IXL Skill Plan | Texas Essential Knowledge and Skills (TEKS): English III

Texas Essential Knowledge and Skills (TEKS): English III

Skills available for Texas eleventh-grade language arts standards

Strand

Developing and sustaining foundational language skills
Comprehension skills
Response skills
Multiple genres
Author's purpose and craft
Composition
Inquiry and research

Print skill plan

1-3	Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;
A engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;


B follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;
B follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;


C give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and
C give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and


D participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.
D participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

2 Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;		1. Replace words using a thesaurus 2. Use dictionary entries to determine correct usage
A use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;
1. Replace words using a thesaurus 2. Use dictionary entries to determine correct usage

B analyze context to draw conclusions about nuanced meanings such as in imagery; and		Figurative language 1. Interpret the meaning of an allusion from its source 2. Interpret the figure of speech 3. Analyze the effects of figures of speech on meaning and tone Word choice and usage 4. Describe the difference between related words 5. Choose the word whose connotation and denotation best match the sentence
B analyze context to draw conclusions about nuanced meanings such as in imagery; and
Figurative language 1. Interpret the meaning of an allusion from its source 2. Interpret the figure of speech 3. Analyze the effects of figures of speech on meaning and tone Word choice and usage 4. Describe the difference between related words 5. 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 ad hoc, faux pas, non sequitur, and modus operandi.		1. Use etymologies to determine the meanings of words 2. Use context as a clue to the meanings of foreign expressions 3. Use the correct foreign expression
C determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.
1. Use etymologies to determine the meanings of words 2. Use context as a clue to the meanings of foreign expressions 3. Use the correct foreign expression
3 Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

4	Comprehension skills
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;
B generate questions about text before, during, and after reading to deepen understanding and gain information;


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;
D create mental images to deepen understanding;


E make connections to personal experiences, ideas in other texts, and society;		1. Interpret the meaning of an allusion from its source 2. Recall the source of an allusion
E make connections to personal experiences, ideas in other texts, and society;
1. Interpret the meaning of an allusion from its source 2. Recall the source of an allusion

F make inferences and use evidence to support understanding;		Text evidence 1. Identify supporting evidence in a text Analyze literary passages 2. Analyze short stories: set 1 3. Analyze short stories: set 2 4. Analyze passages from The Great Gatsby: Part 1 5. Analyze passages from The Great Gatsby: Part 2 Arguments 6. Trace an argument: set 1 7. Trace an argument: set 2 Analyze nonfiction passages 8. Analyze passages from The Prince: Part 1
F make inferences and use evidence to support understanding;
Text evidence 1. Identify supporting evidence in a text Analyze literary passages 2. Analyze short stories: set 1 3. Analyze short stories: set 2 4. Analyze passages from The Great Gatsby: Part 1 5. Analyze passages from The Great Gatsby: Part 2 Arguments 6. Trace an argument: set 1 7. Trace an argument: set 2 Analyze nonfiction passages 8. Analyze passages from The Prince: Part 1

G evaluate details read to understand key ideas;		Central idea 1. Determine the main idea of a passage Supporting details 2. Identify supporting evidence in a text Analyze literary passages 3. Analyze short stories: set 1 4. Analyze short stories: set 2 5. Analyze passages from The Great Gatsby: Part 1 6. Analyze passages from The Great Gatsby: Part 2 Analyze nonfiction passages 7. Analyze the development of informational passages: set 1 8. Analyze the development of informational passages: set 2 9. Trace an argument: set 1 10. Trace an argument: set 2 11. Analyze passages from The Prince: Part 1 12. Analyze passages from The Prince: Part 2
G evaluate details read to understand key ideas;
Central idea 1. Determine the main idea of a passage Supporting details 2. Identify supporting evidence in a text Analyze literary passages 3. Analyze short stories: set 1 4. Analyze short stories: set 2 5. Analyze passages from The Great Gatsby: Part 1 6. Analyze passages from The Great Gatsby: Part 2 Analyze nonfiction passages 7. Analyze the development of informational passages: set 1 8. Analyze the development of informational passages: set 2 9. Trace an argument: set 1 10. Trace an argument: set 2 11. Analyze passages from The Prince: Part 1 12. Analyze passages from The Prince: Part 2

H synthesize information from a variety of text types to create new understanding; and
H synthesize information from a variety of text types to create new understanding; and


