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English Language Arts (2021) Grade(s): 9

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

Aligned Learning Resources

Crack the Case | History Detectives
English Language Arts (2021) Grade(s): 9

ELA21.9.22

Use a variety of search tools and research strategies.

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

Unpacked Content

Knowledge

Students know:
  • Methods to use search tools, such as library databases and search engines.
  • Research strategies, such as keyword search and boolean search.

Skills

Students are able to:
  • Use various search tools and research strategies.

Understanding

Students understand that:
  • There are multiple strategies and tools to use when researching a topic.

Vocabulary

  • Search tools
  • Research strategies

Aligned Learning Resources

Ekphrasis: Using Art to Inspire Poetry
An Introduction to Julius Caesar Using Multiple-Perspective Universal Theme Analysis
Modeling Academic Writing Through Scholarly Article Presentations
What Is a Database?: Introduction to Alabama Virtual Library
Database Deep Dive: Exploring Alabama Virtual Library
Database Debrief: Exploring Alabama Virtual Library
Identifying Database Advanced Search Tools
Narrowing Your Search Using Advanced Search Tools
Researching Independently Using Advanced Search Tools
What Is a Search Engine?
Using Search Engines Effectively
Evaluating Google Search Strategies
English Language Arts (2021) Grade(s): 9

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

Aligned Learning Resources

Defining Useful and Credible Audio Sources
Gathering Information From Audio Sources
Defending a Position With Information From an Audio Source
Examining Transcendentalism Through Popular Culture
English Language Arts (2021) Grade(s): 9

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

Aligned Learning Resources

The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
Let's Take a Trip to Your Museum- A Virtual Museum Research Project
Odysseus: Noble Leader or Arrogant Risk Taker
Defining Responsible and Ethical
Identifying Responsible and Ethical Research Practices
Evaluating Responsible and Ethical Research Practices
Defining Clear, Coherent Language Suitable for Audience and Purpose
Examples of Clear, Coherent Language Suitable for Audience and Purpose
Evaluating Clear, Coherent Language Suitable for Audience and Purpose
Prewriting: Utilizing Best Practices to Write Clear, Coherent Products
Drafting: Utilizing Best Practices to Write Clear, Coherent Products
Evaluating: Utilizing Best Practices to Write Clear, Coherent Products
Modeling Academic Writing Through Scholarly Article Presentations
English Language Arts (2021) Grade(s): 9

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.

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
English Language Arts (2021) Grade(s): 9

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

Aligned Learning Resources

Picture This: Combining Infographics and Argumentative Writing
English Language Arts (2021) Grade(s): 9

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

Aligned Learning Resources

The Sinking State of Alabama
Defining Responsible and Ethical
Identifying Responsible and Ethical Research Practices
Evaluating Responsible and Ethical Research Practices
Defining Clear, Coherent Language Suitable for Audience and Purpose
Examples of Clear, Coherent Language Suitable for Audience and Purpose
Evaluating Clear, Coherent Language Suitable for Audience and Purpose
English Language Arts (2021) Grade(s): 10

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.

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

Aligned Learning Resources

Writing is Critical in Healthcare | Workplace Essential Skills
Organizing Your Writing | Workplace Essential Skills
English Language Arts (2021) Grade(s): 10

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.

