Access English(7910130)

September 2014Revised May 2018

Access English 3 (#7910130)

Course Number: 7910130 Number of Credits: Course may be taken for up to two creditsCourse Type: Core Academic CourseCourse Status: Course ApprovedGrade Level(s): 9,10,11,12,30,31

Graduation Requirement: English

Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas > Abbreviated Title: ACCESS ENGLISH 3Course Length: Multiple (M) - Course length can vary

GENERAL NOTESAccess Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development (ELD) Standards Special Notes Section:Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: HERE.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Course StandardsLAFS.1112.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.Related Access Points

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LAFS.1112.L.1.AP.1a:Apply conventions of usage in speaking and writing (e.g., who vs. that vs. which; ending a sentence with a preposition; who vs. whom), consulting reference material as needed.

EUs Use, in writing or speaking, conventions of standard

English grammar and usage taught in previous grades. Using feedback, revise conventions of usage in speaking

and writing.

LAFS.1112.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions.b. Spell correctly.

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LAFS.1112.L.1.AP.2a: Follow hyphenation conventions.EUs(Across Text Types)

Identify sentences or words that need hyphenating. Insert hyphenations into a given paragraph correctly.

LAFS.1112.L.1.AP.2b: Spell correctly in writing.EUs(Across Text Types)

Use spelling features typically representative of Letter Name spellers (e.g., beginning consonants, ending consonants, preconsonatal nasals, medial vowels and affricates

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Use spelling features typically representative of long-vowel patterns (e.g., ai, ue, oa and ee), long-vowel patterns with silent e marker, ambiguous-vowel patterns (e.g., ou, ow and oi), and r-controlled vowels.

Use spelling features typically representative of Syllables and Affixes spellers (e.g., open/closed syllables and doubling).

Use spelling features typically representative of Derivational Relations spellers.

LAFS.1112.L.2.3: 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.

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LAFS.1112.L.2.AP.3a: Vary syntax within writing for effect.

EUs Organize a given set of words into sentences following grammatical rules for sentence structure.

LAFS.1112.L.2.AP.3b: Write and edit work to conform to guidelines in a style manual.

EUs Identify the editing guideline(s) for a specific situation from a list within a style manual.

LAFS.1112.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).

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LAFS.1112.L.3.AP.4a: Verify the prediction of the meaning of a new word or phrase.

EUs Identify various forms of context clues (e.g., synonym,

antonym, explanation, restatement and example). Use the context to help decide which definition (from a list

of definitions) is the most appropriate choice.LAFS.1112.L.3.AP.4b: Consult reference materials to find the synonym for a word.

EUs Identify the purpose or use of reference materials (e.g., dictionaries, glossaries and thesauruses).

LAFS.1112.L.3.AP.4c: Consult reference materials to find the precise meaning of a word.

EUs Sort a given list of words into alphabetical order. Identify the definition when presented with the entire

listing of a word from a dictionary.

LAFS.1112.L.3.AP.4d: Consult reference materials to find the part of speech for a word.

EUs

Identify the part of speech of a word when presented with the entire listing of a word from a dictionary.

Use the context to help decide which definition (from a list of definitions) is the most appropriate choice.

Identify prefixes, roots and suffixes.

LAFS.1112.L.3.AP.4e:Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position in a sentence) as a clue to the meaning of a word or phrase.

EUs Recall the meaning of frequently used suffixes, roots, and prefixes.

Identify multiple meaning words up to two grade levels

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below the student’s grade level. Identify the context in which the unknown word is being

used by looking at the text before and after it. List the possible meanings of an unknown word by using

the context (words surrounding the unknown word). Use a dictionary to verify the meaning guessed by using

the surrounding words.

Resources:1. Vocabulary Curriculum Resource Guide: Click here 2. LASSI: Narrative Text: Cl ick here 3. LASSI: Vocabulary and Acquisition: Click here

LAFS.1112.L.3.5: 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.

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LAFS.1112.L.3.AP.5a: Interpret how literary devices advance the plot and affect the tone or pacing of a work.

EUs

Match the use of flashback to a provided text. Match the use of foreshadowing to a provided text. Match the use of cliff hanger to a provided text. Match the use of a red herring to a provided text. Identify the tone of the provided text. Examine texts for flashbacks, foreshadowing and

cliffhanger, for example.LAFS.1112.L.3.AP.5b: Identify the denotation for a known word.EUs From a given list of words with similar denotations, choose

an appropriate word to be used in a given context (e.g., short, stubby, petite – which word would you use to describe a friend’s mother?).

Describe denotation (precise, literal definition).

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Use a dictionary to define words with similar denotations. Explain the difference between denotative meanings

versus connotative meanings.

LAFS.1112.L.3.AP.5c: Explain differences or changes in the meaning of words with similar denotations.

EUs

From a given list of words with similar denotations, choose an appropriate word to be used in a given context (e.g., short, stubby, petite – which word would you use to describe a friend’s mother?).

Use a dictionary to define words with similar denotations. Explain denotative meaning and positive associations with

similar words.LAFS.1112.L.3.AP.5d: Identify hyperbole in a text.EUs Define various types of figures of speech.