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

5	Response skills
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 analysis of texts, including comparing texts within and across genres;		Central idea 1. Determine the main idea of a passage Tone 2. Compare passages for subjective and objective tone 3. Compare passages for tone 4. Analyze the effects of figures of speech on meaning and tone Analyze literary passages 5. Analyze short stories: set 1 6. Analyze short stories: set 2 7. Analyze passages from The Great Gatsby: Part 1 8. Analyze passages from The Great Gatsby: Part 2 Analyze nonfiction passages 9. Analyze the development of informational passages: set 1 10. Analyze the development of informational passages: set 2 11. Trace an argument: set 1 12. Trace an argument: set 2 13. Analyze passages from The Prince: Part 1 14. Analyze passages from The Prince: Part 2 Analyze historical passages 15. Analyze rhetorical strategies in historical texts: set 1 16. Analyze rhetorical strategies in historical texts: set 2
B write responses that demonstrate analysis of texts, including comparing texts within and across genres;
Central idea 1. Determine the main idea of a passage Tone 2. Compare passages for subjective and objective tone 3. Compare passages for tone 4. Analyze the effects of figures of speech on meaning and tone Analyze literary passages 5. Analyze short stories: set 1 6. Analyze short stories: set 2 7. Analyze passages from The Great Gatsby: Part 1 8. Analyze passages from The Great Gatsby: Part 2 Analyze nonfiction passages 9. Analyze the development of informational passages: set 1 10. Analyze the development of informational passages: set 2 11. Trace an argument: set 1 12. Trace an argument: set 2 13. Analyze passages from The Prince: Part 1 14. Analyze passages from The Prince: Part 2 Analyze historical passages 15. Analyze rhetorical strategies in historical texts: set 1 16. Analyze rhetorical strategies in historical texts: set 2

C use text evidence and original commentary to support an analytic response;		Text evidence 1. Identify supporting evidence in a text Arguments 2. Trace an argument: set 1 3. Trace an argument: set 2 Supporting evidence 4. Identify stronger and weaker evidence to support a claim 5. Choose the best evidence to support a claim 6. Choose the analysis that logically connects the evidence to the claim Text evidence in literary passages 7. Analyze short stories: set 1 8. Analyze short stories: set 2 9. Analyze passages from The Great Gatsby: Part 1 10. Analyze passages from The Great Gatsby: Part 2 Text evidence in nonfiction passages 11. Analyze passages from The Prince: Part 1
C use text evidence and original commentary to support an analytic response;
Text evidence 1. Identify supporting evidence in a text Arguments 2. Trace an argument: set 1 3. Trace an argument: set 2 Supporting evidence 4. Identify stronger and weaker evidence to support a claim 5. Choose the best evidence to support a claim 6. Choose the analysis that logically connects the evidence to the claim Text evidence in literary passages 7. Analyze short stories: set 1 8. Analyze short stories: set 2 9. Analyze passages from The Great Gatsby: Part 1 10. Analyze passages from The Great Gatsby: Part 2 Text evidence in nonfiction passages 11. Analyze passages from The Prince: Part 1

D paraphrase and summarize texts in ways that maintain meaning and logical order;		Central idea 1. Determine the main idea of a passage Text evidence 2. Analyze the development of informational passages: set 1 3. Analyze the development of informational passages: set 2
D paraphrase and summarize texts in ways that maintain meaning and logical order;
Central idea 1. Determine the main idea of a passage Text evidence 2. Analyze the development of informational passages: set 1 3. Analyze the development of informational passages: set 2

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;		Prefixes 1. Prefixes Suffixes 2. Suffixes Greek and Latin roots 3. Sort words by shared Greek or Latin roots 4. Use Greek and Latin roots as clues to the meanings of words 5. Use words as clues to the meanings of Greek and Latin roots 6. Determine the meanings of Greek and Latin roots 7. Determine the meanings of words with Greek and Latin roots Foreign words and expressions 8. Use etymologies to determine the meanings of words 9. Use context as a clue to the meanings of foreign expressions 10. Use the correct foreign expression Word usage 11. Use dictionary entries to determine correct usage 12. Explore words with new or contested usages Vocabulary in context 13. Determine the meaning of words using synonyms in context 14. Determine the meaning of words using antonyms in context 15. Use context to identify the meaning of a word Domain-specific vocabulary 16. Domain-specific vocabulary in context: science and technical subjects
F respond using acquired content and academic vocabulary as appropriate;
Prefixes 1. Prefixes Suffixes 2. Suffixes Greek and Latin roots 3. Sort words by shared Greek or Latin roots 4. Use Greek and Latin roots as clues to the meanings of words 5. Use words as clues to the meanings of Greek and Latin roots 6. Determine the meanings of Greek and Latin roots 7. Determine the meanings of words with Greek and Latin roots Foreign words and expressions 8. Use etymologies to determine the meanings of words 9. Use context as a clue to the meanings of foreign expressions 10. Use the correct foreign expression Word usage 11. Use dictionary entries to determine correct usage 12. Explore words with new or contested usages Vocabulary in context 13. Determine the meaning of words using synonyms in context 14. Determine the meaning of words using antonyms in context 15. Use context to identify the meaning of a word Domain-specific vocabulary 16. Domain-specific vocabulary in context: science and technical subjects

