Grade: 9

English Dept.
September-November /Quarter 1
Please reference the grade level quarterly blueprints for each marking period for more detailed information.

Standards Skills and Overarching Suggested Texts Summative Assessment

Knowledge Concepts
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its Students will be What challenges and St. Lucy’s Home for Girls Raised by Write an essay-at least three
development over the course of the text, including how it emerges and is shaped and able to: opportunities does Wolves, Karen Russell body paragraphs, introduction
refined by specific details; provide an objective summary of the text. coming of age and concluding paragraph
read closely for present? The Boy in the Stripped Pajamas, explaining a successful transition
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting textual details. John Boyne from childhood to adulthood.
motivations) develop over the course of a text, interact with other characters, and How is the process
advance the plot or develop the theme. annotate texts to of becoming who we The Call of the Wild, Jack London The essay should introduce a
support are influenced by our definition of adulthood,
RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order comprehension and relationships with Monster, Walter Meyers common challenges to teens
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create analysis. others, our world, “coming of age” and successful
such effects as mystery, tension, or surprise. and/or ourselves? “Letters to a Young Poet,” R.M. strategies to overcoming these
engage in Rilke challenges.
W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to productive How can looking at
make important connections and distinctions; include formatting (e.g., headings), evidence-based the growth of others “The 7 Habits of Highly This essay MUST include
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. discussions about enhance our self- Effective Teens,” Sean Covey specific examples/advice from
texts. knowledge and BOTH fiction and non-fiction
Standards for Language Support understanding of our “The Jacket,” Gary Soto sources.
L.9-10.1 Demonstrate command of the conventions of standard English grammar and collect and organize place in the world?
usage when writing or speaking. evidence from texts “The Red Dress,” Alice Munro
to support analysis OTHER ADD-ON OPTIONS:
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, in writing. “The Alchemist,” Paulo Coelho A guide for teens as they
punctuation, and spelling when writing. transition to adulthood. A visual
make claims about “Marigolds,” Robert Graves (prezi/power
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and across texts point/collage/video/etc)*
and phrases based on grades 9-10 reading and content, choosing flexibly from a range of using specific “On Turning 10,” Billy Collins
strategies. textual evidence. Q1 NYS CCELA Part II Rubric
“Being 17,” author TBD
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one- use vocabulary
on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, strategies to define “Mother to Son,” Langston
and issues, building on others' ideas and expressing their own clearly and persuasively. unknown words. Hughes

SL.9-10.1.A Come to discussions prepared, having read and researched material under To Save a Life (film)
study; explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. The Ultimate Gift (film)
 Grade: 9
English Dept.
December-February / Quarter 2
Title: Character Study — Working with Evidence
Please reference the grade level quarterly blueprints for each marking period for more detailed information

Standards Skills and Overarching Suggested Texts Quarterly

Knowledge Concepts Assessment
RL.9-10.2. Determine a theme or central idea of a text and analyze Students will be able to… Do all humans have Persepolis, Marjane Satrapl After reading a
in detail its development over the course of the text, including how it internal conflict? teacher-
Oedipus the King, Sophocles
emerges and is shaped and refined by specific details; provide an annotate texts to support selected novel
objective summary of the text. comprehension and How can we explore The Five People You Meet in Heaven, Mitch Albom and related
RL.9-10.4. Determine the meaning of words and phrases as they are analysis. identity through texts articles and/or
used in the text, including figurative and connotative meanings; that examine human “The Tell- Tale Heart,” E. A. Poe short stories
analyze the cumulative impact of specific word choices on meaning engage in productive motivations, actions, “The Black Cat” concerning
and tone (e.g., how the language evokes a sense of time and place; evidence-based and consequences? internal
how it sets a formal or informal tone). discussions about text. “The Masque of Red Death” conflict,
RL.9-10.5. Analyze how an author's choices concerning how to How does students will
“The Gift of the Magi,” O. Henry
structure a text, order events within it (e.g., parallel plots), and collect and organize understanding create a
manipulate time (e.g., pacing, flashbacks) create such effects as evidence from texts to character development “I Felt a Funeral, in my Brain,” E. Dickinson sourced-based
mystery, tension, or surprise. support analysis in help readers understand argument essay
W.9-10.2.a. Introduce a topic; organize complex ideas, concepts, and writing. texts? “As I Grew Older,” L. Hughes using a
information to make important connections and distinctions; include “The Raven,” E. A. Poe minimum of
formatting (e.g., headings), graphics (e.g., figures, tables), and make claims about and What are the effects of three texts.
multimedia when useful to aiding comprehension. across texts using specific an author’s structural “Incident”
W.9-10.9. Draw evidence from literary or informational texts to textual evidence. choices on the NYS CCELA
“True Crime”
support analysis, reflection, and research. development of central Part II Rubric
use vocabulary strategies ideas? “How Bernie Madoff Did It”
Standards for Language Support to define unknown
L.9-10.1 Demonstrate command of the conventions of standard English words. What is the nature of “The Lingering Effects of Torture”
grammar and usage when writing or speaking. guilt and human “PTSD Related to Prisoners of War”
L.9-10.2 Demonstrate command of the conventions of standard English fascination with crime?
capitalization, punctuation, and spelling when writing. Tristan & Isolde- film
SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) The Count of Monte Cristo- film
with diverse partners on grades 9-10 topics, texts, and issues,
“Reading a Film”
building on others' ideas and expressing their own clearly and
persuasively.
 Grade: 10
English Dept.
September-November / Quarter 1
Please reference the grade level quarterly blueprints for each marking period for more detailed information.

