Student Name: Weeks: l9-36-English 128

All Great Oak English students will be able to:. Read to infer/interpret/draw conclusions. Support arguments with evidence. Resolve conflicting views encountered in source documentso Solve complex problems with no obvious answer

Reading: Literature 25%

Priority Standards Suooortins StandardsRL.l l-12.I Cite strong and thorough textual evidence to support analysisofwhat the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain.

RL.ll-12.2 Determine two or more themes or central ideas of a text andanalyze their development over the course ofthe text, including how theyinteract and build on one another to produce a conrplex account; provide anobjective summary of the text.RL.11-12.5 Analyze how an author's choices concerning how to structurespecific parts of a text (e.g., the choic€ of where to begin or end a story, thechoice to provide a comedic or tragic resolution) contribute to its overallstructure and meaning as well as its aesthetic impact.RL.ll-12.7 Analyze rnultiplc interprctations of a story, drarna, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluatinghow each version interprets the source text. (Include at least one play byShakespeare and one play by an American dramatist.)RL.ll-12.10 By the end ofgrade 12, read and comprehend literature,including stories, dramas, and poems, at the high end of the grades I 1-CCRtext complexity band independently and proficiently.

RL,l1-12.3 Analyze the impact ofthe author's choices regarding howtodevelop and relate elements ofa story or drama (e.g., where a story is set,how the action is ordered, how the characterslg.[SJjtlD35 are introducedaud developed).RL.ll-12.4 Determine tlre rneaning of words and phrases as they are usedill the text, including figurative and conuotative meanings; analyze theimpact of specific word clroices on rneaning and tone, including words withmultiple meanings or language that is particularly fresh, engaging, orbeautiful. (Include Shakespeare as well as other authors.)RL.l l-12.6 Analyze a case in which grasping point of view requiresdistinguishing what is directly stated in a text from wlrat is really meant (e.g.,satire, sarcasm, irony, or understatement).RL.l1-12.8 (not trpplicable to literature)

RL.1 t-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American Iiterature, including howtwo or more texts from the same period treat similar themes or topics.

Date Standard Assignment Title Score1.

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Reading: Informational Text 25% Continued . . .

Priority Standards Supportine StandardsRI.ll-12.4 Determine the meaning of words and plrases as they are used ina text including figurative, connotative, and technical meanings; analyzehow an author uses and refines the meaning of a key term or terms over thecourse of a text (e.g., how Madison defi nes/acti on in Federalist No. I 0).

RI.l l-12.5 Analyze and evaluate the effectiveness of the structure an authoruses in his or her exposition or argument. including whether the structuremakes points clear, convincing, and engaging.

RIll-12.5a Analvze the use of text fentures {e.s.. grenhics.heeders. cantions) in nuhlic documents.

RI.lf -12.6 Determine an author's point of view or purpose in a text in whichthe rhetoric is particularly effective, analyzing how style and contentcontribute to the power, persuasiveness, or beauty ofthe text.RI.II-12.7 Integrate and evaluate rnultiple sources of informationpresented in different media or tbrmats (e.g., visually, quantitatively) as wellas in words in order to address a question or solve a problem.RI.ll-12.10 B1,' the end of grade 12, read and comprehend literarynonfiction at the high end of the grades 'l I-CCR text complexit-v bandindependently and profi ciently.

RI.l l-l 2.1 Cite strong and thorough textual evidence to support analysis ofwhat the lext says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain.

RLI l-12.2 Determine two or more central ideas of a text and analyze theirdevelopment over the course of the text. irrcluding how they interact andbuild on one another to provide a complex analysis; provide an objectivesummary of tlre text.

RI.ll-t2.3 Analyze a complex set of ideas or sequence ofevents andexplain how specitrc individuals, ideas, or events interact and develop overthe course ofthe text.

RI.ll-12.8 Delineate and evaluate the reasoning in seminal U.S. texts,including the application of constitutional principles and use of legalreasoning (e.g.. in U.S. Supreme Court maiority opinions and dissents) andthe premises, purposes, and arguments in works of public advocacy (b.g.,

The Federalis t, presidential addresses).

