Standards - English Language Arts

ELA21.8.R5

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

ELA21.8.R6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Unpacked Content

Knowledge

Students know:
  • Some contexts and tasks require formal English speech, while others permit more casual speech.

Skills

Students are able to:
  • Adapt speech to a variety of contexts and tasks.
  • Demonstrate command of formal spoken English when appropriate.

Understanding

Students understand that:
  • Certain contexts and tasks will require them to speak in formal English.
  • They can change their speech, such as the vocabulary and sentence structure used, depending on the occasion.

Vocabulary

  • Adapt
  • Speech
  • Contexts
  • Tasks
  • Command
  • Formal English

ELA21.8.1

Analyze how informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings, develop central and supporting ideas.

Unpacked Content

Knowledge

Students know:
  • Informational and graphic text elements develop central and supporting ideas.
  • Allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings are types of informational text elements that develop central and supporting ideas.

Skills

Students are able to:
  • Identify informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings.
  • Analyze how specific informational and graphic text elements develop the central and supporting ideas in a text.

Understanding

Students understand that:
  • Authors choose to use particular informational and graphic text elements to support the development of the central and supporting ideas of a text.

Vocabulary

  • Informational text elements
  • Graphic text elements
  • Allusions
  • Point of view
  • Purpose
  • Comparisons
  • Categories
  • Figurative word meanings
  • Connotative word meanings
  • Technical word meanings
  • Central idea
  • Supporting ideas

ELA21.8.2

Make complex inferences from the structure and content of a text, including comparison and contrast, problem and solution, cause and effect, and substantiated and unsubstantiated claims and evidence, to draw logical conclusions about the author’s perspective.

Unpacked Content

Knowledge

Students know:
  • Authors use particular text structures to indicate their perspective.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Substantiated claims will have relevant, credible supporting evidence, while unsubstantiated claims will not.
  • Inferences and conclusions can be drawn by analyzing and synthesizing information in text.

Skills

Students are able to:
  • Identify the structure and content of text.
  • Utilize text structure and content to make complex inferences and draw logical conclusions about an author's perspective.

Understanding

Students understand that:
  • Authors choose to use specific content and format their text in a particular structure to demonstrate their perspective on a topic.

Vocabulary

  • Complex inferences
  • Text structure
  • Text content
  • Comparison and contrast
  • Problem and solution
  • Cause and effect
  • Substantiated claim
  • Unsubstantiated claim
  • Evidence
  • Logical conclusions
  • Author's perspective

ELA21.8.3

Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

Unpacked Content

Knowledge

Students know:
  • Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
  • An author's use of literary elements can indicate the author's purpose for writing the text.
  • Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:
  • Identify the setting, plot, characters, theme, internal and external conflict, dialogue, and point of view in literary text.
  • Analyze how literary elements contribute to the meaning and purpose of literary text.
  • Support their analysis of literary elements with textual evidence.

Understanding

Students understand that:
  • Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
  • Literary elements contribute to the meaning and purpose of literary text.
  • When they analyze a text, they should include text evidence to support their claims.

Vocabulary

  • Literary elements
  • Setting
  • Plot
  • Theme
  • Characters
  • Internal conflict
  • External conflict
  • Dialogue
  • Points of view
  • Text evidence

ELA21.8.4

Analyze the use of literary devices, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion, to support interpretations of literary texts, using textual evidence to support the analysis.

Unpacked Content

Knowledge

Students know:
  • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
  • Analyzing literary devices that are used in a text can support an interpretation of the text.
  • Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:
  • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion.
  • Analyze how an author's use of literary devices supports an interpretation of the text.
  • Cite evidence from the text to support their analysis.

Understanding

Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Literary devices contribute to the literal and/or figurative interpretation of a text.

Vocabulary

  • Literary devices
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Imagery
  • Tone
  • Symbolism
  • Irony
  • Mood
  • Allusion
  • Literary text
  • Textual evidence

ELA21.8.5

Compare and contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints.

