ELA21.12.CL.A
Process and employ information for a variety of academic, occupational, and personal purposes.
Process and employ information for a variety of academic, occupational, and personal purposes.
ELA21.12.CL.A
ELA21.12.CL.A.R
Reception
Reception
ELA21.12.CL.A.R.R
Reading
Reading
ELA21.12.1
Read, analyze, and evaluate complex literary and historical texts written from particular points of view or cultural experiences, with an emphasis on works of literature from the British Isles.
Read, analyze, and evaluate complex literary and historical texts written from particular points of view or cultural experiences, with an emphasis on works of literature from the British Isles.
Unpacked Content
Knowledge
Students know:
- Necessary skills to read, analyze, and evaluate complex literary and historical texts.
- Strategies to identify and describe various points of view and cultural perspectives.
Skills
Students are able to:
- Read complex texts.
- Analyze elements within complex texts.
- Evaluate text based on specific criteria provided by the teacher.
Understanding
Students understand that:
- Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others in the present and in the past.
Vocabulary
- Analyze
- Evaluate
- Complex literary text
- Complex historical texts
- Points of view
- Cultural perspectives
- British Isles literature
ELA21.12.1a
Read, analyze, and evaluate a play by William Shakespeare, including an examination of its contributions to the English language and its influences on other works of literature.
Read, analyze, and evaluate a play by William Shakespeare, including an examination of its contributions to the English language and its influences on other works of literature.
Unpacked Content
Knowledge
- Necessary skills to read, analyze, and evaluate a play by William Shakespeare.
- Strategies to identify the impact of Shakespeare's plays on the English language and other works of literature.
Skills
- Read, analyze, and evaluate a play by William Shakespeare.
- Examine a play by Shakespeare and determine its contributions to the English language and its influences on other works of literature.
Understanding
- The plays of William Shakespeare contributed to the English language with certain figures of speech and terminology and influenced other literary authors.
Vocabulary
- Analyze
- Evaluate
- Examination
- Contributions
- Influences
ELA21.12.2
Synthesize information from two or more graphic texts to draw conclusions, defend claims, and make decisions.
COS Examples
Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Synthesize information from two or more graphic texts to draw conclusions, defend claims, and make decisions.
COS Examples
Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Unpacked Content
Knowledge
Students know:
- Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.
- Skills to synthesize information from multiple sources.
Skills
Students are able to:
- Identify and analyze information presented in graphic texts.
- Synthesize information from two or more graphic sources to draw conclusions, defend claims, and make decisions.
Understanding
Students understand that:
- Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
- Information learned from two or more graphic sources can be combined and used to draw conclusions, defend claims, and make decisions.
Vocabulary
- Synthesize
- Graphic texts
- Draw conclusions
- Defend claims
- Make decisions
ELA21.12.3
Evaluate how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
Evaluate how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
Unpacked Content
Knowledge
Students know:
- An author's cultural perspective influences the style and meaning of their work.
Skills
Students are able to:
- Identify the style and meaning of text.
- Evaluate how an author explicitly exhibits his/her cultural perspective in a text.
Understanding
Students understand that:
- An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
Vocabulary
- Evaluate
- Cultural perspective
- Style
- Meaning
ELA21.12.4
Evaluate an author’s use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
Evaluate an author’s use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
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.
- Methods to evaluate characterization, figurative language, literary elements, and point of view.
Skills
Students are able to:
- Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
- Evaluate how characterization, 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
- Evaluate
- Characterization
- Figurative language
- Literary elements
- Point of view
- Create
- Convey
ELA21.12.5
Evaluate structural and organizational details in texts to determine the author’s purpose, including cases in which the meaning is ironic or satirical.
Evaluate structural and organizational details in texts to determine the author’s purpose, including cases in which the meaning is ironic or satirical.
Unpacked Content
Knowledge
Students know:
- Strategies to evaluate the structure and organization of various texts.
