Courses of Study : English Language Arts (Grade 11)

Recurring Standards
Reception
English Language Arts (2021)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
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
Content Area:
Recurring Standard
Teacher Vocabulary:
R1.
  • Print documents
  • Nonprint documents
  • Society
  • Workplace
Knowledge:
R1. 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:
R1. 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:
R1. Students understand that:
  • Reading different types of documents and information are essential for finding information and for success in the workplace.
English Language Arts (2021)
Grade(s): 11
All Resources: 11
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 7
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
Content Area:
Recurring Standard
Teacher Vocabulary:
R2.
  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation
Knowledge:
R2. 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:
R2. 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:
R2. Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021)
Grade(s): 11
All Resources: 14
Learning Activities: 3
Lesson Plans: 3
Classroom Resources: 8
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R3.
  • Active listening
  • Formal conversations
  • Informal conversations
  • Predetermined norms
Knowledge:
R3. 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:
R3. Students are able to:
  • Demonstrate active listening skills during formal and informal discussions.
  • Practice predetermined norms for formal and informal discussions.
Understanding:
R3. Students understand that:
  • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
Expression
English Language Arts (2021)
Grade(s): 11
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
R4. Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R4.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
Knowledge:
R4. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
Skills:
R4. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.
Understanding:
R4. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 14
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 10
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience
Knowledge:
R5. 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:
R5. 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:
R5. Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
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
Content Area:
Recurring Standard
Teacher Vocabulary:
R6.
  • Conventions
  • Grammar
  • Mechanics
  • Usage
  • Target audience
  • Punctuation
  • Capitalization
  • Spelling
  • Effective sentence structure
  • Appropriate formality of language
Knowledge:
R6. Students know:
  • Grammar, mechanics, and usage conventions.
  • Effective communication strategies.
  • Methods to identify a target audience.
Skills:
R6. Students are able to:
  • Employ the conventions of grammar, mechanics, and usage.
  • Communicate effectively with a target audience.
Understanding:
R6. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
R7. Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R7.
  • Context clues
  • Determine
  • Unfamiliar spoken words
  • Unfamiliar written words
Knowledge:
R7. 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:
R7. 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:
R7. Students understand that:
  • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
Critical Literacy
Process and employ information for a variety of academic, occupational, and personal purposes.
Reception
Reading
English Language Arts (2021)
Grade(s): 11
All Resources: 11
Learning Activities: 4
Lesson Plans: 2
Classroom Resources: 5
1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
1.
  • Analyze
  • Evaluate
  • Complex literary text
  • Complex informational texts
  • Points of view
  • Cultural perspectives
  • American literature
Knowledge:
1. Students know:
  • Necessary skills to read, analyze, and evaluate complex literary and informational texts.
  • Strategies to identify and describe various points of view and cultural perspectives.
Skills:
1. Students are able to:
  • Read complex texts.
  • Analyze elements within complex texts.
  • Evaluate text based on specific criteria provided by teacher.
Understanding:
1. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
2. Synthesize information from two or more graphic texts to draw conclusions, defend claims, and make decisions.

Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
2.
  • Synthesize
  • Graphic texts
  • Draw conclusions
  • Defend claims
  • Make decisions
Knowledge:
2. 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:
2. 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:
2. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 3
Classroom Resources: 3
3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
3.
  • Analyze
  • Cultural perspective
  • Style
  • Meaning
Knowledge:
3. Students know:
  • An author's cultural perspective influences the style and meaning of their work.
Skills:
3. Students are able to:
  • Identify the style and meaning of text.
  • Analyze how an author explicitly exhibits his/her cultural perspective in a text.
Understanding:
3. Students understand that:
  • An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
English Language Arts (2021)
Grade(s): 11
All Resources: 16
Learning Activities: 2
Lesson Plans: 3
Classroom Resources: 11
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
4.
  • Analyze
  • Characterization
  • Figurative language
  • Literary elements
  • Point of view
  • Create
  • Convey
Knowledge:
4. 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 analyze characterization, figurative language, literary elements, and point of view.
Skills:
4. Students are able to:
  • Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.
Understanding:
4. Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
5. Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author's purpose.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
5.
