2016-2017 curriculum map english 3 1001370 · 2018. 9. 8. · 2016-2017 curriculum map english 3...
TRANSCRIPT
Cluster Code Standard
C lu
st er
2 : C
ra ft
an d
S tr
uc tu
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 as well as its aesthetic impact. Level 3
Close Reader: from the United States Constitution
Students will: *analyze and evaluate the author's choice of structure in nonfiction, including ascertaining if the structure contributes to clear, convincing, and engaging points.
C lu
st er
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Level 3
C lu
st er
4 : R
an ge
o f
R ea
di ng
a nd
L ev
el o
f T
om pl
ex ity
LA F
S .1
11 2.
R L.
4. 10 By the end of grade 11, read and comprehend literature,
including stories, dramas, and poems, in the grades 11–CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range. Level 2
LA F
S .1
11 2.
R I.1
.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. Level 3
LA F
S .1
11 2.
R I.1
.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. Level 3
In response to grade-level text, students will write extended answers supported by strong and thorough textual evidence to: *determine an author’s point of view or purpose in a text
where the rhetoric is particularly effective, analyzing how the style and content affect the strength, beauty, and persuasiveness. *trace and analyze the reasoning in seminal U.S. texts, including constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. *analyze 18th- 19th- and 20th century foundational American literature, including how two or more texts from the same period treat similar themes and topics. *analyze foundational U.S. documents of historical and literary significance for themes, purposes, and rhetorical features.
Close Reader: "Petition to the Massachusetts General Assembly" "Abigail Adams' Last Act of Defiance"
Text: *"A Soldier for the Crown" *"Thomas Jefferson: The Best of Enemies" *"To the Right Honorable William, Earl of Dartmouth" *"On Being Brought from Africa to America" *"On the Emigration to America and Peopling the Western Country"
C lu
st er
1 : K
ey Id
ea s
an d
D et
ai ls
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
R I.2
.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 (e.g., how Madison defines faction in Federalist No. 10). Level 3
Text: *Patrick Henry: Voice of Liberty *"Patrick Henry: Voice of Liberty"
LA F
S .1
11 2.
R I.2
.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Level 3
LA F
S .1
11 2.
R I.2
.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 power, persuasiveness or beauty of the text. Level 3
LA F
S .1
11 2.
R I.3
.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). Level 3
LA F
S .1
11 2.
R I.3
.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features. Level 3
C lu
st er
2 : C
ra ft
a nd
S tr
uc tu
re UNIT 4 Performance Assessment. Boston: HMH, 2015.
UNIT 2: Informative Essay Texts related by topic of innovations. *Model the Task *Practice the Task *Perform the Task
C lu
st er
3 : I
nt eg
ra tio
n of
School District of Manatee County
Cluster Code Standard
C lu
st er
4 : R
an ge
t C
om pl
ex ity
LA F
S .1
11 2.
R I.4
.1 0
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range. Level 2
C lu
st er
1 : T
.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. 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 techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending 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). Level 4
UNIT 3 Collections. Boston: HMH, 2015.
Suggested: *Selection Performance Tasks *Performance Task-- Informative Essay (p.169)
UNIT 4 Performance Assessment. Boston: HMH, 2015.
UNIT 2: Informative Essay Texts related by topic of innovations. *Perform the Task *Informative Essay: Geocaching and the Controversies Surrounding It."
Students will write: *an introduction; organizational structure that introduces and builds a unified whole through its arrangement of ideas, concepts, and information; formatting, graphics, and multimedia; appropriate transitions through words, phrases, clauses, and varied syntax to interconnect and clarify relationships among complex ideas and concepts; and a concluding statement that supports the information/explanation. *to develop the topic by selection of the most significant, relevant facts, extended definitions, concrete details, quotations and other information and examples appropriate for the audience and attributed with appropriate standardized citations. *to use precise language; domain-specific vocabulary; techniques like metaphor, simile, and analogy; formal and objective style; and appropriate technology. *to use revision to develop and strengthen writing and editing to improve and solidify language and punctuation.