Standards Skills and Knowledge Overarching Resources Summative

Concepts Assessment

RL.9-10.3 Analyze how complex characters (e.g., those with Students will be able to… Poetry
multiple or conflicting motivations) develop over the course How and why do “A Poison Tree” Select a central
of a text, interact with other characters, and advance the plot • annotate texts to support comprehension authors develop and “Richard Corey” idea common to
or develop the theme. and analysis. present complex “My Papa’s Waltz” two texts, at least
RL.9-10.5 Analyze how an author's choices concerning how characters and ideas? “If” one of which is a
to structure a text, order events within it (e.g., parallel plots), • engage in productive, evidence based “Father to Son” short story.
and manipulate time (e.g., pacing, flashbacks) create such discussions about text. How are “Africa” Discuss how the
effects as mystery, tension, or surprise. characters/people “Theme from English B” authors use
W.9-10.2.A Introduce a topic; organize complex ideas, • collect and organize evidence from texts to influenced by family “Elegy for Jane” characterization
concepts, and information to make important connections support analysis in writing. and friends? “The Passionate Shepherd” and character
and distinctions; include formatting (e.g., headings), graphics “The Nymph’s Reply to the Shepherd” relationships as a
(e.g., figures, tables), and multimedia when useful to aiding “Raleigh was Right” writing
• make claims about and across texts using
comprehension. strategy/literary
specific textual evidence.
Music technique to
Standards for Language Support “Cat’s in the Cradle” develop the
L.9-10.1 Demonstrate command of the conventions of • Paraphrase and quote relevant evidence central idea(s).
standard English grammar and usage when writing or from texts. Short Stories Use details from
speaking. “Dreaming of Heroes” the texts to
L.9-10.2 Demonstrate command of the conventions of • Trace the development of ideas over the (excerpt from Friday Night Lights) illustrate the
standard English capitalization, punctuation, and spelling course of the text. Excerpt from The Story of My Life (Helen characters’
when writing. Keller) emotional and
L.9-10.4 Determine or clarify the meaning of unknown and • incorporate newly learned vocabulary in “The Palace Thief” (excerpt from The Palace social growth/
multiple-meaning words and phrases based on grades 9-10 written and verbal responses. Thief) change (or lack
reading and content, choosing flexibly from a range of “The Yellow Wallpaper” thereof) over the
strategies. “The Gift of the Magi” course of each
SL.9-10.1 Initiate and participate effectively in a range of “Desiree’s Baby” text.
collaborative discussions (one-on-one, in groups, and “The Lamb to the Slaughter”
teacher-led) with diverse partners on grades 9-10 topics, “Hills Like White Elephants”
texts, and issues, building on others' ideas and expressing “Two Kinds” (excerpt from The Joy Luck Club) CCELA Part III
their own clearly and persuasively. “Rules of the Game” (excerpt from The Joy Rubric
SL.9-10.1.A Come to discussions prepared, having read and Luck Club”
researched material under study; explicitly draw on that “The Interlopers”
preparation by referring to evidence from texts and other “The Cask of Amontillado”
research on the topic or issue to stimulate a thoughtful, well-
reasoned exchange of ideas.
 Grade: 10
English Dept.
December-February / Quarter 2
Title: Rhetorical and Literary Devices — Working with Evidence
Please reference the grade level quarterly blueprints for each marking period for more detailed information

Standards Skills and Knowledge Overarching Resources Quarterly

Concepts Assessment
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or Students will be able to… How do authors “Letter from Birmingham Jail,” Select a central idea
events, including the order in which the points are made, how they are develop and MLK Jr. common to at least
introduced and developed, and the connections that are drawn between them. annotate texts to support support a claim? two texts. In a
RI.9-10.4. Determine the meaning of words and phrases as they are used in a comprehension and “I Have a Dream,” MLK Jr. multi-paragraph
text, including figurative, connotative, and technical meanings; analyze the analysis. What methods do essay, analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how authors use to “Scream Bloody Murder,” authors’ use of
the language of a court opinion differs from that of a newspaper). engage in productive, persuade? Christine Amanpour various literary
RI.9-10.5. Analyze in detail how an author's ideas or claims are developed and evidence based and/or rhetorical
refined by particular sentences, paragraphs, or larger portions of a text (e.g., a discussions about text. How do “Women,” Alice Walker devices (complete
section or chapter). rhetorical/literary with evidence and
RI.9-10.6. Determine an author's point of view or purpose in a text and determine meaning of devices influence “In This Blind Alley,” Ahmad appropriate citation)
analyze how an author uses rhetoric to advance that point of view or purpose. unknown vocabulary. a reader? Shamlu and the effect of
W.9-10. 2 a-f. Write informative/explanatory texts to examine and convey those devices on the
complex ideas, concepts, and information clearly and accurately through the paraphrase and quote “Freedom,” Rabindranath Tagore reader.
effective selection, organization, and analysis of content. relevant evidence from a
W.9-10.9. Draw evidence from literary or informational texts to support text to support literary “A Genetics of Justice,” Julia CCELA Part III
analysis, reflection, and research. analyses. Alvarez Rubric

Standards for Language Support paraphrase and quote “Remembering to Never Forget,”
L.9-10.1.a. Use parallel structure. relevant evidence from a Mark Memmott
L.9-10.2.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or text.
more closely related independent clauses. Universal Declaration of Human
L.9-10.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in Rights
context and analyze their role in the text.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions “On the Adoption of the Universal
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, Declaration of Human Rights,”
texts, and issues, building on others' ideas and expressing their own clearly and Eleanor Roosevelt
persuasively.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
 Grade: 11
English Dept.
September-November / Quarter 1
Please reference the grade level quarterly blueprints for each marking period for more detailed information.

