter Evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in text in order to
address a question or solve a problem.
● Utilize podcasts and video sites such as TED talks, NPR, news
shows, satirical news and editorials that address a variety of
questions and problems
● Utilize contemporary film to compare fidelity to the original text ● Evaluate websites, articles, broadcasts, etc. for bias and
reliability ● Brainstorm possible solutions for proposed problems and
research feasibility of solutions
● Create a brochure or other visual presentation (i.e. google slides)
that shares student research that answers a specific question or
a specific problem ● Create call-to-action public service announcements ● Create original problem-solution papers/presentations to highlight
a significant problem or area of concern; synthesize information
from research to draw logical inferences and create solutions
● Participate in Gallery Walks to showcase student generated
problem-solution proposals
2nd Quarter Independently and proficiently synthesize, integrate and evaluate
multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem; critique the effectiveness of
the proposed answer or solution.
11-12.RI.8: Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts.
1st Quarter Applying logical, cultural, and philosophical principles, delineate and
evaluate the rhetorical effectiveness of the author’s reasoning,
premises, purpose, and arguments in seminal British texts.
Using seminal U.S. texts: (see additional resources for link to seminal
text) ● Create PAPA Squares (Purpose, Audience, Argument, Persona
analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of arguments
● Participate in Silent Discussion analyzing author’s purpose, strategies, premises, and arguments
● Participate in Socratic Seminar ● Participate in debates and mock trials on presented arguments ● Research a law from this time period and present findings
2nd Quarter Applying logical, cultural, and philosophical principles, delineate and
evaluate the rhetorical effectiveness of the author’s reasoning,
premises, purpose, and argument in seminal U.S. texts and world
text, extrapolate and evaluate the effects of these decisions on
public life, demonstrating college and career readiness
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READING STANDARDS FOR INFORMATIONAL TEXT
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.RI.9: Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
1st Quarter Analyze theme, purpose, and rhetorical features of seventeenth-,
eighteenth-, and nineteenth-century foundational British documents of
historical and literary significance for their themes, purposes, and
rhetorical features.
Using seminal world texts: (see additional resources for link to seminal
text)
● Create PAPA Squares (Purpose, Audience, Argument, Persona analyzing Rhetorical Methods and Strategies) and/or Rhetorical Triangles for rhetorical analysis of themes and purposes
● Participate in silent gallery walk analyzing author’s purpose, strategies, premises, and themes
● Participate in Socratic Seminar discussing cultural themes and examining contemporary thematic impacts and decisions
● Create a timeline using significant world documents ● Debate the relevance of themes from foundational documents to
current events ● Compare documents or laws with similar themes across time
periods and/or nations
2nd Quarter Independently and proficiently analyze and evaluate the
implications of theme, purpose, and rhetorical features of
seventeenth, eighteenth, and nineteenth century British documents of
historical and literary significance; refer to specific textual evidence in
analysis.
11-12.RI.10: By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is
1215-1355 Lexile.
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WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION
MPS RESOURCES
11-12.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
1st Quarter Writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence utilizing multiple modes of writing.
a. Analyze and interpret a prompt to develop a substantive topic b. introduces precise claim(s), establishes the significance of the claim(s),
distinguishes the claim(s) from alternate or opposing claims, and creates an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence
c. develops claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns
d. uses words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims
e. establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing
f. provides a concluding statement or section that follows from and supports the argument presented
● Use newsela.com (or similar) to find text sets that contain cultural rhetoric - current and historical
● Use commonlit.org (or similar) to find and evaluate: ○ current events ○ literary criticism
● Use google docs or word processing programs for creating and utilizing graphic organizers ○ Concept connection maps ○ Cornell Notes ○ Other organizers
● Determine type and credibility of source (primary and secondary)
● Use google docs, turnitin.com, or similar programs to revise and sequence claims/counterclaims.