  • Evaluate
  • Structural details
  • Organizational details
  • Literary text
  • Nonfiction/informational text
  • Digital text
  • Multimodal texts
  • Genre
  • Author's purpose
Knowledge:
5. 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:
5. 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.
Understanding:
5. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 11
Learning Activities: 2
Lesson Plans: 3
Classroom Resources: 6
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
6.
  • Analyze
  • Explicit
  • Implicit
  • Inferences
  • Theme
  • Author's purpose
Knowledge:
6. Students know:
  • Strategies to comprehend explicit and implicit text meaning.
  • Inference skills.
  • Methods to identify the theme and purpose of a text.
Skills:
6. Students are able to:
  • Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings.
Understanding:
6. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 3
Classroom Resources: 3
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.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
7.
  • Fiction texts
  • Nonfiction texts
  • Perspectives
  • Informational texts
  • Digital texts
  • Multimodal texts
  • Historical viewpoints
  • Cultural viewpoints
  • Global viewpoints
Knowledge:
7. 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:
7. 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:
7. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 8
Lesson Plans: 1
Classroom Resources: 7
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.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
8.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
8. 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:
8. 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:
8. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
9. Follow instructions in technical materials to complete a specific task.

Example: Read and follow instructions for formatting a document.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
9.
  • Technical materials
Knowledge:
9. 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:
9. Students are able to:
  • Follow instructions in technical materials to complete a specific task.
Understanding:
9. Students understand that:
  • In academic and workplace settings, they will often be presented with technical materials that will direct them to complete a task.
Listening
English Language Arts (2021)
Grade(s): 11
All Resources: 0
10. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
10.
  • Active listening
  • Tone
  • Organization
  • Content
  • Nonverbal cues
  • Purpose
  • Credibility
Knowledge:
10. Students know:
  • Active listening skills.
  • Strategies to evaluate the tone, organization, and content of spoken language.
  • Methods to identify nonverbal cues of a speaker.
Skills:
10. Students are able to:
  • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
  • Evaluate a speaker's nonverbal cues.
  • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
Understanding:
10. Students understand that:
  • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
Expression
Writing
English Language Arts (2021)
Grade(s): 11
All Resources: 20
Lesson Plans: 1
Classroom Resources: 19
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. 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.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that 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
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
11.
  • Compose
  • Edit
  • Short products
  • Extended products
  • Writing development
  • Writing organization
  • Task
  • Purpose
  • Audience
  • Command of language
11a.
  • Narrative techniques
  • Modes of writing
11b.
  • Explanations
  • Expositions
  • Complex ideas
  • Complex processes
  • Citing
  • Credible sources
  • Intentional transitions
  • Precise vocabulary
  • Organized structure
11c.
  • Arguments
  • Claims
  • Substantive topics or texts
  • Valid
  • Relevant
  • Sufficient
  • Reasoning
  • Evidence
  • Rhetorical choices
  • Tone
  • Style
  • Transitions
  • Logical conclusion
  • Implications
Knowledge:
11. 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 and organization 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.
11a.
  • Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development.
  • Narrative techniques can be used in multiple genres of writing.
11b.
  • 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.
11c.
  • 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:
11. Students are able to:
  • Compose short and extended writing products.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing.
  • Demonstrate command of the written language.
11a.
  • Incorporate narrative techniques in modes other than narrative writing when appropriate.
11b.
  • 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.
11c.
  • 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:
11. Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development and organization of the writing.
  • Formal academic writing should display their command of the English language.
11a.
  • Narrative techniques can be used in multiple genres of writing to engage the audience and create interest.
11b.
  • 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.
11c.
  • 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 1
Classroom Resources: 1
12. Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
12.
  • Collaborate
  • Writing tasks
  • Diverse groups
  • Compromises
Knowledge:
12. Students know:
  • Necessary skills to collaborate in diverse groups, such as compromising, sharing responsibility, and respect for others' opinions.
  • Grade-appropriate writing skills.
Skills:
12. Students are able to:
  • Collaborate on writing tasks in diverse groups.
  • Make necessary compromises to accomplish a goal.
  • Share responsibility for collaborative work.
