TX-English IV TX Essential Knowledge and Skills 2008 · TX-English IV TX Essential Knowledge and...

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TX-English IV TX Essential Knowledge and Skills 2008 Standard ID Standard Text Edgenuity Lesson Name 1 Students understand new vocabulary and use it when reading and writing. 1.A determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; The Role of Vocabulary Word Analysis Word Structure Functional Text - How-To: How to Become a Fashion Designer Literary Text -Memoir: excerpt from The Cruise of the Snark Expository Text - News Article: USA Today: Vogue Cover Persuasive Text - Editorial: Remanufacturing Athletes Functional Text - How-To: All About Fingerprints Expository Text - Informational Article: The Model UN Online Text: Creating a Nation Visual Text -Propaganda: Canadian World War I Posters Persuasive Text - Article: Studying Abroad Functional Text: Car Engine - How it Works Online Text - Navigating a Website: The iPhone Media Literacy: Decoding Legal and Governmental Forms 1.B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; The Role of Vocabulary Word Analysis Expository Text -Biography: Director Robert Rodriguez: Want to be a Filmmaker? Functional Text - How-To: How to Become a Fashion Designer Literary Text -Memoir: excerpt from The Cruise of the Snark Expository Text - News Article: USA Today: Vogue Cover ©Edgenuity Inc. Confidential Page 1 of 37

Transcript of TX-English IV TX Essential Knowledge and Skills 2008 · TX-English IV TX Essential Knowledge and...

Page 1: TX-English IV TX Essential Knowledge and Skills 2008 · TX-English IV TX Essential Knowledge and Skills 2008 Standard ID Standard Text Edgenuity Lesson Name ... TX-English IV TX Essential

TX-English IV TX Essential Knowledge and Skills 2008

Standard ID Standard Text Edgenuity Lesson Name

1 Students understand new vocabulary and use it when reading and writing.

1.A determine the meaning of technical academic English words in multiple content areas (e.g., science,

mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;The Role of Vocabulary

Word Analysis

Word Structure

Functional Text - How-To: How to Become a Fashion

DesignerLiterary Text -Memoir: excerpt from The Cruise of

the SnarkExpository Text - News Article: USA Today: Vogue

CoverPersuasive Text - Editorial: Remanufacturing

AthletesFunctional Text - How-To: All About Fingerprints

Expository Text - Informational Article: The Model

UNOnline Text: Creating a Nation

Visual Text -Propaganda: Canadian World War I

PostersPersuasive Text - Article: Studying Abroad

Functional Text: Car Engine - How it Works

Online Text - Navigating a Website: The iPhone

Media Literacy: Decoding Legal and Governmental

Forms1.B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the

nuance in word meanings;The Role of Vocabulary

Word Analysis

Expository Text -Biography: Director Robert

Rodriguez: Want to be a Filmmaker?Functional Text - How-To: How to Become a Fashion

DesignerLiterary Text -Memoir: excerpt from The Cruise of

the SnarkExpository Text - News Article: USA Today: Vogue

Cover

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TX-English IV TX Essential Knowledge and Skills 2008

Standard ID Standard Text Edgenuity Lesson Name

1.B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the

nuance in word meanings; (Cont'd.)Persuasive Text - Editorial: Remanufacturing

AthletesFunctional Text - How-To: All About Fingerprints

Expository Text - Informational Article: The Model

UNOnline Text: Creating a Nation

Visual Text -Propaganda: Canadian World War I

PostersPersuasive Text - Article: Studying Abroad

Functional Text: Car Engine - How it Works

Online Text - Navigating a Website: The iPhone

Media Literacy: Decoding Legal and Governmental

Forms1.C use the relationship between words encountered in analogies to determine their meanings (e.g.,

synonyms/antonyms, connotation/denotation);Grammar: Analogies

Word Analysis

Word Structure

Expository Text - Biography:  Ansel Adams,

Wilderness PhotographerPersuasive Text - Article: Studying Abroad

1.D analyze and explain how the English language has developed and been influenced by other languages; and

Epic: from Beowulf, Part I

Narrative Poem: The Prologue to the Canterbury

TalesWord Analysis

Word Structure

Grammar: Worldly Words: English as a Multicultural

Language1.E use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other

related references (printed or electronic) as needed.Vocabulary: Using Resources

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TX-English IV TX Essential Knowledge and Skills 2008

Standard ID Standard Text Edgenuity Lesson Name

2 Students analyze, make inferences and draw conclusions about theme and genre in different cultural,

historical, and contemporary contexts and provide evidence from the text to support their understanding.2.A compare and contrast works of literature that express a universal theme;

Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Epic: from Beowulf, Part III

Poem: The Seafarer

Poem: The Wanderer

Poem: The Wife's Lament

Narrative Poem: The Prologue to the Canterbury

TalesNarrative Poem: from The Pardoner's Tale

Narrative Poem: from The Wife of Bath's Tale

Lecture: Arthurian Legends

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightPoem: The Passionate Shepherd to His Love

Sonnet: Sonnet 18

Sonnet: Sonnet 73

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Poem: The Tyger from Songs of Experience

Lecture: Timeline

Lecture: Historical Period

T.S. Eliot: The Hollow Men

Speech: from The Question of South Africa

Short Story: Next Term, We'll Mash You

Short Story: Games at Twilight

Poem: The Lamb from Songs of Innocence

Skills Lesson: Theme

Skills Lesson: World Literature

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TX-English IV TX Essential Knowledge and Skills 2008

Standard ID Standard Text Edgenuity Lesson Name

2.A compare and contrast works of literature that express a universal theme; (Cont'd.)