Standards Skills and Knowledge Overarching Resources Summative Assessment

Concepts
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the Students will be able to… What is the relationship “My Last Students draft a multi-
text says explicitly as well as inferences drawn from the text, including determining between independence Duchess,” by paragraph essay response to
where the text leaves matters uncertain. • annotate texts to support and dependence? Robert the following prompt, citing
RL.11-12.2Determine two or more themes or central ideas of a text and analyze their comprehension and analysis. Browning evidence from the text:
development over the course of the text, including how they interact and build on How are people
one another to produce a complex account; provide an objective summary of the • engage in productive transformed through Teacher- How is the speaker’s
text. evidence-based discussions their relationships with selected character developed over the
RL.11-12.3Analyze the impact of the author's choices regarding how to develop and about text. others? poetry course of the poem?
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed). • collect evidence from texts How does respect Discuss how the authors use
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, to support analysis. exist? Is respect a characterization and
including figurative and connotative meanings; analyze the impact of specific word learned response or a character relationships as a
choices on meaning and tone, including words with multiple meanings or language commanded response? writing strategy/literary
• organize evidence to plan
that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other technique to develop the
around writing.
authors.) central idea(s). Use details
RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing from the texts to illustrate
what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, • determine meaning of the characters’ emotional and
or understatement). unknown vocabulary. social growth/
change (or lack thereof) over
Standards for Language Support • question texts during reading the course of each text.
L.11-12.1 Demonstrate command of the conventions of standard English grammar to deepen understanding.
and usage when writing or speaking. CCELA Part III Rubric
L.11-12.2 Demonstrate command of the conventions of standard English • analyze the impact of an
capitalization, punctuation, and spelling when writing. author’s choices.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11-12 reading and content, choosing flexibly from a • summarize a text objectively.
range of strategies.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12
topics, texts, and issues, building on others' ideas and expressing their own clearly
and persuasively.
SL.11-12.1.A Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
 Grade: 11
English Dept.
December-February / Quarter 2
Title: Rhetorical and Literary Devices — Working with Evidence
Please reference the grade level quarterly blueprints for each marking period for more detailed information

Standards Skills and Overarching Resources Quarterly Assessment

Knowledge Concepts
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their Students will be able In a culture where we Hamlet, In this two-day assessment,
development over the course of the text, including how they interact and build on one to… are bombarded with William students discuss and then draft
another to produce a complex account; provide an objective summary of the text. ideas and images of Shakespeare a multi-paragraph response to
RL.11-12.3. Analyze the impact of the author's choices regarding how to develop and annotate texts to “what we should be,” the following prompt, citing
relate elements of a story or drama (e.g., where a story is set, how the action is support how does one form Teacher- evidence from the text:
ordered, how the characters are introduced and developed). comprehension and an identity that selected
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, analysis. remains true and drama Identify two central ideas from
including figurative and connotative meanings; analyze the impact of specific word authentic for the play. How do these ideas
choices on meaning and tone, including words with multiple meanings or language engage in productive her/himself? interact and build on one
that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other evidence-based another over the course of the
authors.) discussions about What does it mean to play? In your response,
RL.11-12.5. Analyze how an author's choices concerning how to structure specific text. be human? identify and discuss at least
parts of a text (e.g., the choice of where to begin or end a story, the choice to provide one literary device that the
a comedic or tragic resolution) contribute to its overall structure and meaning as well collect and organize Why are people writer uses to develop or relate
as its aesthetic impact. evidence from texts motivated to create these central ideas.
W.11-12.2. a-f. Write informative/explanatory texts to examine and convey complex to support analysis in an appearance that is
ideas, concepts, and information clearly and accurately through the effective selection, writing. different from
organization, and analysis of content. reality? NYS CCELA Part III Rubric
determine the
Standards for Language Support meaning of unknown How powerful is
L.11-12.5.a.b. Demonstrate understanding of figurative language, word relationships, vocabulary family loyalty in
and nuances in word meanings. inspiring people to
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and question texts during act?
phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. reading to deepen
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions understanding.
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others' ideas and expressing their own clearly and analyze the impact of
persuasively. an author’s choices.
 Grade: 12
English Dept.
September-November / Quarter 1
Please reference the grade level quarterly blueprints for each marking period for more detailed information.’

Standards Skills and Knowledge Overarching Resources Summative

Concepts Assessment
RL.11-12.3 Analyze the impact of the author's choices Students will be able to… How do Student exemplar Personal
regarding how to develop and relate elements of a story or external writing pieces narrative/College
drama (e.g., where a story is set, how the action is ordered, • determine the meaning of words and phrases as they factors admission essay
how the characters are introduced and developed). are used in the text, including figurative and influence On Writing, Stephen
RL.11-12.4 Determine the meaning of words and phrases as connotative meanings; analyze the impact of specific one’s sense King
they are used in the text, including figurative and connotative word choices on meaning and tone, including words of identity?
meanings; analyze the impact of specific word choices on with multiple meanings or language that is Fern Hill, Dylan
meaning and tone, including words with multiple meanings or particularly fresh, engaging, or beautiful. Thomas
language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.) • analyze the effectiveness of structure. “Treating a College
RL.11-12.6 Analyze a case in which grasping a point of view Admission Essay Like
requires distinguishing what is directly stated in a text from • write narratives to develop real or imagined a First Date,” The New
what is really meant (e.g., satire, sarcasm, irony, or experiences or events using effective technique, well- York Times
understatement). chosen details, and well-structured event sequences.
The Autobiography of
Standards for Language Support Malcolm X, Malcolm X
• engage and orient the reader by setting out a
L.11-12.1 Demonstrate command of the conventions of standard and Alex Haley
English grammar and usage when writing or speaking. problem or situation and its significance, establishing
L.11-12.2 Demonstrate command of the conventions of standard one or multiple point(s) of view.
The Names
English capitalization, punctuation, and spelling when writing.
L.11-12.4 Determine or clarify the meaning of unknown and • use narrative techniques, such as dialogue, pacing,
multiple-meaning words and phrases based on grades 11-12 reading
The Promotion
description, reflection, and multiple plot lines, to
and content, choosing flexibly from a range of strategies. develop experiences, events, and/or characters.
SL.11-12.1 Initiate and participate effectively in a range of 139 Steps (1935 film)
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11-12 topics, texts, and issues, • provide a conclusion that follows from and reflects
building on others' ideas and expressing their own clearly and on what is experienced, observed, or resolved over
persuasively. the course of the narrative.
SL.11-12.1.A Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation • adapt voice, awareness of audience, and use of
by referring to evidence from texts and other research on the topic language to accommodate a variety of cultural
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
contexts.
 Grade: 12
English Dept.
December-February / Quarter 2
Title: Character Study—Literary Techniques and Ethical Analysis
Please reference the grade level quarterly blueprints for each marking period for more detailed information