Identify a phrase that contains a simile from a list. Identify a phrase that contains a metaphor from a list. Sort a list of phrases into three groups – similes,

metaphors and literal (not a simile or a metaphor). Identify an idiom or proverb from a list. Define alliteration. Identify a phrase or sentence that contains alliteration

from a list. Identify a phrase that contains allusion or personification

from a list. Identify a phrase, sentence or paragraph that contains

irony from a list. Identify the sentence that contains a pun from a list of

sentences. Sort a list of statements containing allusions and

personifications into correct groups. Identify a phrase that contains an oxymoron from a list. Identify a phrase that contains hyperbole from a list. Identify a requested figure of speech (e.g., hyperbole,

oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and

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sentences.LAFS.1112.L.3.AP.5e: Interpret figures of speech in context.

EUs

Identify a phrase that contains a simile within context. Identify a phrase that contains a metaphor within context. Sort a list of phrases into three groups – similes,

metaphors and literal (not a simile or a metaphor). Identify an idiom or proverb within context. Define alliteration. Identify a phrase or sentence that contains alliteration

within context. Identify a phrase that contains allusion or personification

within context. Identify a phrase, sentence or paragraph that contains

irony within context. Identify the sentence that contains a pun within context. Sort a list of statements containing allusions and

personifications into correct groups. Identify a phrase that contains an oxymoron within

context. Identify a phrase that contains hyperbole within context. Identify a requested figure of speech (e.g., hyperbole,

oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences within a given text.

LAFS.1112.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.Related Access Points

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LAFS.1112.L.3.AP.6a: Use grade-appropriate general academic and domain-specific

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words and phrases accurately within writing.

EUs(Across Text Types)

Identify which general academic or domain-specific vocabulary, from a list, completes a sentence.

Identify which general academic and domain-specific vocabulary from a list would be included based upon a topic within informational or persuasive writing.

LAFS.1112.L.3.AP.6b: Use newly acquired domain-specific words and phrases accurately.

EUs With guidance and support use newly acquired words to answer questions.

LAFS.1112.RI.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.Related Access Points

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LAFS.1112.RI.1.AP.1a:Use two or more pieces of evidence to support inferences, conclusions or summaries of text or an adapted grade-appropriate text.

EUs

Make an inference from an informational text. Define what the major evidences for the inference are. Identify a conclusion from an informational text. Define the strongest evidence to draw a conclusion. Identify a summary from an informational text. Identify details to support the inference, conclusion or

summary.

Resources: 1. Reading Informational HS Element Card: Click here 2. LASSI: Informational Text: Click here

LAFS.1112.RI.1.AP.1b: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries in a text.

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EUs

Make an inference from an informational text. Identify a conclusion from an informational text. Identify a summary from an informational text. Identify details to support the inference, conclusion or

summary.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.1.2: Determine two or more 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 provide a complex analysis; provide an objective summary of the text.Related Access Points

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LAFS.1112.RI.1.AP.2a: Determine two or more central ideas of a text.

EUs

Identify one main idea in a text. Identify two or more main ideas in a text List key details that support each main idea. Identify how the main ideas connect to build a central

ideaResources: Reading Informational HS Element Card: Click hereLAFS.1112.RI.1.AP.2b: Determine how the central ideas develop.

EUs

Identify one main idea in a text. Identify two or more main ideas in a text. List key details that support each main idea. Identify how the main ideas connect and support the

central ideasResources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.1.AP.2c: Determine how key details support the development of the central idea of a text or an adapted grade-appropriate text.

EUs Identify one main idea in a text.

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Identify two or more main ideas in a text. List key details that support each main idea. Identify the relationship between key details to make

connections for the central idea.Resources: Reading Informational HS Element Card: Click hereLAFS.1112.RI.1.AP.2d: Provide/create an objective summary of a text.

EUs Identify the main idea of a text. Identify key details related to the main idea of a text. Identify a factual summary/statement about the text.

Identify overall meaning of the text.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.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.Related Access Points

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LAFS.1112.RI.1.AP.3a: Analyze key points throughout a text to determine the organizational pattern or text structure.

EUs Identify key ideas within a text. Determine text structure for a text List key signal/transitional words that help determine text

structure.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.1.AP.3b: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.

EUs Identify a set of ideas or sequence of events within an informational text.

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Outline points for a given argument.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.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).Related Access Points

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LAFS.1112.RI.2.AP.4a:Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.

EUs Define various types of figures of speech Identify a phrase that contains a simile from a list.

Identify a phrase that contains a metaphor from a list. Sort a list of phrases into three groups – similes,

metaphors and literal (not a simile or a metaphor). Identify an idiom or proverb from a list. Define alliteration. Identify a phrase or sentence that contains alliteration

from a list. Identify a phrase that contains allusion or personification

from a list. Identify a phrase, sentence or paragraph that contains

irony from a list. Identify the sentence that contains a pun from a list of

sentences. Sort a list of statements containing allusions and

personifications into correct groups. Identify a phrase that contains an oxymoron from a list. Identify a phrase that contains hyperbole from a list. Identify a requested figure of speech (e.g., hyperbole,

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oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences.

LAFS.1112.RI.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.Related Access Points

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LAFS.1112.RI.2.AP.5a: Analyze the structure an author uses in his or her exposition or argument.

EUs

Identify the text structure/patterns of organization within a text.

Identify a set of ideas or sequence of events within an informational text

Outline points for a given argument.

LAFS.1112.RI.2.AP.5b:Evaluate the effectiveness of the structure an author uses in his or her exposition or argument, to determine whether the structure makes points clear and convincing.

