IXL skill plan | English II plan for TEKS Resource System

Skill plan for TEKS Resource System - English II

IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!

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1	Unit 1 Foundations of Reading, Responding, and Interacting with Literature
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary		1. Use dictionary entries 2. Use dictionary definitions
A: use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
1. Use dictionary entries 2. Use dictionary definitions

B: analyze context to distinguish among denotative, connotative, and figurative meanings of words		1. Choose the word whose connotation and denotation best match the sentence
B: analyze context to distinguish among denotative, connotative, and figurative meanings of words
1. Choose the word whose connotation and denotation best match the sentence

C: determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état		1. Use etymologies to determine the meanings of words 2. Use context as a clue to the meanings of foreign expressions
C: determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état
1. Use etymologies to determine the meanings of words 2. Use context as a clue to the meanings of foreign expressions
3 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently
A: self-select text and read independently for a sustained period of time
A: self-select text and read independently for a sustained period of time

4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information H: synthesize information from multiple texts to create new understanding		1. Determine the main idea of a passage
B: generate questions about text before, during, and after reading to deepen understanding and gain information H: synthesize information from multiple texts to create new understanding
1. Determine the main idea of a passage

C: make and correct or confirm predictions using text features, characteristics of genre, and structures
C: make and correct or confirm predictions using text features, characteristics of genre, and structures


D: create mental images to deepen understanding		1. Identify sensory details
D: create mental images to deepen understanding
1. Identify sensory details

E: make connections to personal experiences, ideas in other texts, and society
E: make connections to personal experiences, ideas in other texts, and society


F: make inferences and use evidence to support understanding		1. Analyze short stories: set 1
F: make inferences and use evidence to support understanding
1. Analyze short stories: set 1

G: evaluate details read to determine key ideas		1. Identify supporting evidence in a text
G: evaluate details read to determine key ideas
1. Identify supporting evidence in a text

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources, including self-selected texts
A: describe personal connections to a variety of sources, including self-selected texts


B: write responses that demonstrate understanding of texts, including comparing texts within and across genres		1. Analyze short stories: set 2
B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
1. Analyze short stories: set 2

C: use text evidence and original commentary to support an interpretive response		1. Choose the best evidence to support a claim
C: use text evidence and original commentary to support an interpretive response
1. Choose the best evidence to support a claim

D: paraphrase and summarize texts in ways that maintain meaning and logical order		1. Choose the topic sentence that best captures the main idea
D: paraphrase and summarize texts in ways that maintain meaning and logical order
1. Choose the topic sentence that best captures the main idea

E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating


F: respond using acquired content and academic vocabulary as appropriate		1. Use Greek and Latin roots as clues to the meanings of words 2. Use words as clues to the meanings of Greek and Latin roots 3. Determine the meanings of Greek and Latin roots 4. Determine the meanings of words with Greek and Latin roots
F: respond using acquired content and academic vocabulary as appropriate
1. Use Greek and Latin roots as clues to the meanings of words 2. Use words as clues to the meanings of Greek and Latin roots 3. Determine the meanings of Greek and Latin roots 4. Determine the meanings of words with Greek and Latin roots

G: discuss and write about the explicit or implicit meanings of text		1. Interpret the meaning of an allusion from its source 2. Interpret figures of speech
G: discuss and write about the explicit or implicit meanings of text
1. Interpret the meaning of an allusion from its source 2. Interpret figures of speech

H: respond orally or in writing with appropriate register, vocabulary, tone, and voice		1. Compare passages for tone
H: respond orally or in writing with appropriate register, vocabulary, tone, and voice
1. Compare passages for tone

I: reflect on and adjust responses when valid evidence warrants
I: reflect on and adjust responses when valid evidence warrants

7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D: analyze characteristics and structural elements of informational texts such as:
D: analyze characteristics and structural elements of informational texts such as:

i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion		1. Identify thesis statements
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
1. Identify thesis statements
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: analyze the author's purpose, audience, and message within a text		1. Identify audience and purpose
A: analyze the author's purpose, audience, and message within a text
1. Identify audience and purpose
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing		1. Order topics from broadest to narrowest
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
1. Order topics from broadest to narrowest

B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

i: using an organizing structure appropriate to purpose, audience, topic, and context		1. Analyze the development of informational passages: set 2
i: using an organizing structure appropriate to purpose, audience, topic, and context
1. Analyze the development of informational passages: set 2
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary		1. Distinguish facts from opinions
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
1. Distinguish facts from opinions

C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses		Parallel structure 1. Identify sentences with parallel structure Revision 2. Remove redundant words or phrases 3. Correct errors with signs 4. Correct errors in everyday use Reference materials 5. Replace words using a thesaurus 6. Use dictionary entries to determine correct usage Modifiers 7. Misplaced modifiers with pictures
C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Parallel structure 1. Identify sentences with parallel structure Revision 2. Remove redundant words or phrases 3. Correct errors with signs 4. Correct errors in everyday use Reference materials 5. Replace words using a thesaurus 6. Use dictionary entries to determine correct usage Modifiers 7. Misplaced modifiers with pictures