Standards Skills and Knowledge Overarching Suggested Quarterly

Concepts Texts Assessment

RL11-12.2. Determine two or more themes or central ideas of a text and Students will be able to… How do authors Anthem, Ayn Rand Students write a
analyze their development over the course of the text, including how they use specific formal, multi-
Animal Farm,
interact and build on one another to produce a complex account; provide an determine central ideas and how techniques to George Orwell paragraph
objective summary of the text. an author develops a central idea achieve a desired response in
RL11-12.4. Determine the meaning of words and phrases as they are used in throughout the course of a text. effect? Flash Fiction which they use
the text, including figurative and connotative meanings; analyze the impact of literary devices,
Fahrenheit 451, Ray
specific word choices on meaning and tone, including words with multiple analyze an author’s choice of What are the Bradbury
literary
meanings or language that is particularly fresh, engaging, or beautiful. elements and how these elements essential features techniques, and
RL11-12.5. Analyze how an author's choices concerning how to structure contribute to the development in of an effective 1984, George theme analysis
specific parts of a text (e.g., the choice of where to begin or end a story, the the text. style analysis? Orwell to explain how
choice to provide a comedic or tragic resolution) contribute to its overall a character’s
Kite Runner,
structure and meaning as well as its aesthetic impact. deconstruct figurative and Khaled Hosseini choices impact
W11-12.2 A-F Write informative/explanatory texts to examine and convey connotative meaning of words his or her life
complex ideas, concepts, and information clearly and accurately through the and phrases; impact of these Othello, and how
effective selection, organization, and analysis of content. choices. Shakespeare personal morals
All My Sons,
or ethics impact
Standards for Language Support analyze the structure of text and Arthur Miller social bonds.
how structure impacts meaning.
L.11-12.1 Demonstrate command of the conventions of standard English The Great Gatsby,
grammar and usage when writing or speaking. determine point of view or F. Scott Fitzgerald
L.11-12.2 Demonstrate command of the conventions of standard English purpose in a text, the rhetoric, Civil Disobedience,
capitalization, punctuation, and spelling when writing. how style and content contribute H. D. Thoreau
SL.11-12.1 Initiate and participate effectively in a range of collaborative to power, persuasiveness or
discussions (one-on-one, in groups, and teacher-led) with diverse partners on beauty of text. Variety of short
stories and
grades 11-12 topics, texts, and issues, building on others' ideas and expressing nonfiction
their own clearly and persuasively.
 Grade: 9 
English Dept. 
March-April 
Please reference the grade level quarterly blueprints for each marking period for more detailed information. 
 
Standards  Skills and Knowledge  Overarching  Suggested  Quarterly Assessment 
Concepts  Texts   
RI.9-10.4​ ​Determine the meaning of words and phrases as they are used in a text,  Read closely for textual details.  What is the impact  A Lesson before  Students submit a 
including figurative, connotative, and technical meanings; analyze the cumulative    of living a digital  Dying  completed Research 
impact of specific word choices on meaning and tone (e.g., how the language of a  Annotate texts to support comprehension and analysis.  world?    Portfolio/formal paper 
court opinion differs from that of a newspaper).      Anthem  with four sections: 
  Engage in productive evidence-based discussions about  How does having      
RI.9-10.5​ ​Analyze in detail how an author's ideas or claims are developed and  text.  access to an  A Separate Peace  1. Defining an Area of 
refined by particular sentences, paragraphs, or larger portions of a text (e.g., a    unprecedented    Investigation 
section or chapter).  Collect and organize evidence from texts to support  amount of  The Crucible    
  claims & analysis in writing.  information change    2. Gathering and 
.RI.9-10.8​ ​Delineate and evaluate the argument and specific claims in a text,    one’s understanding  Twelve Angry  Analyzing Information 
assessing whether the reasoning is valid and the evidence is relevant and sufficient;  Craft claims about the development and refinement of  of the world?  Men   
identify false statements and fallacious reasoning.  central ideas in a text.      3. Drawing Conclusions 
    How can we  Of Mice and Men    
W.9-10.2.A​ ​Introduce a topic; organize complex ideas, concepts, and information to  Identify potential topics for research within a text.  cultivate an ability    4. Discarded Material. 
make important connections and distinctions; include formatting (e.g., headings),    to sort through  Fahrenheit 451  (novel notes, copies of 
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.  Use questioning to guide research.  information to    informational text 
    determine its  Student texts  used—annotated)  
Standards for Language Support   Conduct pre-searches to validate sufficiency of  validity and  (research   
L.9-10.2​ Demonstrate command of the conventions of standard English  information to explore potential topics.  relevance?  sources) will  Q3 NYS CCELA 9-10 
capitalization, punctuation, and spelling when writing.    .   vary.  Argument Rubric 
  Assess sources for credibility, relevance, and     
L.9-10.6​ Acquire and use accurately general academic and domain-specific words  accessibility. 
and phrases, sufficient for reading, writing, speaking, and listening at the college and   
career readiness level; demonstrate independence in gathering vocabulary knowledge  Conduct independent searches using research processes 
when considering a word or phrase important to comprehension or expression.  including planning for searches, assessing sources, 
annotating sources, and recording notes. 
SL.9-10.4​ ​Present information, findings, and supporting evidence clearly, concisely,   
and logically such that listeners can follow the line of reasoning and the  Develop, refine, and select inquiry questions for 
organization, development, substance, and style are appropriate to purpose,  research. 
audience, and task.   
  Write effective introduction, body, and conclusion 
SL.9-10.1​ ​Initiate and participate effectively in a range of collaborative discussions  paragraphs for an informative/explanatory research 
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics,  paper 
texts, and issues, building on others' ideas and expressing their own clearly and   
persuasively.  Use proper MLA citation methods in writing. 
  
