Pennsylvania Common Core Standards English Language Arts Grade 11

Transcription

1 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11

2 Table of Contents 1.2 Reading Informational Text Reading Literature Writing Speaking and Listening

3 Introduction This document demonstrates how Common Core Edition 2012 meets the objectives of the Common Core Standards for English Language Arts. Correlation page references are Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Common Core Edition Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. Common Core Edition is designed to motivate and inspire today s digital natives your students. : Language and Literacy brings the art of teaching literature in 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core State Standards Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 3

4 Common Core Standards, 1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Key Ideas and Details Main Idea CC A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. SE/TE: Summarize to identify main idea, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Common Core Assessment Workshop: Analyze the Development of Central Ideas, 204; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113; also see: Comparing Literary Works: Writer's Views/Insights, 536, 543, Social Commentary, 1346, 1355 Key Ideas and Details Text Analysis CC B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author s implicit and explicit assumptions and beliefs. SE/TE: Comprehending Complex Texts: Close Read the Text (nonfiction), CC66 CC67; Ask Questions, CC68 CC69; Analyzing Arguments, CC70 CC71; The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72 CC73; Analyzing Legal Meanings and Reasoning, CC74 CC75; Preparing to Read Complex Texts (nonfiction): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Sentences, break down long, 56, 64, 66; Paraphrase to determine meaning, 74, 76, 79; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152, 858, 860, 865; Summarize, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Informational Texts: inferences, draw, ; Main idea and supporting details, 1102, 1110, 1113; Conclusions, draw, 1392, 1393,

5 Common Core Standards, CC C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. Craft and Structure Point of View CC D Evaluate how an author s point of view or purpose shapes the content and style of a text. SE/TE: Exploration narratives, 46, 50, 51, 55; Ethical appeal/argument, 97, 110, 196, 448, 1258; Autobiography, 139, 141, 143, 145, 152, 165, 518, 528, 928, 937; Slave narrative, 168, 176; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Cause and effect, analyze/identify, 858, 860, 865; Organizational patterns, analyze, 1094, 1098, 1101; Main idea and supporting details, 1102, 1110, 1113; Expository essay, 1375, 1376, 1381; Conclusions, draw, 1392, 1393, 1401 SE/TE: Common Core Workshop: The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72 CC73; Philosophical assumptions, analyze, 40, 43, 45; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Appeal to audience, critique, 98, 105, 108; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 518, 928, 933, 934, 937, 1375; Speaker's attitude, compare and contrast, 406, 420; Questions, generate, 492; Writer's views/insights, compare, 536, 543; Author s general purpose for writing, 552; Philosophical argument, analyze, 626, 633, 784, 793; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; also see: Informational Texts: philosophical assumptions, analyze, , symbols, evaluate persuasive use of, , fact and opinion, distinguish between,

6 Common Core Standards, Craft and Structure Text Structure CC E Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Craft and Structure Vocabulary CC F Evaluate how words and phrases shape meaning and tone in texts. SE/TE: Common Core Workshop: Analyzing Arguments, CC70 CC71, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72 CC73, Analyzing Legal Meanings and Reasoning, CC74 CC75; Speeches, 96, 101, 102, 108, 614; Logical appeal/argument, 97, 110, 196, 448, 1258, 1260; Rhetorical question, 98, 102, 108, 449, 1070, 1077; Social commentary, 569, 582, 1346, 1354; Exposition, 796, 1026, 1038, 1449, R27; Humorous essay, 858, 860, 865, 1375; Argument/support structure, 1102, 1113; Organizational patterns, analyze, 1094, 1098, 1101; Expository essay, 1375, 1376, 1381; Persuasive essay, 1256, 1375; Outline, 1408, 1421; Common Core Assessment Workshop: Analyze and Evaluate Rhetoric, 1464 SE/TE: Common Core Workshop: Building Academic Vocabulary: Technical Domain- Specific Academic Vocabulary, CC55 CC59, Critical Thinking Terms, CC60 CC61; Signal words, recognize, 46, 49, 54, 55; Loaded words, 97, 1260; Word choice, analyze, 110, 114, 120; Vocabulary Workshop, , , , , , ; Figurative language, 364, 369, 403, 449; Connotation, 909, 1050; Informational Texts: clarify using rereading and context clues, use, ; also see: Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422,