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments		Fragments and run-ons 1. Identify sentence fragments 2. Identify run-on sentences Phrases and clauses 3. Is it a phrase or a clause? 4. Identify dependent and independent clauses Commas 5. Commas with nonrestrictive elements Sentence types 6. Is the sentence simple, compound, complex, or compound-complex?
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
Fragments and run-ons 1. Identify sentence fragments 2. Identify run-on sentences Phrases and clauses 3. Is it a phrase or a clause? 4. Identify dependent and independent clauses Commas 5. Commas with nonrestrictive elements Sentence types 6. Is the sentence simple, compound, complex, or compound-complex?
ii: consistent, appropriate use of verb tense and active and passive voice		Verb tense 1. Form the progressive verb tenses 2. Form the perfect verb tenses 3. Identify and correct inappropriate shifts in verb tense Active and passive voice 4. Identify active and passive voice
ii: consistent, appropriate use of verb tense and active and passive voice
Verb tense 1. Form the progressive verb tenses 2. Form the perfect verb tenses 3. Identify and correct inappropriate shifts in verb tense Active and passive voice 4. Identify active and passive voice
iii: pronoun-antecedent agreement		1. Correct inappropriate shifts in pronoun number and person
iii: pronoun-antecedent agreement
1. Correct inappropriate shifts in pronoun number and person
iv: correct capitalization		1. Correct capitalization errors
iv: correct capitalization
1. Correct capitalization errors
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate		Sentence type 1. Is the sentence declarative, interrogative, imperative, or exclamatory? Punctuation 2. Choose punctuation to avoid fragments and run-ons 3. What does the punctuation suggest? Formatting 4. Formatting quotations and dialogue
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
Sentence type 1. Is the sentence declarative, interrogative, imperative, or exclamatory? Punctuation 2. Choose punctuation to avoid fragments and run-ons 3. What does the punctuation suggest? Formatting 4. Formatting quotations and dialogue
vi: correct spelling		Frequently confused words 1. Use the correct frequently confused word Commonly misspelled words 2. Correct errors with commonly misspelled words Homophones 3. Use the correct homophone Plural and possessive nouns 4. Form and use plurals: review 5. Form and use plurals of compound nouns 6. Identify and correct errors with plural and possessive nouns Comparatives and superlatives 7. Form and use comparative and superlative adjectives 8. Form and use comparative and superlative adverbs
vi: correct spelling
Frequently confused words 1. Use the correct frequently confused word Commonly misspelled words 2. Correct errors with commonly misspelled words Homophones 3. Use the correct homophone Plural and possessive nouns 4. Form and use plurals: review 5. Form and use plurals of compound nouns 6. Identify and correct errors with plural and possessive nouns Comparatives and superlatives 7. Form and use comparative and superlative adjectives 8. Form and use comparative and superlative adverbs

E: publish written work for appropriate audiences
E: publish written work for appropriate audiences

10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft		1. Organize information by topic
B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
1. Organize information by topic

D: compose correspondence in a professional or friendly structure		1. Which text is most formal?
D: compose correspondence in a professional or friendly structure
1. Which text is most formal?
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: develop questions for formal and informal inquiry
A: develop questions for formal and informal inquiry


B: critique the research process at each step to implement changes as needs occur and are identified
B: critique the research process at each step to implement changes as needs occur and are identified


C: develop and revise a plan
C: develop and revise a plan


D: modify the major research question as necessary to refocus the research plan
D: modify the major research question as necessary to refocus the research plan


E: locate relevant sources
E: locate relevant sources


F: synthesize information from a variety of sources
F: synthesize information from a variety of sources


G: examine sources for:
G: examine sources for:

i: credibility and bias, including omission		1. Compare passages for subjective and objective tone
i: credibility and bias, including omission
1. Compare passages for subjective and objective tone

H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism		Citations 1. Recognize the parts of a Works Cited entry (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism
H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations 1. Recognize the parts of a Works Cited entry (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism

I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

2	Unit 2 Analyzing and Composing Literary Text
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding G: evaluate details read to determine key ideas H: synthesize information from multiple texts to create new understanding		1. Analyze short stories: set 1
B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding G: evaluate details read to determine key ideas H: synthesize information from multiple texts to create new understanding
1. Analyze short stories: set 1

C: make and correct or confirm predictions using text features, characteristics of genre, and structures
C: make and correct or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society
E: make connections to personal experiences, ideas in other texts, and society


I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources, including self-selected texts
A: describe personal connections to a variety of sources, including self-selected texts


B: write responses that demonstrate understanding of texts, including comparing texts within and across genres C: use text evidence and original commentary to support an interpretive response		1. Identify supporting evidence in a text
B: write responses that demonstrate understanding of texts, including comparing texts within and across genres C: use text evidence and original commentary to support an interpretive response
1. Identify supporting evidence in a text

D: paraphrase and summarize texts in ways that maintain meaning and logical order		Fiction texts 1. Analyze short stories: set 2 Literary nonfiction and other texts 2. Organize information by topic
D: paraphrase and summarize texts in ways that maintain meaning and logical order
Fiction texts 1. Analyze short stories: set 2 Literary nonfiction and other texts 2. Organize information by topic

E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating


G: discuss and write about the explicit or implicit meanings of text		1. Recall the source of an allusion 2. Interpret figures of speech
G: discuss and write about the explicit or implicit meanings of text
1. Recall the source of an allusion 2. Interpret figures of speech

H: respond orally or in writing with appropriate register, vocabulary, tone, and voice		1. Choose the word whose connotation and denotation best match the sentence 2. Analyze the effects of figures of speech on meaning and tone
H: respond orally or in writing with appropriate register, vocabulary, tone, and voice
1. Choose the word whose connotation and denotation best match the sentence 2. Analyze the effects of figures of speech on meaning and tone

I: reflect on and adjust responses when valid evidence warrants
I: reflect on and adjust responses when valid evidence warrants


J: defend or challenge the authors' claims using relevant text evidence
J: defend or challenge the authors' claims using relevant text evidence