Grade: 9  
English Dept. 
May-June 
Please reference the grade level quarterly blueprints for each marking period for more detailed information. 
 
Standards  Skills and Knowledge  Overarching Concepts  Suggested Texts  Quarterly Assessment 
 
RI.9-10.1​ Cite strong and thorough textual evidence  Read closely for textual details.  How does our  Romeo & Juliet  Students create a 
to support analysis of what the text says explicitly as    understanding change    source-based argument 
well as inferences drawn from the text.  Annotate texts to support  when we consider  “The Teen Brain: Still Under Construction”.  after reading teacher 
  comprehension and analysis.  representations of the text    selected novel and related 
W.9-10.2.A​ Introduce a topic; organize complex    across artistic mediums,  “The Teen Brain: Behavior, Problem solving  articles concerning a 
ideas, concepts, and information to make important  Engage in productive evidence based  including contemporary  and Decision”.  teacher generated topic 
connections and distinctions; include formatting (e.g.,  discussions about text.  film versions and fine art    common to all texts. 
headings), graphics (e.g., figures, tables), and    renderings?  Twelve Angry Men   
multimedia when useful to aiding comprehension.  Collect and organize content from the      Q4 NYS CCELA 9-10 
  text to support analysis in writing.  How can critical reading,  “The Rave”  Argument Rubric 
Standards for Language Support     writing, thinking, and     
  Analyze an author’s craft.  speaking habits lay the  “Incident”   
L.9-10.2​ ​Demonstrate command of the conventions    foundation for college and   
of standard English capitalization, punctuation, and  Make claims about and across texts  career readiness?  “True Crime” 
spelling when writing.  using specific textual evidence.   
    Seedfolks 
L.9-10.3​ Apply knowledge of language to understand  Independently preview texts in   
how language functions in different contexts, to  preparation for supported analysis.  “Buying Local: Do Food Miles Matter?” 
make effective choices for meaning or style, and to    “Immigrant Farm Workers, the Hidden Part 
comprehend more fully when reading or listening.  Assess sources for credibility,  of New York's Local Food Movement” 
  relevance, and accessibility.   
L.9-10.6​ Acquire and use accurately general academic    “What Food says about class in America”  
and domain-specific words and phrases, sufficient for   
reading, writing, speaking, and listening at the college  “Why Eat Local?” video featuring 
and career readiness level; demonstrate independence  Nourishlife.org “Why Buy Locally Grown?” 
in gathering vocabulary knowledge when considering  featured on dosomething.org 
a word or phrase important to comprehension or   
expression. 
 
SL.9-10.4​ ​Present information, findings, and 
supporting evidence clearly, concisely, and logically 
such that listeners can follow the line of reasoning 
and the organization, development, substance, and 
style are appropriate to purpose, audience, and task.  
 Grade: 10  
English Dept. 
March-April 
Please reference the grade level quarterly blueprints for each marking period for more detailed information. 
   
Standards  Skills and Knowledge  Overarching  Resources  Quarterly 
Concepts  Assessment 
 
RI.9-10.1​ Cite strong and thorough textual evidence to support analysis of what the  Read closely for textual details.  What are the  Teachers should  Select/assign a 
text says explicitly as well as inferences drawn from the text.    methods of  encourage  topic for inquiry 
  Annotate texts to support comprehension and analysis.  research/inquiry?  students to use  from a teacher 
W.9-10.2.A​ Introduce a topic; organize complex ideas, concepts, and information to      any texts  provided text or list 
make important connections and distinctions; include formatting (e.g., headings),  Engage in productive evidence-based discussions about  How does a  (previously read,  and develop a claim 
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.  text.  writer develop a  newly  to be supported. In 
    research  assigned/provide a research paper of 
Standards for Language Support  Collect and organize evidence from texts to support  topic/question?  d,  2-3 pages clearly 
L.9-10.3​ Apply knowledge of language to understand how language functions in  claims & analysis in writing.    AIR/independen define the claim and 
different contexts, to make effective choices for meaning or style, and to    How does a  t) to launch the  clearly support it 
comprehend more fully when reading or listening.  Craft claims about the development and refinement of  writer properly  research process.    with necessary 
  central ideas in a text.  paraphrase?    sources. 
L.9-10.6​ Acquire and use accurately general academic and domain-specific words      Topic, direction,  Throughout the 
and phrases, sufficient for reading, writing, speaking, and listening at the college and  Identify potential topics for research within a text.  How does a  and method are  process students 
career readiness level; demonstrate independence in gathering vocabulary knowledge    writer properly  at the teacher’s  will submit a 
when considering a word or phrase important to comprehension or expression.  Use questioning to guide research.  cite sources?  discretion.  portfolio of their 
      sources, notes, and 
SL.9-10.4​ Present information, findings, and supporting evidence clearly, concisely,  Conduct pre-searches to validate sufficiency of  What is the  works cited entries 
and logically such that listeners can follow the line of reasoning and the  information to explore potential topics.  purpose of MLA  to appropriately 
organization, development, substance, and style are appropriate to purpose,    format?  support their final 
audience, and task.   Assess sources for credibility, relevance, and    paper. Students 
  accessibility.    must use at least 
SL.9-10.5​ Make strategic use of digital media (e.g., textual, graphical, audio, visual,    three credible 
and interactive elements) in presentations to enhance understanding of findings,  Conduct independent searches using research processes  sources. 
reasoning, and evidence and to add interest.   including planning for searches, assessing sources,   
  annotating sources, and recording notes.  CCELA Part II 
SL.9-10.6​ Adapt speech to a variety of contexts and tasks, demonstrating command    Rubric 
of formal English when indicated or appropriate.   Develop, refine, and select inquiry questions for 
  research. 
Full Standards List Includes:   
RI.9-10. 1.a   Write effective introduction, body, and conclusion 
RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.8   paragraphs for an informative/explanatory research 
W.9-10. 1.a-e W.9-10.4 W.9-10. 5W.9-10. 2. b, d, e  paper 
W.9-10.7 W.9-10.8 W.9-10.9   
L.9-10.3.a L.9-10.6  Use proper MLA citation methods in writing. 
SL.9-10.4 SL.9-10.5 SL.9-10.6 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Grade: 10  
English Dept. 
May-June 
Please reference the grade level quarterly blueprints for each marking period for more detailed information.    
Standards  Skills and Knowledge  Overarching  Resources  Quarterly 
Concepts  Assessment 
 