● Show examples of credible vs. noncredible sources ● Use OneNote (or similar) to annotate the text ● Use OneNote (or similar) to create or identify
counterclaims for each claim ● Use OneNote (or similar) to create T-chart with
strengths and limitations (or pros and cons) ● Model and discuss arguments based on the audience ● Evaluate speaker/author bias (motive, background)
using TedTalks, YouTube clips, or similar. ● Evaluate media fallacies identifying logos, pathos, ethos
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WRITING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
2nd Quarter Independently and proficiently writes highly effective arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Create a prompt to develop a substantive topic.
b. introduces strong and precise claim(s), establishes the significance of
the claim(s), distinguishes the claim(s) from alternate or opposing
claims, and creates an effective organization that establishes strong,
clear relationships among claim(s), counterclaims, reasons, and
evidence
c. develops strong claim(s) and counterclaims fairly, supplying thorough
evidence for each while establishing the strengths and limitations of both
in a manner that effectively anticipates the audience's knowledge level
and concerns
d. uses precise words, phrases, and clauses to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and
counterclaims
e. establishes and maintains a rhetorically appropriate formal style and
objective tone while attending to the norms and conventions of the
discipline in which he or she is writing
f. provides an effective concluding statement or section that follows from
and supports the argument presented
g. evaluates and reflects on the writing and how well it addresses the
purpose, audience, and task
● Read aloud both professional and student writing for
sentence fluency ● Respond to writing prompts with the same topic for two
different cultural audiences - discuss the differences ● Write Cornell Notes – summary ● Omit the conclusion of a published piece and have
students generate a replacement conclusion
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WRITING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes
it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
1st Quarter Writes informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content utilizing multiple modes of writing.
a. introduces a topic; organizes ideas, concepts, and information to make
connections and distinctions; includes formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia in an attempt to aid
comprehension b. develops the topic by selecting significant and relevant facts, extended
definitions, concrete details, quotations, or other information and
examples appropriate to a variety of audiences
c. uses appropriate transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and
concepts
d. uses topic appropriate language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic
e. establishes a formal style and objective tone while demonstrating
awareness of the norms and conventions of the discipline in which he or
she is writing
f. provides a concluding statement or section that supports the information
or explanation presented
● Use multimedia: Digital storytelling, Prezi, Windows movie maker, PowerPoint
● Define audience ● Evaluate sources: Annotated bibliography, rhetorical
Precis ● Use OneNote (or similar) to reinforce critical reading
skills (marking text, identifying claims) ● Use OneNote (or similar) to peer edit, multiple
revisions - highlight and link transitional ideas ● Use commonlit.org or similar program to emulate the
writing style of a respected literary scholar ● Omit the conclusion of a published piece and have
students generate a replacement conclusion
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WRITING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
2nd Quarter Independently and Proficiently writes highly effective informative/explanatory
texts constructing complex ideas, concepts, and information clearly and
accurately using effective selection, organization, and analysis of content
utilizing multiple modes of writing.
a. clearly introduces a topic; strategically organizes complex ideas,
concepts, and information to make important connections and
distinctions; includes important formatting (e.g., headings) and
graphics (e.g., figures, tables) when useful to aiding comprehension
b. develops the topic strategically by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate and relevant to the
audience's knowledge of the topic
c. consistently and effectively uses appropriate and varied transitions to
link the major sections of the text, creates cohesion, and clarifies the
relationships among complex ideas and concepts
d. effectively uses precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic and achieve a desired rhetorical effect
e. establishes and maintains a rhetorically effective formal style and
objective tone while attending to the norms and conventions of the
discipline in which he or she is writing
f. provides an effective concluding statement or section that articulates
the significance of the topic, and follows from and supports the
information or explanation presented (e.g., articulating implications or
the significance of the topic)
Some Suggested Writing Prompts:
1. Develop a timeline for Langston Hughes’s poetry concurrent with historical events during the Civil Rights Era
2. Create a movie poster for The Circuit, including an illustration and brief “preview” for the film
3. Explore sources for poetry (i.e. what was Hughes’s inspiration for each poem)
4. Explain how the poetic writing styles of the time affected Phyllis Wheatley’s poetry
5. Connect Sherman Alexie’s education to the impact on his writing
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WRITING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular
tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
1st Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one point of view or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events
b. Use narrative techniques to develop experiences, events, and/or characters c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and particular tone and outcome d. Use precise words and phrases, relevant descriptive details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
● Use Google docs, Microsoft Word, or a similar
program to outline a plot diagram.