RLll-12.9 Analyze seminal U.S. documents of historical and literarysignificance (e.g. Washington's Farewell Address, the Gettysburg Address,Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"),includins how thev address related themes and conceots.

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Writing 30%

Priority Standards Suooortins StandardsW.l1-12.1 Write arguments to support claims in an analysis of substantivetopics or texts, using valid reasoning and relevant and suillcient evidence.

W.l1-l2.la Introduce precise, knowledgeable claim(s), establish thesignificance offlre claim(s), distinguish the claim(s), from alternate oropposing claims, and create an organization that logically sequencesclaim(s), counterclaims, reasons, and evidence.W.ll-12.1b Develop ctaim(s) and counterclaims fairly andthoroughly, supplying the most relevant evidence for each whilepointing out fte strengths and limitations of both in a manner thatanticipates the audience's knowledge level, concems, values, andpossible biases.W,l 1-12.1c Use snecific rhetorical devices to sunnort assertions(e.g.. anneal to losic throush reasoninp: anneal to emotion qfethical helief: relate a nersonal anecdote. case studv. or analosv).W.l l-12.1d Use words. phrases, and clauses as well as varied syntaxto link the rnajor sectiolrs ofthe text. create cohesion, and clarity therelationships between clain(s) and reasons, between reasons andevidence, and between ctairn(s) and counterclaims.W.11-12.1e Establish and maintain a formal style and objective tonewhile attending to the nonns and conventions ofthe discipline inwhich they are writing.W.l1-12.U Provide a concluding statement or section that followsfrom and supports the argument presented.

W.ll-12.4 Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.

W.l1-12.5 Develop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approaclr, focusing on addressing what ismost significant for a specific purpose and audience. (Editing forconventions should demonstrate command oflanguage standards l-3 up toand including grades I l-12 on page 54.)W.ll-12.7 Conduct short as well as nrore sustained research projects toanswer a question (including a selt'-generated question) or solve aproblem; n.urow or broaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstrating understanding ofthesubject under investigation.W.ll-12.10 Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frarnes (a single sitting or a day ortwo) for a range oftasks, purposes, and audiences.

W.ll-12.2 Write intbnnative/ explanatory texts to examine andconvey complex ideas, concepts, and inibrmation clearly andaccurately through the effective selection, orgarization, andanalysis ofcontent.

W.l I-12.2a Introduce a topic ellh$i!.$il!.U$I; organizecomplex ideas, concepts, and information so ftat each new elementbuilds on that which precedes it to create a unified whole; includeformatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.W.ll-12.2b Develop the topic thoroughly by selecting themost significant and relevant facts, extended definitions,concrete details. quotations, or information and examplesappropriate to the audience's knowledge ofthe topic.W.11-I2.2c Use appropriate and varied transitions and syrtaxto link the nrajor sections oftlre text. cleate cohesion, and clari[the relationships arnong complex ideas and concepts.

W.11-12.2d Use precise language, domain-speciticvocabulary,and techniques suclr as metaphor, simile, and analogy to manage thecomplexity of the topic.

W.I1-12.2e Establish and rnaintain a formal style and objective tonewhile attending to the norms and conventions of the discipline in whichthey are writingW.l l-12.2f Provide a concluding statement or section that lbllowsfrom and supports the information or explanation presented (e.g.,articulating implications or significance ofthe topic.

W.f t-12,3 Write narratives to develop real or imagined experiences orevents using effective technique, well-chosen details, and well- structuredevent sequences.