RL.9-10.2​ ​Determine a theme or central idea of a text and analyze in detail its development over the  Annotate texts to support  The human mind’s  The Prince​,  Students write a 
course of the text, including how it emerges and is shaped and refined by specific details; provide an  comprehension and analysis.  response to the  Machiavelli  multi-paragraph 
objective summary of the text.    following:    response to the 
RL.9-10.3​ Analyze how complex characters (e.g., those with multiple or conflicting motivations)  Engage in productive evidence  ● Chaos  The Tragedy of  following prompt:  
develop over the course of a text, interact with other characters, and advance the plot or develop the  based discussions about text.  ● Imbalance  Macbeth​,   
theme.    ● Mortality  Shakespeare  Select a central 
RL.9-10.4​ ​Determine the meaning of words and phrases as they are used in the text, including  Collect and organize evidence  ● Fate    idea common to 
figurative and connotative meanings; analyze the cumulative impact of specific word choices on  from texts to support analysis in  The Tragedy of  two texts. In a 
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or  writing.  ● Tragedy  Julius Caesar​,  multi-paragraph 
informal tone).      Shakespeare  response discuss 
RL.9-10.5​ ​Analyze how an author's choices concerning how to structure a text, order events within it  Collect and organize evidence  How does an    how each author 
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,  from texts to support claims made  author’s narrative  The Old Man and  uses structure, 
tension, or surprise.  in writing.  style/point-of-view  the Sea​,  character, word 
RL.9-10.9​ ​Analyze how an author draws on and transforms source material in a specific work (e.g.,    influence the reader?  Hemingway  choice, and/or 
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play  Use vocabulary strategies to define      rhetoric to 
by Shakespeare).  unknown words.   What defines power  “Harrison  develop this 
    in a  Bergeron,” Kurt  common idea. 
Standards for Language Support  Provide an objective summary of  character/person?  Vonnegut  Explain the 
  the text.      nuances in each 
L.9-10.1​ ​Demonstrate command of the conventions of standard English grammar and usage when    How do the  “The Sniper,”  author’s treatment 
writing or speaking.   Paraphrase and quote relevant  structural choices  O’Flaherty   of the idea. 
L.9-10.2​ ​Demonstrate command of the conventions of standard English capitalization, punctuation,  evidence from a text.   made by the author     
and spelling when writing.    influence the  “The Most  CCELA Part III 
SL.9-10.1​ Initiate and participate effectively in a range of collaborative discussions  Construct an argument.   development of  Dangerous  Rubric 
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,    central ideas?  Game,” Richard 
and issues, building on others' ideas and expressing their own clearly and persuasively.  Analyze various treatments of a    Connell 
SL.9-10.4​ Present information, findings, and supporting evidence clearly, concisely, and  text across different media.  What is the   
logically such that listeners can follow the line of reasoning and the organization,    connection between  “This Property is 
development, substance, and style are appropriate to purpose, audience, and task.   Analyze how an author uses  appearance and  Condemned,” 
  rhetoric to advance his point of  reality?  Tennessee 
Full Standards List Includes:  view.     Williams 
RL.9-10.9 RI.9-10.2 RI.9-10.4 RI.9-10.5 RI.9-10.6     
W.9-10. 1.a-e W.9-10. 2.a-f W.9-10.5 W.9-10. 9.a,b  Generate and respond to   
L.9-10. 1.a, b L.9-10. 2.a-c  questions in scholarly discourse. 
SL.9-10. 1.a, b, c-e SL.9-10.4 
  
Grade: 11  
English Dept. 
March-April 
Please reference the grade level quarterly blueprints for each marking period for more detailed information. 
   