India: Ramayana

Czech/European: The Metamorphosis

China: A Happy Excursion

Spain: Life is a Dream

2.B compare and contrast the similarities and differences in classical plays with their modern day novel, play, or

film versions; andLecture: Historical Period

Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Epic: from Beowulf, Part III

Lecture: Arthurian Legends

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightLecture: William Shakespeare

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

2.C relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its

time.Lecture: Timeline

Lecture: Historical Period

Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Epic: from Beowulf, Part III

Lecture: Introduction

Poem: The Seafarer

Poem: The Wanderer

Poem: The Wife's Lament

Lecture: Historical Period

Narrative Poem: The Prologue to the Canterbury

Tales

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2.C relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its

time. (Cont'd.)Narrative Poem: from The Pardoner's Tale

Narrative Poem: from The Wife of Bath's Tale

Lecture: Arthurian Legends

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightLecture: Timeline

Lecture: Historical Period

Poem: The Passionate Shepherd to His Love

Poem: The Nymph's Reply to the Shepherd

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Lecture: Renaissance Theater

Lecture: William Shakespeare

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Biography: from the Life of Samuel Johnson

Lecture: Timeline

Lecture: Historical Period

Lecture: Introduction

Poem: The Tyger from Songs of Experience

Poems: The World Is Too Much with Us and I

Wandered Lonely as A CloudLecture: Timeline

Lecture: Historical Period

Ballad - Alfred, Lord Tennyson: The Lady of Shalott

Short Story - Rudyard Kipling: The Mark of the Beast

Lecture: Timeline

Lecture: Historical Period

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2.C relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its

time. (Cont'd.)Virginia Woolf: The Duchess and the Jeweller

Lecture: Timeline

Lecture: Historical Period

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Short Story: Next Term, We'll Mash You

Short Story: Games at Twilight

Poem: The Lamb from Songs of Innocence

Skills Lesson: World Literature

India: Ramayana

China: A Happy Excursion

Spain: Life is a Dream

Skills Lesson: Drama

3 Students understand, make inferences and draw conclusions about the structure and elements of poetry and

provide evidence from text to support their understanding. Students are expected to evaluate the changes in

sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Epic: from Beowulf, Part III

Lecture: Introduction

Poem: The Seafarer

Poem: The Wanderer

Poem: The Wife's Lament

Lecture: Historical Period

Narrative Poem: The Prologue to the Canterbury

TalesNarrative Poem: from The Pardoner's Tale

Narrative Poem: from The Wife of Bath's Tale

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightLecture: Timeline

Lecture: Historical Period

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3 Students understand, make inferences and draw conclusions about the structure and elements of poetry and

provide evidence from text to support their understanding. Students are expected to evaluate the changes in

sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

(Cont'd.)Poem: The Passionate Shepherd to His Love

Poem: The Nymph's Reply to the Shepherd

Sonnet: Sonnet 18

Sonnet: Sonnet 73

Poem: A Valediction: Forbidding Mourning

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Lecture: Historical Period

Lecture: Introduction

Poem: The Tyger from Songs of Experience

Poems: The World Is Too Much with Us and I

Wandered Lonely as A CloudPoem: The Rime of the Ancient Mariner

Poem: Kubla Khan

Poems: She Walks In Beauty, from Childe Harold's

Pilgrimage, Canto IVPoems: When I Have Fears and Ode on a Grecian

Urn (Keats)Lecture: Timeline

Lecture: Historical Period

Ballad - Alfred, Lord Tennyson: The Lady of Shalott

Sonnet: Sonnet 43

Short Story - Rudyard Kipling: The Mark of the Beast

Lecture: Historical Period

T.S. Eliot: The Hollow Men

William Butler Yeats: The Second Coming, Sailing to

ByzantiumLecture: Historical Period

Poem: The Moment

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TX-English IV TX Essential Knowledge and Skills 2008

Standard ID Standard Text Edgenuity Lesson Name

3 Students understand, make inferences and draw conclusions about the structure and elements of poetry and

provide evidence from text to support their understanding. Students are expected to evaluate the changes in

sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

(Cont'd.)Poem: Digging

Poem: The Lamb from Songs of Innocence

China: A Happy Excursion

Skills Lesson: Essentials of Poetry

Skills Lesson: Figurative Language & Imagery

4 Students understand, make inferences and draw conclusions about the structure and elements of drama and

provide evidence from text to support their understanding. Students are expected to evaluate how the

structure and elements of drama change in the works of British dramatists across literary periods.

Lecture: Renaissance Theater

Lecture: William Shakespeare

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Writing: Essay - Reporting Literary Research

Communication: Informative Speech

Spain: Life is a Dream

Skills Lesson: Drama

5 Students understand, make inferences and draw conclusions about the structure and elements of fiction and

provide evidence from text to support their understanding.5.A analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense)

function and advance the action in a work of fiction;Poem: The Seafarer

Poem: The Wanderer

Poem: The Wife's Lament

Narrative Poem: from The Pardoner's Tale

Romance Narrative: from Le Morte d'Arthur

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Writing: Essay - Reporting Literary Research

Short Story - Rudyard Kipling: The Mark of the Beast

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5.A analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense)

function and advance the action in a work of fiction; (Cont'd.) T.S. Eliot: The Hollow Men

