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General Standard |
Sub-Standard |
Standard Notation
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Standard
Description
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Planned (X) |
Mastered (date) |
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READING (“R”) |
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
11-12.R.1.1 |
Trace the etymology of significant terms used in political science and history. |
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11-12.R.1.2 |
Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology. |
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11-12.R.1.3 |
Discern
the meaning of analogies encountered, analyzing specific comparisons as well
as relationships and inferences |
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2.0 Reading Comprehension (read two million words annually) |
11-10.R.2.1 |
Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. |
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11-12.R.2.2 |
Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. |
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11-12.R.2.3 |
Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents. |
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11-12.R.2.4 |
Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations. |
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11-12.R.2.5 |
Analyze an author’s implicit & explicit philosophical assumptions & beliefs about a subject. |
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11-12.R.2.6 |
Critique the power, validity, & truthfulness of arguments set forth in public documents; their appeal to both friendly & hostile audiences; & the extent to which the arguments anticipate & address reader concerns & counterclaims (eg, appeal to reason, authority, pathos & emotion). |
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3.0 Literary Response and Analysis |
11-12.R.3.1 |
Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. |
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11-12.R.3.2 |
Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. |
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11-12.R.3.3 |
Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both. |
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11-12.R.3.4 |
Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. |
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11-12.R.3.5 a, b, c |
Analyze recognized
works of Amer. literature representing a variety of genres & traditions: a. Trace the
development of American literature from the colonial period forward. b. Contrast the major
periods, themes, styles, and trends and describe how works by members of
different cultures relate to one another in each period. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. |
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11-12.R.3.6 |
Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Macbeth). |
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11-12.R.3.7 a, b, c |
Analyze recognized
works of world literature from a variety of authors: a. Contrast the major
literary forms, techniques, and characteristics of the major literary periods
(e.g., Homeric Greece, medieval, romantic, neoclassic, modern). b. Relate literary
works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and, settings. |
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General Standard |
Sub-Standard |
Standard Notation
|
Standard
Description
|
Planned (X) |
Mastered (date) |
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READING (“R”) (continued) |
Literary Response and Analysis (continued) |
11-12.R.3.8 |
Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women’s role in organized labor). (Political approach) |
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11-12.R.3.9 |
Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. (Philosophical approach) |
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WRITING (W) |
1.0 Writing Strategies |
11-12.W.1.1 |
Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. |
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11-12.W.1.2 |
Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes. |
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11-12.W.1.3 |
Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. |
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11-12.W.1.4 |
Enhance meaning by
employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action. |
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11-12.W.1.5 |
Use language in
natural, fresh, and vivid ways to establish a specific tone. |
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11-12.W.1.6 |
Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). |
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11-12.W.1.7 |
Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies). |
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11-12.W.1.8 |
Integrate databases, graphics, and spreadsheets into word-processed documents. |
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11-12.W.1.9 |
Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, & genre. |
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2.0 Writing Applications (Genres & Their Characteristics) Write narrative, expository, persuasive, & descriptive texts of at least 1,500 words in each genre. |
11-12.W.2.1 a, b, c, d, e |
Write fictional,
autobiographical, or biographical narratives: a. Narrate a sequence
of events and communicate their significance to the audience. b. Locate scenes and
incidents in specific places. c. Describe with
concrete sensory details the sights, sounds, and smells of a scene and the
specific actions, movements, gestures, and feelings of the characters; use
interior monologue to depict the characters’ feelings. d. Pace the pres. of actions to accommodate
temporal, spatial, & dramatic mood changes. e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details. |
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11-12.W.2.2 a, b, c, d, e |
Write responses to
literature: a. Demonstrate a
comprehensive understanding of the significant ideas in works or passages. b. Analyze the use of
imagery, language, universal themes, and unique aspects of the text. c. Support important
ideas and viewpoints through accurate and detailed references to the text and
to other works. d. Demonstrate an
understanding of the author’s use of stylistic devices and an appreciation of
the effects created. e. Identify & assess the impact of perceived ambiguities, nuances, & complexities w/ the text. |
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General Standard |
Sub-Standard |
Standard Notation
|
Standard
Description
|
Planned (X) |
Mastered (date) |
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WRITING (W) (continued) |
Writing Applications (continued) |
11-12.W.2.3 a, b, c, |
Write reflective
compositions: a. Explore the
significance of personal experiences, events, conditions, or concerns by
using rhetorical strategies (e.g., narration, description, exposition,
persuasion). b. Draw comparisons
between specific incidents and broader themes that illustrate the writer’s
important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. |
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11-12.W.2.4 a, b, c, d, e |
Write historical
investigation reports: a. Use exposition,
narration, description, argumentation, exposition, or some combination of