6 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A: analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures B: analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events		1. Determine the themes of short stories
A: analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures B: analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events
1. Determine the themes of short stories

C: analyze isolated scenes and their contribution to the success of the plot as a whole
C: analyze isolated scenes and their contribution to the success of the plot as a whole


D: analyze how historical and cultural settings influence characterization, plot, and theme across texts
D: analyze how historical and cultural settings influence characterization, plot, and theme across texts

7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A: read and analyze world literature across literary periods
A: read and analyze world literature across literary periods


B: analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms		1. Identify elements of poetry
B: analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms
1. Identify elements of poetry

C: analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
C: analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire

8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose		1. Identify audience and purpose
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose
1. Identify audience and purpose

C: evaluate the author's use of print and graphic features to achieve specific purposes		1. Compare illustrations of literary and historical subjects
C: evaluate the author's use of print and graphic features to achieve specific purposes
1. Compare illustrations of literary and historical subjects

D: analyze how the author's use of language informs and shapes the perception of readers		1. Explore words with new or contested usages
D: analyze how the author's use of language informs and shapes the perception of readers
1. Explore words with new or contested usages

E: analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes		1. Analyze rhetorical strategies in historical texts: set 2
E: analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes
1. Analyze rhetorical strategies in historical texts: set 2

F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text		1. Identify active and passive voice
F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
1. Identify active and passive voice
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing		1. Order topics from broadest to narrowest
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
1. Order topics from broadest to narrowest

B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

i: using an organizing structure appropriate to purpose, audience, topic, and context ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary		1. Choose the topic sentence that best captures the main idea
i: using an organizing structure appropriate to purpose, audience, topic, and context ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
1. Choose the topic sentence that best captures the main idea

C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses		Transitions 1. Transitions with conjunctive adverbs Word choice 2. Remove redundant words or phrases 3. Replace words using a thesaurus 4. Use words accurately and precisely Parallel structure 5. Identify sentences with parallel structure Revision 6. Correct errors in everyday use Modifiers 7. Misplaced modifiers with pictures
C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Transitions 1. Transitions with conjunctive adverbs Word choice 2. Remove redundant words or phrases 3. Replace words using a thesaurus 4. Use words accurately and precisely Parallel structure 5. Identify sentences with parallel structure Revision 6. Correct errors in everyday use Modifiers 7. Misplaced modifiers with pictures

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments		Fragments and run-ons 1. Choose punctuation to avoid fragments and run-ons Phrases and clauses 2. Is it a phrase or a clause? 3. Combine sentences using relative clauses Commas 4. Commas with compound and complex sentences
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
Fragments and run-ons 1. Choose punctuation to avoid fragments and run-ons Phrases and clauses 2. Is it a phrase or a clause? 3. Combine sentences using relative clauses Commas 4. Commas with compound and complex sentences
ii: consistent, appropriate use of verb tense and active and passive voice		1. Identify and correct inappropriate shifts in verb tense
ii: consistent, appropriate use of verb tense and active and passive voice
1. Identify and correct inappropriate shifts in verb tense
iii: pronoun-antecedent agreement		1. Correct inappropriate shifts in pronoun number and person
iii: pronoun-antecedent agreement
1. Correct inappropriate shifts in pronoun number and person
iv: correct capitalization
iv: correct capitalization

v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate		1. Formatting quotations and dialogue
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
1. Formatting quotations and dialogue
vi: correct spelling		Frequently confused words 1. Use the correct frequently confused word Homophones 2. Use the correct homophone Plural and possessive nouns 3. Identify and correct errors with plural and possessive nouns
vi: correct spelling
Frequently confused words 1. Use the correct frequently confused word Homophones 2. Use the correct homophone Plural and possessive nouns 3. Identify and correct errors with plural and possessive nouns

E: publish written work for appropriate audiences
E: publish written work for appropriate audiences

10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A: compose literary texts such as fiction and poetry using genre characteristics and craft		1. Use personification 2. Identify the narrative point of view
A: compose literary texts such as fiction and poetry using genre characteristics and craft
1. Use personification 2. Identify the narrative point of view
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
E: locate relevant sources
E: locate relevant sources


F: synthesize information from a variety of sources
F: synthesize information from a variety of sources


H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism		1. Use in-text citations (MLA 8th–9th editions)
H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
1. Use in-text citations (MLA 8th–9th editions)

3	Unit 3 Analyzing and Composing Informational and Argumentative Texts
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding		1. Trace an argument: set 1
B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding
1. Trace an argument: set 1

C: make and correct or confirm predictions using text features, characteristics of genre, and structures
C: make and correct or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society
E: make connections to personal experiences, ideas in other texts, and society


G: evaluate details read to determine key ideas		1. Identify supporting evidence in a text
G: evaluate details read to determine key ideas
1. Identify supporting evidence in a text

H: synthesize information from multiple texts to create new understanding		1. Determine the main idea of a passage
H: synthesize information from multiple texts to create new understanding
1. Determine the main idea of a passage

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources, including self-selected texts
A: describe personal connections to a variety of sources, including self-selected texts


B: write responses that demonstrate understanding of texts, including comparing texts within and across genres		1. Compare passages for tone
B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
1. Compare passages for tone

C: use text evidence and original commentary to support an interpretive response		1. Choose the best evidence to support a claim
C: use text evidence and original commentary to support an interpretive response
1. Choose the best evidence to support a claim

D: paraphrase and summarize texts in ways that maintain meaning and logical order		1. Organize information by topic
D: paraphrase and summarize texts in ways that maintain meaning and logical order
1. Organize information by topic

E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating


G: discuss and write about the explicit or implicit meanings of text		1. Analyze rhetorical strategies in historical texts: set 1 2. Identify appeals to ethos, pathos, and logos in advertisements
G: discuss and write about the explicit or implicit meanings of text
1. Analyze rhetorical strategies in historical texts: set 1 2. Identify appeals to ethos, pathos, and logos in advertisements

H: respond orally or in writing with appropriate register, vocabulary, tone, and voice		1. Which text is most formal?
H: respond orally or in writing with appropriate register, vocabulary, tone, and voice
1. Which text is most formal?