  • Show respect for the individual contributions of each group member.
Understanding:
12. 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.
Speaking
English Language Arts (2021)
Grade(s): 11
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
13. Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
13.
  • Synthesize
  • Diverse media
  • Evaluate
  • Credibility
  • Accuracy
Knowledge:
13. Students know:
  • Strategies to synthesize information from multiple, diverse sources.
  • Presentation skills.
  • Strategies to evaluate information from multiple sources.
Skills:
13. Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Synthesize information from multiple, diverse sources.
  • Orally present the synthesized information.
Understanding:
13. Students understand that:
  • Oral presentations should only incorporate information from credible, accurate sources.
  • Information from multiple sources can be combined into an effective presentation.
English Language Arts (2021)
Grade(s): 11
All Resources: 1
Classroom Resources: 1
14. Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
14.
  • Collaborative discussions
  • Cultural perspectives
  • Literary perspectives
  • Relevant, appropriate evidence
  • Commentary
Knowledge:
14. Students know:
  • The format and process for respectful, collaborative discussions.
  • Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.
  • Methods for responding, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.
Skills:
14. Students are able to:
  • Participate in a class discussion in a respectful and collaborative environment.
  • Respond to, contribute to, build upon, or question the ideas of others in a collaborative discussion.
  • Use relevant, appropriate evidence to support perspectives in a collaborative discussion.
Understanding:
14. Students understand that:
  • Using evidence to support a perspective is necessary for a respectful, collaborative discussion.
  • There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
Digital Literacy
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.
Reception
Reading
English Language Arts (2021)
Grade(s): 11
All Resources: 1
Classroom Resources: 1
15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
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.
Teacher Vocabulary:
15.
  • Analyze
  • Digital texts
  • Evaluate
  • Effectiveness
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility
Knowledge:
15. 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:
15. 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:
15. 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.
Listening
English Language Arts (2021)
Grade(s): 11
All Resources: 0
16. Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.

Examples: words, music, sound effects
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
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.
Teacher Vocabulary:
16.
  • Analyze
  • Audible communications
  • Evaluate
  • Effectiveness
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility
  • Digital sources
Knowledge:
16. 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:
16. 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:
16. 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.
Expression
Writing
English Language Arts (2021)
Grade(s): 11
All Resources: 1
Learning Activities: 1
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.
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
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.
Teacher Vocabulary:
17.
  • Images
  • Sound
  • Animation
  • Expression
  • Collaborative
  • Digital texts
  • Multimodal texts
  • Purpose
  • Tone
  • Intended audience
  • Intended occasion
Knowledge:
17. 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:
17. 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:
17. 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.
Speaking
English Language Arts (2021)
Grade(s): 11
All Resources: 0
18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices.
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
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.
Teacher Vocabulary:
18.
  • Oral presentation
  • Collaboratively
  • Individual contributions
  • Purpose
  • Tone
  • Intended audience
  • Intended occasion
Knowledge:
18. Students know:
  • Methods to deliver ideas in an oral presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
  • Strategies to determine the purpose, tone, audience, and occasion for a presentation.
  • Necessary skills to create and deliver a presentation in a collaborative format.
Skills:
18. Students are able to:
  • Create an oral presentation by collaboratively combining individual contributions.
  • Deliver an oral presentation.
  • Adjust audience, purpose, tone, and occasion as required for oral presentations.
Understanding:
18. Students understand that:
  • Respectful collaboration with peers is necessary for academic and workplace success.
  • Finished collaborative products can be created by combining each individual's contribution.
  • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
Language Literacy
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Reception
Reading
English Language Arts (2021)
Grade(s): 11
All Resources: 4
Learning Activities: 3
Classroom Resources: 1
19. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
19.
  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents
Knowledge:
19. Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.
Skills:
19. Students are able to:
  • Interpret how an author's grammar use contributes to text's meaning in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.
Understanding:
19. Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.
Listening
English Language Arts (2021)
Grade(s): 11
All Resources: 1
Classroom Resources: 1
20. Analyze the formality of language in a variety of audible sources in order to comprehend, interpret, and respond appropriately.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
20.