● Create a newscast copy ● Embed dialogue into a narrative using clips from
YouTube ● Use a poem as a springboard for creating and
advancing narrative structure ● Write a sonnet which uses descriptive detail,
sensory language, etc., and perform for class ● Create an illustration based on descriptive
language ● Rewrite an alternate story ending to change the
outcome of the plot ● Rewrite a story using an alternate POV ● Create a reflective ending for an established
narrative (From a different student or published
sample)
2nd Quarter a. Independently and Proficiently engage and orient the reader by setting out a problem, situation, or observation, establishing one point of view or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events
b. Use complex narrative techniques to develop experiences, events, and/or characters
c. Use a variety of complex techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
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WRITING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
1st Quarter Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Uses technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
● Use student-generated rubrics that focus on a specific trait(s)
● Use teacher-generated rubric ● Use Canvas to peer review writing assignments ● Use turnitin.com to peer review at regular
intervals during the writing process
2nd Quarter Proficiently and Independently so that students are college and career ready produces clear and coherent writing in which the development, organization, and style are highly effective for the task, purpose, and audience. Develops and strengthens writing by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Uses technology, including the Internet, to produce, publish, and effectively update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
1st Quarter Standard in its entirety.
● Peer review writing assignments; Google docs,
Canvas, or paper ● UseTurnitin.com to peer review at regular
intervals during the writing process
2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that students are college and career ready.
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WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION
MPS RESOURCES
11-12.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
1st Quarter Standard in its entirety.
● Google Docs ● email ● PowerPoints ● Turnitin.com ● texting ● blogs ● Canvas ● reputable websites for research ● online collaboration
Suggested activities: ● Divide students into groups to research (i.e.
cultural traditions, biographical information, historical background)
● Create a PowerPoint and present to the class
2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that students are college and career ready.
11-12.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
1st Quarter Conduct short research projects to answer a complex question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Possible projects: ● author studies ● cultural “rites of passage” ● cultural traditions ● historical context for works being read ● theme relationships
2nd Quarter Independently and proficiently so the students are college and career ready conduct short as well as more sustained research projects to answer a complex question (including a self-generated question) or solve a complex problem; narrows, broadens, or reformulates the inquiry when appropriate; synthesizes multiple high quality sources on the subject, demonstrating complete understanding of the subject under investigation.
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WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION
MPS RESOURCES
11-12.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
1st Quarter Standard in its entirety. Annotated Bibliography MLA Works Cited Page
2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that students are college and career ready.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text.
1st Quarter Standard in its entirety.
Use of in-text citations Annotated Bibliography MLA Works Cited Page
2nd Quarter Mastery of the standard in its entirety, proficiently and independently so that students are college and career ready.
11-12.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION
MPS RESOURCES
11-12.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
1st Quarter Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led, and student-led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Suggested activities: ● Socratic Seminar (i.e. characteristics of a hero’s
journey) ● Think/pair/share ● Four corners ● Philosophical Chairs - AVID ● Debate ● Scene performance ● Mock Trial ● Visual aide for the argument ● Sonnet recitation ● Model or diorama of a scene ● Dramatic writing based on a short story
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SPEAKING AND LISTENING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
2nd Quarter Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led, and student-led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Evaluate the efficacy of discussion overall; identify where and how discussions can improve. a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusion; and promote divergent and creative perspectives
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task, proficiently and without teacher intervention
Suggested activities: ● Questions using Costa’s levels of questioning ● Podcast (listen or create) ● Socratic seminars ● Video ● Blogging and Forums ● Google slides
11-12.SL.2: Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.
1st Quarter Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.
