Standards - English Language Arts

ELA21.9.14

Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

Unpacked Content

Knowledge

Students know:
  • Necessary skills to create and edit digital texts.
  • The intended audience and occasion should be identified before selecting a purpose and tone for digital text.

Skills

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

Understanding

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

Vocabulary

  • Digital texts
  • Occasion
  • Audience
  • Purpose
  • Tone

ELA21.9.15

Create and deliver a collaborative presentation that is suitable in purpose and tone for its intended audience and occasion.

COS Examples

Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices

Unpacked Content

Knowledge

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

Skills

Students are able to:
  • Collaborate to create an academic presentation.
  • Adjust audience, purpose, tone, and occasion as required for academic presentations.

Understanding

Students understand that:
  • Respectful collaboration with peers is necessary for academic and workplace success.
  • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.

Vocabulary

  • Collaborative presentation
  • Occasion
  • Audience
  • Purpose
  • Tone

ELA21.9.16

Interpret how an author’s grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.

Unpacked Content

Knowledge

Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.

Skills

Students are able to:
  • Interpret how an author's use of grammar contributes to the meaning of text in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.

Understanding

Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.

Vocabulary

  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents

ELA21.9.17

Classify formality of language in order to comprehend, interpret, and respond appropriately.

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.
  • Formal and informal language each have their own characteristics and require different responses based on those characteristics.

Vocabulary

  • Formal language
  • Comprehend
  • Interpret
  • Respond

ELA21.9.18

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

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, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Skills

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

Understanding

Students understand that:
  • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
  • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
  • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
  • Vocabulary

    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose

    ELA21.9.19

    Apply conventions of language to communicate effectively with a target audience, including punctuation; capitalization; spelling; verb, pronoun, and modifier usage; and effective sentence structure.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of standard, formal English.
    • Strategies to modify language to communicate effectively with a variety of audiences.

    Skills

    Students are able to:
    • Incorporate conventions of standard, formal English into academic and personal writings, texts, and presentations.
    • Utilize the conventions of language to communicate effectively with a variety of audiences.

    Understanding

    Students understand that:
    • Using the language conventions of standard, formal English are necessary for effective academic and workplace communication.

    Vocabulary

    • Conventions of language
    • Target audience
    • Punctuation
    • Capitalization
    • Spelling
    • Verb usage
    • Pronoun usage
    • Modifier usage
    • Effective sentence structure

    ELA21.9.19a

    Exhibit stylistic consistency in writing.

    Unpacked Content

    Knowledge

    • Writing style should be consistent throughout a writing piece.

    Skills

    • Maintain consistency in writing style throughout a writing project.

    Understanding

    • Maintaining a consistent writing style is important in academic and workplace communication.

    Vocabulary

    • Stylistic consistency

    ELA21.9.20

    Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of standard, formal English.
    • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.

    Skills

    Students are able to:
    • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
    • Adapt spoken language to the purpose and audience in a variety of situations.

    Understanding

    Students understand that:
    • The conventions of standard, formal English are necessary for effective academic and workplace communication.
    • Spoken language should be adapted, depending on the audience, purpose, and occasion.

    Vocabulary

    • Purpose
    • Audience
    • Contexts
    • Tasks
    • Formal English conventions

    ELA21.9.21

    Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.

    Unpacked Content

    Knowledge

    Students know:
    • Strategies to locate relevant and credible information.
    • Credible information is accurate and reliable.
    • Criteria to determine the usefulness, relevance, and credibility of a research source.
    • Information learned through reading can be used to answer a question, solve a problem, or defend a position.

    Skills

    Students are able to:
    • Locate useful, relevant, and credible information in the research process.
    • Determine the usefulness, relevance, and credibility of a research source.
    • Use research findings to answer a question, solve a problem, or defend a position.

    Understanding

    Students understand that:
    • It is necessary to determine the relevance and credibility of a source before using it as evidence to answer a question, solve a problem, or defend a position.

    Vocabulary

    • Relevant information
    • Credible information

    ELA21.9.22

    Use a variety of search tools and research strategies.

    COS Examples

    Examples: library databases, search engines; keyword search, boolean search

    ELA21.9.23

    Use audio sources to obtain useful and credible information to answer a question, solve a problem, or defend a position.

    Unpacked Content

    Knowledge

    Students know:
    • Active listening skills.
    • Credible information is accurate and reliable.
    • Information learned through listening can be used to answer a question, solve a problem, or defend a position.

