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English Language Arts (2021) Grade(s): 11

ELA21.11.21

Analyze a speaker’s rhetorical, aesthetic, 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, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

Skills

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

Aligned Learning Resources

Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Persuasive Techniques in Advertising
Exploring the Power of Martin Luther King, Jr.'s Words Through Diamante Poetry
I Have a Dream: Exploring Nonviolence in Young Adult Texts
Power of a Quotient | Algebra 1: Module 2: Topic 5
English Language Arts (2021) Grade(s): 11

ELA21.11.22

Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience.

Unpacked Content

Knowledge

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

Skills

Students are able to:
  • Incorporate conventions of standard English grammar, mechanics, and usage into academic and personal writings, texts, and presentations.
  • Adapt the formality of their language to communicate effectively with an intended audience.
  • Utilize the conventions of language to communicate effectively with a target audience.

Understanding

Students understand that:
  • Using the language conventions of standard English are necessary for effective academic and workplace communication.
  • Language can be adapted to communicate effectively with a target audience.

Vocabulary

  • Conventions
  • Standard English grammar
  • Standard English mechanics
  • Standard English usage
  • Formal language
  • Target audience

Aligned Learning Resources

Modeling Academic Writing Through Scholarly Article Presentations
English Language Arts (2021) Grade(s): 11

ELA21.11.22a

Exhibit stylistic complexity and sophistication in writing.

Unpacked Content

Knowledge

  • Academic writing should display an appropriate level of complexity and sophistication.

Skills

  • Exhibit a complex and sophisticated writing style.

Understanding

  • When writing for academic purposes, they should maintain a complex and sophisticated style.

Vocabulary

  • Stylistic complexity
  • Stylistic sophistication
English Language Arts (2021) Grade(s): 11

ELA21.11.23

Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate.

Examples: student-led conference, public meeting, community-based group

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.
  • Situations with an authentic audience include student-led conferences, public meetings, or community-based groups.

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

  • Suitable
  • Authentic audience
  • Purpose
  • Command
  • Formal English

Aligned Learning Resources

Star-Crossed Lovers Online: Romeo and Juliet for a Digital Age
Analyzing Character in Hamlet Through Epitaphs
My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
English Language Arts (2021) Grade(s): 11

ELA21.11.24

Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

Unpacked Content

Knowledge

Students know:
  • Strategies to assess the credibility of research sources.
  • Features of authoritative, relevant, and accurate research sources.

Skills

Students are able to:
  • Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose.

Understanding

Students understand that:
  • Before using a source in their research projects, they should evaluate the credibility of the source in terms of its authority, relevance, accuracy, and purpose.

Vocabulary

  • Evaluate
  • Credibility
  • Authority
  • Relevance
  • Accuracy
  • Purpose

Aligned Learning Resources

"Cheer, Cheer, for the 'Red, White, and Blue!'" University and High School Students' Contributions and Participation During the World Wars
A Blast From the Past With Nuclear Chemistry
Let's Take a Trip to Your Museum- A Virtual Museum Research Project
The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
A Walk in the PAARC: Evaluating Source Credibility
Continued Visit to the PAARC: Evaluating Multi-Genre Sources for Credibility
Calculate Standard Deviation
English Language Arts (2021) Grade(s): 11

ELA21.11.24a

Assess the usefulness of written information to answer a research question, solve a problem, or take a position.

Unpacked Content

Knowledge

  • Strategies to locate relevant and credible written information.
  • Credible information is accurate and reliable.
  • Criteria to determine the usefulness a research source.
  • Information learned through reading can be used to answer a research question, solve a problem, or take a position.

Skills

  • Locate useful written information in the research process.
  • Determine the usefulness of a research source.
  • Use research findings to answer a research question, solve a problem, or take a position.

Understanding

  • It is necessary to determine the usefulness of a source before using it as evidence to answer a research question, solve a problem, or take a position.

Vocabulary

  • Assess
  • Written information

Aligned Learning Resources

Continued Visit to the PAARC: Evaluating Multi-Genre Sources for Credibility
English Language Arts (2021) Grade(s): 11

ELA21.11.25

Use a variety of search tools and research strategies to locate credible sources.

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.
  • Strategies to locate credible information that is accurate and reliable.

Skills

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

Understanding

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

Vocabulary

  • Search tools
  • Research strategies
  • Credible sources

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): 11

ELA21.11.26

Locate and acquire audible information to answer a question, solve a problem, or defend a position, utilizing active listening to assess its usefulness, relevance, and credibility.

Unpacked Content

Knowledge

Students know:
  • Active listening skills.
  • Strategies to locate and acquire audible information.
  • Criteria to determine the usefulness, relevance, and credibility of an audible research source.
  • 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:
  • Locate and acquire useful, relevant, and credible audible information in the research process.
  • Determine the usefulness, relevance, and credibility of an audible research source.
  • Use research findings to answer a question, solve a problem, or defend 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.
  • It is necessary to determine the relevance and credibility of an audible research source before using it as evidence to answer a question, solve a problem, or defend a position.