I: reflect on and adjust responses when valid evidence warrants
I: reflect on and adjust responses when valid evidence warrants


J: defend or challenge the authors' claims using relevant text evidence		1. Choose the analysis that logically connects the evidence to the claim
J: defend or challenge the authors' claims using relevant text evidence
1. Choose the analysis that logically connects the evidence to the claim
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D: analyze characteristics and structural elements of informational texts such as:
D: analyze characteristics and structural elements of informational texts such as:

i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion ii: the relationship between organizational design and thesis		1. Analyze the development of informational passages: set 1
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion ii: the relationship between organizational design and thesis
1. Analyze the development of informational passages: set 1

E: analyze characteristics and structural elements of argumentative texts such as:
E: analyze characteristics and structural elements of argumentative texts such as:

i: clear arguable claim, appeals, and convincing conclusion		1. Transition logically between claims, evidence, analysis, and counterclaims
i: clear arguable claim, appeals, and convincing conclusion
1. Transition logically between claims, evidence, analysis, and counterclaims
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals		1. Evaluate counterclaims
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
1. Evaluate counterclaims
iii: identifiable audience or reader		1. Identify audience and purpose
iii: identifiable audience or reader
1. Identify audience and purpose

F: analyze characteristics of multimodal and digital texts
F: analyze characteristics of multimodal and digital texts

8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose		1. Trace an argument: set 2
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose
1. Trace an argument: set 2

C: evaluate the author's use of print and graphic features to achieve specific purposes		1. Read graphic organizers
C: evaluate the author's use of print and graphic features to achieve specific purposes
1. Read graphic organizers

D: analyze how the author's use of language informs and shapes the perception of readers		1. Explore words with new or contested usages
D: analyze how the author's use of language informs and shapes the perception of readers
1. Explore words with new or contested usages

F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text		1. Choose the word whose connotation and denotation best match the sentence
F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
1. Choose the word whose connotation and denotation best match the sentence

G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies		1. Analyze rhetorical strategies in historical texts: set 2
G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies
1. Analyze rhetorical strategies in historical texts: set 2
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing		1. Order topics from broadest to narrowest
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
1. Order topics from broadest to narrowest

B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

i: using an organizing structure appropriate to purpose, audience, topic, and context		1. Choose the topic sentence that best captures the main idea
i: using an organizing structure appropriate to purpose, audience, topic, and context
1. Choose the topic sentence that best captures the main idea
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary		1. Use appeals to ethos, pathos, and logos in persuasive writing
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
1. Use appeals to ethos, pathos, and logos in persuasive writing

C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses		Word choice 1. Use words accurately and precisely 2. Remove redundant words or phrases Parallel structure 3. Identify sentences with parallel structure Revision 4. Correct errors with signs 5. Correct errors in everyday use Modifiers 6. Select the misplaced or dangling modifier
C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Word choice 1. Use words accurately and precisely 2. Remove redundant words or phrases Parallel structure 3. Identify sentences with parallel structure Revision 4. Correct errors with signs 5. Correct errors in everyday use Modifiers 6. Select the misplaced or dangling modifier

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments		1. Commas with coordinate adjectives
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
1. Commas with coordinate adjectives
ii: consistent, appropriate use of verb tense and active and passive voice		1. Identify and correct inappropriate shifts in verb tense
ii: consistent, appropriate use of verb tense and active and passive voice
1. Identify and correct inappropriate shifts in verb tense
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement

iv: correct capitalization		1. Correct capitalization errors
iv: correct capitalization
1. Correct capitalization errors
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate		1. Choose punctuation to avoid fragments and run-ons
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
1. Choose punctuation to avoid fragments and run-ons
vi: correct spelling		1. Identify and correct errors with frequently confused words 2. Use the correct homophone
vi: correct spelling
1. Identify and correct errors with frequently confused words 2. Use the correct homophone

E: publish written work for appropriate audiences
E: publish written work for appropriate audiences

10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft		1. Distinguish facts from opinions
B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
1. Distinguish facts from opinions

C: compose argumentative texts using genre characteristics and craft		1. Identify stronger and weaker evidence to support a claim
C: compose argumentative texts using genre characteristics and craft
1. Identify stronger and weaker evidence to support a claim
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: develop questions for formal and informal inquiry
A: develop questions for formal and informal inquiry


B: critique the research process at each step to implement changes as needs occur and are identified
B: critique the research process at each step to implement changes as needs occur and are identified


C: develop and revise a plan
C: develop and revise a plan


D: modify the major research question as necessary to refocus the research plan
D: modify the major research question as necessary to refocus the research plan


F: synthesize information from a variety of sources
F: synthesize information from a variety of sources


G: examine sources for:
G: examine sources for:

i: credibility and bias, including omission		1. Compare passages for subjective and objective tone
i: credibility and bias, including omission
1. Compare passages for subjective and objective tone
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or		1. Classify logical fallacies
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or
1. Classify logical fallacies