Standards  Skills and Knowledge  Overarching  Resources  Quarterly Assessment 
Concepts   
W.11-12.1.B​ ​Develop claim(s) and counterclaims fairly and thoroughly, supplying  Adhere to conventions of coherent, cohesive argument writing.  What skills  Student  Students submit a 
the most relevant evidence for each while pointing out the strengths and    and strategies  self-selected  completed Research 
limitations of both in a manner that anticipates the audience's knowledge level,  Analyze perspectives in potential research texts.  are needed to  research  Portfolio with organized 
concerns, values, and possible biases.    gather  topics— 
W.11-12.1.C​ ​Use words, phrases, and clauses as well as varied syntax to link the  Assess sources for credibility, relevance, and accessibility.  information  sources will  sections that provide 
major sections of the text, create cohesion, and clarify the relationships between    effectively,  vary.  evidence of engagement 
claim(s) and reasons, between reasons and evidence, and between claim(s) and  Collect  and  organize  evidence  from  research  and  text  to  solve    in the steps of crafting a 
counterclaims.  support analysis, claims and counterclaims in writing.  problems, and  Students  research project. The 
W.11-12.2​ Write informative/explanatory texts to examine and convey complex    conduct  choose five 
final product, in the 
ideas, concepts, and information clearly and accurately through the effective  Conduct independent searches using research processes.  research?  texts for 
selection, organization, and analysis of content.      research  form of a formal 
RI.11-12.6​ ​Determine an author's point of view or purpose in a text in which the  Conduct  pre-searches  to  validate  sufficiency  of information for  How can  based on  research paper or 
rhetoric is particularly effective, analyzing how style and content contribute to the  exploring potential topics.  information be  their  multimedia presentation 
power, persuasiveness or beauty of the text.    presented in a  individual  (e.g., PowerPoint 
RI.11-12.7​ Integrate and evaluate multiple sources of information presented in  Craft  claims  about  inquiry  questions,  inquiry  paths,  and  a  way that  research 
different media or formats (e.g., visually, quantitatively) as well as in words in  problem-based  question  using  specific  textual  evidence  from  accomplishes  question or  presentation, SharePoint 
order to address a question or solve a problem.  the research.  the primary  problem.  presentation, Prezi, 
    purpose of the    webpage, etc.), should 
Standards for Language Support  Create  oral  presentations,  keeping in mind audience’s concerns,  research, but  present a precise claim 
L.11-12.1​ ​Demonstrate command of the conventions of standard English  values, and potential biases.  also interests  that is supported by 
grammar and usage when writing or speaking.     the audience? 
L.11-12.2​ ​Demonstrate command of the conventions of standard English  Delineate  arguments  and  explain  relevant  and  sufficient  relevant and sufficient 
capitalization, punctuation, and spelling when writing.  evidence.  evidence and valid 
L.11-12.3​ ​Apply knowledge of language to understand how language functions in    reasoning.  
different contexts, to make effective choices for meaning or style, and to  Develop  and  continually  assess  a  research  frame  to  guide   
comprehend more fully when reading or listening.   independent searches. 
L.11-12.4​ ​Determine or clarify the meaning of unknown and multiple-meaning    * Criteria from the 
words and phrases based on grades 11-12 reading and content, choosing flexibly  Develop, refine, and select inquiry questions for research.  following rubrics (or the 
from a range of strategies.     rubrics themselves) must 
L.11-12.5​ ​Demonstrate understanding of figurative language, word relationships,  Engage in productive, evidence-based discussions about text.  be used to score the 
and nuances in word meanings.     quarterly assessments: 
L.11-12.6​ ​Acquire and use accurately general academic and domain-specific words  Identify potential topics for research within a text.   
and phrases, sufficient for reading, writing, speaking, and listening at the college   
and career readiness level; demonstrate independence in gathering vocabulary  Read closely for textual details. 
knowledge when considering a word or phrase important to comprehension or    Q3: NYS CCLS 11-12 
expression.  Use MLA citation, formal style, and objective tone in writing.  Argument Rubric
SL.11-12.1​ ​Initiate and participate effectively in a range of collaborative   
discussions (one-on-one, in groups, and teacher-led) with diverse partners on 
grades 11-12 topics, texts, and issues, building on others' ideas and expressing 
their own clearly and persuasively. 
SL.11-12.3​ ​Evaluate a speaker's point of view, reasoning, and use of evidence and 
rhetoric, assessing the stance, premises, links among ideas, word choice, points of 
emphasis, and tone used.  
SL.11-12.4​ ​Present information, findings, and supporting evidence, conveying a 
clear and distinct perspective, such that listeners can follow the line of reasoning, 
alternative or opposing perspectives are addressed, and the organization, 
development, substance, and style are appropriate to purpose, audience, and a 
range of formal and informal tasks.  
SL.11-12.5​ ​Make strategic use of digital media (e.g., textual, graphical, audio, 
visual, and interactive elements) in presentations to enhance understanding of 
findings, reasoning, and evidence and to add interest. 
SL.11-12.6​ Adapt speech to a variety of contexts and tasks, demonstrating a 
command of formal English when indicated or appropriate.  
 
Full Standards List Includes: 
L.11-12.1.a​.b​ L.11-12.2 a, b L.11-12.3.a L.11-12.4.a-d 
L.11-12.5.a ​L.11-12.6 
RI.11-12.1.a RI.11-12.2 RI.11-12.6 
SL.11-12.1 ​SL.11-12.3​ SL.11-12.4 ​SL.11-12.5​ ​SL.11-12.6 
W.11-12.1.a-e W.11-12.2.a, b, d, e, f W.11-12.4W.11-12.5 W.11-12.7 W.11-12.8 
W.11-12.9 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Grade: 11  
English Dept. 
May-June 
Please reference the grade level quarterly blueprints for each marking period for more detailed information. 
   
Standards  Skills and  Overarching  Resources  Quarterly 
Knowledge  Concepts  Assessment 
 
RL.11-12.3​ Analyze the impact of the author's choices regarding how to develop and relate elements of a story or  Annotate texts to  How does  The Awakening  Students 
drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).  support  understanding  by Kate  respond to the 
RL.11-12.4​ Determine the meaning of words and phrases as they are used in the text, including figurative and  comprehension  of a text’s  Chopin  following 
and analysis.  characteristics   
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with  prompt: 
  facilitate the  “On the Rainy 
multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other  Collect and  reader’s ability  River” from  How do 
authors.)  organize evidence  to make  The Things They  writers develop 
RL.11-12.5​ Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of  from texts to  meaning of the  Carried​ by Tim  real or imagined 
where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall  support analysis in  text?  O’Brien  experiences or 
structure and meaning as well as its aesthetic impact.  writing.      events using 
RL.11-12.6​ Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text    How do  “The Red  effective 
Collect and  writers develop  Convertible”  technique, 
from what is really meant (e.g., satire, sarcasm, irony, or understatement). 
organize evidence  real or  from ​The Red  well-chosen 
W.11-12.3​ Write narratives to develop real or imagined experiences or events using effective technique, well-chosen  from texts to  imagined  Convertible​ by  details, and 
details, and well-structured event sequences.  support analysis in  experiences or  Louise Erdrich  well-structured 
  discussion.  events using    event 
Standards for Language Support    effective    sequences?
L.11-12.1​ ​Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.   Examine and  technique,   
L.11-12.2​ ​Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  analyze fiction texts  well-chosen   
L.11-12.4.A​ ​Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence)  for effective  details, and   
as a clue to the meaning of a word or phrase.   narrative writing  well-structured 
L.11-12.4.B​ ​Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,  technique.  event 
conceive, conception, conceivable).     sequences? 
L.11-12.5​ ​Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.   Paraphrase and 
SL.11-12.1​ ​Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)  quote relevant 
with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and  evidence from a 
persuasively.  text. 
SL.11-12.4​ ​Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners   
can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,  Practice narrative 
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.   writing techniques 
  and skills. 
Full Standards List Includes:   
L.11-12.1 L.11-12.2 L.11-12.4.a, b L.11-12.5; RL.11-12.11 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5;  Use vocabulary 
RL.11-12.6 SL.11-12.1 W.11-12.2.a-f W.11-12.2.a-f W.11-12.3.a-e W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.7  strategies to define 
W.11-12.9.a  unknown words. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Grade: 12 
English Dept. 
March-April 
Please reference the grade level quarterly blueprints for each marking period for more detailed information.    
Standards  Skills and Knowledge  Overarching  Suggested  Quarterly 
Concepts  Texts  Assessment 
   