    Skills

    Students are able to:
    • Assess the credibility of information from an audio source.
    • Respond to information obtained through listening by answering a question, solving a problem, or defending a position.

    Understanding

    Students understand that:
    • Listening actively can help them determine if the speaker's ideas are useful and credible to the given occasion.
    • They can use the information they learn from listening to others speak for a variety of purposes.

    Vocabulary

    • Audio sources
    • Useful information
    • Credible information

    ELA21.9.24

    Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.

    Unpacked Content

    Knowledge

    Students know:
    • Responsible and ethical research practices.
    • Writing skills.
    • The conventions of standard, formal English.
    • Strategies to modify writing for a particular audience and purpose.

    Skills

    Students are able to:
    • Write clear, coherent documents using responsible and ethical research practices.
    • Incorporate conventions of formal, standard English into clear, coherent writing products.
    • Modify writing to be suitable for a particular audience and purpose.

    Understanding

    Students understand that:
    • Ethical and responsible research practices are necessary when writing academic and workplace documents.
    • The conventions of standard, formal English are necessary for effective academic and workplace communication.
    • Written language should be adapted, depending on the audience and purpose.

    Vocabulary

    • Responsible research practices
    • Ethical research practices
    • Command of language
    • Target audience
    • Purpose

    ELA21.9.25

    Integrate information from at least two sources into writing by quoting, paraphrasing, or summarizing and cite sources, following the rules of a particular style guide.

    COS Examples

    Examples: MLA, APA

    Unpacked Content

    Knowledge

    Students know:
    • Strategies to quote, paraphrase, and summarize information from research sources.
    • Writing skills to integrate research findings from at least two sources.
    • Recognized citation style guides, such as MLA and APA.
    • Different disciplines have different style guides.

    Skills

    Students are able to:
    • Integrate research information from at least two sources into a writing product.
    • Quote, paraphrase, and summarize information from research sources.
    • Cite sources by using an appropriate use style guide.

    Understanding

    Students understand that:
    • Particular citation styles exist to support the integration of outside information into one's writing.
    • There are different ways to use outside information, from quoting directly, to summarizing and paraphrasing ideas.
    • Following a style guide to incorporate research data is necessary for effective academic and workplace texts.

    Vocabulary

    • Quoting
    • Paraphrasing
    • Summarizing
    • Cite sources
    • Style guide

    ELA21.9.26

    Compose clear, coherent writing that incorporates information from at least one scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.

    Unpacked Content

    Knowledge

    Students know:
    • The difference between a scholarly and non-scholarly source.
    • Formal, academic writing skills.

    Skills

    Students are able to:
    • Incorporate information from at least one scholarly source into a written document.
    • Compose clear and coherent writing to defend a position, answer a question, or present a solution to a problem by using evidence from a scholarly source.

    Understanding

    Students understand that:
    • Scholarly sources are necessary to give credibility to academic and workplace documents.

    Vocabulary

    • Scholarly source

    ELA21.9.27

    Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a particular target audience and purpose.

    Unpacked Content

    Knowledge

    Students know:
    • Responsible and ethical research practices.
    • Presentation skills.
    • The conventions of standard, formal English.
    • Strategies to modify spoken language for a particular audience and purpose.

    Skills

    Students are able to:
    • Present clear, coherent products using responsible and ethical research practices.
    • Incorporate conventions of formal, standard English into clear, coherent presentations.
    • Modify spoken language to be suitable for a particular audience and purpose.

    Understanding

    Students understand that:
    • Ethical and responsible research practices are necessary when creating academic and workplace presentations.
    • The conventions of standard, formal English are necessary for effective academic and workplace communication.
    • Spoken language should be adapted, depending on the audience and purpose.

    Vocabulary

    • Responsible research practices
    • Ethical research practices
    • Command of language
    • Target audience
    • Purpose

    ELA21.10.R1

    Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace.

    COS Examples

    Examples: emails, directions, diagrams, charts, other common workplace documents

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to read a variety of informational print and nonprint documents.
    • Strategies to acquire and utilize information learned through print and nonprint documents.

    Skills

    Students are able to:
    • Read a variety of print and nonprint documents.
    • Acquire information from print and nonprint documents.
    • Utilize information learned from print and nonprint documents to respond to the needs and demands of society and the workplace.