G discuss and write about the explicit and implicit meanings of text;		Analyze literary passages 1. Analyze short stories: set 1 2. Analyze short stories: set 2 3. Analyze passages from The Great Gatsby: Part 1 4. Analyze passages from The Great Gatsby: Part 2 Analyze nonfiction passages 5. Trace an argument: set 1 6. Trace an argument: set 2 7. Analyze passages from The Prince: Part 1 8. Analyze passages from The Prince: Part 2 Analyze historical texts 9. Analyze rhetorical strategies in historical texts: set 1 10. Analyze rhetorical strategies in historical texts: set 2 Central idea and supporting details 11. Determine the main idea of a passage 12. Identify supporting evidence in a text Figurative language 13. Interpret the meaning of an allusion from its source 14. Interpret the figure of speech 15. Analyze the effects of figures of speech on meaning and tone
G discuss and write about the explicit and implicit meanings of text;
Analyze literary passages 1. Analyze short stories: set 1 2. Analyze short stories: set 2 3. Analyze passages from The Great Gatsby: Part 1 4. Analyze passages from The Great Gatsby: Part 2 Analyze nonfiction passages 5. Trace an argument: set 1 6. Trace an argument: set 2 7. Analyze passages from The Prince: Part 1 8. Analyze passages from The Prince: Part 2 Analyze historical texts 9. Analyze rhetorical strategies in historical texts: set 1 10. Analyze rhetorical strategies in historical texts: set 2 Central idea and supporting details 11. Determine the main idea of a passage 12. Identify supporting evidence in a text Figurative language 13. Interpret the meaning of an allusion from its source 14. Interpret the figure of speech 15. Analyze the effects of figures of speech on meaning and tone

H respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;		1. Which text is most formal? 2. Compare passages for subjective and objective tone 3. Compare passages for tone 4. Choose the word whose connotation and denotation best match the sentence 5. Use words accurately and precisely
H respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
1. Which text is most formal? 2. Compare passages for subjective and objective tone 3. Compare passages for tone 4. Choose the word whose connotation and denotation best match the sentence 5. Use words accurately and precisely

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


J defend or challenge the authors' claims using relevant text evidence.		Arguments 1. Trace an argument: set 1 2. Trace an argument: set 2 Facts and opinions 3. Distinguish facts from opinions Supporting evidence 4. Identify stronger and weaker evidence to support a claim 5. Choose the best evidence to support a claim 6. Identify supporting evidence in a text 7. Choose the analysis that logically connects the evidence to the claim Counterclaims 8. Evaluate counterclaims Logical fallacies 9. Classify logical fallacies Persuasive strategies 10. Identify appeals to ethos, pathos, and logos in advertisements 11. Use appeals to ethos, pathos, and logos in persuasive writing
J defend or challenge the authors' claims using relevant text evidence.
Arguments 1. Trace an argument: set 1 2. Trace an argument: set 2 Facts and opinions 3. Distinguish facts from opinions Supporting evidence 4. Identify stronger and weaker evidence to support a claim 5. Choose the best evidence to support a claim 6. Identify supporting evidence in a text 7. Choose the analysis that logically connects the evidence to the claim Counterclaims 8. Evaluate counterclaims Logical fallacies 9. Classify logical fallacies Persuasive strategies 10. Identify appeals to ethos, pathos, and logos in advertisements 11. Use appeals to ethos, pathos, and logos in persuasive writing

6-7	Multiple genres
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 relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;
A analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;


B analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;		1. Analyze short stories: set 1 2. Analyze short stories: set 2 3. Analyze passages from The Great Gatsby: Part 1 4. Analyze passages from The Great Gatsby: Part 2
B analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;
1. Analyze short stories: set 1 2. Analyze short stories: set 2 3. Analyze passages from The Great Gatsby: Part 1 4. Analyze passages from The Great Gatsby: Part 2

C evaluate how different literary elements shape the author's portrayal of the plot; and		1. Identify the narrative point of view
C evaluate how different literary elements shape the author's portrayal of the plot; and
1. Identify the narrative point of view

D analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.		1. Analyze passages from The Great Gatsby: Part 1 2. Analyze passages from The Great Gatsby: Part 2
D analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.
1. Analyze passages from The Great Gatsby: Part 1 2. Analyze passages from The Great Gatsby: Part 2
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 American literature across literary periods;		1. Analyze passages from The Great Gatsby: Part 1 2. Analyze passages from The Great Gatsby: Part 2
A read and analyze American literature across literary periods;
1. Analyze passages from The Great Gatsby: Part 1 2. Analyze passages from The Great Gatsby: Part 2

B analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;		1. Identify elements of poetry
B analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;
1. Identify elements of poetry

C analyze how the relationships among dramatic elements advance the plot;
C analyze how the relationships among dramatic elements advance the plot;


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, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and		Central idea 1. Determine the main idea of a passage Supporting evidence 2. Choose the best evidence to support a claim 3. Identify supporting evidence in a text 4. Choose the analysis that logically connects the evidence to the claim Arguments 5. Trace an argument: set 1 6. Trace an argument: set 2 Development of ideas in nonfiction passages 7. Analyze the development of informational passages: set 1 8. Analyze the development of informational passages: set 2 9. Analyze passages from The Prince: Part 1
i: clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and
Central idea 1. Determine the main idea of a passage Supporting evidence 2. Choose the best evidence to support a claim 3. Identify supporting evidence in a text 4. Choose the analysis that logically connects the evidence to the claim Arguments 5. Trace an argument: set 1 6. Trace an argument: set 2 Development of ideas in nonfiction passages 7. Analyze the development of informational passages: set 1 8. Analyze the development of informational passages: set 2 9. Analyze passages from The Prince: Part 1
ii: the relationship between organizational design and author's purpose;		Organization 1. Organize information by topic Text development 2. Analyze the development of informational passages: set 1 3. Analyze the development of informational passages: set 2
ii: the relationship between organizational design and author's purpose;
Organization 1. Organize information by topic Text development 2. Analyze the development of informational passages: set 1 3. Analyze the development of informational passages: set 2

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 thesis, appeals, structure of the argument, convincing conclusion, and call to action;		Analyze arguments 1. Trace an argument: set 1 2. Trace an argument: set 2 Thesis statement 3. Identify thesis statements Supporting evidence 4. Choose the best evidence to support a claim 5. Identify supporting evidence in a text 6. Choose the analysis that logically connects the evidence to the claim Appeals 7. Identify appeals to ethos, pathos, and logos in advertisements
i: clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
Analyze arguments 1. Trace an argument: set 1 2. Trace an argument: set 2 Thesis statement 3. Identify thesis statements Supporting evidence 4. Choose the best evidence to support a claim 5. Identify supporting evidence in a text 6. Choose the analysis that logically connects the evidence to the claim Appeals 7. Identify appeals to ethos, pathos, and logos in advertisements
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals; and		Facts and opinions 1. Distinguish facts from opinions Supporting evidence 2. Identify stronger and weaker evidence to support a claim 3. Choose the best evidence to support a claim 4. Identify supporting evidence in a text 5. Choose the analysis that logically connects the evidence to the claim Counterclaims 6. Evaluate counterclaims Logical fallacies 7. Classify logical fallacies
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
Facts and opinions 1. Distinguish facts from opinions Supporting evidence 2. Identify stronger and weaker evidence to support a claim 3. Choose the best evidence to support a claim 4. Identify supporting evidence in a text 5. Choose the analysis that logically connects the evidence to the claim Counterclaims 6. Evaluate counterclaims Logical fallacies 7. Classify logical fallacies
iii: identifiable audience or reader; and		1. Identify audience and purpose
iii: identifiable audience or reader; and
1. Identify audience and purpose

F analyze the effectiveness of characteristics of multimodal and digital texts.
F analyze the effectiveness of characteristics of multimodal and digital texts.

8	Author's purpose and craft
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;		Purpose and audience 1. Identify audience and purpose Central idea 2. Determine the main idea of a passage Arguments 3. Trace an argument: set 1 4. Trace an argument: set 2 Rhetorical strategies 5. Analyze rhetorical strategies in historical texts: set 1 6. Analyze rhetorical strategies in historical texts: set 2
A analyze the author's purpose, audience, and message within a text;
Purpose and audience 1. Identify audience and purpose Central idea 2. Determine the main idea of a passage Arguments 3. Trace an argument: set 1 4. Trace an argument: set 2 Rhetorical strategies 5. Analyze rhetorical strategies in historical texts: set 1 6. Analyze rhetorical strategies in historical texts: set 2

B evaluate use of text structure to achieve the author's purpose;		Author's purpose 1. Identify audience and purpose Analyze structure in nonfiction passages 2. Analyze the development of informational passages: set 1 3. Analyze the development of informational passages: set 2 4. Trace an argument: set 1 5. Trace an argument: set 2
B evaluate use of text structure to achieve the author's purpose;
Author's purpose 1. Identify audience and purpose Analyze structure in nonfiction passages 2. Analyze the development of informational passages: set 1 3. Analyze the development of informational passages: set 2 4. Trace an argument: set 1 5. Trace an argument: set 2