W.l l-12.3a Engage and orient the reader by setting out a problern,situation, or observation and its significance. establishing one ormultiple point(s) of view, and introducing a narrator and/orcharacters; create a smootlr progression ofexperiences and events.W.lf-I2.3b Use narrative techniques, such as dialogue,pacing, description, reflection, and rnultiple plot lines, todevelop experiences, events, and/or characters.\\/.1l-l2,3c Use a variety oftechniques to sequence events so thatthey build on one another to create a coherent wlrole and buildtoward a particular tone and outconE (e.g., a sense ofmystery,suspense, growth, or resolution).W.11-12.3d Use precise words and phrases, telling details,and sensory language to convey a vivid picture of theexperiences, events, setting, and/or characters.W.ll-12.3e Provide a conclusion tlrat fbllows from and reflects onwhat is experienced, observed. or resolved over the course ofthenarrative.

W.l l-12.6 Use technology, including the lnternet, to produce, publish, andupdate individual or shared writing products in response to ongoing lbedback,including new argumerts or intbrmation.W.ll-12.8 Gather relevant intbrmation liom multiple authoritative printand digital sources, using advanced searches effectively; assess thestrengths and limitations ofeach source in terms ofthe task, purpose, andaudience; integrate information into the text selectively to maintain theflow of ideas, avoiding plagiarism and overreliance on any one source andtbllowing a standard format fbr citation jggfufipg.,;fuq1ggtrgpjgtendnotes.

W.1I-12.9 Draw evidence fiom Iiterary or inlbrmational text to supportanalysis, reflection, and research.

W.ll-12.9r Apply grades I l-12 kadingstandards to literature (e.g.,"Denronstrate knowledge of eighteenth- nirreteentlt- and early-twentieth-century foundational works of American literature. includinghow two or more texts tiom the same period treat sirnilar themes ortopics").W.1I-I2.9b Apply grades I l-12 Readingstandards to literarynontlction (e.g., "Delineate and evaluate the reasoning in seminal U.S.Iexts. including the application ofconstitutional principles and use oflegal reasoning [e.g., in U.S. Supreme Court Case maiority opinions anddissents) and the premises, purposes, and arguments in works ofpublic4dvocacy (e.g., The Fe de ra l i st, presidential addresses l").

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Speaking & Listening 15%

Priority Standards Supporting StandardsSL.ll-f2.1 Initiate and participate eft'ectively in a range ofcollaborativediscussions (one-on-one, in groups. and teacherJed) with diverse parmers ongrades 1 1-12 topics, texts, and issues, building on others' ideas andexpressing their own clearly and persuasively.

SL.ll-12.1a Come to discussions prepared, having read andresearched material under study; explicitly draw on that preparation byreferring to evidence from texts and other research on the topic or issueto simulate a thoughtfu[, well-reasoned exchange of ideas.SL,ll-12.1b Work with peers to promote civil, democraticdiscussions and decision-making, set clear goals and deadlines, andestablish individual roles as needed.SL.ll-12.1c Propel conversations by posing and responding toquestions that probe reasoning and evidence; ensure a hearing for aftlll range ofpositions on a topic or issue; clari$,, verily, or challengeideas and conclusions; and promote divergent and creativeperspectives.SL.l 1-l2.ld Respond thoughtfu lly to diverse perspectives; synthesizecornments, claims, and evidence made on all sides of an issue; resolvecontradictions when possible; and determine what additionalinlbrmation or research is required to deepen the investigation orcomplete the task.

SL.1 1-12.3 Evaluate a speaker's point of view, reasoning, and use ofevidence and rhetoric, assessing the stance, premises, links among ideas, wordchoice, points ofemphasis, and tone used.

SL.l l-I2.2 Integrate multiple sources of information presented irr diversefbrmats and media (e.g., visually, quantitatively, orally) in order to makeirrformed decisions and solve problems, evaluating the credibility andaccuracy ofeach sonrce and noting any discrepancies arnong the data.SL.II-12.4 Present intbrrnation, tindings, and supporting evidence {g.g.reflective. historical investisation. resnonse to literrtrrre nresentzfions)conveying a clear and distinct perspective, such that Iisteners can follow theIine ofreasoning, altemative or opposing perspectives are addressed, and theorganization, development, substance, and style are appropriate to purpose,audience, and a range or formal and inibrmal tasks. lhf.S-A.pplep1i4te-cy9confnct. ad€orrate volume. nnd clear DIIllLqgiAtiA&