7 Common Core Standards, Integration of Knowledge and Ideas Diverse Media CC G Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem. Integration of Knowledge and Ideas Evaluating Arguments CC H Analyze seminal texts based upon reasoning, premises, purposes, and arguments. Integration of Knowledge and Ideas Analysis Across Texts CC I Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. SE/TE: Reading for Information, , , , , , , , , , , , , ; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Communications Workshop: Political Advertisement (nonprint) Analysis, , Entertainment Media Analysis/Evaluation, , Print Media Coverage Comparison, SE/TE: Political assumptions, analyze, 98, 108; Main idea and supporting details, 1102, 1110, 1113; and for related texts, please see the following: Patrick Henry, Speech in the Virginia Convention (p. 100) Benjamin Franklin, Speech in the Convention (p. 105) Thomas Paine, from The American Crisis (p. 117) John F. Kennedy, Inaugural Address (p. 1104) SE/TE: Political assumptions, analyze, 98, 108; Writer's views/insights, compare, 536; Main idea and supporting details, 1102, 1110, 1113; and for related texts, please see the following: Thomas Jefferson, The Declaration of Independence (p. 112) Abraham Lincoln, The Gettysburg Address (p. 538) John F. Kennedy, Inaugural Address (p. 1104) 7

8 Common Core Standards, Vocabulary Acquisition and Use CC J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CC K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Range of Reading CC L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55 CC59, Critical Thinking Terms, CC60 CC61; Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop: Dictionary, Thesaurus, , Political Science, History Terms, , Words from Mythology and Religious Traditions, , Scientific, Medical, Mathematical Terms, , Idioms, Idiomatic Expressions, , Cognates, SE/TE: Multiple-meaning words, 439, 663, 1069, 1345; also see: Vocabulary Acquisition and Use (word analysis), 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440 SE/TE: Common Core: Independent Reading, 206, 458, 686, 962, 1274, 1466; Preparing to Read Complex Texts, 207, 459, 687, 963, 1275,

9 Common Core Standards, 1.3 Reading Literature Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Key Ideas and Details Theme CC A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355, Themes, 1408, 1421; also see: Writing an Objective Summary, CC62 CC63; Common Core Assessment Workshop: Analyze the Development of Theme and Central Ideas, 204, Analyze Development of Theme, 960; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334 Key Ideas and Details Text Analysis CC B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author s implicit and explicit assumptions and beliefs. SE/TE: Comprehending Complex Texts, CC64 CC65; Reading Strategies (Preparing to read complex texts): Inference, draw, 270, 275, 277, 279, 285, 1346, 1355, Sentences, break down long, 291, 298, 304, 308, 313, 318, Essential message, determine, 334, 342, 349, 356, Philosophical argument, analyze, 626, 633, 784, 793, Meaning, clarify, 650, 659, 660, 662, Paraphrase to determine meaning, 778, 781, 783, Conclusions, draw, 1010, 1015, 1020, 1024, Cause and effect, analyze/identify, 1080, 1085, 1086, 1088, 1091, 1382, 1388,

10 Common Core Standards, Key Ideas and Details Literary Elements CC C Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama. Craft and Structure Point of View CC D Evaluate how an author s point of view or purpose shapes the content and style of a text. Craft and Structure Text Structure CC E Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole. SE/TE: Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Gothic literature, 291, 296, 299, 301, 302, 306, 309, 312, 314, 315, 318, 322, 323, 326, 327, 328, 330; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Setting, 594, 611, 640, 648, 797, 1080, 1083, 1084, 1086, 1091; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308; also see:, Common Core Assessment Workshop: Analyze the Development of a Story, 456, Analyze Characterization in a Story, 684, Analyze Story Elements, 1272 SE/TE: Author s Purpose, 56, 518, 552; Author s Style, Figurative Expressions, Metaphor, and Analogy, 376; Point of view, 478; Humor, 569, 587; Elliptical phrasing, 407; Irony, 449, 594, 604, 609, 611, 626, 630, 633, 1186, 1193, 1194, 1195, 1200, 1207, 1212, 1214; Humor, 569, 574, 578, 579, 582, 587; Satire, 772, 776, 1382, 1390; Understatement, 858; Satirical essay, 1375 SE/TE: Plot, 648, 1032, 1034, 1037, 1038, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Structure/meaning, evaluate, 772, 776; Resolution and conflict, 796, 814, 826, 830, 1026, 1123, 1449; Tragedy, 1116, 1216, 1221, 1223, 1227, 1231, 1232, 1234; Plot device, 1296, 1299, 1300, 1303, 1308; also see: Syntax, 74, 79, 448, 516, 778, 796,