Unpacked Content

Knowledge

Students know:
  • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
  • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
  • Methods to compare and contrast texts.

Skills

Students are able to:
  • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
  • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.

Understanding

Students understand that:
  • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.

Vocabulary

  • Fiction texts
  • Nonfiction texts
  • Perspectives
  • Informational texts
  • Digital texts
  • Multimodal texts
  • Historical viewpoints
  • Cultural viewpoints
  • Global viewpoints

ELA21.8.6

Evaluate the development of central and supporting ideas in recorded or live presentations by examining the speaker’s rhetorical strategies and choices regarding point of view, purpose, comparisons, analogies, categories, allusions, and figurative, connotative, and technical word meanings.

Unpacked Content

Knowledge

Students know:
  • Speakers utilize specific rhetorical strategies in their presentations to convey the central and supporting ideas.
  • Rhetorical strategies that can develop central and supporting ideas include point of view, purpose, comparisons, analogies, categories, allusions, and word choice.
  • Speakers develop the central idea of their presentation by including supporting details to further elaborate on the presentation's central meaning.

Skills

Students are able to:
  • Identify a speaker's rhetorical strategies related to point of view, purpose, comparisons, analogies, categories, allusions, and word choice.
  • Evaluate an author's rhetorical choices related to point of view, purpose, comparisons, analogies, categories, allusions, and figurative, connotative, and technical word meanings.
  • Evaluate how a speaker's rhetorical choices developed the central and supporting ideas of the presentation.

Understanding

Students understand that:
  • When creating and presenting a presentation, speakers make specific decisions about structure, format, and vocabulary to accurately convey their central and supporting ideas.

Vocabulary

  • Central idea
  • Supporting ideas
  • Recorded presentations
  • Live presentations
  • Rhetorical strategies
  • Rhetorical choices
  • Point of view
  • Purpose
  • Comparisons
  • Analogies
  • Categories
  • Allusions
  • Figurative word meanings
  • Connotative word meanings
  • Technical word meanings

ELA21.8.7

Critique the speaker’s use of hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in a live or recorded presentation.

Unpacked Content

Knowledge

Students know:
  • Speakers often include literary techniques and figurative language to create a particular tone and mood.
  • Critiquing literary devices that are used in a presentation can support understanding of the presentation.

Skills

Students are able to:
  • Identify hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in presentations.
  • Evaluate and critique a speaker's use of literary techniques in a presentation.

Understanding

Students understand that:
  • Speakers often use figurative language and literary techniques to develop tone and mood in their presentations.
  • Critiquing a speaker's use of literary techniques in a presentation can help them interpret and comprehend the meaning of the presentation.

Vocabulary

  • Hyperbole
  • Tone
  • Symbolism
  • Imagery
  • Mood
  • Irony
  • Onomatopoeia
  • Recorded presentations
  • Live presentations

ELA21.8.8

Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    ELA21.8.8a

    Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

    COS Examples

    Examples: narratives - memoir, short story, personal narrative;

    techniques - dialogue, pacing, description, reflection;

    sequencing - chronological, reverse chronological, flashback

    Unpacked Content

    Knowledge

    • A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal narrative.
    • Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
    • Events in narrative writing should be sequenced in a coherent manner, such as chronological, reverse chronological, or the inclusion of flashbacks.

    Skills

    • Write a narrative with a coherent sequence of plot events and a clear purpose.
    • Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.

    Understanding

    • Narrative writing can take many forms, but there should be a coherent sequence of events.
    • Literary techniques are tools that can be used to create a piece of narrative writing.
    • Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.

    Vocabulary

    • Narratives
    • Clear purpose
    • Narrative techniques
    • Sequence

    ELA21.8.8b

    Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

    Unpacked Content

    Knowledge

    • Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
    • Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
    • Informative or explanatory writing should include academic, content-specific technical word meanings.
    • Words that indicate transitions.

    Skills

    • Gather credible information and data from multiple sources.
    • Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.

    Understanding

    • Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
    • They must gather their information and data about the topic from multiple credible research sources.
    • Using credible information/data can support a writer's ideas and claims.
    • Writers elaborate on details included in the text by using formal academic, content-specific technical words.