rhetorical strategies to support the main proposition. b. Analyze several
historical records of a single event, examining critical relationships
between elements of the research topic. c. Explain the perceived
reason or reasons for the similarities and differences in historical records with information derived from primary and
secondary sources to support or enhance the presentation. d. Include information
from all relevant perspectives and take into consideration the validity and
reliability of sources. e. Include a formal bibliography. |
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11-12.W.2.5 a, b, c, d |
Write job applications
and resumés: a. Provide clear and
purposeful information and address the intended audience appropriately. b. Use varied levels,
patterns, and types of language to achieve intended effects and aid
comprehension. c. Modify the tone to
fit the purpose and audience. d. Follow the
conventional style for that type of document (e.g., resumé,
memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document. |
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11-12.W.2.6 a, b, c, d |
Deliver multimedia
presentations: a. Combine text,
images, and sound and draw information from many sources (e.g., television
broadcasts, videos, films, newspapers, magazines, CD- ROMs, the Internet,
electronic media-generated images). b. Select an
appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing
appropriately and monitoring for quality. d. Test the audience’s response and revise the presentation accordingly. |
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WRITTEN AND ORAL LANGUAGE (L) |
1.0 Written and Oral Language |
11-12.L.1.1 |
Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. |
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11-12.L.1.2 |
Produce legible work that shows accurate spelling and correct punctuation and capitalization. |
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11-12.L.1.3 |
Reflect appropriate manuscript requirements in writing. |
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General Standard |
Sub-Standard |
Standard Notation
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Standard
Description
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Planned (X) |
Mastered (date) |
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LISTENING & SPEAKING (LS) |
1.0 Listening and Speaking Strategies |
11-12.LS.1.1 |
Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language). |
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11-12.LS.1.2 |
Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels. |
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11-12.LS.1.3 |
Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers). |
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11-12.LS.1.4 |
Use rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect. |
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11-12.LS.1.5 a, b |
Distinguish between
and use various forms of classical and contemporary logical arguments, including: a. Inductive and
deductive reasoning b. Syllogisms and analogies |
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11-12.LS.1.6 |
Use logical, ethical, and emotional appeals that enhance a specific tone and purpose. |
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11-12.LS.1.7 |
Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. |
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11-12.LS.1.8 a, b, c |
Use effective and
interesting language, including: a. Informal
expressions for effect b. Standard American
English for clarity c. Technical language for specificity |
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11-12.LS.1.9 |
Use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation. |
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11-12.LS.1.10 |
Evaluate when to use different kinds of effects (e.g., visual, music, sound, graphics) to create effective productions. |
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11-12.LS.1.11 |
Critique a speaker’s diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience. |
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11-12.LS.1.12 |
Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect). |
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11-12.LS.1.13 |
Analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. |
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11-12.LS.1.14 |
Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles’ radio broadcast “War of the Worlds”). |
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General Standard |
Sub-Standard |
Standard Notation
|
Standard
Description
|
Planned (X) |
Mastered (date) |
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LISTENING AND SPEAKING (LS) (continued) |
2.0 Speaking Applications (Genres & Their Applications) |
11-12.LS.2.1 a, b, c, |
Deliver reflective
presentations: a. Explore the
significance of personal experiences, events, conditions, or concerns, using
appropriate rhetorical strategies (e.g., narration, description, exposition,
persuasion). b. Draw comparisons
between the specific incident and broader themes that illustrate the
speaker’s beliefs or generalizations about life. c. Maintain a balance between describing the incident and relating it to more general, abstract ideas. |
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11-12.LS.2.2 a, b, c, d |
Deliver oral reports
on historical investigations: a. Use exposition,
narration, description, persuasion, or some combination of those to support
the thesis. b. Analyze several
historical records of a single event, examining critical relationships
between elements of the research topic. c. Explain the
perceived reason or reasons for the similarities and differences by using
information derived from primary and secondary sources to support or enhance
the presentation. d. Include information on all relevant perspectives and consider the validity and reliability of sources. |
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11-12.LS.2.3 a, b, c, d, e |
Deliver oral responses
to literature: a. Demonstrate a
comprehensive understanding of the significant ideas of literary works (e.g.,
make assertions about the text that are reasonable and supportable). b. Analyze the
imagery, language, universal themes, and unique aspects of the text through
the use of rhetorical strategies (e.g., narration, description, persuasion,
exposition, a combination of those strategies). c. Support important
ideas and viewpoints through accurate and detailed references to the text or
to other works. d. Demonstrate an
awareness of the author’s use of stylistic devices and an appreciation of the
effects created. e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. |
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11-12.LS.2.4 a, b, c, d |
Deliver multimedia
presentations: a. Combine text,
images, and sound by incorporating information from a wide range of media,
including films, newspapers, magazines, CD-ROMs, online information,
television, videos, and electronic media-generated images. b. Select an
appropriate medium for each element of the presentation. c. Use the selected media
skillfully, editing appropriately and monitoring for quality. d. Test the audience’s response and revise the presentation accordingly. |
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11-12.LS.2.5 |
Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (e.g., Hamlet’s soliloquy “To Be or Not to Be”). |
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