Suggested activities: ● Socratic method ● Podcast (listen or create) ● Gallery Walk ● Video news report (listen or create) ● Poetry slam ● Rap battle ● TEDTalk
2nd Quarter Mastery of the standard in its entirety, independently and proficiently.
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SPEAKING AND LISTENING STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
1st Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, links among ideas, word choice, points of emphasis, and tone used.
Suggested activities: ● Use a podcast/YouTube clip to evaluate a website
for credibility ● Evaluate a TED Talk ● Evaluate a literary critique
2nd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Mastery of the standard in its entirety, proficiently and independently.
11-12.SL.4: Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.
1st Quarter Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.
Presentation suggestions: ● Oral speech ● Ad campaign ● Debate ● Podcast ● Video ● Digital Storytelling ● Blogs ● Poster
2nd Quarter Mastery of the standard in its entirety, proficiently and independently.
11-12.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.
1st Quarter Mastery of the standard in its entirety, proficiently and independently.
Suggested activities: ● Blogs/Forums ● PowerPoint ● Digital Storytelling ● Video (create a music video)
○ *MPS offers many of these classes through Professional Development
2nd Quarter Mastery of the standard in its entirety, proficiently and independently.
11-12.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)
1st Quarter Mastery of the standard in its entirety, proficiently and independently.
Revise a paragraph or poem for different audiences and/or time periods (i.e. young children, teenagers, limited English speakers, etc.) 2nd Quarter Mastery of the standard in its entirety, proficiently and independently.
MULTICULTURAL LITERATURE EN56
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LANGUAGE STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES
11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.
1st Quarter Demonstrates command of the conventions of standard grade level English grammar and usage when writing or speaking: (a) applies the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolves issues of complex or contested usage, consulting references as needed.
Suggested Resources: ● No RedInk.com ● Purdue Owl website
Grammar instruction can include: ● bell work ● mini-lessons ● literary context ● peer editing exercises ● revision ● editing for final draft
Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings (i.e. MLA formatting).
2nd Quarter Demonstrates strong command of the conventions of standard grade level English grammar and usage when writing or speaking: (a) applies the understanding that usage is a matter of convention, can change over time, and is sometimes contested; (b) resolves issues of complex or contested usage, consulting references as needed proficiently and independently so that students are college and career ready.
11-12.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use hyphenation conventions. b. Use correct spelling.
1st Quarter Demonstrates awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly.
Suggested Resources: ● NoRedInk.com activities ● Purdue Owl website
Grammar instruction can include: ● bell work ● mini-lessons ● literary context ● peer editing exercises ● revision ● editing for final draft
MULTICULTURAL LITERATURE EN56
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LANGUAGE STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES
2nd Quarter Demonstrates strong awareness of the conventions of standard English, capitalization, punctuation, and spelling when writing, it observes hyphenation conventions (b) spells correctly, proficiently and independently so that students
are college and career ready.
Use models with correct and interesting formats and have students apply same standard conventions and structures in their personal writings (i.e. MLA formatting). Use specific rubrics for written products that address conventions, capitalization, punctuation, and spelling when writing, with emphasis on hyphenation (AzMERIT rubrics).
11-12.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
1st Quarter Applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Varies syntax for effect, consulting references for guidance as needed; applies an understanding of syntax to the study of complex text when reading.
● Explicitly teach sentence structure and apply to written expression.
● Identify varying syntax in literary and nonfiction pieces and analyze for rhetorical effect.
● Apply vocabulary acquisition by writing a variety of sentence forms (complex, compound, compound-complex, loose, periodic, etc.)
● Revise essays, varying syntax for effect according to the purpose of the essay. 2nd Quarter Applies deep knowledge of language to understand how language functions in
different contexts, to make highly effective choices for meaning or style, and to aid deep comprehension more fully when reading or listening. Varies syntax for effect, consulting references for guidance as needed; applies a thorough understanding of syntax to the study of complex text when reading, proficiently and independently so that students are college and career ready.
MULTICULTURAL LITERATURE EN56
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LANGUAGE STANDARDS
STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION AND MPS RESOURCES
11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive,
conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase.
