ELA21.10.CL.A.E
Expression
Expression
ELA21.10.CL.A.E
ELA21.10.CL.A.E.W
Writing
Writing
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
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
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
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.
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.LF.W.E.S
Speaking
Speaking
ELA21.10.10
Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.
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
ELA21.10.11
Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
Unpacked Content
Knowledge
Students know:
- The format and process for respectful, collaborative discussions.
- Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.
Skills
Students are able to:
- Participate in a class discussion in a respectful and collaborative environment.
- Use evidence to support perspectives in a collaborative discussion.
Understanding
Students understand that:
- Using evidence to support a perspective is necessary for a respectful, collaborative discussion.
Vocabulary
- Collaborative discussions
- Perspectives
- Relevant information
- Commentary
ELA21.10.DL
Digital Literacy
Digital Literacy
ELA21.10.DL.A
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.
ELA21.10.DL.A.R
Reception
Reception
ELA21.10.DL.A.R.R
Reading
Reading
ELA21.10.12
Interpret digital texts to determine subject, occasion, audience, purpose, tone, and credibility.
Interpret 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 interpret 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
ELA21.10.DL.A.R.L
Listening
Listening
ELA21.10.13
Interpret a digital audio source to determine subject, occasion, audience, purpose, tone, and credibility.
Interpret a digital audio source to determine subject, occasion, audience, purpose, tone, and credibility.
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Digital audio 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.
Understanding
Students understand that:
- Actively listening can help interpret and evaluate important aspects of a digital audio source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
Vocabulary
- Digital audio source
- Credibility
- Subject
- Occasion
- Audience
- Purpose
- Tone
ELA21.10.DL.A.E
Expression
Expression
ELA21.10.DL.A.E.W
Writing
Writing
ELA21.10.14
Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.
Create and edit collaborative 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.
- Collaboration skills.
- 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 collaborative digital text for an intended audience and occasion.
- Create and edit a collaborative digital text to achieve a particular tone and purpose.
Understanding
Students understand that:
- They can collaborate with peers to create one final product.
- 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
- Collaborative digital texts
- Occasion
- Audience
- Purpose
- Tone
ELA21.10.DL.A.E.S
Speaking
Speaking
ELA21.10.15
Create and deliver an individual or 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
Create and deliver an individual or 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 an individual or 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 an individual or collaborative format.
Skills
Students are able to:
- Collaborate to create an academic presentation.
- Work independently 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.
- There are occasions when they will be required to present by themselves.
- Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
Vocabulary
- Collaborative presentation
- Individual presentation
- Occasion
- Audience
- Purpose
- Tone
ELA21.10.LL
Language Literacy
Language Literacy
ELA21.10.LL.A
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
ELA21.10.LL.A.R
Reception
Reception
ELA21.10.LL.A.R.R
Reading
Reading
ELA21.10.16
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.
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
ELA21.10.LL.A.R.L
Listening
Listening
ELA21.10.17
Classify formality of language in order to comprehend, interpret, and respond appropriately.
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
ELA21.10.18
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.
COS Examples
Examples: Analyze Mahatma Gandhi’s Quit India“ speech. Analyze “The Appeal of 18 June” by Charles de Gaulle.“
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.
COS Examples
Examples: Analyze Mahatma Gandhi’s Quit India“ speech. Analyze “The Appeal of 18 June” by Charles de Gaulle.“
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
ELA21.10.LL.A.E
Expression
Expression
ELA21.10.LL.A.E.W
Writing
Writing
ELA21.10.19
Apply conventions of language to communicate effectively with a target audience, including punctuation; capitalization; spelling; verb, pronoun, and modifier usage; and effective sentence structure.
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
ELA21.10.19a
Exhibit stylistic consistency in writing.
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
ELA21.10.LL.A.E.S
Speaking
Speaking
ELA21.10.20
Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions when indicated or appropriate.
Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions when 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