C evaluate the author's use of print and graphic features to achieve specific purposes;
C evaluate the author's use of print and graphic features to achieve specific purposes;


D evaluate how the author's use of language informs and shapes the perception of readers;		Tone 1. Which text is most formal? 2. Compare passages for subjective and objective tone 3. Compare passages for tone 4. Analyze the effects of figures of speech on meaning and tone Rhetorical strategies 5. Analyze rhetorical strategies in historical texts: set 1 6. Analyze rhetorical strategies in historical texts: set 2 Word choice and usage 7. Describe the difference between related words 8. Choose the word whose connotation and denotation best match the sentence 9. Explore words with new or contested usages
D evaluate how the author's use of language informs and shapes the perception of readers;
Tone 1. Which text is most formal? 2. Compare passages for subjective and objective tone 3. Compare passages for tone 4. Analyze the effects of figures of speech on meaning and tone Rhetorical strategies 5. Analyze rhetorical strategies in historical texts: set 1 6. Analyze rhetorical strategies in historical texts: set 2 Word choice and usage 7. Describe the difference between related words 8. Choose the word whose connotation and denotation best match the sentence 9. Explore words with new or contested usages

E evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;		Figurative language 1. Interpret the meaning of an allusion from its source 2. Analyze the effects of figures of speech on meaning and tone Rhetorical strategies 3. Analyze rhetorical strategies in historical texts: set 1 4. Analyze rhetorical strategies in historical texts: set 2
E evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;
Figurative language 1. Interpret the meaning of an allusion from its source 2. Analyze the effects of figures of speech on meaning and tone Rhetorical strategies 3. Analyze rhetorical strategies in historical texts: set 1 4. Analyze rhetorical strategies in historical texts: set 2

F evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and		Tone 1. Which text is most formal? 2. Compare passages for subjective and objective tone 3. Compare passages for tone Rhetorical strategies 4. Analyze rhetorical strategies in historical texts: set 1 5. Analyze rhetorical strategies in historical texts: set 2 Word choice and usage 6. Describe the difference between related words 7. Choose the word whose connotation and denotation best match the sentence
F evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
Tone 1. Which text is most formal? 2. Compare passages for subjective and objective tone 3. Compare passages for tone Rhetorical strategies 4. Analyze rhetorical strategies in historical texts: set 1 5. Analyze rhetorical strategies in historical texts: set 2 Word choice and usage 6. Describe the difference between related words 7. Choose the word whose connotation and denotation best match the sentence

G analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.		Rhetorical strategies 1. Analyze rhetorical strategies in historical texts: set 1 2. Analyze rhetorical strategies in historical texts: set 2 3. Identify appeals to ethos, pathos, and logos in advertisements Logical fallacies 4. Classify logical fallacies
G analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
Rhetorical strategies 1. Analyze rhetorical strategies in historical texts: set 1 2. Analyze rhetorical strategies in historical texts: set 2 3. Identify appeals to ethos, pathos, and logos in advertisements Logical fallacies 4. Classify logical fallacies

9-10	Composition
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. Identify audience and purpose 2. 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. Identify audience and purpose 2. 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 strategic organizational structures appropriate to purpose, audience, topic, and context; and		Audience and purpose 1. Identify audience and purpose Organization 2. Organize information by topic 3. Choose the topic sentence that best captures the main idea 4. Identify thesis statements Transitions 5. Transition logically between claims, evidence, analysis, and counterclaims 6. Transitions with conjunctive adverbs
i: using strategic organizational structures appropriate to purpose, audience, topic, and context; and
Audience and purpose 1. Identify audience and purpose Organization 2. Organize information by topic 3. Choose the topic sentence that best captures the main idea 4. Identify thesis statements Transitions 5. Transition logically between claims, evidence, analysis, and counterclaims 6. Transitions with conjunctive adverbs
ii: developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;		Topic sentences and thesis statements 1. Choose the topic sentence that best captures the main idea 2. Identify thesis statements Rhetorical devices 3. Use personification 4. Analyze the effects of figures of speech on meaning and tone Development and support 5. Distinguish facts from opinions 6. Identify stronger and weaker evidence to support a claim 7. Choose the best evidence to support a claim 8. Identify supporting evidence in a text 9. Choose the analysis that logically connects the evidence to the claim Persuasive strategies 10. Use appeals to ethos, pathos, and logos in persuasive writing
ii: developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
Topic sentences and thesis statements 1. Choose the topic sentence that best captures the main idea 2. Identify thesis statements Rhetorical devices 3. Use personification 4. Analyze the effects of figures of speech on meaning and tone Development and support 5. Distinguish facts from opinions 6. Identify stronger and weaker evidence to support a claim 7. Choose the best evidence to support a claim 8. Identify supporting evidence in a text 9. Choose the analysis that logically connects the evidence to the claim Persuasive strategies 10. Use appeals to ethos, pathos, and logos in persuasive writing

C revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;		Revision 1. Suggest appropriate revisions Transitions 2. Transition logically between claims, evidence, analysis, and counterclaims 3. Transitions with conjunctive adverbs Parallel structure 4. Identify sentences with parallel structure 5. Use parallel structure Clarity 6. Avoid double, illogical, and unclear comparisons 7. Remove redundant words or phrases Style 8. Which text is most formal? 9. Compare passages for subjective and objective tone 10. Compare passages for tone Word choice and usage 11. Describe the difference between related words 12. Choose the word whose connotation and denotation best match the sentence 13. Use words accurately and precisely 14. Replace words using a thesaurus 15. Use dictionary entries to determine correct usage 16. Explore words with new or contested usages Sentence fluency 17. Choose punctuation to avoid fragments and run-ons 18. Combine sentences using relative clauses Modifiers 19. Misplaced modifiers with pictures 20. Select the misplaced or dangling modifier 21. Are the modifiers used correctly?
C revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
Revision 1. Suggest appropriate revisions Transitions 2. Transition logically between claims, evidence, analysis, and counterclaims 3. Transitions with conjunctive adverbs Parallel structure 4. Identify sentences with parallel structure 5. Use parallel structure Clarity 6. Avoid double, illogical, and unclear comparisons 7. Remove redundant words or phrases Style 8. Which text is most formal? 9. Compare passages for subjective and objective tone 10. Compare passages for tone Word choice and usage 11. Describe the difference between related words 12. Choose the word whose connotation and denotation best match the sentence 13. Use words accurately and precisely 14. Replace words using a thesaurus 15. Use dictionary entries to determine correct usage 16. Explore words with new or contested usages Sentence fluency 17. Choose punctuation to avoid fragments and run-ons 18. Combine sentences using relative clauses Modifiers 19. Misplaced modifiers with pictures 20. Select the misplaced or dangling modifier 21. Are the modifiers used correctly?

D edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and		Fragments and run-ons 1. Identify sentence fragments 2. Identify run-on sentences 3. Choose punctuation to avoid fragments and run-ons Phrases and clauses 4. Combine sentences using relative clauses Pronoun-antecedent agreement 5. Identify vague pronoun references 6. Identify all of the possible antecedents 7. Correct inappropriate shifts in pronoun number and person Subject-verb agreement 8. Identify and correct errors with subject-verb agreement 9. Identify and correct errors with indefinite pronoun-verb agreement 10. Identify and correct verb agreement with compound subjects Active and passive voice 11. Rewrite the sentence in active voice Modifiers 12. Misplaced modifiers with pictures 13. Select the misplaced or dangling modifier 14. Are the modifiers used correctly? Verb tense 15. Identify and correct inappropriate shifts in verb tense Pronouns 16. Identify and correct errors with subject and object pronouns 17. Subject and object pronouns review 18. Identify and correct pronoun errors with "who" Restrictive and nonrestrictive elements 19. What does the punctuation suggest? 20. Commas with nonrestrictive elements Commas 21. Commas with direct addresses, introductory elements, absolute phrases, interjections, interrupters, and antithetical phrases 22. Commas with series, dates, and places 23. Commas with compound, complex, and compound-complex sentences 24. Commas with coordinate adjectives 25. Commas: review Semicolons, colons, and commas 26. Join sentences with semicolons, colons, and commas 27. Use colons and commas to introduce lists, quotations, and appositives 28. Use semicolons and commas to separate items in a series 29. Semicolons, colons, and commas: review Dashes, hyphens, and ellipses 30. Use dashes 31. Use hyphens in compound adjectives 32. Decide whether ellipses are used appropriately Apostrophes 33. Identify and correct errors with plural and possessive nouns 34. Identify and correct errors with compound and joint possession Capitalization 35. Correct capitalization errors Formatting 36. Formatting quotations and dialogue Frequently confused words 37. Use the correct frequently confused word 38. Identify and correct errors with frequently confused words 39. Identify and correct errors with frequently confused pronouns and contractions Homophones 40. Use the correct homophone 41. Identify and correct errors with homophones Commonly misspelled words 42. Correct errors with commonly misspelled words Common errors 43. Correct errors with signs 44. Correct errors in everyday use
D edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
Fragments and run-ons 1. Identify sentence fragments 2. Identify run-on sentences 3. Choose punctuation to avoid fragments and run-ons Phrases and clauses 4. Combine sentences using relative clauses Pronoun-antecedent agreement 5. Identify vague pronoun references 6. Identify all of the possible antecedents 7. Correct inappropriate shifts in pronoun number and person Subject-verb agreement 8. Identify and correct errors with subject-verb agreement 9. Identify and correct errors with indefinite pronoun-verb agreement 10. Identify and correct verb agreement with compound subjects Active and passive voice 11. Rewrite the sentence in active voice Modifiers 12. Misplaced modifiers with pictures 13. Select the misplaced or dangling modifier 14. Are the modifiers used correctly? Verb tense 15. Identify and correct inappropriate shifts in verb tense Pronouns 16. Identify and correct errors with subject and object pronouns 17. Subject and object pronouns review 18. Identify and correct pronoun errors with "who" Restrictive and nonrestrictive elements 19. What does the punctuation suggest? 20. Commas with nonrestrictive elements Commas 21. Commas with direct addresses, introductory elements, absolute phrases, interjections, interrupters, and antithetical phrases 22. Commas with series, dates, and places 23. Commas with compound, complex, and compound-complex sentences 24. Commas with coordinate adjectives 25. Commas: review Semicolons, colons, and commas 26. Join sentences with semicolons, colons, and commas 27. Use colons and commas to introduce lists, quotations, and appositives 28. Use semicolons and commas to separate items in a series 29. Semicolons, colons, and commas: review Dashes, hyphens, and ellipses 30. Use dashes 31. Use hyphens in compound adjectives 32. Decide whether ellipses are used appropriately Apostrophes 33. Identify and correct errors with plural and possessive nouns 34. Identify and correct errors with compound and joint possession Capitalization 35. Correct capitalization errors Formatting 36. Formatting quotations and dialogue Frequently confused words 37. Use the correct frequently confused word 38. Identify and correct errors with frequently confused words 39. Identify and correct errors with frequently confused pronouns and contractions Homophones 40. Use the correct homophone 41. Identify and correct errors with homophones Commonly misspelled words 42. Correct errors with commonly misspelled words Common errors 43. Correct errors with signs 44. Correct errors in everyday use

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;		Tone 1. Compare passages for tone 2. Choose the word whose connotation and denotation best match the sentence Point of view 3. Identify the narrative point of view Poetry 4. Identify elements of poetry Descriptive details 5. Use personification 6. Analyze the effects of figures of speech on meaning and tone Dialogue 7. Formatting quotations and dialogue
A compose literary texts such as fiction and poetry using genre characteristics and craft;
Tone 1. Compare passages for tone 2. Choose the word whose connotation and denotation best match the sentence Point of view 3. Identify the narrative point of view Poetry 4. Identify elements of poetry Descriptive details 5. Use personification 6. Analyze the effects of figures of speech on meaning and tone Dialogue 7. Formatting quotations and dialogue

B compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;		Tone 1. Which text is most formal? 2. Compare passages for subjective and objective tone Audience and purpose 3. Identify audience and purpose Organization 4. Order topics from broadest to narrowest 5. Organize information by topic 6. Choose the topic sentence that best captures the main idea Supporting evidence 7. Distinguish facts from opinions 8. Identify supporting evidence in a text
B compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;
Tone 1. Which text is most formal? 2. Compare passages for subjective and objective tone Audience and purpose 3. Identify audience and purpose Organization 4. Order topics from broadest to narrowest 5. Organize information by topic 6. Choose the topic sentence that best captures the main idea Supporting evidence 7. Distinguish facts from opinions 8. Identify supporting evidence in a text

C compose argumentative texts using genre characteristics and craft;		Tone 1. Which text is most formal? Audience and purpose 2. Identify audience and purpose Organization 3. Organize information by topic 4. Choose the topic sentence that best captures the main idea 5. Identify thesis statements Supporting evidence 6. Distinguish facts from opinions 7. Identify stronger and weaker evidence to support a claim 8. Choose the best evidence to support a claim 9. Identify supporting evidence in a text 10. Choose the analysis that logically connects the evidence to the claim Counterclaims 11. Evaluate counterclaims Logical fallacies 12. Classify logical fallacies Persuasive strategies 13. Use appeals to ethos, pathos, and logos in persuasive writing
C compose argumentative texts using genre characteristics and craft;
Tone 1. Which text is most formal? Audience and purpose 2. Identify audience and purpose Organization 3. Organize information by topic 4. Choose the topic sentence that best captures the main idea 5. Identify thesis statements Supporting evidence 6. Distinguish facts from opinions 7. Identify stronger and weaker evidence to support a claim 8. Choose the best evidence to support a claim 9. Identify supporting evidence in a text 10. Choose the analysis that logically connects the evidence to the claim Counterclaims 11. Evaluate counterclaims Logical fallacies 12. Classify logical fallacies Persuasive strategies 13. Use appeals to ethos, pathos, and logos in persuasive writing