11 Common Core Standards, Craft and Structure Vocabulary CC F Evaluate how words and phrases shape meaning and tone in texts. Integration of Knowledge and Ideas Sources of Information CC G Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) SE/TE: Building Academic Vocabulary: Critical Thinking Terms, CC60 CC61; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Simile, 784, 793, 1050, 1055; Personification, 866, 871; Connotation, 909, 1050; also see: Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop, , , , , , SE/TE: Communications Workshop: Oral Interpretation of Literary Work, : Arthur Miller s Stars, 1122; Speaking and Listening: Analyzing Interpretations (view productions of The Crucible ),

12 Common Core Standards, Integration of Knowledge and Ideas Text Analysis CC H Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. SE/TE: This standard is covered throughout the text. For features that help students deepen their knowledge of these foundational works and understand their place in the literary history of the United States, see the following: Snapshot of the Period, 2 3, , , , , ; Historical Background, 4 5, , , , , ; Essential Questions Across Time, 6 13, , , , , ; Recent Scholarship, 14 15, , , , , ; Integrate and Evaluate Information, 16, 224, 476, 704, 980, 1292 Particular texts, by time period, include the following: Eighteenth-Century Foundational Works Patrick Henry, Speech in the Virginia Convention (p. 100) Olaudah Equiano, from The Interesting Narrative of the Life of Olaudah Equiano (p. 170) Nineteenth-Century Foundational Works Washington Irving, The Devil and Tom Walker (p. 228) Henry David Thoreau, from Walden (p. 378) Emily Dickinson, Poetry (p. 408) Walt Whitman, from Song of Myself (p. 428) Frederick Douglass, from My Bondage and My Freedom (p. 520) Abraham Lincoln, The Gettysburg Address (p. 538) Kate Chopin, The Story of an Hour (p. 628) 12

13 Common Core Standards, (Continued) CC H Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. Vocabulary Acquisition and Use Strategies CC I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Vocabulary Acquisition and Use CC J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Range of Reading CC K Read and comprehend literary fiction on grade level, reading independently and proficiently. (Continued) Early-Twentieth-Century Foundational Works T.S. Eliot, The Love Song of J. Alfred Prufrock (p. 708) William Carlos Williams, The Red Wheelbarrow (p. 723) William Faulkner, A Rose for Emily (p. 816) SE/TE: Multiple-meaning words, 439, 663, 1069, 1345; also see: Vocabulary Acquisition and Use (word analysis), 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440 SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55 CC59, Critical Thinking Terms, CC60 CC61; Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop: Dictionary, Thesaurus, , Political Science, History Terms, , Words from Mythology and Religious Traditions, , Scientific, Medical, Mathematical Terms, , Idioms, Idiomatic Expressions, , Cognates, SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Preparing to Read Complex Texts, 207, 459, 687, 1274,

14 Common Core Standards, 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Informative/Explanatory CC A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. SE/TE: Common Core Workshop: Writing an Objective Summary, CC62 CC63; Writing Workshop: Write a Reflective Essay, , Historical Investigation Report (Write a Research Report), , Write a Multimedia Presentation, ; also see: Writing (explanatory and informative texts), 79, 83, 109, 268, 373, 421, 491, 515, 529, 543, 557, 593, 727, 754, 763, 777, 783, 794, 807, 865, 871, 919, 927, 999, 1025, 1055, 1069, 1101, 1159, 1249, 1332, 1345, 1355, 1369, 1381, 1397, 1422; Performance Tasks: Writing essays, 204, 456, 684, 960, 1272, 1464; Research Task: Write a biographical narrative, 255, Write a research report on women and the Civil War, 505 Informative/Explanatory Focus CC B Write with a sharp distinct focus identifying topic, task, and audience. SE/TE: Reflective Essay: Choosing your topic, 441, Start with a strong lead, 442; Historical Investigation Report: Topic, choose/narrow, 665, Thesis, 666, Organization method, 667, Source material, integrate, 668, Professional Models: Using Research (Painter), 669, Citations, 670, 671; Multimedia Presentation, ; also see: Writing Lesson skills: Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078; Organization method, 320, 584, 633, 667, 1236, 1258, 1345,