Vocabulary

  • Audible information
  • Active listening
  • Usefulness
  • Relevance
  • Credibility

Aligned Learning Resources

Examining Transcendentalism Through Popular Culture
English Language Arts (2021) Grade(s): 11

ELA21.11.27

Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

Unpacked Content

Knowledge

Students know:
  • Strategies to synthesize research findings from multiple sources.
  • Responsible and ethical research practices.
  • Grade-appropriate writing skills.
  • The conventions of standard, formal English.
  • Strategies to modify writing for a particular audience and purpose.

Skills

Students are able to:
  • Synthesize research findings from multiple sources.
  • 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:
  • An effective research project will include a synthesis of multiple information sources.
  • 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

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

Aligned Learning Resources

A Blast From the Past With Nuclear Chemistry
English Language Arts (2021) Grade(s): 11

ELA21.11.28

Integrate ethically-acquired information from at least three sources of varying types, including at least one visual or statistical source, into a research product, using proper quoting, paraphrasing, summarizing, and citation practices that consistently follow rules of a particular style guide.

Examples: MLA, APA

Unpacked Content

Knowledge

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

Skills

Students are able to:
  • Source research information in an ethical manner.
  • Integrate research information from at least three varying 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:
  • Incorporating multiple sources of information into a research project can increase its effectiveness.
  • 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

  • Ethically-acquired information
  • Visual source
  • Statistical source
  • Research product
  • Quoting
  • Paraphrasing
  • Summarizing
  • Citation practices
  • Style guide
English Language Arts (2021) Grade(s): 11

ELA21.11.29

Compose clear, coherent writing that incorporates information from a variety of scholarly and non-scholarly sources 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.
  • Research skills.
  • Formal, academic writing skills.
  • Information learned through the research process can be used to answer a question, solve a problem, or take a position.

Skills

Students are able to:
  • Incorporate information from a variety of scholarly and non-scholarly sources 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 source documents.

Understanding

Students understand that:
  • A combination of scholarly and non-scholarly sources can be utilized in writing.
  • Scholarly sources can give credibility to academic and workplace documents.
  • Effective writing is clear and coherent and utilizes a variety of research sources.

Vocabulary

  • Scholarly source
  • Non-scholarly source

Aligned Learning Resources

A Blast From the Past With Nuclear Chemistry
English Language Arts (2021) Grade(s): 11

ELA21.11.30

Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

Unpacked Content

Knowledge

Students know:
  • Strategies to synthesize research findings from multiple sources.
  • Responsible and ethical research practices.
  • Oral presentation skills.
  • The conventions of standard, formal English.
  • Strategies to modify spoken language for a particular audience and purpose.

Skills

Students are able to:
  • Synthesize research findings from multiple sources.
  • Orally 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:
  • An effective presentation will include a synthesis of multiple information sources.
  • 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

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

Aligned Learning Resources

The Sinking State of Alabama
A Blast From the Past With Nuclear Chemistry
English Language Arts (2021) Grade(s): 12

ELA21.12.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

Preparing a Character for a New Job: Character Analysis Through Job Placement
Writing is Critical in Healthcare | Workplace Essential Skills
Organizing Your Writing | Workplace Essential Skills
English Language Arts (2021) Grade(s): 12

ELA21.12.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

Understanding Poetry: Annotating Puritan Poetry
Ekphrasis: Using Art to Inspire Poetry
The ABCs of Poetry
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Exploring Irony in the Conclusion of "All Quiet on the Western Front"
A 'Brief, Urgent Message': Theme in Slaughterhouse-Five
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): 12

ELA21.12.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

What Do Women Most Desire?
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
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
Analyzing and Comparing Medieval and Modern Ballads
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
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): 12

ELA21.12.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

Elephants, Tigers, and Gamecocks... Oh My! Where Will You Go to College?
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
Modeling Academic Writing Through Scholarly Article Presentations
I Have a Dream: Exploring Nonviolence in Young Adult Texts
English Language Arts (2021) Grade(s): 12

ELA21.12.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

Ekphrasis: Using Art to Inspire Poetry
The ABCs of Poetry
Sonic Patterns: Exploring Poetic Techniques Through Close Reading
Analyzing Symbolism, Plot, and Theme in Death and the Miser
Persuasive Techniques in Advertising
Demonstrating Understanding of Richard Wright's Rite of Passage
I Have a Dream: Exploring Nonviolence in Young Adult Texts
And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions
Linear Models
English Language Arts (2021) Grade(s): 12

ELA21.12.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

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): 12

ELA21.12.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

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