William Butler Yeats: The Second Coming, Sailing to

ByzantiumVirginia Woolf: The Duchess and the Jeweller

Short Story: Next Term, We'll Mash You

Short Story: Games at Twilight

Skills Lesson: Point of View

Spain: Life is a Dream

Skills Lesson: Plot Structures

Skills Lesson: Drama

5.B analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying

motivations and behaviors of the characters;Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Epic: from Beowulf, Part III

Poem: The Seafarer

Narrative Poem: The Prologue to the Canterbury

TalesNarrative Poem: from The Wife of Bath's Tale

Lecture: Arthurian Legends

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightPoem: A Valediction: Forbidding Mourning

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

T.S. Eliot: The Hollow Men

William Butler Yeats: The Second Coming, Sailing to

ByzantiumVirginia Woolf: The Duchess and the Jeweller

Short Story: Next Term, We'll Mash You

Short Story: Games at Twilight

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5.B analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying

motivations and behaviors of the characters; (Cont'd.)India: Ramayana

5.C compare and contrast the effects of different forms of narration across various genres of fiction; and

Narrative Poem: The Prologue to the Canterbury

TalesNarrative Poem: from The Pardoner's Tale

Narrative Poem: from The Wife of Bath's Tale

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightPoem: The Nymph's Reply to the Shepherd

Ballad - Alfred, Lord Tennyson: The Lady of Shalott

Virginia Woolf: The Duchess and the Jeweller

Skills Lesson: Point of View

5.D demonstrate familiarity with works of fiction by British authors from each major literary period.

Lecture: Timeline

Lecture: Historical Period

Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Epic: from Beowulf, Part III

Poem: The Seafarer

Poem: The Wanderer

Poem: The Wife's Lament

Lecture: Historical Period

Narrative Poem: The Prologue to the Canterbury

TalesNarrative Poem: from The Pardoner's Tale

Narrative Poem: from The Wife of Bath's Tale

Lecture: Arthurian Legends

Romance Narrative: from Le Morte d'Arthur

Romance Narrative: from Sir Gawain and the Green

KnightLecture: Timeline

Lecture: Historical Period

Poem: The Passionate Shepherd to His Love

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5.D demonstrate familiarity with works of fiction by British authors from each major literary period. (Cont'd.)

Poem: The Nymph's Reply to the Shepherd

Poem: A Valediction: Forbidding Mourning

Essay: Of Studies

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Lecture: Renaissance Theater

Lecture: William Shakespeare

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Biography: from the Life of Samuel Johnson

Lecture: Timeline

Lecture: Historical Period

Lecture: Introduction

Poem: The Tyger from Songs of Experience

Poems: The World Is Too Much with Us and I

Wandered Lonely as A CloudPoems: She Walks In Beauty, from Childe Harold's

Pilgrimage, Canto IVPoems: When I Have Fears and Ode on a Grecian

Urn (Keats)Lecture: Timeline

Lecture: Historical Period

Ballad - Alfred, Lord Tennyson: The Lady of Shalott

Sonnet: Sonnet 43

Short Story - Rudyard Kipling: The Mark of the Beast

Lecture: Timeline

Lecture: Historical Period

T.S. Eliot: The Hollow Men

William Butler Yeats: The Second Coming, Sailing to

ByzantiumVirginia Woolf: The Duchess and the Jeweller

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5.D demonstrate familiarity with works of fiction by British authors from each major literary period. (Cont'd.)

Lecture: Timeline

Lecture: Historical Period

Poem: The Moment

Poem: Digging

Short Story: Next Term, We'll Mash You

Short Story: Games at Twilight

Poem: The Lamb from Songs of Innocence

6 Students understand, make inferences and draw conclusions about the varied structural patterns and

features of literary nonfiction and provide evidence from text to support their understanding. Students are

expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and

overstatement in literary essays, speeches, and other forms of literary nonfiction.

Autobiography: Fish Cheeks

Autobiography: Typhoid Fever

Essay: Of Studies

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Lecture: Renaissance Theater

Lecture: William Shakespeare

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Biography: from the Life of Samuel Johnson

Communication: Informative Speech

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Budgeting for Beginners

How Credit Works

Addicted to Oil

Habitat for Humanity

Skills Lesson: Essays

Articles and Essays

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6 Students understand, make inferences and draw conclusions about the varied structural patterns and

features of literary nonfiction and provide evidence from text to support their understanding. Students are

expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and

overstatement in literary essays, speeches, and other forms of literary nonfiction. (Cont'd.)

Nonfiction: In Search of Our Mother's Gardens

Expository Text -Biography: Director Robert

Rodriguez: Want to be a Filmmaker?Skills Lesson: Expository: Nonfiction

7 Students understand, make inferences and draw conclusions about how an author's sensory language creates

imagery in literary text and provide evidence from text to support their understanding. Students are expected

to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and

create meaning in metaphors, passages, and literary works.

Epic: from Beowulf, Part I

Epic: from Beowulf, Part II

Poem: The Seafarer

Poem: The Wanderer

Poem: The Wife's Lament

Narrative Poem: The Prologue to the Canterbury

TalesNarrative Poem: from The Pardoner's Tale

Narrative Poem: from The Wife of Bath's Tale

Poem: The Passionate Shepherd to His Love

Poem: The Nymph's Reply to the Shepherd

Sonnet: Sonnet 73

Essay: Of Studies

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Lecture: Renaissance Theater

Lecture: William Shakespeare

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Biography: from the Life of Samuel Johnson

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7 Students understand, make inferences and draw conclusions about how an author's sensory language creates

imagery in literary text and provide evidence from text to support their understanding. Students are expected

to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and

create meaning in metaphors, passages, and literary works. (Cont'd.)