W.11-12.1​ ​Write arguments to support claims in an  Determine the connotative and figurative meaning of  In culture where we are  Student-gene Students prepare a 
analysis of substantive topics or texts, using valid  words and phrases  bombarded with people  rated  persuasive/ 
reasoning and relevant and sufficient evidence.    are trying to define us,  research  informative MLA 
RI.11-12.1​ Cite strong and thorough textual evidence 
Write arguments to support claims in an analysis,  how do we make    research paper 
to support analysis of what the text says explicitly as 
well as inferences drawn from the text, including 
introduce precise claims, use precise language and  decisions for ourselves?  Research is  using at least three 
determining where the text leaves matters uncertain.  varied syntax, maintain a formal style, introduce and  conducted  credible sources. 
  develop a topic, use varied transitions and syntax,  using 
Standards for Language Support  maintain a formal style, provide a conclusion   primary 
L.11-12.1​ ​Demonstrate command of the conventions of    sources only 
standard English grammar and usage when writing or  Write informative/explanatory texts, introduce and   
speaking.  
SL.11-12.4​ Present information, findings, and supporting  develop a topic thoroughly, organize complex ideas, 
evidence, conveying a clear and distinct perspective, such  use appropriate transitions and varied syntax, use 
that listeners can follow the line of reasoning, alternative or  precise language, maintain a formal style, provide a 
opposing perspectives are addressed, and the organization, 
development, substance, and style are appropriate to  conclusion 
purpose, audience, and a range of formal and informal tasks.   
SL.11-12.6​ ​Adapt speech to a variety of contexts and tasks,  Develop and strengthen writing by planning, editing 
demonstrating a command of formal English when indicated  and revising 
or appropriate.  
   
Full Standards List Includes:  Explore topics through sustained research projects to 
RI 11-12.1  answer questions 
W11-12.2af W12.4 W11-12.5   
W11-12.7 W11-12.8 W11-12.9  Gather relevant information from multiple sources 
SL11-12.4 SL11-12.6 L11-12.14   
Present findings, supporting evidence, and 
perspectives 
 
Adapt speech to a variety of contexts and tasks 
 Grade: 12  
English Dept. 
May-June 
Please reference the grade level quarterly blueprints for each marking period for more detailed information.    
Standards  Skills and  Overarching  Suggested  Quarterly 
Knowledge  Concepts  Texts  Assessment 
   
RL.11-12.3​ Analyze the impact of the author's choices regarding how to develop and relate elements of a  Determine two or  Where does  Short  Choose one of the 
story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and  more themes and  the meaning  stories,  following prompts 
developed).  analyze their  of literature  poetry, and  that is revised by the 
RL.11-12.4​ Determine the meaning of words and phrases as they are used in the text, including figurative  development over the  reside?  novels on  teacher: 
and connotative meanings; analyze the impact of specific word choices on meaning and tone, including  course of the text.  Within the  the 12​th   
words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include    text, within  grade  Analyze the 
Shakespeare as well as other authors.)  Analyze the choices of  the reader, in  protected  protagonist’s 
RL.11-12.5​ Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the  the author’s use of  a transaction  book list  motivation in a piece 
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to  elements and  between  of literature. 
its overall structure and meaning as well as its aesthetic impact.  techniques to develop  them, or   
RL.11-12.6​ Analyze a case in which grasping a point of view requires distinguishing what is directly stated in  the themes/message.  does it lie  Rewrite a key scene 
a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).    somewhere  from literature so 
W.11-12.1​ Write arguments to support claims in an analysis of substantive topics or texts, using valid  Determine the  else?  that the character(s) 
reasoning and relevant and sufficient evidence.  connotative and  make a different 
  figurative meaning of  choice than the one 
Standards for Language Support  words.  made. The revised 
L.11-12.1​ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.     scene must follow 
L.11-12.2​ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when  Determine the  with the plot 
writing.  structure of the text  development. 
SL.11-12.1​ Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and 
and how it contributes   
teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their 
own clearly and persuasively.  to the aesthetic value  Analyze a central idea 
SL.11-12.1.A​ Come to discussions prepared, having read and researched material under study; explicitly draw on that  of the literature.  in piece of literature 
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,    and illustrate (via 
well-reasoned exchange of ideas.  Analyze multiple  rhetorical, literary 
SL.11-12.1.C​ Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a  interpretations  and other writing 
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote    devices) how it 
divergent and creative perspectives.  
Come to discussion  develops over the 
SL.11-12.1.D​ Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides 
of an issue; resolve contradictions when possible; and determine what additional information or research is required to  prepared, pose  course of the novel. 
deepen the investigation or complete the task.  questions, respond   
Full Standards List Includes:  thoughtfully. 
RL11-12.7; SL11-12.1a,c,d; L11-12.1-2