EUs

Identify a set of ideas or sequence of events within an informational text.

Determine how the text structure the author uses helps strengthen the argument

Outline points for a given argument.

LAFS.1112.RI.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.

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LAFS.1112.RI.2.AP.6a: Determine the author’s point of view or purpose in a text.

EUs Identify what an author tells about a topic. Identify the author's point of view. Identify the author’s purpose in telling about a topic. Identify the author’s opinion about the topic.

Resources: 1. Reading Informational HS Element Card: Click here 2. LASSI: Informational Text: Click here

LAFS.1112.RI.2.AP.6b: Determine what arguments the author makes.

EUs Identify the author’s stance about the topic. Identify whether the author is biased or unbiased about

the topic.

LAFS.1112.RI.2.AP.6c:Determine/identify the specific language/words that the author uses that contribute to the power, persuasiveness or beauty of the text.

EUs List the examples of the figurative language used by the

author (e.g., similes, metaphors, alliterations and onomatopoeias).

Determine how word choice affects text.Resources: LASSI: Informational Text: Click here

LAFS.1112.RI.3.7: 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.Related Access Points

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LAFS.1112.RI.3.AP.7a: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.

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EUs Locate information within a text related to a given topic

to solve a problem. Determine the usefulness of the information for a given

topic that helps address a question.

Resources: 1. Reading Informational HS Element Card: Click here 2. LASSI: Informational Text: Click here

LAFS.1112.RI.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).Related Access Points

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LAFS.1112.RI.3.AP.8a: Identify claims made by the author as being fact or opinion.

EUs

Find a claim or argument in a text. Identify the difference between fact and opinion. List at least two pieces of evidence the author uses to

support their claim Use at least two independent sources to see if evidence

supporting the claim/argument is a fact.LAFS.1112.RI.3.AP.8b: Distinguish reliable sources from non-reliable.

EUs

Find a claim or argument in a text. List at least two pieces of evidence the author uses to

support their claim. Use at least two independent sources to see if evidence

supporting the claim/argument is true or false.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.3.AP.8c: Evaluate the premises, purposes and argument that the author makes.

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EUs

Find a claim or argument in a text. Identify the various purposes the author has. List at least two pieces of evidence the author uses to

support their claim. Use at least two independent sources to see if evidence

supporting the claim/argument is true or false.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.3.AP.8d: Delineate the premises, purposes, argument and specific claims in two or more texts on related topics.

EUs

Find a claim the author makes in the text. Compare similar purposes the author has from two texts. List/highlight one or more sentences that support the

claim. Compare similar claims/evidence from two text.

Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.3.AP.8e: Assess the validity of the premises, purposes and arguments across texts on related topics.

EUs

Find a claim or argument in a text. List at least two pieces of evidence the author uses to

support their claim. Use at least two independent sources to see if evidence

supporting the claim/argument is true or false.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.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.

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LAFS.1112.RI.3.AP.9a:

Identify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").

EUs

Identify main idea/theme from a U.S. document of significance.

List details that support the main idea/theme. List common key details that two or more documents

share.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.3.AP.9b:Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").

EUs

Identify main idea/theme from several historical documents.

Identify the purpose of the text. List common key details that two or more documents

share. Examine two or more U.S. documents for literary

elements.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RI.4.10: 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.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Related Access Points

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LAFS.1112.RI.4.AP.10a: Read or listen to a variety of texts, including biographies, essays, speeches, journals and news articles.

EUs Read or be read to a variety of nonfictional texts or adapted texts.

LAFS.1112.RI.4.AP.10b: Independently read challenging, grade-appropriate texts.

EUs Independently read using appropriate technology (e.g., audio books and technology programs).

LAFS.1112.RI.4.AP.10c: Use a variety of strategies to derive meaning from a variety of print/non-print texts.

EUs

Identify the type of informational text (i.e., literary nonfiction, expository texts, argument or persuasive texts, and procedural texts)

Draw relationships within information texts to derive meaning (e.g., combine what was learned from text with what was learned from information presented visually).

Use summarizing to derive meaning from informational texts (e.g., monitor comprehension using a graphic organizer).

Use synthesizing to derive meaning from informational texts (e.g., taking information from multiple, diverse sources).

Resources: Reading Informational HS Element Card: Click here

LAFS.1112.RL.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.Related Access Points

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LAFS.1112.RL.1.AP.1a: Use two or more pieces of evidence to support inferences,

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conclusions or summaries of the plot, purpose or theme within a text.

EUs Identify a summary of the plot of a literary text. Identify the theme of a literary text. Identify details to support the plot or theme of the text.

Resources:1. Reading Literacy HS Element Card: Click here 2. LASSI: Narrative Text: Click here 3. LASSI: Vocabulary and Acquisition: Click here

LAFS.1112.RL.1.AP.1b: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries or text.

EUs

Identify which evidence is the strongest support for the summary of the plot of the literary text.

Find the strongest evidence for a conclusion from a provided text.

Find the strongest evidence for a selected inference from a provided text.

Identify the theme of a literary text. Identify details to support the plot or theme of the text.

Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.1.AP.1c: Use evidence to support conclusions about ideas not explicitly stated in the text.

EUs

Identify a summary of the plot of the literary text. Find evidence for a conclusion from a provided text. Find evidence for a selected inference from a provided

text. Identify the theme of a literary text. Identify details to support the plot or theme of the text.

Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.1.2: 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.

Related Access Points

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LAFS.1112.RL.1.AP.2a: Determine two or more themes or central ideas of an adapted grade-appropriate text.

EUs Identify theme of a text from a list. Map a theme throughout text using evidence. Identify the central theme of a text.

Resources: Reading Literacy HS Element Card: Click here LAFS.1112.RL.1.AP.2b: Determine how the theme develops.

EUs Identify theme of a text from a list. Map a theme throughout text using evidence. Map the development of the central idea throughout the

text.Resources: Reading Literacy HS Element Card: Click hereLAFS.1112.RL.1.AP.2c: Provide/create an objective summary of a text.

EUs

Identify a summary of the plot of the literary text. Find evidence for a conclusion from a provided text. Find evidence for a selected inference from a provided

text. Identify the theme of a literary text. Identify details to support the plot or theme of the text.

LAFS.1112.RL.1.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Related Access Points

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LAFS.1112.RL.1.AP.3a:Analyze the author’s choices about what is developed and included in the text and what is not developed and included related to story elements.

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EUs

Identify elements of a story’s plot (e.g., exposition, rising action, climax, falling action and resolution.)

Identify the author’s effect (e.g., tension, suspense and surprise) for a text.

Identify the overall meaning. Given story elements for a text, discuss why author

would select the information in each element over other choices (e.g., “Why did the author in Lord of the Flies put the boys on an island instead of an apartment building in a city?”).

Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.

Identify story elements that are included but not developed.

Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.1.AP.3b:Analyze the author’s choices about how to relate elements of the story (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

EUs

Identify elements of a story’s plot (e.g., exposition, rising action, climax, falling action and resolution.)

Identify the author’s effect (e.g., tension, suspense and surprise) for a text.

Identify the overall meaning. Given story elements for a text, discuss why the author

would select the information in each element over other choices (e.g., “Why did the author in Lord of the Flies put the boys on an island instead of an apartment building in a city?”).

Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.

Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)Related Access Points

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LAFS.1112.RL.2.AP.4a:Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes and idioms) and connotative meanings.

EUs

Define connotative meanings of words. Identify a phrase that contains a simile from a list.

Identify a phrase that contains a metaphor from a list. Sort a list of phrases into three groups – similes,

metaphors and literal (not a simile or a metaphor). Identify an idiom or proverb from a list. Define alliteration. Identify a phrase or sentence that contains alliteration

from a list. Identify a phrase that contains allusion or personification

from a list. Identify a phrase, sentence or paragraph that contains

irony from a list. Identify the sentence that contains a pun from a list of

sentences. Sort a list of statements containing allusions and

personifications into correct groups. Identify a phrase that contains an oxymoron from a list. Identify a phrase that contains hyperbole from a list. Identify a requested figure of speech (e.g., hyperbole,

oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences.

LAFS.1112.RL.2.5: 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.

Related Access Points

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LAFS.1112.RL.2.AP.5a:

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.

EUs

Identify elements of a story’s plot (e.g., exposition, rising action, climax, falling action and resolution.) Identify the author’s effect (e.g., tension, suspense and surprise).

Identify the overall meaning. Identify how the author's choice of structure helps

develop the meaning of the story.

Resources: 1. Reading Literacy HS Element Card: Click here 2. LASSI: Narrative Text: Click here

LAFS.1112.RL.2.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Related Access Points

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LAFS.1112.RL.2.AP.6a: Define satire, sarcasm and irony.

EUs Choose from a given list examples of satire, sarcasm and irony.

Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.2.AP.6b: Differentiate what is directly stated in a text from what is meant.

EUs Choose from a given list examples of satire, sarcasm and

irony. Distinguish what is stated from what is implied.

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Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.3.7: 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. (Include at least one play by Shakespeare and one play by an American dramatist.)Related Access Points

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LAFS.1112.RL.3.AP.7a:Analyze multiple interpretations of a story, drama or poem (e.g., recorded or live productions of a play or recorded novel or poetry), evaluating how each version interprets the source text.

EUs Categorize all story elements for a source text and either

a story, drama or poem written from the source text (e.g., match the setting of a text to “setting” and match the characters in a text to “character”).

Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.3.9: 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.Related Access Points

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LAFS.1112.RL.3.AP.9a:

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 (historical reflection, social, morals).

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EUs Given categories for comparison, outline information from

two texts on a similar topic from the same time period. Given categories for comparison, outline information from

two texts on a similar theme from the same time period.Resources: Reading Literacy HS Element Card: Click here

LAFS.1112.RL.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.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. Related Access Points

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LAFS.1112.RL.4.AP.10a:Read or listen to a variety of texts or adapted texts including historical novels, periodicals, classical dramas or plays, poetry, novels, fiction and nonfiction.

EUs Read or be read to a variety of texts or adapted texts of fiction and nonfiction.

LAFS.1112.RL.4.AP.10b: Independently read or listen to texts or grade-appropriate adapted texts.

EUs Read independently using appropriate supports (e.g., audio books and technology programs).

LAFS.1112.RL.4.AP.10c: Use a variety of strategies to derive meaning from a variety of texts.

EUs Use predicting to understand texts. Make connections to understand texts Use summarizing to understand texts. Use synthesizing to understand texts.

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Resources: Reading Informational HS Element Card: Click here

LAFS.1112.SL.1.1: 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.