- Authors choose to write in different genres to support their purpose for writing.
Skills
Students are able to:
- Identify and evaluate structural and organizational details in texts from multiple genres.
- Determine how the genre of a text supports the author's purpose.
- Identify irony and satire in text.
Understanding
Students understand that:
- There are a variety of genres of text, and authors choose to write in a particular genre to support their purpose for writing.
- Different genres of text have different structures and organizations.
- Authors may choose to include implicit messages within their text, such as irony or satire.
Vocabulary
- Evaluate
- Structural details
- Organizational details
- Purpose
- Ironic
- Satirical
ELA21.12.6
Analyze a text’s explicit and implicit meanings to make inferences about its theme and determine the author’s purpose.
Analyze a text’s explicit and implicit meanings to make inferences about its theme and determine the author’s purpose.
Unpacked Content
Knowledge
Students know:
- Strategies to comprehend explicit and implicit text meaning.
- Inference skills.
- Methods to identify the theme and purpose of a text.
Skills
Students are able to:
- Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings.
Understanding
Students understand that:
- Text often has an explicitly stated meaning and an implied meaning.
- They can combine their explicit and implicit understanding to infer the theme and the author's purpose for writing the text.
Vocabulary
- Analyze
- Explicit
- Implicit
- Inferences
- Theme
- Author's purpose
ELA21.12.7
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.
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
Unpacked Content
Knowledge
Students know:
- Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
- Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
- Methods to compare and contrast texts.
Skills
Students are able to:
- Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
- Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
Understanding
Students understand that:
- The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
- Similar and different ideas and themes can be presented in a variety of textual formats.
Vocabulary
- Fiction texts
- Nonfiction texts
- Perspectives
- Informational texts
- Digital texts
- Multimodal texts
- Historical viewpoints
- Cultural viewpoints
- Global viewpoints
ELA21.12.8
Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
Unpacked Content
Knowledge
Students know:
- Strategies to read, analyze, and evaluate texts from various academic disciplines.
- Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills
Students are able to:
- Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
- Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding
Students understand that:
- Different academic disciplines may utilize different vocabulary.
- Different academic disciplines may arrange content in particular organizational styles.
Vocabulary
- Academic disciplines
- Domain-specific vocabulary
- Content organization
ELA21.12.9
Follow instructions in technical materials to complete a specific task.
COS Examples
Example: Read and follow instructions for formatting a document.
Follow instructions in technical materials to complete a specific task.
COS Examples
Example: Read and follow instructions for formatting a document.
Unpacked Content
Knowledge
Students know:
- Strategies to read and comprehend instructions in technical materials.
- Methods to complete a task based on comprehending instructions, such as reading and following instructions for formatting a document.
Skills
Students are able to:
- Follow instructions in technical materials to complete a specific task.
Understanding
Students understand that:
- In academic and workplace settings, they will often be presented with technical materials that will direct them to complete a task.
Vocabulary
- Technical materials
ELA21.12.CL.A.R.L
Listening
Listening
ELA21.12.10
Determine through active listening the purpose, credibility, and effectiveness of a speaker or multiple sources of information by evaluating tone, organization, content, and verbal and non-verbal cues and identifying any fallacious reasoning or distorted evidence.
Determine through active listening the purpose, credibility, and effectiveness of a speaker or multiple sources of information by evaluating tone, organization, content, and verbal and non-verbal cues and identifying any fallacious reasoning or distorted evidence.
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Criteria to assess the purpose, credibility, and effectiveness of a speaker.
- Strategies to evaluate the tone, organization, and content of spoken language.
- Methods to identify verbal and nonverbal cues of a speaker.
- Fallacious reasoning is illogical and invalid, and distorted evidence is evidence that is not presented accurately.
Skills
Students are able to:
- Listen actively to a speaker to determine the purpose, credibility, and effectiveness of the presentation.
- Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
- Evaluate a speaker's verbal and non-verbal cues.