Poem: The Tyger from Songs of Experience

Poems: The World Is Too Much with Us and I

Wandered Lonely as A CloudPoem: The Rime of the Ancient Mariner

Poems: When I Have Fears and Ode on a Grecian

Urn (Keats)Ballad - Alfred, Lord Tennyson: The Lady of Shalott

Sonnet: Sonnet 43

Short Story - Rudyard Kipling: The Mark of the Beast

T.S. Eliot: The Hollow Men

William Butler Yeats: The Second Coming, Sailing to

ByzantiumPoem: Digging

Short Story: Next Term, We'll Mash You

Short Story: Games at Twilight

Poem: The Lamb from Songs of Innocence

Skills Lesson: World Literature

India: Ramayana

Czech/European: The Metamorphosis

China: A Happy Excursion

Skills Lesson: Figurative Language & Imagery

8 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical,

and contemporary contexts and provide evidence from the text to support their understanding. Students are

expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in

which the organizational and rhetorical patterns of text support or confound the author's meaning or

purpose.Essay: Of Studies

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Biography: from the Life of Samuel Johnson

Sonnet: Sonnet 43

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8 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical,

and contemporary contexts and provide evidence from the text to support their understanding. Students are

expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in

which the organizational and rhetorical patterns of text support or confound the author's meaning or

purpose. (Cont'd.)Lecture: Historical Period

T.S. Eliot: The Hollow Men

Virginia Woolf: The Duchess and the Jeweller

Lecture: Historical Period

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Skills Lesson: Essays

Articles and Essays

Skills Lesson: World Literature

India: Ramayana

Czech/European: The Metamorphosis

China: A Happy Excursion

Spain: Life is a Dream

9 Students analyze, make inferences and draw conclusions about expository text and provide evidence from

text to support their understanding.9.A summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without

taking a position or expressing an opinion;Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Budgeting for Beginners

How Credit Works

Addicted to Oil

Habitat for Humanity

The Strategy Focus: Summarizing

Expository Text - Informational Article: The Model

UNPersuasive Text - Article: In Defense of the Jury

SystemExpository Text: Interview Transcripts and

MonologuesSkills Lesson: Gathering Information

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9.A summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without

taking a position or expressing an opinion; (Cont'd.)Skills Lesson: Using and Citing Evidence

9.B explain how authors writing on the same issue reached different conclusions because of differences in

assumptions, evidence, reasoning, and viewpoints;Debate: from Female Orations

Speech: from The Question of South Africa

Articles and Essays

Persuasive Text - Article: In Defense of the Jury

System9.C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational

patterns; andPoem: The Seafarer

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Drama: Act V - Macbeth

Virginia Woolf: The Duchess and the Jeweller

Poem: The Lamb from Songs of Innocence

The Strategy Focus: Inferencing

Literary Text -Memoir: excerpt from The Cruise of

the SnarkPersuasive Text - Editorial: Remanufacturing

Athletes9.D synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts

representing similar or different genres and technical sources and support those findings with textual

evidence.Autobiography: Fish Cheeks

Autobiography: Typhoid Fever

Lecture: Introduction

Lecture: Arthurian Legends

Romance Narrative: from Le Morte d'Arthur

Poem: The Passionate Shepherd to His Love

Poem: The Nymph's Reply to the Shepherd

Lecture: William Shakespeare

Poem: The Tyger from Songs of Experience

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9.D synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts

representing similar or different genres and technical sources and support those findings with textual

evidence. (Cont'd.)Poems: She Walks In Beauty, from Childe Harold's

Pilgrimage, Canto IVPoems: When I Have Fears and Ode on a Grecian

Urn (Keats)T.S. Eliot: The Hollow Men

William Butler Yeats: The Second Coming, Sailing to

ByzantiumVirginia Woolf: The Duchess and the Jeweller

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Poem: The Lamb from Songs of Innocence

Articles and Essays

Skills Lesson: Creating and Using Outlines

Skills Lesson: Types of Evidence and Logical Fallacies

10 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from

text to support their analysis.10.A evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication,

necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; andSpeech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Communication: Debate

Communication: Persuasive Speech

Communication: Political Office Speech

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Budgeting for Beginners

How Credit Works

Addicted to Oil

Habitat for Humanity

Persuasive Text: Forensic Ethics - The Expert

WitnessPersuasive Text - Article: In Defense of the Jury

System

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10.A evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication,

necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and (Cont'd.)

Persuasive Text - Article: Studying Abroad

Developing Persuasive Speeches

Skills Lesson: The Art of Rhetoric

Skills Lesson: The Elements of Argument

Skills Lesson: Types of Evidence and Logical Fallacies

10.B draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions

about an issue as conveyed by the specific use of language.Essay: Of Studies

Speech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Communication: Debate

Communication: Persuasive Speech

Communication: Political Office Speech

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Budgeting for Beginners

How Credit Works

Addicted to Oil

Habitat for Humanity

Communication: Media Impact - The Democratic

ProcessPersuasive Text - Editorial: Remanufacturing

AthletesPersuasive Text: Forensic Ethics - The Expert

WitnessPersuasive Text - Article: In Defense of the Jury

SystemPersuasive Text - Article: Studying Abroad

Developing Persuasive Speeches

Skills Lesson: The Art of Rhetoric

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11 Students understand how to glean and use information in procedural texts and documents.

