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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

ELA21.8.21

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Unpacked Content

Knowledge

Students know:
  • Language that can expresses ideas precisely and concisely.
  • Strategies to avoid wordiness and redundancy in speech.

Skills

Students are able to:
  • Select language to express ideas precisely and concisely when speaking.
  • Avoid wordiness and redundancy when speaking.

Understanding

Students understand that:
  • Proper language choice is important when speaking to convey ideas clearly and effectively.
  • Being wordy or redundant when speaking can convolute the intended message.

Vocabulary

  • Precise ideas
  • Clear ideas
  • Wordiness
  • Redundancy

ELA21.8.22

Apply ethical guidelines while finding and recording information from a variety of primary, secondary, and digital sources.

Unpacked Content

Knowledge

Students know:
  • Ethical guidelines for using primary, secondary, and digital sources in research.
  • Strategies for finding and recording information from primary, secondary, and digital sources.
  • Primary sources are firsthand accounts of events and provide raw information.
  • Secondary sources explain, analyze, or summarize primary sources.

Skills

Students are able to:
  • Apply ethical guidelines to a variety of sources during the research process.

Understanding

Students understand that:
  • Ethical guidelines exist to protect original ideas and these guidelines should be followed when using information that was created by someone else.

Vocabulary

  • Ethical guidelines
  • Primary source
  • Secondary source
  • Digital source

ELA21.8.23

Determine the relevance, reliability, and validity of information from nonfiction and fictional printed and/or digital texts.

Unpacked Content

Knowledge

Students know:
  • Relevant information is connected closely to the topic and purpose of the text.
  • Reliable information is information that appears consistently in a variety of texts.
  • Valid information is considered to be accurate information.
  • Research information can be sourced from nonfiction and fictional printed and/or digital text.

Skills

Students are able to:
  • Read a variety of texts to determine their relevance to a particular occasion.
  • Read a variety of texts to determine the reliability of the presented information.
  • Read a variety of texts and determine the validity of the information.

Understanding

Students understand that:
  • It is important to determine the relevance, reliability, and validity of a text before utilizing its ideas in discussion, writing, or research.

Vocabulary

  • Relevance
  • Reliability
  • Validity
  • Nonfiction text
  • Fiction text
  • Digital text
  • Printed text

ELA21.8.24

Assess the relevance and credibility of orally-presented information to answer a question, solve a problem, or defend a position.

Unpacked Content

Knowledge

Students know:
  • Active listening skills.
  • Relevant information is connected closely to the topic and purpose of the presentation.
  • 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 relevance and credibility of orally-presented information.
  • 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 relevant and credible to the given occasion.
  • They can use the information they learn from listening to others speak for a variety of purposes.

Vocabulary

  • Relevance
  • Credibility
  • Orally-presented information

ELA21.8.25

Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

COS Examples

Examples: a day or two, a single sitting

Unpacked Content

Knowledge

Students know:
  • Research strategies.
  • Independent writing skills for all steps of the writing process.

Skills

Students are able to:
  • Produce writing that contains information obtained through research.
  • Reflect on and revise their research given the occasion and time constraints.

Understanding

Students understand that:
  • Research can happen in short and extended time frames.
  • It is important to reflect upon information obtained through research before incorporating it into one's own writing.
  • It is important to revise work that contains research to ensure proper use for the given occasion.

Vocabulary

  • Research writing
  • Research
  • Reflection
  • Revision

ELA21.8.26

Quote, paraphrase, summarize, and present findings, following a recognized citation style and avoiding plagiarism to demonstrate responsible and ethical research practices.

COS Examples

Examples: MLA, APA

Unpacked Content

Knowledge

Students know:
  • Strategies to quote, paraphrase, and summarize information from research sources.
  • Writing skills to present research findings and avoid plagiarism.
  • Recognized citation styles, such as MLA and APA.
  • Responsible and ethical research practices.

Skills

Students are able to:
  • Quote, paraphrase, and summarize information from research sources.
  • Present research findings through writing while avoiding plagiarism.
  • Appropriately use citation styles.
  • Demonstrate responsible and ethical research practices.

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.
  • Plagiarism is a serious offense and can be avoided by utilizing responsible and ethical research practices.

Vocabulary

  • Quote
  • Paraphrase
  • Summarize
  • Citation styles
  • Plagiarism
  • Ethical research

ELA21.8.27

Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.

Unpacked Content

Knowledge

Students know:
  • Research strategies.
  • Strategies to synthesize research findings and incorporate findings into oral presentations.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.

Skills

Students are able to:
  • Synthesize research information from a variety of sources.
  • Incorporate research findings into oral presentations.
  • Engage in research with the purpose of answering questions about the information.
  • Participate in discussions about research findings.
  • Demonstrate grade-appropriate command of language in speech.

Understanding

Students understand that:
  • Effective oral presentations of research findings require the synthesization of information from multiple sources.
  • When speaking, they should demonstrate their command of standard English grammar and usage.
  • Information obtained through research can be used to answer audience questions about the findings.

Vocabulary

  • Synthesize
  • Research process
  • Follow-up questions
  • Informal discussion
  • Formal discussion
  • Research findings
  • Command of language

ELA21.8.28

Analyze word meanings through the use of word parts, context clues, connotation and denotation, and print or digital reference tools.

COS Examples

Examples: affixes, stems, Greek and Latin roots

Unpacked Content

Knowledge

Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Word meaning can be determined by using context clues within the text.
  • Strategies for using print and digital reference tools.

Skills

Students are able to:
  • Use word parts, context clues, connotation, and denotation to analyze word meanings.
  • Use print and digital reference tools to analyze word meanings.

Understanding

Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.

Vocabulary

  • Word meanings
  • Word parts
  • Context clues
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools

ELA21.8.29

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
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