15 Common Core Standards, Informative/Explanatory Content CC C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Informative/Explanatory Organization CC D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. Informative/Explanatory Style CC E Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending norms of the discipline in which they are writing. Establish and maintain a formal style. SE/TE: Reflective Essay: Gathering details, 441, Providing elaboration, 442; Historical Investigation Report: Evidence, factual, 665, Elaboration, Outline, 666, Organization method, 667, Citations, 668, Professional Models: Using Research (Painter), 669, Citations, 670, 671; also see: Writing Lesson skills: Details, gather, 55, 67, 79, 83, 189, 241, 421, 441, 442, 529, 612, 663, 665, 910, 1039, 1257, 1309, 1322, 1332, 1361, 1449; Facts, 177, 557; Evidence, 200, 663, 1183, 1257 SE/TE: Reflective Essay: Choosing your topic, 441, Start with a strong lead, 442; Historical Investigation Report: Topic, choose/narrow, 665, Thesis, 666, Organization method, 667, Source material, integrate, 668, Professional Models: Using Research (Painter), 669, Citations, 670, 671; Multimedia Presentation, ; also see: Writing Lesson skills: Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078; Organization method, 320, 584, 633, 667, 1236, 1258, 1345, 1361 SE/TE: Reflective Essay: Developing your style, 445; Historical Investigation Report: Word choice, 668; also see: Writing Lesson skills: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Language, 121, 663, 1452; Modifiers, replace weak,

16 Common Core Standards, Informative/Explanatory Conventions of Language CC F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Opinion/Argumentative CC G Write arguments to support claims in an analysis of substantive topics. Opinion/Argumentative Focus CC H Write with a sharp distinct focus identifying topic, task, and audience. Introduce the precise, knowledgeable claim. Opinion/Argumentative Content CC I Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. SE/TE: Editing/Proofreading, 447, 675, 951; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56 R63 SE/TE: Common Core Workshop: Composing an Argument, CC76 CC77; Write a Persuasive Essay (Argument), ; Writing Lesson: Editorial (Argumentative Text), 121, 391, 663, Persuasive Letter (Argumentative Text), 1183, Argument, 1255; Timed Writing: Persuasive essay, 562 SE/TE: Common Core Workshop: Composing an Argument (introducing the claim), CC76; Persuasive Essay: introduction / body / conclusion, 1258; also see: Writing lesson skills: evidence, factual, 200, 663, arguments, 391, 612, 666, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, counterargument, 1215 SE/TE: Common Core Workshop: Composing an Argument (developing the claim), CC76; Persuasive Essay: evidence, 1257, appeals, effective, 1258, professional models: using historical facts (miller), 1259, argument, 1260; also see: Writing lesson skills: facts, verify/clarify, 177, evidence, factual, 200, 663, opinion, form/summarize/support, 357, 373, 663, 1322, arguments, 391, 612, 666, 1215, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, evidence, 1183, 1257, counterargument,

17 Common Core Standards, Opinion/Argumentative Organization CC J Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Opinion/Argumentative Style CC K Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending norms of the discipline in which they are writing. Establish and maintain a formal style. Opinion/Argumentative Conventions of Language CC L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. Narrative CC M Write narratives to develop real or imagined experiences or events. SE/TE: Common Core Workshop: Composing an Argument (introducing the claim), CC76; Persuasive Essay: issue, analyze both sides of, 1257, introduction / body / conclusion, 1258, Professional Models: using historical facts (miller), 1259, argument, 1260, student models: persuasive essay, 1262; also see: Writing lesson skills: evidence, factual, 200, 663, arguments, 391, 612, 666, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, counterargument, 1215 SE/TE: Persuasive Essay: Appeals, effective, 1258, Professional Models (Miller), 1259, Peer review, use, 1260; also see: Writing Lesson skills: Evidence, factual, 200, 663, Logic, clarify, 320, 1260, 1345, Position statement, 515, 639, 1061, 1332, Facts, relevant, 557, Opinion, state/support, 715, 887, Rhetorical devices, 1183 SE/TE: Editing/Proofreading, 1263; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56 R63 SE/TE: Writing Workshop: Autobiographical Narrative, , Short Story, ; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir,

18 Common Core Standards, Narrative Focus CC N Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters. Narrative Content CC O Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. Narrative Organization CC P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. SE/TE: Autobiographical Narrative: Narrowing your topic, Find the turning point, 189, Begin with a strong lead, 190, Use subordination to give characters depth, 192; Short Story: Focus on a conflict, 1449, Establish point of view, 1450, Show instead of tell, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440 SE/TE: Autobiographical Narrative: Find the turning point, 189, Order your events, 190; Short Story: Create a story chart, 1449, Establish tense, 1450, Revising overall structure, 1452, Using punctuation in dialogue, 1453, 1455; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440 SE/TE: Autobiographical Narrative: Make memory notes, Find the turning point, 189, Order your events, 190, Connect the past present, 192; Short Story: Create a story chart, 1449, Establish tense, 1450, Revising overall structure, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir,