D compose correspondence in a professional or friendly structure;		1. Which text is most formal? 2. Compare passages for subjective and objective tone
D compose correspondence in a professional or friendly structure;
1. Which text is most formal? 2. Compare passages for subjective and objective tone

E compose literary analysis using genre characteristics and craft; and		Audience and purpose 1. Identify audience and purpose Tone 2. Compare passages for tone Point of view 3. Identify the narrative point of view Figurative language 4. Interpret the meaning of an allusion from its source 5. Recall the source of an allusion 6. Interpret the figure of speech 7. Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox 8. Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement 9. Classify the figure of speech: review 10. Analyze the effects of figures of speech on meaning and tone Thesis statement 11. Identify thesis statements Supporting details 12. Identify stronger and weaker evidence to support a claim 13. Choose the best evidence to support a claim 14. Identify supporting evidence in a text 15. Choose the analysis that logically connects the evidence to the claim
E compose literary analysis using genre characteristics and craft; and
Audience and purpose 1. Identify audience and purpose Tone 2. Compare passages for tone Point of view 3. Identify the narrative point of view Figurative language 4. Interpret the meaning of an allusion from its source 5. Recall the source of an allusion 6. Interpret the figure of speech 7. Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox 8. Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement 9. Classify the figure of speech: review 10. Analyze the effects of figures of speech on meaning and tone Thesis statement 11. Identify thesis statements Supporting details 12. Identify stronger and weaker evidence to support a claim 13. Choose the best evidence to support a claim 14. Identify supporting evidence in a text 15. Choose the analysis that logically connects the evidence to the claim

F compose rhetorical analysis using genre characteristics and craft.		Audience and purpose 1. Identify audience and purpose Tone 2. Compare passages for tone Figurative language 3. Interpret the meaning of an allusion from its source 4. Recall the source of an allusion 5. Interpret the figure of speech 6. Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox 7. Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement 8. Classify the figure of speech: review 9. Analyze the effects of figures of speech on meaning and tone Rhetorical strategies 10. Analyze rhetorical strategies in historical texts: set 1 11. Analyze rhetorical strategies in historical texts: set 2 Organization 12. Organize information by topic 13. Identify thesis statements Supporting evidence 14. Identify stronger and weaker evidence to support a claim 15. Choose the best evidence to support a claim 16. Identify supporting evidence in a text 17. Choose the analysis that logically connects the evidence to the claim 18. Classify logical fallacies Persuasive strategies 19. Identify appeals to ethos, pathos, and logos in advertisements
F compose rhetorical analysis using genre characteristics and craft.
Audience and purpose 1. Identify audience and purpose Tone 2. Compare passages for tone Figurative language 3. Interpret the meaning of an allusion from its source 4. Recall the source of an allusion 5. Interpret the figure of speech 6. Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox 7. Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement 8. Classify the figure of speech: review 9. Analyze the effects of figures of speech on meaning and tone Rhetorical strategies 10. Analyze rhetorical strategies in historical texts: set 1 11. Analyze rhetorical strategies in historical texts: set 2 Organization 12. Organize information by topic 13. Identify thesis statements Supporting evidence 14. Identify stronger and weaker evidence to support a claim 15. Choose the best evidence to support a claim 16. Identify supporting evidence in a text 17. Choose the analysis that logically connects the evidence to the claim 18. Classify logical fallacies Persuasive strategies 19. Identify appeals to ethos, pathos, and logos in advertisements

11	Inquiry and research
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, bias, and accuracy; and
i: credibility, bias, and accuracy; and

ii: faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;		1. Classify logical fallacies
ii: faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;
1. Classify logical fallacies

H display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and		Citations 1. Understand a Works Cited entry (MLA 8th–9th editions) 2. Recognize the parts of a Works Cited entry (MLA 8th–9th editions) 3. Use in-text citations (MLA 8th–9th editions) Plagiarism 4. Identify plagiarism
H display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and
Citations 1. Understand a Works Cited entry (MLA 8th–9th editions) 2. Recognize the parts of a Works Cited entry (MLA 8th–9th editions) 3. Use in-text citations (MLA 8th–9th editions) Plagiarism 4. 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.