    Vocabulary

    • Informative text
    • Explanatory text
    • Credible sources
    • Transitions
    • Precise vocabulary

    ELA21.8.8c

    Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.

    Unpacked Content

    Knowledge

    • The purpose of argumentative writing is to defend an opinion.
    • Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement.
    • Evidence to support the argument must be collected from various accurate and credible sources.

    Skills

    • Write an argument to defend a position.
    • Gather evidence from accurate and credible sources to support the claim.
    • Include a claim and relevant evidence in argumentative writing.
    • Acknowledge alternate or opposing claims in argumentative writing.
    • Present counterclaims and supporting reasons in argumentative writing.

    Understanding

    • To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources.
    • An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.

    Vocabulary

    • Argument
    • Defend a position
    • Claim
    • Opposing claim
    • Counterclaims
    • Relevant evidence
    • Accurate sources
    • Credible sources

    ELA21.8.9

    Participate in collaborative discussions about arguments by evaluating claims, findings, reasoning, relevance, and evidence from multiple sources.

    Unpacked Content

    Knowledge

    Students know:
    • The purpose of collaborative discussions using information from multiple argumentative information sources.
    • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
    • Generally accepted rules for discussions.
    • The components of argumentative writing, such as claims, findings, reasoning, relevance, and evidence.

    Skills

    Students are able to:
    • Engage in a collaborative discussion about arguments.
    • Evaluate claims, findings, reasoning, relevance, and evidence to support their discussion.
    • Synthesize information from multiple sources to support collaborative discussions.

    Understanding

    Students understand that:
    • Discussing the components of an argument with others can help determine the argument's overall merit.
    • Active participation in discussions requires students to listen and respond to other thoughts and ideas.

    Vocabulary

    • Collaborative discussion
    • Arguments
    • Claims
    • Findings
    • Reasoning
    • Relevance
    • Evidence

    ELA21.8.10

    Engage in coherent and collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.

    Unpacked Content

    Knowledge

    Students know:
    • The purpose of collaborative discussions related to prose and poetry.
    • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
    • Generally accepted rules for discussions.
    • Literary text often includes literary devices such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
    • Literary elements within a story include the theme, plot, and point of view.
    • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.

    Skills

    Students are able to:
    • Participate in coherent and collaborative discussions about prose and poetry.
    • Identify and discuss literary devices and elements in poetry and prose.
    • Evaluate how prose and poetry use literary devices and elements for an intended purpose.

    Understanding

    Students understand that:
    • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
    • They can discuss the use of literary elements and devices in prose and poetry to better understand the literal and figurative meaning of the text.
    • Active participation in discussions requires students to listen and respond to others' thoughts and ideas.

    Vocabulary

    • Coherent discussion
    • Collaborative discussion
    • Prose
    • Poetry
    • Literary devices
    • Literary elements

    ELA21.8.11

    Analyze digital texts to determine subject, occasion, audience, purpose, tone, and credibility.

    Unpacked Content

    Knowledge

    Students know:
    • Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • A credible source is free from bias and supported with relevant evidence.

    Skills

    Students are able to:
    • Identify and analyze the subject, occasion, audience, purpose, tone, and credibility of digital texts.

    Understanding

    Students understand that:
    • It is important to evaluate the credibility of digital text.
    • Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.

    Vocabulary

    • Digital text
    • Credibility
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone

    ELA21.8.12

    Interpret and evaluate language through active listening to determine subject, occasion, audience, purpose, tone, and credibility of digital sources.

    Unpacked Content

    Knowledge

    Students know:
    • Active listening skills.
    • Digital sources have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • A credible source is free from bias and supported with relevant evidence.

    Skills

    Students are able to:
    • Listen and interpret various attributes of a digital source, including its subject, occasion, audience, purpose, tone, and overall credibility.
    • Evaluate language through active listening.

    Understanding

    Students understand that:
    • Actively listening can help interpret and evaluate important aspects of a digital source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.