Related Access Points

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LAFS.1112.SL.1.AP.1a: Consider a full range of ideas or positions on a given topic or text when presented in a discussion.

EUs Given a topic, list a full range of ideas or positions (e.g.,

write a topic on the board and generate possible ideas or positions about that topic).

LAFS.1112.SL.1.AP.1b: Clarify, verify or challenge ideas and conclusions within a discussion on a given topic or text.

EUs Identify key points from a given text. Use evidence or ideas within a text to challenge a given

statement.

LAFS.1112.SL.1.AP.1c: Summarize points of agreement and disagreement within a discussion on a given topic or text.

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EUs Sort points of agreement and disagreement (e.g., T-chart, Venn diagram or other graphic organizers).

LAFS.1112.SL.1.AP.1d:Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding.

EUs Using the previous graphic organizer (points of

agreement), indicate the evidence given in the text that supports each claim.

Use the evidence to support own view or understanding.LAFS.1112.SL.1.AP.1e: Work with peers to promote democratic discussions.

EUs

Generate sentence stems that promote positive environments during collegial discussions (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

Address appropriate tone, volume, eye contact and inflections, for example.

LAFS.1112.SL.1.AP.1f: Actively seek the ideas or opinions of others in a discussion on a given topic or text.

EUs Use sentence stems to seek the ideas or opinions of others.

LAFS.1112.SL.1.AP.1g: Engage appropriately in discussion with others who have a diverse or divergent perspectives.

EUs

Generate sentence stems that promote positive environments during collegial discussions (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

Generate questions to understand diverse perspectives. Address appropriate tone, volume, eye contact and

inflections, for example.

LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.Related Access Points

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LAFS.1112.SL.1.AP.2a: Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

EUs

Given a topic or text, list various sources of information (e.g., encyclopedia, dictionary, Facebook, Wikipedia and Google search engine).

List the various findings from the sources. Identify the sources that are credible.

Discuss the accuracy of the presented information.

LAFS.1112.SL.1.3: 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.Related Access Points

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LAFS.1112.SL.1.AP.3a: Determine the speaker’s point of view or purpose in a text.

EUs Identify what an author tells about a topic. Identify the speaker's point of view. Identify the author’s purpose in telling about a topic. Identify the author’s opinion about the topic.

LAFS.1112.SL.1.AP.3b: Determine what arguments the speaker makes.

EUs

Find a claim the author makes in the text. List/highlight one or more sentences that support the

claim. Compare similar claims/evidence from two text. Identify the speaker's tone.

Resources: Reading Literacy HS Element Card: Click here

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LAFS.1112.SL.1.AP.3c: Evaluate the evidence used to make the speaker’s argument.

EUs

Find a claim or argument in a text. List at least two pieces of evidence the author uses to

support their claim. Determine if the evidence provided for the argument is

relevant and valid. Use at least two independent sources to see if evidence

supporting the claim/argument is true or false.Resources: Reading Informational HS Element Card: Click here

LAFS.1112.SL.1.AP.3d:Evaluate a speaker’s point of view, reasoning, use of evidence and rhetoric for ideas, relationship between claims, reasoning, evidence and word choice.

EUs Identify which speaker’s point of view, reasoning and use

of evidence contains false statements, faulty reasoning or exaggeration.

LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.Related Access Points

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LAFS.1112.SL.2.AP.4a:Report orally on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

EUs(Informational)

Order factual statements to describe a sequence of events or ideas.

Sort relevant and irrelevant information related to a given topic into the correct categories.

Develop the topic by Identifying at least two relevant

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facts and descriptive details related to the topic.

LAFS.1112.SL.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.Related Access Points

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LAFS.1112.SL.2.AP.5a:Include digital multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

EUs(Across Text Types)

Identify from provided choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).

Identify the most important facts/details in a report. With guidance and support, determine what multimedia

features should/could be included in the writer’s report to emphasize certain facts or details.

LAFS.1112.SL.2.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.Related Access Points

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LAFS.1112.SL.2.AP.6a:Recognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).

EUs Identify a given text or conversation as formal or informal English.

LAFS.1112.W.1.1: 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 formal style and objective tone while attending 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.Related Access Points

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LAFS.1112.W.1.AP.1a: Introduce claim(s) for an argument that reflects knowledge of the topic.

EUs(Persuasive)

Identify the claim within a persuasive text. Match claims to an argument. Identify context that establishes the importance of a

provided claim.

LAFS.1112.W.1.AP.1b: Use context or related text to establish the significance of the claim(s).

EUs(Persuasive)

Identify the claim within a persuasive text. Identify if the claim is relevant and valid. Match claims to

an argument. Identify context that establishes the importance of a

provided claim.

LAFS.1112.W.1.AP.1c: Identify claim(s) from alternate or opposing claims(s) in writing.

EUs(Persuasive)

Identify claims for a given argument. Identify claims that oppose a given argument.

LAFS.1112.W.1.AP.1d: Create a writing organizational structure (e.g., introduce claims, distinguish supporting and opposing claims and

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relevant evidence for each, provide conclusion) logically sequencing claim(s), counterclaims, reason and evidence.

EUs(Persuasive)

Identify a reason/evidence that supports a claim within a persuasive text.

Use a template to outline a claim, reasons and evidence. Create a writing organizational structure (i.e., introduce

claim(s), distinguish supporting and opposing claims and relevant evidence for each, provide conclusion) developing relationships among claim(s), reason(s), and evidence.