- Identify fallacious reasoning or distorted evidence.
Understanding
Students understand that:
- Spoken language can be analyzed similarly to the way one analyzes a text and an author.
- Spoken language should be closely analyzed for any instances of illogical reasoning or inaccurate evidence.
Vocabulary
- Active listening
- Purpose
- Credibility
- Effectiveness
- Tone
- Organization
- Content
- Verbal cues
- Non-verbal cues
- Fallacious reasoning
- Distorted evidence
ELA21.12.CL.A.E
Expression
Expression
ELA21.12.CL.A.E.W
Writing
Writing
ELA21.12.11
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.
Unpacked Content
Knowledge
Students know:
- Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
- The skills required by the writing process.
- The development, organization, and style 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, edit, and revise short and extended writing products.
- Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style 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 process is a series of steps that improve writing over time.
- The writing task, purpose, and audience should be considered in the development, organization, and style of the writing.
- Formal academic writing should display their command of the English language.
Vocabulary
- Compose
- Edit
- Revise
- Short products
- Extended products
- Writing development
- Writing organization
- Writing style
- Task
- Purpose
- Audience
- Command of language
ELA21.12.11a
Incorporate narrative techniques into other modes of writing as appropriate.
COS Examples
Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development
Incorporate narrative techniques into other modes of writing as appropriate.
COS Examples
Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development
Unpacked Content
Knowledge
- Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development.
- Narrative techniques can be used in multiple genres of writing.
Skills
- Incorporate narrative techniques in modes other than narrative writing when appropriate.
Understanding
- Narrative techniques can be used in multiple genres of writing to engage the audience and create interest.
Vocabulary
- Narrative techniques
- Modes of writing
ELA21.12.11b
Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.
Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.
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.
- Explanatory and expository writing should include academic, content-specific technical word meanings.
- 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 develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.
Understanding
- Explanatory and expository writing should be free from opinions and supported with evidence.
- Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
- Writers elaborate on details included in the text by using formal academic, content-specific technical words.
- They must gather their information and data about the topic from multiple credible research sources.
Vocabulary
- Explanations
- Expositions
- Complex ideas
- Complex processes
- Citing
- Credible sources
- Intentional transitions
- Precise vocabulary
- Organized structure
ELA21.12.11c
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
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 logical conclusion that describes the larger implications of the topic or text.
- Strategies to create stone and style in argumentative writing.
- Words that indicate transitions.
Skills
- Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions.
- Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
- Use valid reasoning to support a claim.
- Make rhetorical choices that convey a specific tone or style.
- Include a logical conclusion that captures the larger implications of the topic or text.
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 logical conclusion that indicates the larger implication of the topic or text.
- They can make rhetorical choices in their writing to create a specific tone and style.
Vocabulary
- Arguments
- Claims
- Substantive topics or texts
- Valid
- Relevant
- Sufficient
- Reasoning
- Evidence
- Rhetorical choices
- Tone
- Style
- Transitions
- Logical conclusion
- Implications
ELA21.12.12
Within diverse and collaborative writing groups, effectively and respectfully demonstrate a willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and consider contributions made by each group member.
Within diverse and collaborative writing groups, effectively and respectfully demonstrate a willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and consider contributions made by each group member.
Unpacked Content
Knowledge
Students know:
- Effective and respectful communication skills.
- Necessary skills to collaborate in diverse groups, such as compromising, sharing responsibility, and respect for others' opinions.
- Grade-appropriate writing skills.
Skills
Students are able to:
- Collaborate on writing tasks in diverse groups.
- Interact with writing groups in a respectful manner.
- Make necessary compromises to accomplish a goal.
- Share responsibility for collaborative work.
- Consider the individual contributions of each group member.
Understanding
Students understand that:
- They will frequently collaborate with others to develop writing products in school and in the workplace.
- Being an effective collaborator requires compromising, sharing responsibility for the work, and being respectful of others.