11.A draw conclusions about how the patterns of organization and hierarchic structures support the

understandability of text; andCommunication: Informative Speech

Avoiding the Freshman 15

Informational: Food Safety

Budgeting for Beginners

How Credit Works

Weather and Emotions

Addicted to Oil

Habitat for Humanity

Skills Lesson: Informational Texts

Functional Text - FAQ Sheet: CFLs and Clean-up

Functional Text - How-To: How to Become a Fashion

DesignerFunctional Text - How-To: All About Fingerprints

Online Text: Creating a Nation

Visual Text -Propaganda: Canadian World War I

PostersFunctional Text: Car Engine - How it Works

Online Text - Navigating a Website: The iPhone

Visual Text: Creating a Visual Presentation

Media Literacy: Decoding Legal and Governmental

Forms21st-Century Skills: Exploring Procedural Texts

11.B evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for

the effectiveness of their graphic representations.Communication: Informative Speech

Avoiding the Freshman 15

Informational: Food Safety

Budgeting for Beginners

How Credit Works

Weather and Emotions

Addicted to Oil

Habitat for Humanity

Skills Lesson: Informational Texts

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11.B evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for

the effectiveness of their graphic representations. (Cont'd.)Functional Text - FAQ Sheet: CFLs and Clean-up

Functional Text - How-To: How to Become a Fashion

DesignerFunctional Text - How-To: All About Fingerprints

Online Text: Creating a Nation

Visual Text -Propaganda: Canadian World War I

PostersFunctional Text: Car Engine - How it Works

Online Text - Navigating a Website: The iPhone

Visual Text: Creating a Visual Presentation

Presentation Aids

Media Literacy: Decoding Legal and Governmental

Forms21st-Century Skills: Exploring Procedural Texts

12 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in

various forms to impact meaning. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts.12.A evaluate how messages presented in media reflect social and cultural views in ways different from traditional

texts;Communication: Visual Media Analysis

Communication: Informative Speech

Communication: Persuasive Speech

Communication: Media Impact - The Democratic

ProcessMedia Literacy: Introduction to Plagiarism in the

Media12.B evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text,

sound in electronic journalism) used in multi-layered media;Communication: Visual Media Analysis

Communication: Media Impact - The Democratic

ProcessMedia Literacy: Introduction to Plagiarism in the

Media

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12.C evaluate how one issue or event is represented across various media to understand the notions of bias,

audience, and purpose; andCommunication: Visual Media Analysis

Communication: Debate

Communication: Media Impact - The Democratic

ProcessPersuasive Text: Forensic Ethics - The Expert

WitnessMedia Literacy: Introduction to Plagiarism in the

Media12.D evaluate changes in formality and tone across various media for different audiences and purposes.

Communication: Visual Media Analysis

Communication: Media Impact - The Democratic

ProcessVisual Text -Propaganda: Canadian World War I

PostersMedia Literacy: Introduction to Plagiarism in the

MediaMedia Literacy: Decoding Legal and Governmental

Forms13 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose

text.13.A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences,

determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal

interests, interviews), and developing a thesis or controlling idea;Writing: Essay - Analyze Nonfiction-Biographies

Writing: Essay - Write a Business Letter

Writing: Essay - Autobiographical Narrative

The Writing Process

Writing: Essay - Reporting Literary Research

Writing: Essay - Persuasive

Writing: Essay - Research Paper

Writing: Literary Analysis Essay: Theme

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13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists)

and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to

convey meaning;Writing: Essay - Analyze Nonfiction-Biographies

Writing: Essay - Write a Business Letter

Writing: Essay - Autobiographical Narrative

The Writing Process

Writing: Essay - Reporting Literary Research

Writing: Essay - Persuasive

Writing: Essay - Research Paper

Writing: Literary Analysis Essay: Theme

13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical

organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes,

analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis,

inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

Writing: Essay - Analyze Nonfiction-Biographies

Writing: Essay - Write a Business Letter

Writing: Essay - Autobiographical Narrative

The Writing Process

Grammar: Transitions - Connecting Ideas

Writing: Essay - Reporting Literary Research

Writing: Essay - Persuasive

Grammar: Using Elements in a Series

Writing: Essay - Research Paper

Writing: Literary Analysis Essay: Theme

13.D edit drafts for grammar, mechanics, and spelling; and

Writing: Essay - Analyze Nonfiction-Biographies

Writing: Essay - Write a Business Letter

Writing: Essay - Autobiographical Narrative

The Writing Process

Grammar: Pronoun and Antecedent Agreement

Grammar: Dangling Modifiers

Grammar: Adverb and Adjective Clauses

Writing: Essay - Reporting Literary Research

Grammar: Noun Clauses

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13.D edit drafts for grammar, mechanics, and spelling; and (Cont'd.)

Writing: Essay - Persuasive

Writing: Essay - Research Paper

Writing: Literary Analysis Essay: Theme

13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate

audiences.Writing: Essay - Analyze Nonfiction-Biographies

Writing: Essay - Write a Business Letter

Writing: Essay - Autobiographical Narrative

The Writing Process

Writing: Essay - Reporting Literary Research

Writing: Essay - Persuasive

Writing: Essay - Research Paper

Writing: Literary Analysis Essay: Theme

14 Students write literary texts to express their ideas and feelings about real or imagined people, events, and

ideas. Students are responsible for at least two forms of literary writing.14.A write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-

stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot,

and sensory details that define the mood or tone;14.B write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g.,

sonnets, ballads, free verse); and14.C write a script with an explicit or implicit theme, using a variety of literary techniques.