H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism		Citations 1. Use in-text citations (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism
H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations 1. Use in-text citations (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism

I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

4	Unit 4 Rhetorically Analyzing and Producing Argumentative Texts
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding G: evaluate details read to determine key ideas		1. Trace an argument: set 1
B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding G: evaluate details read to determine key ideas
1. Trace an argument: set 1

C: make and correct or confirm predictions using text features, characteristics of genre, and structures
C: make and correct or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society
E: make connections to personal experiences, ideas in other texts, and society


H: synthesize information from multiple texts to create new understanding		1. Determine the main idea of a passage
H: synthesize information from multiple texts to create new understanding
1. Determine the main idea of a passage

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources, including self-selected texts
A: describe personal connections to a variety of sources, including self-selected texts


B: write responses that demonstrate understanding of texts, including comparing texts within and across genres		1. Compare passages for tone
B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
1. Compare passages for tone

C: use text evidence and original commentary to support an interpretive response		1. Choose the best evidence to support a claim
C: use text evidence and original commentary to support an interpretive response
1. Choose the best evidence to support a claim

D: paraphrase and summarize texts in ways that maintain meaning and logical order		1. Transition logically between claims, evidence, analysis, and counterclaims
D: paraphrase and summarize texts in ways that maintain meaning and logical order
1. Transition logically between claims, evidence, analysis, and counterclaims

E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating


G: discuss and write about the explicit or implicit meanings of text		Explicit meaning 1. Trace an argument: set 2 Rhetorical strategies 2. Analyze rhetorical strategies in historical texts: set 1
G: discuss and write about the explicit or implicit meanings of text
Explicit meaning 1. Trace an argument: set 2 Rhetorical strategies 2. Analyze rhetorical strategies in historical texts: set 1

H: respond orally or in writing with appropriate register, vocabulary, tone, and voice		1. Which text is most formal?
H: respond orally or in writing with appropriate register, vocabulary, tone, and voice
1. Which text is most formal?

I: reflect on and adjust responses when valid evidence warrants
I: reflect on and adjust responses when valid evidence warrants


J: defend or challenge the authors' claims using relevant text evidence		1. Identify appeals to ethos, pathos, and logos in advertisements
J: defend or challenge the authors' claims using relevant text evidence
1. Identify appeals to ethos, pathos, and logos in advertisements
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D: analyze characteristics and structural elements of informational texts such as:
D: analyze characteristics and structural elements of informational texts such as:

i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion		1. Identify thesis statements
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
1. Identify thesis statements
ii: the relationship between organizational design and thesis		1. Order topics from broadest to narrowest
ii: the relationship between organizational design and thesis
1. Order topics from broadest to narrowest

E: analyze characteristics and structural elements of argumentative texts such as:
E: analyze characteristics and structural elements of argumentative texts such as:

i: clear arguable claim, appeals, and convincing conclusion		1. Choose the analysis that logically connects the evidence to the claim
i: clear arguable claim, appeals, and convincing conclusion
1. Choose the analysis that logically connects the evidence to the claim
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals		1. Distinguish facts from opinions 2. Evaluate counterclaims
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
1. Distinguish facts from opinions 2. Evaluate counterclaims
iii: identifiable audience or reader		1. Identify audience and purpose
iii: identifiable audience or reader
1. Identify audience and purpose

F: analyze characteristics of multimodal and digital texts
F: analyze characteristics of multimodal and digital texts

8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose		1. Analyze the development of informational passages: set 1
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose
1. Analyze the development of informational passages: set 1

C: evaluate the author's use of print and graphic features to achieve specific purposes		1. Read graphic organizers
C: evaluate the author's use of print and graphic features to achieve specific purposes
1. Read graphic organizers

D: analyze how the author's use of language informs and shapes the perception of readers		1. Explore words with new or contested usages
D: analyze how the author's use of language informs and shapes the perception of readers
1. Explore words with new or contested usages

F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text		1. Choose the word whose connotation and denotation best match the sentence
F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
1. Choose the word whose connotation and denotation best match the sentence

G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies		1. Analyze rhetorical strategies in historical texts: set 2
G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies
1. Analyze rhetorical strategies in historical texts: set 2
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing


B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

i: using an organizing structure appropriate to purpose, audience, topic, and context		1. Choose the topic sentence that best captures the main idea
i: using an organizing structure appropriate to purpose, audience, topic, and context
1. Choose the topic sentence that best captures the main idea
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary		1. Analyze the development of informational passages: set 2 2. Identify stronger and weaker evidence to support a claim
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
1. Analyze the development of informational passages: set 2 2. Identify stronger and weaker evidence to support a claim

C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses		Word choice 1. Avoid double, illogical, and unclear comparisons 2. Use dictionary entries to determine correct usage Parallel structure 3. Use parallel structure Revision 4. Suggest appropriate revisions 5. Correct inappropriate shifts in pronoun number and person Modifiers 6. Select the misplaced or dangling modifier
C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Word choice 1. Avoid double, illogical, and unclear comparisons 2. Use dictionary entries to determine correct usage Parallel structure 3. Use parallel structure Revision 4. Suggest appropriate revisions 5. Correct inappropriate shifts in pronoun number and person Modifiers 6. Select the misplaced or dangling modifier