19 Common Core Standards, Narrative Style CC Q Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Narrative Conventions of Language CC R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Response to Literature CC S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. Production and Distribution of Writing Writing Process CC T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SE/TE: Autobiographical Narrative: Improving word choice, 193; Short Story: Show instead of tell, Revise word choice, & Revise to add sensory language, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440 SE/TE: Editing/Proofreading, 195, 1455; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56 R63 SE/TE: Common Core Assessment Workshop: Writing about literature and informational texts, 204, 456, 684, 960, 1272, 1464; also see: Writing lessons, 109, 154, 320, 357, 373, 491, 515, 593, 715, 763, 777, 807, 831, 871, 887, 910, 1025, 1055, 1061, 1069, 1078, 1249, 1322, 1381 SE/TE: Writing Workshop: Prewriting, 189, 441, 665, 945, 1257, 1449, Drafting, 190, 442, 666, 946, 1258, 1450, Revising, 192, 444, 948, 1260, 1452, Editing and Proofreading, 195, 447, 675, 1263, 1455, Publishing and Presenting, 195, 447, 675, 951, 1263, 1455; also see: Writing Lesson (prewriting, drafting, revising), 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422,

20 Common Core Standards, Technology and Publication CC U Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information. Conducting Research CC V Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SE/TE: Writing Workshop: Publishing and Presenting, 195, 447, 675, 1263, 1455; Multimedia Presentation, ; also see: Research Task: Construct an illustrated timeline, 187, Create a computer slide show, 1008; Writing Lesson: Electronic Slide Presentation, 535, Formal Oral Presentation, 565, Multi-Genre Response to Literature, 910, Multi-Genre Response to Poetry, 1078, Ad Campaign, 1363 SE/TE: Writing Workshop: Historical Investigation Report, , Multimedia Presentation, ; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008,

21 Common Core Standards, Credibility, Reliability, and Validity of Sources CC W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. SE/TE: Historical Investigation Report: Details, gather, 665, Sources, 666, Citations, 668, Professional Models: Using Research (Painter), 669, Plagiarism, avoid, 670, Works cited list (MLA style), 671; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Informational Texts: letters, floor plan (primary sources), , government document, field report, , public, government documents (abstract, government form), , personal history, speech (primary sources), , photographs, ballad (primary sources), , digital reference tools (online citation organizer, online encyclopedia), , poster, editorial cartoon, editorial (primary sources), , oral history transcript, (primary sources), , workplace documents ( online technical report, Internet policy statement), Range of Writing CC X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes and audiences. SE/TE: Common Core Workshop: Writing an Objective Summary, CC62 CC63, Composing an Argument, CC76 CC77; Writing Workshop, , , , , , ; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Common Core Performance Tasks: Writing, 204, 456, 684, 960, 1272,

22 Common Core Standards, 1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Comprehension and Collaboration Collaborative Discussion CC A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SE/TE: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457 Comprehension and Collaboration Critical Listening CC B Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone. Comprehension and Collaboration Evaluating Information CC C Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SE/TE: Communications Workshop: evaluate a persuasive speech, , peer evaluation for persuasive speech, 449, evaluation form fr oral interpretation, entertainment media analysis, ; also see: Collaboration: Respond thoughtfully to different opinions and perspectives, 15, Make sure all opinions are heard, 1291 SE/TE: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; also see: Communications Workshop: Political Ad (nonprint), , Entertainment Media Analysis, , Print Media Comparison,

23 Common Core Standards, Presentation of Knowledge and Ideas Purpose, Audience, and Task CC D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Presentation of Knowledge and Ideas Context CC E Adapt speech to a variety of contexts and tasks. Integration of Knowledge and Ideas Multimedia CC F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, ; Writing Workshop: Multimedia Presentation, ; also see: Speaking and Listening: Oral Presentation, 16, 476, Media review, 135, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465 SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, ; Writing Workshop: Multimedia Presentation, ; also see: Speaking and Listening: Oral Presentation, 16, 476, Media review, 135, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465 SE/TE: Speaking and Listening: Media review, 135, Slide presentation, 224, Multimedia presentation, 704; Multimedia Presentation, ; Writing Lesson: electronic slide presentation, 535, multigenre response to literature, 910, multigenre response to poetry, 1078, ad campaign,

24 Common Core Standards, Conventions of Standard English CC G Demonstrate command of the conventions of standard English when speaking based on grade level and content. SE/TE: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56 R63 24