15 Students write expository and procedural or work-related texts to communicate ideas and information to

specific audiences for specific purposes.15.A write an analytical essay of sufficient length that includes:

15.A.i effective introductory and concluding paragraphs and a variety of sentence structures;

Writing: Essay - Reporting Literary Research

Grammar: Sentence Openers and Closers

Writing: Essay - Research Paper

15.A.ii rhetorical devices, and transitions between paragraphs;

Grammar: Transitions - Connecting Ideas

Writing: Essay - Reporting Literary Research

Writing: Essay - Research Paper

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15.A.iii a clear thesis statement or controlling idea;

Writing: Essay - Reporting Literary Research

Writing: Essay - Research Paper

Skills Lesson: Creating and Using Thesis Statements

15.A.iv a clear organizational schema for conveying ideas;

Writing: Essay - Reporting Literary Research

Writing: Essay - Research Paper

15.A.v relevant and substantial evidence and well-chosen details;

Writing: Essay - Reporting Literary Research

Writing: Essay - Research Paper

15.A.vi information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary

and secondary sources; andWriting: Essay - Reporting Literary Research

15.A.vii an analysis of views and information that contradict the thesis statement and the evidence presented for it;

Writing: Essay - Reporting Literary Research

15.B write procedural and work-related documents (e.g., résumés, proposals, college applications, operation

manuals) that include:15.B.i a clearly stated purpose combined with a well-supported viewpoint on the topic;

Writing: Essay - Write a Business Letter

Writing: Essay - Persuasive

15.B.ii appropriate formatting structures (e.g., headings, graphics, white space);

Writing: Essay - Write a Business Letter

Writing: Essay - Persuasive

15.B.iii relevant questions that engage readers and address their potential problems and misunderstandings;

Writing: Essay - Write a Business Letter

Writing: Essay - Persuasive

15.B.iv accurate technical information in accessible language; and

Writing: Essay - Write a Business Letter

Writing: Essay - Persuasive

15.B.v appropriate organizational structures supported by facts and details (documented if appropriate);

Writing: Essay - Write a Business Letter

Writing: Essay - Persuasive

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15.C write an interpretation of an expository or a literary text that:

15.C.i advances a clear thesis statement;

Communication: Poetry Presentation

Writing: Essay - Reporting Literary Research

Writing: Literary Analysis Essay: Theme

15.C.ii addresses the writing skills for an analytical essay including references to and commentary on quotations

from the text;Communication: Poetry Presentation

Writing: Essay - Reporting Literary Research

Writing: Literary Analysis Essay: Theme

15.C.iii analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

Communication: Poetry Presentation

Writing: Essay - Reporting Literary Research

15.C.iv identifies and analyzes ambiguities, nuances, and complexities within the text; and

Communication: Poetry Presentation

Writing: Essay - Reporting Literary Research

15.C.v anticipates and responds to readers' questions and contradictory information; and

Communication: Poetry Presentation

Writing: Essay - Reporting Literary Research

15.D produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or

textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience

and synthesizes information from multiple points of view.Visual Text: Creating a Visual Presentation

Presentation Aids

21st-Century Skills: Exploring Procedural Texts

16 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate

audience that includes:16.A a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason,

common sense, cultural assumptions);Communication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

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16.B accurate and honest representation of divergent views (i.e., in the author's own words and not out of

context);Communication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

16.C an organizing structure appropriate to the purpose, audience, and context;

The Writing Process

Communication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

16.D information on the complete range of relevant perspectives;

Communication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

16.E demonstrated consideration of the validity and reliability of all primary and secondary sources used;

Communication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

16.F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to

back up assertions (e.g., appeals to logic, emotions, ethical beliefs); andCommunication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

16.G an awareness and anticipation of audience response that is reflected in different levels of formality, style, and

tone.Communication: Persuasive Speech

Writing: Essay - Persuasive

Developing Persuasive Speeches

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17 Students understand the function of and use the conventions of academic language when speaking and

writing. Students will continue to apply earlier standards with greater complexity.17.A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial

clauses and phrases); andGrammar: Pronoun and Antecedent Agreement

Grammar: Transitions - Connecting Ideas

Grammar: Adverb and Adjective Clauses

Communication: Debate

Grammar: Sentence Fragments and Run-on

SentencesGrammar: Effective Sentences: Parallelism

Grammar: Sentence Openers and Closers

Communication: Persuasive Speech

Grammar: Prepositions, Conjunctions and

InterjectionsCommunication: Political Office Speech

Avoiding the Freshman 15

Informational: Food Safety

Budgeting for Beginners

How Credit Works

Weather and Emotions

Addicted to Oil

Habitat for Humanity

Grammar: Noun Clauses

Grammar: Using Elements in a Series

Grammar: Compound and Complex Sentences

Functional Text - FAQ Sheet: CFLs and Clean-up

Functional Text - How-To: How to Become a Fashion

DesignerPersuasive Text: Forensic Ethics - The Expert

WitnessPersuasive Text - Article: In Defense of the Jury

SystemPersuasive Text - Article: Studying Abroad

Developing Persuasive Speeches

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17.B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