SL,II-12.4a PlRn and deliver a reflective that: exnlores thesisnificance of a nersonal exnerience. event. or concern: usessensorry lnnglrnpe to convev a vivitl nictrrre: includesannronriate nnrrative techniorres (e.s.. dialosue. nacing.descrintion): and draws comnarisons hetween the snecitic

incidenf and hroader themes. (l I th or I ,th crarle)

SL.lI-12.4b Plan and nresent an argrrment that: sunnorts anrecise clRim: nrovides a logicalseouence for clnims. and evidence: uses rhetorical devices tosunnort assertions (e.s.. analosv. anneal to losic throughreasoning. anneal to emotions or ethical heliel'l: rrses variedsvntax to link maior sections of the nresentatinn to creetegq[g5jg1 and claritv: and nrovides a concluding statement that

sunnorts the er.rrnment nresenfed. (I I th or l rth prarte)

SL.tl-12.5 Make strategic use of digital media (e.g., textual, graphical,audio, visual. and interactive elements) in presentations to enhanceunderstanding oflindings, reasoniug. atrd evidence and to add interest.

SL.lf-12.6 Adapt speech to a variety ofcontexts arrd tasks,demonstrating a command of fbrmal English when irrdicatedor aDnronriate

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Languag e l5Yo

Priority Standards Supporting StandardsL.ll-12.1 Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking.

L.ll,l2.la Apply the understanding that usage is a matter ofconvention, can change over time, and is sometimes contested.L.l1-12.1b Resolve issues ofcomplex or contested usage, consultingreferences (e.g., Merriam-I|ebster's Dictionary of English Usage,Garner's Modern American tJsage) x needed.

LJf-12.3 Apply knowledge oflanguageto understand how languagefunctions in different contexts, to make effective choices for meaning orstyle, and to comprehend more fully when reading or listening.

L.ll-12,3a Vary syntax lbr eil'ect, consulting reterences (e.g.,Tufte's Artful Sentences) for guidance as needed; apply anunderstanding ofsyntax to the study ofcomplex texts when reading.

L.ll-12.2 Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.

L.ll-12.2a Observe hyphenation conventions.LJl-12.2b Spell correctly.

L.ll-12.4 Determine or clarily the meaning of unknowr and multiple-meaning words and plrrases based on grades I l-12 reading and content,choosing flexibly tiom a range ofstrategies.

L,ll-12-4a, Use context (e.g., overall meaning of a sentence,paragraph, or text; a word's position or function in a sentence) as aclue to the meaning of aword or phrase.L.ll-I2.4b Identifu and correctly use patterns ofword changes thatindicate diflbrent meanings or parts ofspeech (e.g., conceive,conception, conceiva6le,/. Annlv knowledse of Greek. Latin. andAnglo-Saxon roots and affires to drew inferences concernins fhemeaninq of scientific and mathematical terminologv.L.ll-12.4c Consult general and specialized reference materials(e.g., colleseJevel dictionaries, rhvmins dictionaries. hilinsualdi$iqglif..5. glossaries, thesauruses), both print and digital, to findthe pronunciation of a word or determine or clarifo its precisemearring, its part ofspeeclt, its etyrnology, or its standard usage.L.ll-12.4d Verily the preliminary determination of the meaning ofa word or phrase (e.g., by checking the inferred r.neaning in context orin a dictionary).

L.ll-f2.5 Demonstrate understanding of tigurative languagg wordrelationships, and nuances in word meanings.

L,ll-12.5a Interpret figures ofspeech (e.g., hyperbole, paradox) in

context and analyze their role in tlre text.L.f l-12.5b Analyze nuances in tlre meaning of words with similardenotations.

L.ll-12.6 Acquire and use accurately general academic and domain-specif-rc words and phrases, sullicient lbr reading, writing, speaking, andlistening at the college and career readiness level; demonstrate independencein gathering vocabulary knowledge when considering a word or phraseimportant to comnrehension or exnressiorr-

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