    Vocabulary

    • Active listening
    • Credibility
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone
    • Digital sources

    ELA21.8.13

    Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to create and edit digital products.
    • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.

    Skills

    Students are able to:
    • Create and revise a digital text to ensure a clear subject.
    • Create and revise a digital text for an intended audience and occasion.
    • Create and revise a digital text to achieve a particular tone and purpose.

    Understanding

    Students understand that:
    • Digital products can be used to communicate with a variety of audiences and occasions.
    • They should modify the subject and purpose of their digital products depending on the audience and occasion.
    • Revision is important in establishing a clear purpose and tone in writing a digital text.
    • Revision is important in appealing to a particular audience with a digital text.
    • Revision is important to articulate a clear subject and occasion for writing a digital text.

    Vocabulary

    • Digital product
    • Subject
    • Occasion
    • Audience
    • Point of view
    • Purpose
    • Tone

    ELA21.8.14

    Utilize digital tools and/or products to enhance meaning.

    COS Examples

    Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes, clips from social media

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to utilize digital tools.

    Skills

    Students are able to:
    • Use digital tools or products, such as hashtags, videos, slide presentations, audio clips, GIFS, memes, and clips from social media, to strategically enhance the meaning of digital texts.

    Understanding

    Students understand that:
    • Digital tools and products can be used to enhance the overall meaning of a text.

    Vocabulary

    • Digital tools
    • Digital products

    ELA21.8.15

    Deliver ideas in an appropriate digital format with specific attention to subject, occasion, audience, purpose, and tone.

    COS Examples

    Examples: speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest

    Unpacked Content

    Knowledge

    Students know:
    • Methods to deliver ideas in a digital format, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest.
    • Strategies to determine the subject, occasion, audience, and purpose.

    Skills

    Students are able to:
    • Deliver a particular idea in a digital format.
    • Ensure that a clear subject and occasion are evident in digital writing.
    • Appeal to a particular digital audience.
    • Achieve an intended purpose and tone in a digital text.

    Understanding

    Students understand that:
    • To effectively deliver ideas in a digital format, they should ensure that the subject and occasion are clear; that a particular audience is targeted; that a clear purpose and tone are achieved.

    Vocabulary

    • Digital formats
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone

    ELA21.8.16

    Examine the use of conventions of standard English grammar and usage in writing.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of standard English grammar and usage.

    Skills

    Students are able to:
    • Examine the conventions of standard English grammar and usage in written text.

    Understanding

    Students understand that:
    • Written text should demonstrate the appropriate use of the conventions of standard English grammar and usage.

    Vocabulary

    • Conventions
    • Standard English grammar
    • Standard English usage

    ELA21.8.16a

    Identify gerunds, participles, infinitives, and clauses.

    Unpacked Content

    Knowledge

    • Gerunds, participles, and infinitives are types of verbals.
    • A verbal is a word derived from a verb that functions in a sentence as a noun or modifier rather than as a verb.
    • A clause is a group of words that includes a subject and a verb and clauses are used to form sentences or parts of sentences.

    Skills

    • Identify the correct and incorrect usage of gerunds, participles, infinitives, and clauses.

    Understanding

    • The correct use of gerunds, participles, infinitives, and clauses is important to clearly communicate in writing.

    Vocabulary

    • Gerund
    • Participles
    • Infinitives
    • Clauses

    ELA21.8.16b

    Analyze the effects of active and passive voice and shifts in verb tense.

    Unpacked Content

    Knowledge

    • In the active voice, the sentence's subject performs the action.
    • In the passive voice, the subject is acted upon by the verb.
    • Different verb forms are used in active and passive voice.
    • Using active and passive voice in writing achieves different purposes.

    Skills

    • Analyze the effect of active and passive voice in written text.
    • Recognize shifts in verb tense related to active and passive voice.

    Understanding

    • Active voice and passive voice are used for different purposes in writing.
    • Different verb forms are used when writing in the active voice or the passive voice.