Grammar: Transitions - Connecting Ideas

Communication: Debate

Grammar: Sentence Fragments and Run-on

SentencesGrammar: Effective Sentences: Parallelism

Grammar: Sentence Openers and Closers

Communication: Persuasive Speech

Communication: Political Office Speech

Avoiding the Freshman 15

Informational: Food Safety

Budgeting for Beginners

How Credit Works

Weather and Emotions

Addicted to Oil

Habitat for Humanity

Grammar: Using Elements in a Series

Grammar: Compound and Complex Sentences

Functional Text - FAQ Sheet: CFLs and Clean-up

Functional Text - How-To: How to Become a Fashion

DesignerPersuasive Text: Forensic Ethics - The Expert

WitnessPersuasive Text - Article: In Defense of the Jury

SystemPersuasive Text - Article: Studying Abroad

Developing Persuasive Speeches

18 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

Students are expected to correctly and consistently use conventions of punctuation and capitalization.Writing: Essay - Reporting Literary Research

Writing: Essay - Persuasive

Writing: Essay - Research Paper

Grammar: End Marks

Punctuation: Sounds in Writing

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19 Students spell correctly. Students are expected to spell correctly, including using various resources to

determine and check correct spellings.Writing: Essay - Reporting Literary Research

Writing: Essay - Persuasive

Writing: Essay - Research Paper

20 Students ask open-ended research questions and develop a plan for answering them.

20.A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the

major research topic; andWriting: Essay - Research Paper

Skills Lesson: Planning for Research

20.B formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

Writing: Essay - Research Paper

Skills Lesson: Planning for Research

21 Students determine, locate, and explore the full range of relevant sources addressing a research question and

systematically record the information they gather.21.A follow the research plan to gather evidence from experts on the topic and texts written for informed

audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on

one source;Writing: Essay - Research Paper

Skills Lesson: Creating and Using Outlines

Skills Lesson: Gathering and Evaluating Sources

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

21.B systematically organize relevant and accurate information to support central ideas, concepts, and themes,

outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; andWriting: Essay - Research Paper

Skills Lesson: Creating and Using Thesis Statements

Skills Lesson: Creating and Using Outlines

Skills Lesson: Gathering and Evaluating Sources

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

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21.C paraphrase, summarize, quote, and accurately cite all researched information according to a standard format

(e.g., author, title, page number), differentiating among primary, secondary, and other sources.Writing: Essay - Research Paper

Skills Lesson: Gathering and Evaluating Sources

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

22 Students clarify research questions and evaluate and synthesize collected information.

22.A modify the major research question as necessary to refocus the research plan;

Writing: Essay - Research Paper

Skills Lesson: Planning for Research

Skills Lesson: Gathering and Evaluating Sources

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

22.B differentiate between theories and the evidence that supports them and determine whether the evidence

found is weak or strong and how that evidence helps create a cogent argument; andBudgeting for Beginners

How Credit Works

Addicted to Oil

Habitat for Humanity

Writing: Essay - Research Paper

Skills Lesson: Gathering and Evaluating Sources

Skills Lesson: Types of Evidence and Logical Fallacies

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

22.C critique the research process at each step to implement changes as the need occurs and is identified.

Writing: Essay - Research Paper

Skills Lesson: Planning for Research

Skills Lesson: Gathering and Evaluating Sources

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

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23 Students organize and present their ideas and information according to the purpose of the research and their

audience. Students are expected to synthesize the research into an extended written or oral presentation

that:23.A provides an analysis that supports and develops personal opinions, as opposed to simply restating existing

information;Writing: Essay - Research Paper

Developing Persuasive Speeches

Skills Lesson: Creating and Using Thesis Statements

Skills Lesson: Creating and Using Outlines

Skills Lesson: The Elements of Argument

Skills Lesson: Types of Evidence and Logical Fallacies

23.B uses a variety of formats and rhetorical strategies to argue for the thesis;

Writing: Essay - Research Paper

Skills Lesson: Creating and Using Thesis Statements

Skills Lesson: The Elements of Argument

Skills Lesson: Types of Evidence and Logical Fallacies

23.C develops an argument that incorporates the complexities of and discrepancies in information from multiple

sources and perspectives while anticipating and refuting counter-arguments;Writing: Essay - Persuasive

Writing: Essay - Research Paper

Skills Lesson: The Elements of Argument

Skills Lesson: Types of Evidence and Logical Fallacies

23.D uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and

format written materials; andWriting: Essay - Persuasive

Writing: Essay - Research Paper

23.E is of sufficient length and complexity to address the topic.

Writing: Essay - Research Paper

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24 Students will use comprehension skills to listen attentively to others in formal and informal settings. Students

will continue to apply earlier standards with greater complexity.24.A listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by

identifying the positions taken and the evidence in support of those positions; andCommunication: Debate

Communication: Informative Speech

Communication: Persuasive Speech

Communication: Political Office Speech

24.B assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.

Communication: Debate

Communication: Persuasive Speech

Communication: Political Office Speech

Developing Persuasive Speeches

25 Students speak clearly and to the point, using the conventions of language. Students will continue to apply

earlier standards with greater complexity. Students are expected to formulate sound arguments by using

elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art

of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation,

purposeful gestures, and conventions of language to communicate ideas effectively.Communication: Debate

Communication: Informative Speech

Communication: Persuasive Speech

Visual Text: Creating a Visual Presentation

Presentation Aids

Developing Persuasive Speeches

26 Students work productively with others in teams. Students will continue to apply earlier standards with

greater complexity. Students are expected to participate productively in teams, offering ideas or judgments

that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a

range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-

upon criteria.Dynamics of Groups and Teams

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RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to

understand an author's message. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts as they become self-directed, critical readers.