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

Aligned Learning Resources

Beyond Plot Summary Part 1: Critical Thinking and Writing About Plot Development
Understanding Poetry: Annotating Puritan Poetry
Beyond Plot Summary Part 2: Critical Thinking and Writing About Plot Development
Ekphrasis: Using Art to Inspire Poetry
The ABCs of Poetry
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Judging a Book by Its Cover: The Art and Imagery of The Great Gatsby
Exploring Irony in the Conclusion of "All Quiet on the Western Front"
Looking for the Byronic Hero Using Twilight's Edward Cullen
Examining Transcendentalism Through Popular Culture
Analyzing and Comparing Medieval and Modern Ballads
An Introduction to Julius Caesar Using Multiple-Perspective Universal Theme Analysis
Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature
Demonstrating Understanding of Richard Wright's Rite of Passage
Unlocking the Underlying Symbolism and Themes of a Dramatic Work
Preparing a Character for a New Job: Character Analysis Through Job Placement
I Have a Dream: Exploring Nonviolence in Young Adult Texts
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Beyond Plot Summary Part 1: Critical Thinking and Writing About Plot Development
Beyond Plot Summary Part 2: Critical Thinking and Writing About Plot Development
The ABCs of Poetry
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Judging a Book by Its Cover: The Art and Imagery of The Great Gatsby
Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
Examining Transcendentalism Through Popular Culture
Happily Ever After? Exploring Character, Conflict, and Plot in Dramatic Tragedy
Analyzing Symbolism, Plot, and Theme in Death and the Miser
Persuasive Techniques in Advertising
Demonstrating Understanding of Richard Wright's Rite of Passage
Unlocking the Underlying Symbolism and Themes of a Dramatic Work
Star-Crossed Lovers Online: Romeo and Juliet for a Digital Age
Picture This: Combining Infographics and Argumentative Writing
Modeling Academic Writing Through Scholarly Article Presentations
I Have a Dream: Exploring Nonviolence in Young Adult Texts
Martha Speaks: Planning an Elephant's Party Digital Game
Metric System Basics
The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Ekphrasis: Using Art to Inspire Poetry
The ABCs of Poetry
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
Persuasive Techniques in Advertising
An Introduction to Julius Caesar Using Multiple-Perspective Universal Theme Analysis
Star-Crossed Lovers Online: Romeo and Juliet for a Digital Age
Picture This: Combining Infographics and Argumentative Writing
Modeling Academic Writing Through Scholarly Article Presentations
I Have a Dream: Exploring Nonviolence in Young Adult Texts
Let's Take a Trip to Your Museum- A Virtual Museum Research Project
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Prewriting: Utilizing Best Practices to Write Clear, Coherent Products
Drafting: Utilizing Best Practices to Write Clear, Coherent Products
Evaluating: Utilizing Best Practices to Write Clear, Coherent Products
Argumentative Essay: Editing and Revising
Demonstrating Understanding of Richard Wright's Rite of Passage
Analyzing Symbolism, Plot, and Theme in Death and the Miser
Songs of Our Lives: Using Lyrics to Write Stories
Exploring Irony in the Conclusion of "All Quiet on the Western Front"
Persuasive Techniques in Advertising
I Have a Dream: Exploring Nonviolence in Young Adult Texts
And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Analyzing and Comparing Medieval and Modern Ballads
Ekphrasis: Using Art to Inspire Poetry
The ABCs of Poetry
English Language Arts (2021) Grade(s): 10

ELA21.10.R6

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

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

Aligned Learning Resources

Star-Crossed Lovers Online: Romeo and Juliet for a Digital Age
Preparing a Character for a New Job: Character Analysis Through Job Placement
And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions
English Language Arts (2021) Grade(s): 10

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
English Language Arts (2021) Grade(s): 10

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
English Language Arts (2021) Grade(s): 10

ELA21.10.2

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

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

Aligned Learning Resources

Take a Look at Graphic Texts
Graphic Texts in Action
Using Graphic Texts to Make Decisions
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Examining Transcendentalism Through Popular Culture
I Have a Dream: Exploring Nonviolence in Young Adult Texts
Multiplying Fractions by Whole Numbers: Recipes
Adding and Subtracting Vectors in 2D Worksheet
Chunking Syllables-Chunk 1, Chunk 2, Chunk 3, Chunk 4-What's the Word?
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Understanding Poetry: Annotating Puritan Poetry
Beyond Plot Summary Part 2: Critical Thinking and Writing About Plot Development
Ekphrasis: Using Art to Inspire Poetry
The ABCs of Poetry
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Judging a Book by Its Cover: The Art and Imagery of The Great Gatsby
Examining Transcendentalism Through Popular Culture
Happily Ever After? Exploring Character, Conflict, and Plot in Dramatic Tragedy
Analyzing Symbolism, Plot, and Theme in Death and the Miser
Unlocking the Underlying Symbolism and Themes of a Dramatic Work
I Have a Dream: Exploring Nonviolence in Young Adult Texts
Literary Elements and Techniques | Tone and Mood
Multiplying Rational Numbers
Odd Squad: Agent Check-Up
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Beyond Plot Summary Part 1: Critical Thinking and Writing About Plot Development
Ekphrasis: Using Art to Inspire Poetry
Judging a Book by Its Cover: The Art and Imagery of The Great Gatsby
Exploring Irony in the Conclusion of "All Quiet on the Western Front"
Looking for the Byronic Hero Using Twilight's Edward Cullen
A 'Brief, Urgent Message': Theme in Slaughterhouse-Five
Happily Ever After? Exploring Character, Conflict, and Plot in Dramatic Tragedy
Persuasive Techniques in Advertising
An Introduction to Julius Caesar Using Multiple-Perspective Universal Theme Analysis
Unlocking the Underlying Symbolism and Themes of a Dramatic Work
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Analyzing and Comparing Medieval and Modern Ballads
Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature
I Have a Dream: Exploring Nonviolence in Young Adult Texts
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

The Sinking State of Alabama
Let's Explore Light
English Language Arts (2021) Grade(s): 10

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

Aligned Learning Resources

Persuasive Techniques in Advertising
I Have a Dream: Exploring Nonviolence in Young Adult Texts

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