LAFS.1112.W.1.AP.1e: Select the most relevant evidence for claim(s) and counterclaim(s) for use in writing.

EUs(Persuasive)

Identify evidence for a claim. Identify evidence that is most

relevant/important/convincing for a provided claim. Identify evidence for a counterclaim.

LAFS.1112.W.1.AP.1f: Develop clear claim(s) with the most relevant evidence for a topic or text.

EUs(Persuasive)

Identify evidence for a claim. Identify sufficient evidence for a provided claim. Identify evidence that is most

relevant/important/convincing for a provided claim. Identify evidence for a counterclaim.

LAFS.1112.W.1.AP.1g: Use words, phrases and clauses to create cohesion within writing.

EUs(Persuasive)

Identify appropriate words, phrases, and/or clauses to help support claims and/or evidence within a persuasive text.

Identify words, phrases, and clauses that clarify the relationship among claims, counterclaims, reasons and evidence.

List word, phrases and clauses that might be used to link claims and reasons (e.g., “For that reason,” “Therefore,”

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and “A second point that should be made”).

LAFS.1112.W.1.AP.1h: Use words, phrases and clauses to clarify the relationship among claims, counterclaims, reasons and evidence.

EUs(Persuasive)

Identify appropriate words, phrases and/or clauses to help support claims and/or evidence within a persuasive text.

Identify words, phrases and clauses that clarify the relationship among claims, counterclaims, reasons and evidence.

Locate signal/transitional words to link claims and reasons.

List word, phrases and clauses that might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” and “A second point that should be made”).

LAFS.1112.W.1.AP.1i:Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).

EUs(Persuasive)

Distinguish third-person writing from first-person writing. Distinguish active voice from passive voice.

LAFS.1112.W.1.AP.1j:Provide a concluding statement or section that supports the argument presented by stating the significance of the claim and/or presenting next steps related to the topic.

EUs(Persuasive)

Identify an appropriate concluding statement/section based upon claim(s) within a persuasive text.

Develop a short list of the most important ideas from a provided text to include in a concluding statement or section.

LAFS.1112.W.1.2: 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 (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding 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 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).

Related Access Points

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LAFS.1112.W.1.AP.2a:Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples) to support paragraph focus.

EUs(Informational)

Identify relationship of set of items in various categories (e.g., definition, classification, compare/contrast and cause/effect).

Identify the text structure of a provided text. With guidance and support, outline a list of key ideas,

concepts and information from a provided text.

LAFS.1112.W.1.AP.2b: Provide a clear introduction previewing information to follow and summarizing stated focus.

EUs(Informational)

Identify the introductory paragraph for a provided topic that includes context or background information and established a central idea or focus.

Within the introduction to an informational text, state the topic.

LAFS.1112.W.1.AP.2c:Provide the facts, extended definitions, concrete details, quotations or other information and examples that are most relevant to the focus and appropriate for the audience.

EUs(Informational)

With guidance and support, sort relevant and irrelevant information related to a given topic into the correct categories.

Identify facts and details related to a specified topic.

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Develop the topic by identifying at least one relevant fact, definition, quote, example or detail.

With guidance and support, list characteristics of a given audience that might change the focus of the writing.

LAFS.1112.W.1.AP.2d: Use transitional words, phrases and clauses that connect ideas and create cohesion within writing.

EUs(Informational)

Identify the transition words or phrases within a given text that connect ideas and create cohesion(e.g., “A second kind of” and “In the same way”).

Add transitional words, phrases or clauses to connect ideas and create cohesion within given informational writing.

LAFS.1112.W.1.AP.2e: Use precise language and domain-specific vocabulary to manage the complexity of the topic.

EUs(Informational)

Identify precise language within a provided informational text.

Identify the most descriptive or specific noun/verb appropriate for provided text (e.g., instead of

“Volcanoes blow up.” use “Mt. Vesuvius erupted.”). Use a resource (e.g., thesaurus) to revise given text to

become more descriptive. Identify precise language and domain-specific vocabulary

within an informational text that is appropriate to the specific topic.

LAFS.1112.W.1.AP.2f:Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).

EUs(Informational)

Distinguish third person writing from first person writing. With guidance and support, distinguish active voice from

passive voice.

LAFS.1112.W.1.AP.2g: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Name Description Date(s) Instruction

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EUs(Informational)

Identify the appropriate concluding section for a provided informational text.

Develop a short list of the most important ideas from a provided text to include in a concluding statement or section.

LAFS.1112.W.1.AP.2h:Report on a topic using a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

EUs(Informational)

Order factual statements to describe a sequence of events or ideas.

Sort relevant and irrelevant information related to a given topic into the correct categories.

Develop the topic by Identifying at least two relevant facts and descriptive details related to the topic.

LAFS.910.W.1.3: 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, 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, such as dialogue, pacing, description, reflection, and multiple plot lines, 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.d. Use precise words and phrases, telling 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.Related Access Points

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LAFS.910.W.1.AP.3a:Engage and orient the reader by setting out a problem, situation or observation and establishing one or multiple point(s) of view.

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EUs(Narrative)

Choose an engaging beginning of a story from provided choices.

Identify the text that establishes a problem within the story.

Link points of view to the characters from a story. Choose a point of view for the story. Establish a setting and plot for the story.