Students will: *write short and extended responses to grade-level text to analyze a topic through the examination of relevant content from which strong and thorough textual evidence is chosen from one or more texts.
Writing Standards
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
W .2
.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.)
Level 3
LA F
S .1
11 2.
W .2
.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.)
.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. Level 2
C lu
st er
2 : P
ro du
ct io
n an
d D
is tr
ib ut
io n
of W
rit in
HMH Online (my.hrw.com) Interactive Writing Lessons * Writing Informative Text *Writing as a Process *Conducting Research Evaluating Sources *Using Textual Evidence
May 20, 2016 English 3 Quarter 2 5
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
W .3
.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. Level 2
LA F
S .1
11 2.
W .3
.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. Level 2
LA F
S .1
11 2.
W .3
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 literary
nonfiction. Level 3
C lu
st er
4 : R
an ge
o f
W rit
in g
LA F
S .1
11 2.
W .4
.1 0 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. Level 2
C lu
st er
3 : R
es ea
rc h
to B
ui ld
a nd
School District of Manatee County
Cluster Code Standard
C lu
st er
1 : C
om pr
eh en
si on
a nd
C ol
la bo
ra tio
LA F
S .1
11 2.
S L.
1. 1
Initiate and participate effectively in a range of collaborative discussions. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts. 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. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue. Level 3
LA F
S .1
11 2.
S L.
2. 5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Level 3
LA F
S .1
11 2.
S L.
2. 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.) Level 2
C lu
st er
2 : P
re se
nt at
io n
of K
no w
le dg
e an
d Id
ea s
Standards for Speaking and Listening UNIT 3 Collections. Close Reader. Boston: HMH, 2015. Suggested: *Selection Performance Tasks * Writing and Speaking Activity (p.165) *Speaking Activity (p.158) *A&E History Videos ---Jefferson Writes the Declaration of Independence ---America Gets a Constitution --Patrick Henry:Voice of Liberty
Students will: *prepare for discussions, having read and researched material; explicitly draw on evidence throughout discussion; promote civil, democratic discussions and decision-making; set clear goals and deadlines; establish roles when necessary. *engage in collaborative, collegial discussions on a range of topics by stimulating thoughtful, well-reasoned exchange of ideas; building on each others’ ideas; ensuring a full range of
positions; expressing ideas clearly and persuasively; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent, creative perspectives. *pose and respond thoughtfully to questions with elaboration and detail; synthesize comments, claims, and evidence; resolve contradictions; determine when and what additional information is needed to complete the discussion's purpose. *make strategic use of digital media in presentations to enhance audience understanding. *adapt speech as appropriate for audience and purpose.
May 20, 2016 English 3 Quarter 2 7
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
L. 1.
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 (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
Level 3
LA F
S .1
11 2.
L. 1.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. Level 2
C lu
st er
2 : K
no w
le dg
e of
L an
gu ag
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 (e.g., Tufte’s
Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Level 3
C lu
st er
1 : C
on ve
nt io
ns o
Additional Resources:
HMH Online Teachers Resources *English Workshop *GrammarNotes
Students will use the writing process to demonstrate a command of the conventions of standard English by: *understand that usage is a matter of convention and can be contested. *resolve conflict through respected references *hyphenate correctly. *spell correctly. *vary syntax when writing. *applying knowledge of syntax while analyzing text.
Language Standards
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
L. 3.
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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 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 (e.g., by checking the inferred meaning in context or in a dictionary). Level 2
LA F
S .1
11 2.
L. 3.
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. Level 2
C lu
st er
3 : V
oc ab
ul ar
y A
cq ui
si tio
n an
d U
se
Students will: *demonstrate understanding and proper use of selected vocabulary in oral and written tasks. *use context as a clue to meaning. *identify and use word patterns that indicate different meanings or parts of speech to determine meaning. *consult reference materials when necessary. *acquire and use academic and domain-specific vocabulary. * independently acquire word knowledge when it is important to comprehension/expression.
UNIT 3 Collections. Boston: HMH, 2015.