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments		1. Combine sentences using relative clauses
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
1. Combine sentences using relative clauses
ii: consistent, appropriate use of verb tense and active and passive voice		1. Rewrite the sentence in active voice
ii: consistent, appropriate use of verb tense and active and passive voice
1. Rewrite the sentence in active voice
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement

iv: correct capitalization
iv: correct capitalization

v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate		1. Use semicolons and commas to separate clauses
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
1. Use semicolons and commas to separate clauses
vi: correct spelling		Frequently confused words 1. Identify and correct errors with frequently confused words Homophones 2. Identify and correct errors with homophones Plural and possessive nouns 3. Identify and correct errors with compound and joint possession
vi: correct spelling
Frequently confused words 1. Identify and correct errors with frequently confused words Homophones 2. Identify and correct errors with homophones Plural and possessive nouns 3. Identify and correct errors with compound and joint possession

E: publish written work for appropriate audiences
E: publish written work for appropriate audiences

10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
C: compose argumentative texts using genre characteristics and craft		1. Use appeals to ethos, pathos, and logos in persuasive writing
C: compose argumentative texts using genre characteristics and craft
1. Use appeals to ethos, pathos, and logos in persuasive writing
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: develop questions for formal and informal inquiry
A: develop questions for formal and informal inquiry


B: critique the research process at each step to implement changes as needs occur and are identified
B: critique the research process at each step to implement changes as needs occur and are identified


C: develop and revise a plan
C: develop and revise a plan


D: modify the major research question as necessary to refocus the research plan
D: modify the major research question as necessary to refocus the research plan


E: locate relevant sources
E: locate relevant sources


F: synthesize information from a variety of sources
F: synthesize information from a variety of sources


G: examine sources for:
G: examine sources for:

i: credibility and bias, including omission		1. Compare passages for subjective and objective tone
i: credibility and bias, including omission
1. Compare passages for subjective and objective tone
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or		1. Classify logical fallacies
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or
1. Classify logical fallacies

H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism		Citations 1. Use in-text citations (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism
H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations 1. Use in-text citations (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism

I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

5	Unit 5 Connecting Messages Across Literary, Informational, and Argumentative Texts
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding G: evaluate details read to determine key ideas		1. Analyze short stories: set 1 2. Analyze the development of informational passages: set 1
B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding G: evaluate details read to determine key ideas
1. Analyze short stories: set 1 2. Analyze the development of informational passages: set 1

C: make and correct or confirm predictions using text features, characteristics of genre, and structures
C: make and correct or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society
E: make connections to personal experiences, ideas in other texts, and society


H: synthesize information from multiple texts to create new understanding		1. Compare passages for tone
H: synthesize information from multiple texts to create new understanding
1. Compare passages for tone

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources, including self-selected texts
A: describe personal connections to a variety of sources, including self-selected texts


B: write responses that demonstrate understanding of texts, including comparing texts within and across genres		1. Analyze short stories: set 2 2. Analyze the development of informational passages: set 2 3. Analyze rhetorical strategies in historical texts: set 1
B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
1. Analyze short stories: set 2 2. Analyze the development of informational passages: set 2 3. Analyze rhetorical strategies in historical texts: set 1

C: use text evidence and original commentary to support an interpretive response D: paraphrase and summarize texts in ways that maintain meaning and logical order		1. Choose the best evidence to support a claim
C: use text evidence and original commentary to support an interpretive response D: paraphrase and summarize texts in ways that maintain meaning and logical order
1. Choose the best evidence to support a claim

E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating


G: discuss and write about the explicit or implicit meanings of text		1. Trace an argument: set 1
G: discuss and write about the explicit or implicit meanings of text
1. Trace an argument: set 1

H: respond orally or in writing with appropriate register, vocabulary, tone, and voice		1. Which text is most formal?
H: respond orally or in writing with appropriate register, vocabulary, tone, and voice
1. Which text is most formal?
6 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A: analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures		1. Match the quotations with their themes
A: analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures
1. Match the quotations with their themes

B: analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events
B: analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events


C: analyze isolated scenes and their contribution to the success of the plot as a whole
C: analyze isolated scenes and their contribution to the success of the plot as a whole


D: analyze how historical and cultural settings influence characterization, plot, and theme across texts
D: analyze how historical and cultural settings influence characterization, plot, and theme across texts

7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A: read and analyze world literature across literary periods
A: read and analyze world literature across literary periods


B: analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms		1. Identify elements of poetry
B: analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms
1. Identify elements of poetry

C: analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
C: analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire


D: analyze characteristics and structural elements of informational texts such as:
D: analyze characteristics and structural elements of informational texts such as:

i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion		1. Identify thesis statements
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
1. Identify thesis statements
ii: the relationship between organizational design and thesis		1. Order topics from broadest to narrowest
ii: the relationship between organizational design and thesis
1. Order topics from broadest to narrowest

E: analyze characteristics and structural elements of argumentative texts such as:
E: analyze characteristics and structural elements of argumentative texts such as:

i: clear arguable claim, appeals, and convincing conclusion		1. Identify appeals to ethos, pathos, and logos in advertisements
i: clear arguable claim, appeals, and convincing conclusion
1. Identify appeals to ethos, pathos, and logos in advertisements
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals		1. Distinguish facts from opinions 2. Evaluate counterclaims
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
1. Distinguish facts from opinions 2. Evaluate counterclaims
iii: identifiable audience or reader		1. Identify audience and purpose
iii: identifiable audience or reader
1. Identify audience and purpose

F: analyze characteristics of multimodal and digital texts
F: analyze characteristics of multimodal and digital texts

8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose		1. Trace an argument: set 2
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose
1. Trace an argument: set 2