  • Formal language
  • Audible sources
  • Comprehend
  • Interpret
  • Respond
Knowledge:
20. Students know:
  • Strategies to identify and analyze the formality of language in a variety of audible sources.
  • Methods to comprehend, interpret, and respond to a variety of audible sources.
Skills:
20. Students are able to:
  • Listen to an audible source to determine and analyze the formality of language.
  • Listen to an audible source to comprehend the meaning.
  • Listen to an audible source to interpret meaning.
  • Listen to an audible source to respond to the message appropriately.
Understanding:
20. Students understand that:
  • Listening is critical in determining the formality of language in an audible source.
  • They must actively listen to comprehend, interpret, and respond to the message of an audible source.
  • Formal and informal language each have their own characteristics and require different responses based on those characteristics.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
21.
  • Rhetorical choices
  • Aesthetic choices
  • Organizational choices
  • Point of view
  • Purpose
  • Effectiveness
Knowledge:
21. 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:
21. 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:
21. 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.
Expression
Writing
English Language Arts (2021)
Grade(s): 11
All Resources: 0
22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience.

a. Exhibit stylistic complexity and sophistication in writing.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
22.
  • Conventions
  • Standard English grammar
  • Standard English mechanics
  • Standard English usage
  • Formal language
  • Target audience
22a.
  • Stylistic complexity
  • Stylistic sophistication
Knowledge:
22. Students know:
  • The conventions of standard English grammar, mechanics, and usage.
  • Strategies to modify language to communicate effectively with a variety of audiences.
22a.
  • Academic writing should display an appropriate level of complexity and sophistication.
Skills:
22. 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.
22a.
  • Exhibit a complex and sophisticated writing style.
Understanding:
22. 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.
22a.
  • When writing for academic purposes, they should maintain a complex and sophisticated style.
Speaking
English Language Arts (2021)
Grade(s): 11
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
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
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
23.
  • Suitable
  • Authentic audience
  • Purpose
  • Command
  • Formal English
Knowledge:
23. 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:
23. 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:
23. 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.
Research Literacy
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Reception
Reading
English Language Arts (2021)
Grade(s): 11
All Resources: 9
Learning Activities: 5
Lesson Plans: 1
Classroom Resources: 3
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
Unpacked Content
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
24.
  • Evaluate
  • Credibility
  • Authority
  • Relevance
  • Accuracy
  • Purpose
24a.
  • Assess
  • Written information
Knowledge:
24. Students know:
  • Strategies to assess the credibility of research sources.
  • Features of authoritative, relevant, and accurate research sources.
24a.
  • 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:
24. Students are able to:
  • Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose.
24a.
  • 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:
24. 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.
24a.
  • 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
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
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
25.
  • Search tools
  • Research strategies
  • Credible sources
Knowledge:
25. 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:
25. Students are able to:
  • Use various search tools and research strategies to find credible information.
Understanding:
25. Students understand that:
  • There are multiple strategies and tools to use when researching a topic.
Listening
English Language Arts (2021)
Grade(s): 11
All Resources: 0
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
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
26.
  • Audible information
  • Active listening
  • Usefulness
  • Relevance
  • Credibility
Knowledge:
26. 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:
26. 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:
26. 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.
Expression
Writing
English Language Arts (2021)
Grade(s): 11
All Resources: 0
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
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
27.
  • Synthesize
  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose
Knowledge:
27. 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:
27. 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:
27. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
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
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
28.
  • Ethically-acquired information
  • Visual source
  • Statistical source
  • Research product
  • Quoting
  • Paraphrasing
  • Summarizing
  • Citation practices
  • Style guide
Knowledge:
28. 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:
28. 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:
28. 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.
English Language Arts (2021)
Grade(s): 11
All Resources: 0
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
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
29.
  • Scholarly source
  • Non-scholarly source
Knowledge:
29. 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:
29. 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:
29. 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.
Speaking
English Language Arts (2021)
Grade(s): 11
All Resources: 1
Lesson Plans: 1
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
Content Area:
Research Literacy
Focus Area:
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Teacher Vocabulary:
30.
  • Synthesize
  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose
Knowledge:
30. 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:
30. 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:
30. 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.