    Vocabulary

    • Active voice
    • Passive voice
    • Verb tense

    ELA21.8.16c

    Explain how using simple, compound, complex, or compound-complex statements and questions signals differing relationships among ideas in a text.

    Unpacked Content

    Knowledge

    • Methods to identify the usage of simple, compound, complex, and compound-complex statements and questions in text.

    Skills

    • Identify various types of statements and questions to determine the relationship of ideas in a text.
    • Explain how using various types of statements of questions can indicate differing relationships among ideas in text.

    Understanding

    • Different types of statements and questions are used in writing to describe relationships among ideas.

    Vocabulary

    • Simple statements and questions
    • Compound statements and questions
    • Complex statements and questions
    • Compound-complex statements and questions

    ELA21.8.17

    Examine the use of conventions of standard English capitalization, punctuation, and spelling in a variety of texts.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of standard English capitalization, punctuation, and spelling.

    Skills

    Students are able to:
    • Examine the conventions of standard English capitalization, punctuation, and spelling in written texts.

    Understanding

    Students understand that:
    • A variety of texts can provide examples of the appropriate use of the conventions of standard English capitalization, punctuation, and spelling.

    Vocabulary

    • Conventions
    • Standard English capitalization
    • Standard English punctuation
    • Standard English spelling

    ELA21.8.17a

    Correct improper usage of commas, apostrophes, quotation marks, colons, semicolons, hyphens, and dashes through peer editing.

    Unpacked Content

    Knowledge

    • The proper usage of commas, apostrophes, quotation marks, colons, semicolons, hyphens, and dashes.
    • Strategies to correct punctuation mistakes during the peer editing process.

    Skills

    • Identify and correct punctuation errors through peer editing.

    Understanding

    • Specific rules for proper usage exist with various forms of punctuation.
    • Peer editing can help revise and correct errors with punctuation in writing.

    Vocabulary

    • Commas
    • Apostrophes
    • Quotation marks
    • Colons
    • Semicolon
    • Hyphen
    • Dash
    • Peer editing

    ELA21.8.18

    Analyze a speaker’s formality of language in order to comprehend, interpret, and respond appropriately.

    COS Examples

    Examples: active/passive voice, diction, syntax

    Unpacked Content

    Knowledge

    Students know:
    • Strategies to interpret the formality of a speaker's language.
    • Methods to comprehend, interpret, and respond to oral language.

    Skills

    Students are able to:
    • Listen to a speaker to determine the formality of language.
    • Listen to a speaker to comprehend for meaning.
    • Listen to a speaker to interpret meaning.
    • Listen to a speaker to respond to the message.

    Understanding

    Students understand that:
    • Listening is critical in determining the formality of a speaker's language.
    • They must actively listen to comprehend, interpret, and respond to a speaker's message.

    Vocabulary

    • Formal language
    • Comprehend
    • Interpret
    • Respond

    ELA21.8.19

    Evaluate a speaker’s rhetorical and organizational choices in order to determine point of view, purpose, and effectiveness.

    Unpacked Content

    Knowledge

    Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical and organizational choices to determine the effectiveness of the presentation.

    Skills

    Students are able to:
    • Identify and describe a speaker's rhetorical and organizational choices, such as point of view and purpose.
    • Evaluate a speaker's rhetorical and organizational choices to determine the effectiveness of the presentation.

    Understanding

    Students understand that:
    • Speakers make rhetorical and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the organizational choices of a speaker's presentation.

    Vocabulary

    • Evaluate
    • Rhetorical choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness

    ELA21.8.20

    Produce writing that shows a command of standard English grammar, usage, and mechanics.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of written standard English grammar, usage, and mechanics.

    Skills

    Students are able to:
    • Demonstrate written command of standard English, grammar, usage, and mechanics.

    Understanding

    Students understand that:
    • To clearly communicate in writing, they must use standard English grammar, usage, and mechanics.

    Vocabulary

    • Standard English grammar
    • Standard English usage
    • Standard English mechanics

    ELA21.8.20a

    Construct verbals (gerunds, participles, and infinitives) in pieces of writing, including isolated sentences, paragraphs, and essays.