C: evaluate the author's use of print and graphic features to achieve specific purposes		1. Compare illustrations of literary and historical subjects
C: evaluate the author's use of print and graphic features to achieve specific purposes
1. Compare illustrations of literary and historical subjects

D: analyze how the author's use of language informs and shapes the perception of readers		1. Explore words with new or contested usages
D: analyze how the author's use of language informs and shapes the perception of readers
1. Explore words with new or contested usages

E: analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes		1. Analyze rhetorical strategies in historical texts: set 2
E: analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes
1. Analyze rhetorical strategies in historical texts: set 2

F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text		1. Rewrite the sentence in active voice
F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
1. Rewrite the sentence in active voice

G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies		1. Use parallel structure
G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies
1. Use parallel structure
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing


B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

i: using an organizing structure appropriate to purpose, audience, topic, and context		1. Organize information by topic
i: using an organizing structure appropriate to purpose, audience, topic, and context
1. Organize information by topic
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary		1. Identify stronger and weaker evidence to support a claim
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
1. Identify stronger and weaker evidence to support a claim

C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses		Transitions 1. Transitions with conjunctive adverbs Clarity of writing 2. Avoid double, illogical, and unclear comparisons Revision 3. Suggest appropriate revisions Foreign expressions 4. Use the correct foreign expression Modifiers 5. Are the modifiers used correctly?
C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Transitions 1. Transitions with conjunctive adverbs Clarity of writing 2. Avoid double, illogical, and unclear comparisons Revision 3. Suggest appropriate revisions Foreign expressions 4. Use the correct foreign expression Modifiers 5. Are the modifiers used correctly?

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments		1. Combine sentences using relative clauses
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
1. Combine sentences using relative clauses
ii: consistent, appropriate use of verb tense and active and passive voice		1. Identify and correct inappropriate shifts in verb tense
ii: consistent, appropriate use of verb tense and active and passive voice
1. Identify and correct inappropriate shifts in verb tense
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement

iv: correct capitalization
iv: correct capitalization

v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate		1. Use semicolons, colons, and commas with lists 2. Decide whether ellipses are used appropriately
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
1. Use semicolons, colons, and commas with lists 2. Decide whether ellipses are used appropriately
vi: correct spelling		1. Identify and correct errors with frequently confused pronouns and contractions 2. Identify and correct errors with homophones
vi: correct spelling
1. Identify and correct errors with frequently confused pronouns and contractions 2. Identify and correct errors with homophones

E: publish written work for appropriate audiences
E: publish written work for appropriate audiences

10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A: compose literary texts such as fiction and poetry using genre characteristics and craft		1. Use personification 2. Identify the narrative point of view
A: compose literary texts such as fiction and poetry using genre characteristics and craft
1. Use personification 2. Identify the narrative point of view

B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft		1. Use appeals to ethos, pathos, and logos in persuasive writing
B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
1. Use appeals to ethos, pathos, and logos in persuasive writing

C: compose argumentative texts using genre characteristics and craft		1. Choose the analysis that logically connects the evidence to the claim
C: compose argumentative texts using genre characteristics and craft
1. Choose the analysis that logically connects the evidence to the claim
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
G: examine sources for:
G: examine sources for:

i: credibility and bias, including omission		1. Compare passages for subjective and objective tone
i: credibility and bias, including omission
1. Compare passages for subjective and objective tone
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or		1. Classify logical fallacies
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or
1. Classify logical fallacies

6	Unit 6 Researching, Synthesizing, and Producing in Multiple Genres and Modes
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding		1. Analyze short stories: set 1
B: generate questions about text before, during, and after reading to deepen understanding and gain information F: make inferences and use evidence to support understanding
1. Analyze short stories: set 1

C: make and correct or confirm predictions using text features, characteristics of genre, and structures
C: make and correct or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society
E: make connections to personal experiences, ideas in other texts, and society


G: evaluate details read to determine key ideas		1. Identify supporting evidence in a text
G: evaluate details read to determine key ideas
1. Identify supporting evidence in a text

H: synthesize information from multiple texts to create new understanding		1. Determine the main idea of a passage
H: synthesize information from multiple texts to create new understanding
1. Determine the main idea of a passage

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources, including self-selected texts
A: describe personal connections to a variety of sources, including self-selected texts


B: write responses that demonstrate understanding of texts, including comparing texts within and across genres		1. Compare passages for tone
B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
1. Compare passages for tone

C: use text evidence and original commentary to support an interpretive response		1. Choose the best evidence to support a claim
C: use text evidence and original commentary to support an interpretive response
1. Choose the best evidence to support a claim

D: paraphrase and summarize texts in ways that maintain meaning and logical order		1. Organize information by topic
D: paraphrase and summarize texts in ways that maintain meaning and logical order
1. Organize information by topic

E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating


G: discuss and write about the explicit or implicit meanings of text		1. Interpret the meaning of an allusion from its source 2. Classify figures of speech: review
G: discuss and write about the explicit or implicit meanings of text
1. Interpret the meaning of an allusion from its source 2. Classify figures of speech: review

H: respond orally or in writing with appropriate register, vocabulary, tone, and voice		1. Analyze the effects of figures of speech on meaning and tone
H: respond orally or in writing with appropriate register, vocabulary, tone, and voice
1. Analyze the effects of figures of speech on meaning and tone

I: reflect on and adjust responses when valid evidence warrants
I: reflect on and adjust responses when valid evidence warrants


J: defend or challenge the authors' claims using relevant text evidence		1. Trace an argument: set 2
J: defend or challenge the authors' claims using relevant text evidence
1. Trace an argument: set 2
6 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A: analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures B: analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events		1. Analyze short stories: set 2
A: analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures B: analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events
1. Analyze short stories: set 2