RC.A reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing,

making connections, creating sensory images); andSkills Lesson: Essays

Articles and Essays

Skills Lesson: Drama

RC.B make complex inferences about text and use textual evidence to support understanding.

Skills Lesson: Essays

Articles and Essays

Persuasive Text - Editorial: Remanufacturing

AthletesSkills Lesson: Drama

RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to

understand an author's message. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts as they become self-directed, critical readers.

RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,

making connections, creating sensory images); andAutobiography: Fish Cheeks

Autobiography: Typhoid Fever

Skills Lesson: Informational Texts

The Strategy Focus: Text Structure

Expository Text - Biography:  Ansel Adams,

Wilderness PhotographerExpository Text -Biography: Director Robert

Rodriguez: Want to be a Filmmaker?Persuasive Text: Forensic Ethics - The Expert

WitnessThe Strategy Focus: Summarizing

Persuasive Text - Article: Studying Abroad

Visual Text: Creating a Visual Presentation

Skills Lesson: Essentials of Poetry

Media Literacy: Decoding Legal and Governmental

Forms21st-Century Skills: Exploring Procedural Texts

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RC.B make complex inferences about text and use textual evidence to support understanding.

Autobiography: Fish Cheeks

Autobiography: Typhoid Fever

Skills Lesson: Informational Texts

The Strategy Focus: Text Structure

Expository Text - Biography:  Ansel Adams,

Wilderness PhotographerExpository Text -Biography: Director Robert

Rodriguez: Want to be a Filmmaker?The Strategy Focus: Inferencing

Persuasive Text: Forensic Ethics - The Expert

WitnessPersuasive Text - Article: Studying Abroad

Skills Lesson: Essentials of Poetry

Skills Lesson: Types of Evidence and Logical Fallacies

Media Literacy: Decoding Legal and Governmental

Forms21st-Century Skills: Exploring Procedural Texts

RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to

understand an author's message. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts as they become self-directed, critical readers.

RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,

making connections, creating sensory images); andSkills Lesson: Point of View

Skills Lesson: Essays

The Strategy Focus: Text Structure

Functional Text - FAQ Sheet: CFLs and Clean-up

Persuasive Text - Editorial: Remanufacturing

AthletesThe Strategy Focus: Questioning

Persuasive Text: Forensic Ethics - The Expert

WitnessThe Strategy Focus: Summarizing

Expository Text - Informational Article: The Model

UNOnline Text: Creating a Nation

The Strategy Focus: Metacognition

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Standard ID Standard Text Edgenuity Lesson Name

RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,

making connections, creating sensory images); and (Cont'd.)Visual Text: Creating a Visual Presentation

Expository Text: Interview Transcripts and

MonologuesSkills Lesson: Expository: Nonfiction

Skills Lesson: The Art of Rhetoric

21st-Century Skills: Exploring Procedural Texts

RC.B make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support

understanding.Skills Lesson: Essays

The Strategy Focus: Inferencing

Persuasive Text - Editorial: Remanufacturing

AthletesSkills Lesson: Expository: Nonfiction

Skills Lesson: The Art of Rhetoric

21st-Century Skills: Exploring Procedural Texts

RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to

understand an author's message. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts as they become self-directed, critical readers.

RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,

making connections, creating sensory images); andSpeech: A message to her army at Tilbury on the

eve of the Spanish Armada, 1588Debate: from Female Orations

Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Biography: from the Life of Samuel Johnson

Speech: from The Question of South Africa

Speech: from Towards a True Refuge

Czech/European: The Metamorphosis

The Strategy Focus: Text Structure

Nonfiction: In Search of Our Mother's Gardens

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Standard ID Standard Text Edgenuity Lesson Name

RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,

making connections, creating sensory images); and (Cont'd.)Expository Text - Biography:  Ansel Adams,

Wilderness PhotographerPersuasive Text - Editorial: Remanufacturing

AthletesThe Strategy Focus: Questioning

Persuasive Text: Forensic Ethics - The Expert

WitnessFunctional Text - How-To: All About Fingerprints

The Strategy Focus: Summarizing

Expository Text - Informational Article: The Model

UNPersuasive Text - Article: In Defense of the Jury

SystemThe Strategy Focus: Metacognition

Persuasive Text - Article: Studying Abroad

Visual Text: Creating a Visual Presentation

Expository Text: Interview Transcripts and

MonologuesSkills Lesson: Drama

Skills Lesson: Gathering Information

Skills Lesson: Using and Citing Evidence

RC.B make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support

understanding.Drama: Act I - Macbeth

Drama: Act II - Macbeth

Drama: Act III - Macbeth

Drama: Act IV - Macbeth

Drama: Act V - Macbeth

Virginia Woolf: The Duchess and the Jeweller

Nonfiction: In Search of Our Mother's Gardens

Expository Text - Biography:  Ansel Adams,

Wilderness PhotographerThe Strategy Focus: Inferencing

Literary Text -Memoir: excerpt from The Cruise of

the Snark

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Standard ID Standard Text Edgenuity Lesson Name

RC.B make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support

understanding. (Cont'd.)Expository Text - News Article: USA Today: Vogue

CoverPersuasive Text - Editorial: Remanufacturing

AthletesThe Strategy Focus: Metacognition

Skills Lesson: The Elements of Argument

Skills Lesson: Types of Evidence and Logical Fallacies

©Edgenuity Inc. Confidential Page 37 of 37