Vocabulary
- Collaborative writing groups
- Writing tasks
- Diverse writing groups
- Compromises
ELA21.12.LF.W.E.S
Speaking
Speaking
ELA21.12.13
Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.
Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.
Unpacked Content
Knowledge
Students know:
- Presentation skills.
- Strategies to evaluate the credibility and accuracy of multiple, diverse sources.
- Synthesize information from multiple sources to develop an idea or further a position.
Skills
Students are able to:
- Discern credible and accurate sources from a variety of sources.
- Synthesize information from multiple, diverse sources.
- Utilize multiple sources of information to develop an idea or further a position.
Understanding
Students understand that:
- Oral presentations should only incorporate information from credible, accurate sources.
- Information from multiple sources can be combined into an effective presentation that develops an idea or furthers a position.
Vocabulary
- Evaluate
- Credibility
- Accuracy
- Diverse media
ELA21.12.14
Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
Unpacked Content
Knowledge
Students know:
- The format and process for respectful, collaborative discussions in a variety of settings.
- Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others.
Skills
Students are able to:
- Participate in a collaborative discussion in pairs, diverse groups, and whole class settings.
- Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others.
Understanding
Students understand that:
- They can better understand a topic or text by discussing their ideas with others.
- There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
Vocabulary
- Collaborative discussions
- Pairs
- Diverse groups
- Whole class settings
ELA21.12.DL
Digital Literacy
Digital Literacy
ELA21.12.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.
ELA21.12.DL.A.R
Reception
Reception
ELA21.12.DL.A.R.R
Reading
Reading
ELA21.12.15
Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.
Analyze digital texts and evaluate their effectiveness in terms of 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.
- Strategies to evaluate digital text based on a set of identified criteria.
Skills
Students are able to:
- Identify and analyze digital texts' subject, occasion, audience, purpose, tone, and credibility.
- Evaluate the effectiveness of a digital text's subject, occasion, audience, purpose, tone, and credibility.
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.
- The effectiveness of a digital text can be assessed by identifying its subject, occasion, audience, purpose, tone, and credibility.
Vocabulary
- Analyze
- Digital texts
- Evaluate
- Effectiveness
- Subject
- Occasion
- Audience
- Purpose
- Tone
- Credibility
ELA21.12.DL.A.R.L
Listening
Listening
ELA21.12.16
Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.
COS Examples
Examples: words, music, sound effects
Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.
COS Examples
Examples: words, music, sound effects
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Digital audible communications have various subjects, appropriate occasions, intended audiences, purposes, and tones.
- Digital audible communications can include effects like words, music, and sound effects that impact the source's effectiveness.
- A credible source is free from bias and supported with relevant evidence.
Skills
Students are able to:
- Listen and analyze elements of a digital audible communication source, including its subject, occasion, audience, purpose, tone, and overall credibility.
- Evaluate the effectiveness of elements included in a digital audible communication source.
Understanding
Students understand that:
- Actively listening can help analyze and evaluate important aspects of a digital audible communication source including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
Vocabulary
- Analyze
- Audible communications
- Evaluate
- Effectiveness
- Subject
- Occasion
- Audience
- Purpose
- Tone
- Credibility
- Digital sources
ELA21.12.DL.A.E
Expression
Expression
ELA21.12.DL.A.E.W
Writing
Writing
ELA21.12.17
Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
Unpacked Content
Knowledge
Students know:
- Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
- Collaboration skills.
- The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.
Skills
Students are able to:
- Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
- Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
Understanding
Students understand that:
- Digital texts can be used to communicate with a variety of audiences and occasions.
- They should modify the purpose and tone of their digital texts depending on the audience and occasion.
- They will frequently collaborate with others to develop digital products in school and in the workplace.
- Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
Vocabulary
- Images
- Sound
- Animation
- Expression
- Collaborative
- Digital texts
- Multimodal texts
- Purpose
- Tone
- Intended audience
- Intended occasion