C: analyze isolated scenes and their contribution to the success of the plot as a whole
C: analyze isolated scenes and their contribution to the success of the plot as a whole


D: analyze how historical and cultural settings influence characterization, plot, and theme across texts
D: analyze how historical and cultural settings influence characterization, plot, and theme across texts

7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A: read and analyze world literature across literary periods
A: read and analyze world literature across literary periods


B: analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms		1. Identify elements of poetry
B: analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms
1. Identify elements of poetry

C: analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
C: analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire


D: analyze characteristics and structural elements of informational texts such as:
D: analyze characteristics and structural elements of informational texts such as:

i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion ii: the relationship between organizational design and thesis		1. Analyze the development of informational passages: set 1
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion ii: the relationship between organizational design and thesis
1. Analyze the development of informational passages: set 1

E: analyze characteristics and structural elements of argumentative texts such as:
E: analyze characteristics and structural elements of argumentative texts such as:

i: clear arguable claim, appeals, and convincing conclusion ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals		1. Choose the analysis that logically connects the evidence to the claim
i: clear arguable claim, appeals, and convincing conclusion ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
1. Choose the analysis that logically connects the evidence to the claim

F: analyze characteristics of multimodal and digital texts
F: analyze characteristics of multimodal and digital texts

8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose		1. Trace an argument: set 1
A: analyze the author's purpose, audience, and message within a text B: analyze use of text structure to achieve the author's purpose
1. Trace an argument: set 1

C: evaluate the author's use of print and graphic features to achieve specific purposes		1. Read graphic organizers
C: evaluate the author's use of print and graphic features to achieve specific purposes
1. Read graphic organizers

D: analyze how the author's use of language informs and shapes the perception of readers E: analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies		1. Analyze rhetorical strategies in historical texts: set 1
D: analyze how the author's use of language informs and shapes the perception of readers E: analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes F: analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text G: analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies
1. Analyze rhetorical strategies in historical texts: set 1
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A: plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing


B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B: develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

i: using an organizing structure appropriate to purpose, audience, topic, and context		1. Analyze the development of informational passages: set 2
i: using an organizing structure appropriate to purpose, audience, topic, and context
1. Analyze the development of informational passages: set 2
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary		1. Identify stronger and weaker evidence to support a claim
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
1. Identify stronger and weaker evidence to support a claim

C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses		Clarity of writing 1. Avoid double, illogical, and unclear comparisons Parallel structure 2. Use parallel structure Revision 3. Suggest appropriate revisions Foreign expressions 4. Use the correct foreign expression Modifiers 5. Are the modifiers used correctly?
C: revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Clarity of writing 1. Avoid double, illogical, and unclear comparisons Parallel structure 2. Use parallel structure Revision 3. Suggest appropriate revisions Foreign expressions 4. Use the correct foreign expression Modifiers 5. Are the modifiers used correctly?

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments		1. Is the sentence simple, compound, complex, or compound-complex?
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
1. Is the sentence simple, compound, complex, or compound-complex?
ii: consistent, appropriate use of verb tense and active and passive voice		1. Rewrite the sentence in active voice
ii: consistent, appropriate use of verb tense and active and passive voice
1. Rewrite the sentence in active voice
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement

iv: correct capitalization
iv: correct capitalization

v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate		1. Use dashes 2. Semicolons, colons, and commas: review
v: punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
1. Use dashes 2. Semicolons, colons, and commas: review
vi: correct spelling		1. Identify and correct errors with frequently confused pronouns and contractions 2. Identify and correct errors with homophones
vi: correct spelling
1. Identify and correct errors with frequently confused pronouns and contractions 2. Identify and correct errors with homophones

E: publish written work for appropriate audiences
E: publish written work for appropriate audiences

10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A: compose literary texts such as fiction and poetry using genre characteristics and craft		1. Use personification 2. Identify the narrative point of view
A: compose literary texts such as fiction and poetry using genre characteristics and craft
1. Use personification 2. Identify the narrative point of view

B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft		1. Transition logically between claims, evidence, analysis, and counterclaims
B: compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
1. Transition logically between claims, evidence, analysis, and counterclaims

C: compose argumentative texts using genre characteristics and craft		1. Use appeals to ethos, pathos, and logos in persuasive writing
C: compose argumentative texts using genre characteristics and craft
1. Use appeals to ethos, pathos, and logos in persuasive writing
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: develop questions for formal and informal inquiry
A: develop questions for formal and informal inquiry


B: critique the research process at each step to implement changes as needs occur and are identified
B: critique the research process at each step to implement changes as needs occur and are identified


C: develop and revise a plan
C: develop and revise a plan


D: modify the major research question as necessary to refocus the research plan
D: modify the major research question as necessary to refocus the research plan


E: locate relevant sources
E: locate relevant sources


F: synthesize information from a variety of sources
F: synthesize information from a variety of sources


G: examine sources for:
G: examine sources for:

i: credibility and bias, including omission		1. Compare passages for subjective and objective tone
i: credibility and bias, including omission
1. Compare passages for subjective and objective tone
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or		1. Classify logical fallacies
ii: faulty reasoning such as incorrect premise, hasty generalizations, and either-or
1. Classify logical fallacies

H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism		Citations 1. Use in-text citations (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism
H: display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations 1. Use in-text citations (MLA 8th–9th editions) Plagiarism 2. Identify plagiarism

I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

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