Additional Resources:
May 20, 2016 English 3 Quarter 2 9
C lu
st er
2 : C
ra ft
an d
S tr
uc tu
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 as well as its aesthetic impact. Level 3
Close Reader: from the United States Constitution
Students will: *analyze and evaluate the author's choice of structure in nonfiction, including ascertaining if the structure contributes to clear, convincing, and engaging points.
C lu
st er
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Level 3
C lu
st er
4 : R
an ge
o f
R ea
di ng
a nd
L ev
el o
f T
om pl
ex ity
LA F
S .1
11 2.
R L.
4. 10 By the end of grade 11, read and comprehend literature,
including stories, dramas, and poems, in the grades 11–CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range. Level 2
LA F
S .1
11 2.
R I.1
.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. Level 3
LA F
S .1
11 2.
R I.1
.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. Level 3
In response to grade-level text, students will write extended answers supported by strong and thorough textual evidence to: *determine an author’s point of view or purpose in a text
where the rhetoric is particularly effective, analyzing how the style and content affect the strength, beauty, and persuasiveness. *trace and analyze the reasoning in seminal U.S. texts, including constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. *analyze 18th- 19th- and 20th century foundational American literature, including how two or more texts from the same period treat similar themes and topics. *analyze foundational U.S. documents of historical and literary significance for themes, purposes, and rhetorical features.
Close Reader: "Petition to the Massachusetts General Assembly" "Abigail Adams' Last Act of Defiance"
Text: *"A Soldier for the Crown" *"Thomas Jefferson: The Best of Enemies" *"To the Right Honorable William, Earl of Dartmouth" *"On Being Brought from Africa to America" *"On the Emigration to America and Peopling the Western Country"
C lu
st er
1 : K
ey Id
ea s
an d
D et
ai ls
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
R I.2
.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 (e.g., how Madison defines faction in Federalist No. 10). Level 3
Text: *Patrick Henry: Voice of Liberty *"Patrick Henry: Voice of Liberty"
LA F
S .1
11 2.
R I.2
.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Level 3
LA F
S .1
11 2.
R I.2
.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 power, persuasiveness or beauty of the text. Level 3
LA F
S .1
11 2.
R I.3
.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). Level 3
LA F
S .1
11 2.
R I.3
.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features. Level 3
C lu
st er
2 : C
ra ft
a nd
S tr
uc tu
re UNIT 4 Performance Assessment. Boston: HMH, 2015.
UNIT 2: Informative Essay Texts related by topic of innovations. *Model the Task *Practice the Task *Perform the Task
C lu
st er
3 : I
nt eg
ra tio
n of
School District of Manatee County
Cluster Code Standard
C lu
st er
4 : R
an ge
t C
om pl
ex ity
LA F
S .1
11 2.
R I.4
.1 0
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range. Level 2
C lu
st er
1 : T
.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. 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 techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending 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). Level 4
UNIT 3 Collections. Boston: HMH, 2015.
Suggested: *Selection Performance Tasks *Performance Task-- Informative Essay (p.169)
UNIT 4 Performance Assessment. Boston: HMH, 2015.
UNIT 2: Informative Essay Texts related by topic of innovations. *Perform the Task *Informative Essay: Geocaching and the Controversies Surrounding It."
Students will write: *an introduction; organizational structure that introduces and builds a unified whole through its arrangement of ideas, concepts, and information; formatting, graphics, and multimedia; appropriate transitions through words, phrases, clauses, and varied syntax to interconnect and clarify relationships among complex ideas and concepts; and a concluding statement that supports the information/explanation. *to develop the topic by selection of the most significant, relevant facts, extended definitions, concrete details, quotations and other information and examples appropriate for the audience and attributed with appropriate standardized citations. *to use precise language; domain-specific vocabulary; techniques like metaphor, simile, and analogy; formal and objective style; and appropriate technology. *to use revision to develop and strengthen writing and editing to improve and solidify language and punctuation.