    Understanding

    Students understand that:
    • Reading different types of documents and information are essential for finding information and for success in the workplace.

    Vocabulary

    • Print documents
    • Nonprint documents
    • Society
    • Workplace

    ELA21.10.R2

    Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

    COS Examples

    Examples: short and long prose texts, poetry, dramas

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to read and comprehend a variety of literary texts.
    • Strategies to analyze literary text to develop a literal and figurative understanding.
    • Literary texts have different intended meanings depending on the genre, purpose, and situation.

    Skills

    Students are able to:
    • Read and comprehend a variety of literary texts.
    • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

    Understanding

    Students understand that:
    • Literary texts can be understood on both a literal and figurative level.

    Vocabulary

    • Literary texts
    • Literal understanding
    • Figurative understanding
    • Text
    • Purpose
    • Situation

    ELA21.10.R3

    Utilize active listening skills in formal and informal conversations, following predetermined norms.

    Unpacked Content

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.

    Skills

    Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.

    Understanding

    Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

    Vocabulary

    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms

    ELA21.10.R4

    Use digital and electronic tools appropriately, safely, and ethically.

    Unpacked Content

    Knowledge

    Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.

    Skills

    Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.

    Understanding

    Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

    Vocabulary

    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically

    ELA21.10.R5

    Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

    Unpacked Content

    Knowledge

    Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

    Skills

    Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.

    Understanding

    Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.

    Vocabulary

    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience

    ELA21.10.R6

    Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

    COS Examples

    Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language

    Unpacked Content

    Knowledge

    Students know:
    • Grammar, mechanics, and usage conventions.
    • Effective communication strategies.
    • Methods to identify a target audience.

    Skills

    Students are able to:
    • Employ the conventions of grammar, mechanics, and usage.
    • Communicate effectively with a target audience.

    Understanding

    Students understand that:
    • To communicate effectively, they must use the conventions of standard English grammar, mechanics, and usage.
    • There are situations and audiences when formal language should be used, while in other situations, informal language is acceptable.

    Vocabulary

    • Conventions
    • Grammar
    • Mechanics
    • Usage
    • Target audience
    • Punctuation
    • Capitalization
    • Spelling
    • Effective sentence structure
    • Appropriate formality of language

    ELA21.10.R7

    Use context clues to determine meanings of unfamiliar spoken or written words.

    Unpacked Content

    Knowledge

    Students know:
    • Context clues in speech or text can provide the meaning of unfamiliar words.
    • There are different types of context clues, including: inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
    • Context clues in text are often indicated by punctuation marks.

    Skills

    Students are able to:
    • Use context clues to determine the meanings of unfamiliar words in speech.
    • Use context clues to determine the meanings of unfamiliar words in text.

    Understanding

    Students understand that:
    • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.

    Vocabulary

    • Context clues
    • Determine
    • Unfamiliar spoken words
    • Unfamiliar written words

    ELA21.10.1

    Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles from 1600 to the present.

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to read, analyze, and evaluate complex literary and informational texts.
    • Historical texts that originated outside of the United States can provide valuable information about the past.

    Skills

    Students are able to:
    • Read complex texts.
    • Analyze elements within complex texts.
    • Evaluate text based on specific criteria provided by teacher.

    Understanding

    Students understand that:
    • Historical texts written from various cultural perspectives, that originated from a location other than the United States, can provide them with valuable information about past events, current events, and potential future events.

    Vocabulary

    • Analyze
    • Evaluate
    • Complex literary text
    • Complex informational texts
    • Cultural perspectives

    ELA21.10.2

    Analyze and evaluate information from graphic texts to draw conclusions, defend claims, and make decisions.

    COS Examples

    Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints

    Unpacked Content

    Knowledge

    Students know:
    • Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.

    Skills

    Students are able to:
    • Identify and analyze information presented in graphic texts.
    • Draw conclusions, defend claims, and make decisions using information learned from graphic texts.

    Understanding

    Students understand that:
    • Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
    • Information learned through graphic sources can be used to draw conclusions, defend claims, and make decisions.

    Vocabulary

    • Graphic texts
    • Draw conclusions
    • Defend claims
    • Make decisions

    ELA21.10.3

    Analyze how an author’s cultural perspective influences style, language, and themes.

    Unpacked Content

    Knowledge

    Students know:
    • An author's cultural perspective influences the style, language, and themes of their work.

