Language
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.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
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.
Writing
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series.
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and
use strategies to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.
L.9–10.1a. Use parallel structure.
Speaking and Listening
1. Initiate and participate effectively in a range of collaborative discussions (oneon-
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, wellreasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decisionmaking,
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.
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.
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.
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.
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.
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 on page 54 for specific expectations.)
|
Literature
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, icluding determining where the text leaves matters uncertain.
2. Determine two or more themes or centeral ideas of a text and analyze their development over the courese of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author's choices regarding how to develop and related 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).
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).
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.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement).
7. 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. (Include at least one play by Shakespeare and one play by an American dramatist).
8. Demonstrate knowledge of eighteenth-, nineteenth, and early-twentieth-century foundationsal works of American literature, including how two or more texts from the same period treat similar themes or topics.
9. 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 in the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas and poems in the grades 11-CCR text complexity band independently and proficiently,
Informational Texts
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.
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.
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.
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).
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.
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.
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.
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).
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.
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.
|