1st Quarter Determine or clarifies the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context as a clue to the meaning of a word or phrase. c. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech.
d. Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
e. Verify the preliminary determination of the meaning of a word or phrase.
Suggested Resources to enhance vocabulary acquisition: ● Quizlet
● Canvas quizzes
● Vocabulary.com practice
Suggested Activities:
● Use warm-ups for context clues to determine meaning
● Use complex texts to have students identify unfamiliar words using context clues to determine meaning
● Define unfamiliar language, notating meaning ● Research etymology of unknown or archaic words ● Use AVID critical reading strategies
2nd Quarter Standard in its entirety proficiently and independently so that students are college and career ready.
11-12.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
1st Quarter Standard in its entirety. ● Apply close reading/ AVID critical reading strategies
● Annotate texts ● Use connotation/denotation activities
2nd Quarter Standard in its entirety proficiently and independently so that students are college and career ready.
11-12.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
1st Quarter Standard in its entirety. ● Vocabulary.com practice of assigned lists ● Peer-editing activities using word choice 2nd Quarter Standard in its entirety proficiently and independently so that students are college
and career ready.
Language Strand – Standards 1 & 2 Progressive Skills by Grade
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The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in
preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
Kindergarten Form regular plural nouns orally by adding /s/or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation
1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences
Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series
2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs
Use adjectives and adverbs, and choose between them depending on what is to be modified
Produce, expand, and rearrange complete simple and compound sentences
Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives
3rd Grade
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences
Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,
and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied
words and for adding suffixes to base words
4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and
quotations from a text Use a comma before a coordinating conjunction in a compound
sentence
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5th Grade
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences
Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and
conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of
the sentence Use a comma to set off the words yes and no, to set off a tag
question from the rest of the sentence, and to indicate direct address
Use underlining, quotation marks, or italics to indicate titles of works
6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and
person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’
writing and speaking, and identify and use strategies to improve expression in conventional language
Use punctuation to set off nonrestrictive/parenthetical elements
7th Grade
Explain the function of phrases and clauses in general and their function in specific sentences
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers
Use a comma to separate coordinate adjectives
8th Grade Explain the function of verbals (gerunds, participles, infinitives) in
general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,
conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission
9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses Use a colon to introduce a list or quotation
11th/12th Grade Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting
references Observe hyphenation conventions
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Arizona English Language Arts Standards – 11-12th Grade
Reading Standards for Literature
Key Ideas and Details
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.
Craft and Structure
11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.
11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.
Integration of Knowledge and Ideas
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
11-12.RL.8 (Not applicable to literature)
11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
Range of Reading and Level of Text Complexity
11-12.RL.10
By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11. By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
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Arizona English Language Arts Standards – 11-12th Grade
Reading Standards for Informational Text
Key Ideas and Details
11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure
11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
11-12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
Integration of Knowledge and Ideas
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.
11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
11-12.RI.10
By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11. By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
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Arizona English Language Arts Standards – 11-12th Grade
Writing Standards
Text Types and Purposes
11-12.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
11-12.W.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes
it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
11-12.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular
tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
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Arizona English Language Arts Standards – 11-12th Grade
Writing Standards
Production and Distribution of Writing
11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐ specific expectations for writing types are defined in standards 1–3 above.)
11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text.
Range of Writing
11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Arizona English Language Arts Standards – 11-12th Grade
Speaking and Listening Standards
Comprehension and Collaboration
11-12.SL.1
Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of
ideas. b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
11-12.SL.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.
11-12.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
11-12.SL.4 Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.
11-12.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.
11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)
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Arizona English Language Arts Standards – 11-12th Grade
Language Standards
Conventions of Standard English
11-12.L.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.
11-12.L.2
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use hyphenation conventions. b. Use correct spelling.
Knowledge of Language
11-12.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
Vocabulary Acquisition and Use
11-12.L.4
Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 11–12 reading and
content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive,
conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase.
11-12.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
11-12.L.6
Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.