    Skills

    Students are able to:
    • Identify the style, language, and theme of text.
    • Analyze how an author's cultural perspective influenced their work's style, language, and theme.

    Understanding

    Students understand that:
    • An author's cultural perspective affects word choice, style, theme, and other aspects of a text.

    Vocabulary

    • Cultural perspective
    • Style
    • Language
    • Theme

    ELA21.10.4

    Interpret an author’s use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

    Unpacked Content

    Knowledge

    Students know:
    • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

    Skills

    Students are able to:
    • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
    • Interpret how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

    Understanding

    Students understand that:
    • Authors select particular literary elements and devices to create and convey meaning within their written work.

    Vocabulary

    • Characterization
    • Connotation
    • Denotation
    • Figurative language
    • Literary elements
    • Point of view

    ELA21.10.5

    Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.

    Unpacked Content

    Knowledge

    Students know:
    • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
    • Strategies to identify the theme, tone, and meaning of written work.

    Skills

    Students are able to:
    • Identify the theme, tone, and meaning of written work.
    • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.

    Understanding

    Students understand that:
    • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.

    Vocabulary

    • Context
    • Organizational structure
    • Tone
    • Theme

    ELA21.10.6

    Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.

    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.
    • Similar and different ideas and themes can be presented in a variety of textual formats.

    Vocabulary

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

    ELA21.10.7

    Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

    Unpacked Content

    Knowledge

    Students know:
    • Strategies to read, analyze, and evaluate texts from various academic disciplines.
    • Content-specific text will often include a particular structure and domain-specific vocabulary.

    Skills

    Students are able to:
    • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
    • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.

    Understanding

    Students understand that:
    • Different academic disciplines may utilize different vocabulary.
    • Different academic disciplines may arrange content in particular organizational styles.

    Vocabulary

    • Academic disciplines
    • Domain-specific vocabulary
    • Content organization

    ELA21.10.8

    Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

    Unpacked Content

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.

    Skills

    Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.

    Understanding

    Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.

    Vocabulary

    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility

    ELA21.10.9

    Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

    COS Examples

    Examples: paragraphs, constructed responses, essays

    Unpacked Content

    Knowledge

    Students know:
    • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
    • 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:
    • Compose short and extended 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

    • Short writings
    • Extended writings
    • Narrative writing
    • Argumentative writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    ELA21.10.9a

    Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

    COS Examples

    Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

    Unpacked Content

    Knowledge

    • A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional 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 order, reverse chronological order, and 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

    • Memoir
    • Narrative essay
    • Personal narrative
    • Fictional narrative
    • Narrative techniques

    ELA21.10.9b

    Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

    COS Examples

    Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience’s knowledge of the topic

    Unpacked Content

    Knowledge

    • Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
    • Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion.
    • Explanatory and expository writing should utilize techniques that objectively introduce and develop topics.
    • Words that indicate transitions.

    Skills

    • Gather credible information and data from multiple sources.
    • Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and relevant evidence.

    Understanding

    • Explanatory and expository writing should be free from opinions and supported with evidence.
    • Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words.
    • They must gather their information and data about the topic from multiple credible research sources.

    Vocabulary

    • Explanations
    • Expositions
    • Evidence
    • Transitions
    • Objectively

    ELA21.10.9c

    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.

    Unpacked Content

    Knowledge

    • The purpose of argumentative writing is to defend an opinion or state a claim.
    • Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information.
    • Words that indicate transitions.

    Skills

    • Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions.
    • Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
    • Use valid reasoning to support a claim.
    • Include a concluding statement or section that logically follows the presented information.

    Understanding

    • To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources.
    • An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.

    Vocabulary

    • Arguments
    • Claims
    • Substantive topics or texts
    • Valid
    • Relevant
    • Sufficient
    • Reasoning
    • Evidence
    • Transitions
    • Concluding statement or section

    ELA21.10.10

    Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.

    Unpacked Content

    Knowledge

    Students know:
    • Research and presentation skills.
    • Strategies to evaluate information from multiple sources.

    Skills

    Students are able to:
    • Discern credible and accurate sources from a variety of sources.
    • Present research findings to peers in formal and informal contexts.

    Understanding

    Students understand that:
    • Research findings should only incorporate information from credible, accurate sources.
    • Research findings can be presented formally and informally, depending on the situation.

    Vocabulary

    • Research findings
    • Peer audience
    • Formally
    • Informally
    • Credible information
    • Accurate information
    • Diverse media

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