LAFS.910.W.1.AP.3b: Engage and orient the reader to the narrator and/or characters.

EUs(Narrative)

Identify the narrator and characters. Identify the text that describes/orients the readers to the

narrator or characters. Link points of view to the characters from a story.

LAFS.910.W.1.AP.3c:Produce a narrative that includes dialogue that advances the plot or theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives).

EUs(Narrative)

Add dialogue in an original story. Add dialogue to a story that advances the plot or theme

(e.g., reveals character motivation, feelings and thoughts; and how character has changed perspectives).

LAFS.910.W.1.AP.3d: Include plot techniques and pacing (e.g., flashback, foreshadowing, suspense) as appropriate in writing.

EUs(Narrative)

Identify plot techniques and pacing (e.g., flashback, foreshadowing and suspense) as appropriate in the writing of others.

LAFS.910.W.1.AP.3e: Sequence events so that they build on one another to create a coherent whole.

EUs(Narrative)

Sequence events of beginning, middle, and ending within a text.

Establish a tone for the story. Create a progression of experiences or events for a

familiar experience or event (e.g., “Write a story about your trip to the county fair describing each experience you

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had in detail.”).LAFS.910.W.1.AP.3f: Create a smooth progression of experiences or events.

EUs(Narrative)

Sequence events of beginning, middle, and ending within a text.

Create a progression of experiences or events for a familiar experience or event (e.g., “Write a story about your trip to the county fair describing each experience you had in detail.”).

LAFS.910.W.1.AP.3g:Use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.

EUs(Narrative)

Identify precise words and phrases, relevant details, and/or sensory language that convey experiences, events, setting and/or characters in a provided text.

Add precise words and phrases and relevant details to a familiar story that does not include these elements.

LAFS.910.W.1.AP.3h:Provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

EUs(Narrative) Add an appropriate conclusion provided story.

LAFS.1112.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 above.)Related Access Points

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LAFS.1112.W.2.AP.4a: Produce a clear, coherent, permanent product that is

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appropriate to the specific task (e.g., topic), purpose (e.g., to inform) or audience (e.g., reader).

EUs(Informational)

Given a specific purpose, produce a permanent product (i.e., identify text appropriate to the purpose, identify descriptive sentences and identify a concluding statement).

LAFS.1112.W.2.AP.4b:Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain) or audience.

EUs(Narrative)

Given a specific purpose, produce a permanent product (i.e., identify text appropriate to the purpose, identify descriptive sentences and identify a concluding statement).

LAFS.1112.W.2.AP.4c:Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to argue or support claims) or audience.

EUs(Persuasive)

Given a specific purpose, produce a permanent product (i.e., select text appropriate to the purpose, identify descriptive sentences, and select a concluding statement).

LAFS.1112.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.Related Access Points

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LAFS.1112.W.2.AP.5a:Develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.

EUs Identify a topic for an informational text to be written.

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(Informational)

Identify information that will be included in a text to be written.

Develop a plan for an original text, based on the topic and information identified earlier, including a conclusion for the text.

LAFS.1112.W.2.AP.5b: Develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

EUs(Narrative)

Choose a topic for a story to be written. List story elements that will be included in a story to be

written. Develop a story line for an original story, based on the

topic and story elements written earlier, including a conclusion for the story.

LAFS.1112.W.2.AP.5c:Develop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counter claim, conclude argument).

EUs(Persuasive)

Choose a topic for a persuasive text to be written. List information that will be included in a text to be

written. Develop a plan for an original text, based on the topic and

information written earlier, including a conclusion for the text.

LAFS.1112.W.2.AP.5d: Strengthen writing by revising and editing.EUs(Informational)

Use a support (e.g., an editing checklist or model text) to edit a draft by attending to common writing conventions.

EUs(Informational)(Persuasive)

With guidance and support from adults and peers, add text that contributes to a provided text.

With guidance and support from peers and adults, remove text that does not contribute to the provided text.

With guidance and support from peers and adults, rearrange provided text to create cohesion.

LAFS.1112.W.2.AP.5e: Strengthen writing by revising and editing (e.g., review product, strengthening story).

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EUs(Narrative)

Use a support (e.g., an editing checklist or model text) to edit a draft by attending to common writing conventions.

With guidance and support from adults and peers, add text that contributes to a provided story.

With guidance and support from peers and adults, remove text that does not contribute to the provided story.

With guidance and support from peers and adults, rearrange provided text to create cohesion.

LAFS.1112.W.2.6: 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.Related Access Points

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LAFS.1112.W.2.AP.6a:Use technology to produce and publish writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).

EUs(Across Text Types)

Use the Internet to gather information to inform writing. With guidance and support, use features of technology

(e.g., a simple search; creating a simple, one-page text; and finding and using clip art from the Internet) to create a simple text.

LAFS.1112.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.

Related Access Points

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LAFS.1112.W.3.AP.7a:

Follow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question and/or solve a problem (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).

EUs(Informational)

With guidance and support, identify a topic for a short research project.

With guidance and support, complete a short research project by following simple steps.

LAFS.1112.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.Related Access Points

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LAFS.1112.W.3.AP.8a:Gather (e.g., highlight, quote or paraphrase from source) relevant information about the topic or text from authoritative print and/or digital sources.

EUs(Informational)

Find sources (e.g., library books, magazines and Internet) that relate to a given informational topic.