Students will: *write short and extended responses to grade-level text to analyze a topic through the examination of relevant content from which strong and thorough textual evidence is chosen from one or more texts.
Writing Standards
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
W .2
.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.)
Level 3
LA F
S .1
11 2.
W .2
.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.)
.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. Level 2
C lu
st er
2 : P
ro du
ct io
n an
d D
is tr
ib ut
io n
of W
rit in
HMH Online (my.hrw.com) Interactive Writing Lessons * Writing Informative Text *Writing as a Process *Conducting Research Evaluating Sources *Using Textual Evidence
May 20, 2016 English 3 Quarter 2 5
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
W .3
.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. Level 2
LA F
S .1
11 2.
W .3
.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. Level 2
LA F
S .1
11 2.
W .3
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 literary
nonfiction. Level 3
C lu
st er
4 : R
an ge
o f
W rit
in g
LA F
S .1
11 2.
W .4
.1 0 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. Level 2
C lu
st er
3 : R
es ea
rc h
to B
ui ld
a nd
School District of Manatee County
Cluster Code Standard
C lu
st er
1 : C
om pr
eh en
si on
a nd
C ol
la bo
ra tio
LA F
S .1
11 2.
S L.
1. 1
Initiate and participate effectively in a range of collaborative discussions. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts. 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. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue. Level 3
LA F
S .1
11 2.
S L.
2. 5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Level 3
LA F
S .1
11 2.
S L.
2. 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.) Level 2
C lu
st er
2 : P
re se
nt at
io n
of K
no w
le dg
e an
d Id
ea s
Standards for Speaking and Listening UNIT 3 Collections. Close Reader. Boston: HMH, 2015. Suggested: *Selection Performance Tasks * Writing and Speaking Activity (p.165) *Speaking Activity (p.158) *A&E History Videos ---Jefferson Writes the Declaration of Independence ---America Gets a Constitution --Patrick Henry:Voice of Liberty
Students will: *prepare for discussions, having read and researched material; explicitly draw on evidence throughout discussion; promote civil, democratic discussions and decision-making; set clear goals and deadlines; establish roles when necessary. *engage in collaborative, collegial discussions on a range of topics by stimulating thoughtful, well-reasoned exchange of ideas; building on each others’ ideas; ensuring a full range of
positions; expressing ideas clearly and persuasively; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent, creative perspectives. *pose and respond thoughtfully to questions with elaboration and detail; synthesize comments, claims, and evidence; resolve contradictions; determine when and what additional information is needed to complete the discussion's purpose. *make strategic use of digital media in presentations to enhance audience understanding. *adapt speech as appropriate for audience and purpose.
May 20, 2016 English 3 Quarter 2 7
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
L. 1.
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 (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
Level 3
LA F
S .1
11 2.
L. 1.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. Level 2
C lu
st er
2 : K
no w
le dg
e of
L an
gu ag
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 (e.g., Tufte’s
Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Level 3
C lu
st er
1 : C
on ve
nt io
ns o
Additional Resources:
HMH Online Teachers Resources *English Workshop *GrammarNotes
Students will use the writing process to demonstrate a command of the conventions of standard English by: *understand that usage is a matter of convention and can be contested. *resolve conflict through respected references *hyphenate correctly. *spell correctly. *vary syntax when writing. *applying knowledge of syntax while analyzing text.
Language Standards
School District of Manatee County
Cluster Code Standard
LA F
S .1
11 2.
L. 3.
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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 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 (e.g., by checking the inferred meaning in context or in a dictionary). Level 2
LA F
S .1
11 2.
L. 3.
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. Level 2
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Students will: *demonstrate understanding and proper use of selected vocabulary in oral and written tasks. *use context as a clue to meaning. *identify and use word patterns that indicate different meanings or parts of speech to determine meaning. *consult reference materials when necessary. *acquire and use academic and domain-specific vocabulary. * independently acquire word knowledge when it is important to comprehension/expression.
UNIT 3 Collections. Boston: HMH, 2015.
Additional Resources:
May 20, 2016 English 3 Quarter 2 9