    Unpacked Content

    Knowledge

    • Gerunds, participles, and infinitives are types of verbals.
    • A verbal is a word derived from a verb that functions in a sentence as a noun or modifier rather than as a verb.
    • Verbals can be used in isolated sentences, paragraphs, or essays.

    Skills

    • Correctly construct verbals in various forms of writing.

    Understanding

    • The correct use of gerunds, participles, infinitives, and clauses is important to clearly communicate in writing.

    Vocabulary

    • Verbals
    • Gerund
    • Participle
    • Infinitive
    • Isolated sentences
    • Paragraphs
    • Essays

    ELA21.8.20b

    Compose writing using verbs in active and passive voice to establish mood.

    Unpacked Content

    Knowledge

    • In the active voice, the sentence's subject performs the action.
    • In the passive voice, the subject is acted upon by the verb.
    • Different verb forms are used in active and passive voice.
    • Using active and passive voice in writing can create different moods.

    Skills

    • Use correct verb forms for active voice and passive voice in writing.
    • Establish an appropriate mood for writing by selecting to write in either active or passive voice.

    Understanding

    • Verbs in active and passive tense create particular moods in writing.

    Vocabulary

    • Active voice
    • Passive voice
    • Mood

    ELA21.8.20c

    Revise their own writing for correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semicolons.

    Unpacked Content

    Knowledge

    • The proper usage of commas, apostrophes, quotation marks, colons, and semicolons.
    • Strategies to correct punctuation mistakes during the revision process.

    Skills

    • Revise their own writing with particular emphasis on the proper use of various punctuation marks.

    Understanding

    • Specific rules for proper usage exist with various forms of punctuation.
    • Revision is an important component of the writing process to ensure accurate use of punctuation.

    Vocabulary

    • Revise
    • Mechanics
    • Commas
    • Apostrophes
    • Quotation marks
    • Colons
    • Semicolons

    ELA21.8.20d

    Construct simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

    Unpacked Content

    Knowledge

    • Strategies to write simple sentences, compound sentences, complex sentences, and compound-complex sentences to express relationships between ideas in writing.

    Skills

    • Construct various types of sentences to represent the relationships among ideas, including simple sentences, compound sentences, complex sentences, and compound-complex sentences.

    Understanding

    • Using different sentence types in their writing can show relationships among ideas.
    • Different sentence types have different impacts on the overall meaning and organization of writing.

    Vocabulary

    • Simple sentences
    • Compound sentences
    • Complex sentences
    • Compound-complex sentences

    ELA21.8.20e

    Form and use verbs in context in the indicative, imperative, interrogative, conditional, and subjunctive moods.

    Unpacked Content

    Knowledge

    • Verb mood is used to refer to a verb form that indicates the meaning of the verb.
    • Verbs that express a fact are in the indicative mood.
    • Verbs that express a command are in the imperative mood.
    • Verbs that express a question are in the interrogative mood.
    • Verbs that express a condition are in the conditional mood.
    • Verbs that express a wish or possibility are in the subjunctive mood.

    Skills

    • Form verbs to express various moods.
    • Correctly use verbs in various moods in the context of writing.

    Understanding

    • Different verb forms can be used to create a mood in writing.

    Vocabulary

    • Indicative mood
    • Imperative mood
    • Interrogative mood
    • Conditional mood
    • Subjunctive mood

    ELA21.8.20f

    Recognize and correct inappropriate shifts in verb tense.

    Unpacked Content

    Knowledge

    • The tense of a verb tells you when a person did something or when something existed or happened.
    • Verb tense should be consistent in writing.

    Skills

    • Identify inappropriate shifts in verb tense in writing.
    • Correct inappropriate shifts in verb tense in writing.

    Understanding

    • To clearly communicate in writing and utilize standard English grammar conventions, they should avoid inappropriate shifts in verb tense.

    Vocabulary

    • Verb tense
    • Verb tense shift

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