Gather information (e.g., highlight and take notes) from provided sources to answer a question.

Find information (using search tools) to include in the writer’s informational text.

LAFS.1112.W.3.AP.8b: Gather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.

EUs(Persuasive)

Find sources (e.g., library books, magazines and Internet) that relate to a given persuasive topic.

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Find at least one fact to include in the writer’s persuasive text.

LAFS.1112.W.3.AP.8c:Integrate information presented by others that is determined to be the most appropriate for the task, purpose and audience into the writing product while avoiding plagiarism.

EUs(Persuasive)

Identify in given writing where information attributed to others is utilized.

Identify information developed by others that is most relevant for writing.

Accurately quote others when presenting a persuasive argument.

EUs(Informational)

Identify in given writing where information attributed to others is utilized.

With guidance and support, students will accurately quote others when presenting their own writing.

LAFS.1112.W.3.AP.8d: Use a standard format to write citations.EUs(Persuasive)

Use a teacher-provided template to write citations in a standard format.

EUs(Informational)

With guidance and support, use a standard format to write citations.

Use a provided template to write citations in a standard format.

LAFS.1112.W.3.AP.8e: Avoid plagiarism when integrating multiple sources into a written text or when discussing/referring to text.

EUs(Persuasive)

Identify in given writing where information attributed to others is utilized.

Identify information developed by others that is most relevant for writing.

Accurately quote others when presenting a persuasive argument.

EUs(Informational)

Identify in given writing where information attributed to others is utilized.

Name Description Date(s) Instruction

Date(s) Assessment

Date Mastery

With guidance and support, students will accurately quote others when presenting their own writing.

LAFS.1112.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “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”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Related Access Points

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LAFS.1112.W.3.AP.9a: Provide evidence from literary or information texts to support analysis, reflection and research.

EUs(across Text Types)

Match evidence to provided points from an informational or persuasive text.

Identify evidence to use within an informational or persuasive text to support the point the writer is trying to make.

LAFS.1112.W.3.AP.9b:Evaluate an argument within a seminal text or adapted text to determine if reasoning is valid; reasoning is accurate; evidence is relevant; and evidence is sufficient.

EUs(Persuasive)

Evaluate a provided argument to determine if reasoning is valid and accurate.

Evaluate an argument to determine if reasoning is relevant to the argument.

Evaluate an argument to determine if reasoning is sufficient to make the argument.

LAFS.1112.W.3.AP.9c: Refine writing to assure accuracy/authenticity (e.g.,

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historical, geographical, technical).EUs(Narrative)

With prompting and support from peers and adults, evaluate the writing of others for accuracy/authenticity.

LAFS.1112.W.4.10: 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.Related Access Points

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LAFS.1112.W.4.AP.10a:Write routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.

EUs Build stamina by participating in a daily writing routine

(e.g., write for 5 minutes working up to extended period of time).

LAFS.1112.W.4.AP.10b:Write routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

EUs Students write multiple texts during the school year.

HE.912.B.4.1: Explain skills needed to communicate effectively with family, peers, and others to enhance health.Remarks/Examples:Using "I" messages, voice pitch/volume, eye contact, journal experiences, writing letters, persuasive speech, and assertive communication.

Related Access Points

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HE.912.B.4.In.a:Describe strategies to communicate effectively with family, peers, and others to enhance health, such as having appropriate voice pitch and volume, maintaining eye contact, journaling, letter writing, and speaking persuasively.

HE.912.B.4.Su.a:Identify strategies to communicate effectively with family, peers, and others to enhance health, such as having appropriate voice pitch and volume, maintaining eye contact, journaling, letter writing, and speaking persuasively.

HE.912.B.4.Pa.a:Use selected communication strategies to enhance personal health, such as having appropriate volume, maintaining eye contact, and using words and gestures to clarify meaning.

HE.912.B.4.2: Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.Remarks/Examples:Validate other’s opinions, use direct statement, use active statement, and offer alternatives.Related Access Points

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HE.912.B.4.In.b:Determine effective refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks, such as validating other’s opinions, making direct and active statements, and offering alternatives.

HE.912.B.4.Su.b:Demonstrate selected effective refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks, such as validating other’s opinions, making direct and active statements, and offering alternatives.

HE.912.B.4.Pa.b: Use a refusal, a negotiation, or a collaboration skill to avoid or reduce personal health risks or resolve conflicts, such as stating desires clearly, offering alternatives, using “I”

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messages, expressing emotions, or making direct statements.

SS.912.C.1.3: Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.Related Access Points

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SS.912.C.1.In.c:Identify principles of natural rights, individual rights, and government of the people (popular sovereignty) reflected in the Declaration of Independence.

SS.912.C.1.Su.c: Recognize principles of natural rights and government of the people reflected in the Declaration of Independence.

SS.912.C.1.Pa.c: Recognize government of the people as a principle of the Declaration of Independence.

SS.912.C.2.9: Identify the expansion of civil rights and liberties by examining the principles contained in primary documents.Remarks/Examples:Examples are Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965.Related Access Points

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SS.912.C.2.In.i:Identify the expansion of civil rights as reflected in the Declaration of Independence, the Constitution and its amendments, and the Voting Rights Act of 1965.

SS.912.C.2.Su.i: Recognize the expansion of civil rights as reflected in the Constitution and its amendments.

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SS.912.C.2.Pa.i: Recognize examples of civil rights.

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.