a correlation of - pearson...

A Correlation of

British and World Literature ©2017

To the

California

English-Language Arts Content Standards and

English Language Development Standards, Grade 12

Grade 12 Standards for Language

STANDARD CODE

Standard Print and Interactive Edition

Key Ideas and Details

RI.11–12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: from Beowulf: 44; The Tragedy of Macbeth: 348; from the Divine Comedy: Inferno/The Second Coming: 501; The Explosion/Old Love: 516, 522

RL.11–12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

SE/TE: To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 82; The Song of the Mud/Dulce et Decorum Est: 92; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 380; To His Coy Mistress: 478; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 486, 489; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 564; Ode to a Nightingale/Ode to the West Wind: 578, 579, 582; The Seafarer/Dover Beach/Escape From the Old Country: 755

RL.11–12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).

SE/TE: from Beowulf: 45; The Prologue From The Canterbury Tales: 154, 155; The Tragedy of Macbeth: 312, 313, 332, 349; from the Divine Comedy: Inferno/The Second Coming: 502; The Seafarer/Dover Beach/Escape From the Old Country: 756

Craft and Structure

RL.11–12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11–12 Language standards 4–6 for additional expectations.)

SE/TE: To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 81; The Song of the Mud/Dulce et Decorum Est: 92; The Prologue From The Canterbury Tales: 156; The Tragedy of Macbeth: 314; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 382; A Valediction: Forbidding Mourning/Holy Sonnet 10: 432, 433; from Gulliver’s Travels: 446; from the Divine Comedy: Inferno/The Second Coming: 502; The Explosion/Old Love: 523; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 565; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 633; The Madeleine: 643; The Widow of Windsor/From Lucy: Englan’ Lady: 766; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 782

RL.11–12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

SE/TE: from Beowulf: 45; The Prologue From The Canterbury Tales: 158; The Tragedy of Macbeth: 278, 294, 312, 333; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 381; from the Divine Comedy: Inferno/The Second Coming: 501; Araby: 513; The Explosion/Old Love: 524; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 567; Ode to a Nightingale/Ode to the West Wind: 579; from Frankenstein: 598, 599; from Mrs. Dalloway: 621; The Madeleine: 644; The Widow of Windsor/From Lucy: Englan’ Lady: 764, 765

RL.11–12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SE/TE: The Song of the Mud/Dulce et Decorum Est: 92; On Seeing England for the First Time/XXIII from Midsummer: 214; from Gulliver’s Travels: 447; Araby: 513

Correlation to myPerspectivesTM English Language ArtsThe following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address standards through Personalize for Learning notes and additional resources available only in the Interactive Teacher’s Edition.

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LIT17_TE12_CA_FM_Cor.indd 51 1/8/16 3:21 AM

Grade 12 Standards for Language (continued)

STANDARD CODE


Integration of Knowledge and Ideas

RL.11–12.7 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: Beowulf (Gareth Hinds): 50, 59; The Prologue From The Canterbury Tales: The Remix: 160; 163; The Tragedy of Macbeth (Act V, Scene i): 354, 357, 359; Gulliver’s Travels (film)/Gulliver’s Travels (cover art): 452, 457

RL.11–12.8 (Not applicable to literature)

RL.11–12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SE/TE: Araby: 515; Ode to a Nightingale/Ode to the West Wind: 568

Range of Reading and Text Complexity

RL.11–12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: from Beowulf: 18; To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 74; The Song of the Mud/Dulce et Decorum Est: 84; The Prologue From The Canterbury Tales: 128; On Seeing England for the First Time/XXIII from Midsummer: 198; The Tragedy of Macbeth: 258, 280, 296, 314, 334; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 372; A Valediction: Forbidding Mourning/Holy Sonnet 10: 426; from Gulliver’s Travels: 438; from the Divine Comedy: Inferno/The Second Coming: 490, 500; Araby: 504; To His Coy Mistress: 472; The Explosion/Old Love: 526; Ode to a Nightingale/Ode to the West Wind: 568; from Frankenstein: 584; The Madeleine: 636; The Seafarer/Dover Beach/Escape From the Old Country: 744; The Widow of Windsor/From Lucy: Englan’ Lady: 758; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 768; First-Read Guide: 104, 228, 404 530, 668, 788; Close-Read: 105, 229, 405, 531, 669, 789

Grade 12 Standards for Informational Text

STANDARD CODE


Key Ideas and Details

RI.11–12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: from The Worms of the Earth Against the Lions: 187; Back to My Own Country: An Essay: 700; Shooting an Elephant: 712; from History of Jamaica: 742

RI.11–12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

SE/TE: The Song of the Mud/Dulce et Decorum Est: 95; On Seeing England for the First Time/XXIII from Midsummer: 213; The Naked Babe and the Cloak of Maniless/Macbeth: 397; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 780, 781

RI.11–12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

SE/TE: from The Worms of the Earth Against the Lions: 187, 188; Shakespeare’s Sister: 195; Shooting an Elephant: 713

Craft and Structure

RI.11–12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (See grade 8 Language standards 4–6 for additional expectations.)

SE/TE: The Song of the Mud/Dulce et Decorum Est: 95; On Seeing England for the First Time/XXIII from Midsummer: 214; The Most Forgetful Man in the World: 656

RI.11–12.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

SE/TE: Shakespeare’s Sister: 195; from History of Jamaica: 742

Standards Correlation

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Grade 12 Standards for Informational Text (continued)

STANDARD CODE


RI.11–12.5a Analyze the use of text features (e.g., graphics, headers, captions) in consumer materials.

SE/TE: Passenger Manifest of the MV Empire Windrush: 216, 222

RI.11–12.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SE/TE: On Seeing England for the First Time/XXIII from Midsummer: 214; The Most Forgetful Man in the World: 656; Back to My Own Country: An Essay: 701; Shooting an Elephant: 714

Integration of Knowledge and Ideas

RI.11–12.7 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.

SE/TE: Passenger Manifest of the MV Empire Windrush: 216, 223; When Memories Never Fade, the Past Can Poison the Present: 658, 662; from History of Jamaica: 738; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 783

RI.11–12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

SE/TE: from Frankenstein: 584

RI.11–12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


Range of Reading and Text Complexity

RI.11–12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: The Naked Babe and the Cloak of Maniless/Macbeth: 384; First-Read Guide: 104, 228, 404, 530; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 624; The Most Forgetful Man in the World: 646; Back to My Own Country: An Essay: 690; Shooting an Elephant: 704; from A History of the English Church and People: 730; from History of Jamaica: 738; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 768; First-Read Guide: 104, 228, 404, 530, 668, 788; Close-Read: 105, 229, 405, 531, 669, 789

Grade 12 Writing Standards

STANDARD CODE


Text Types and Purposes

W.11–12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SE/TE: The Prologue From The Canterbury Tales: 158; Shakespeare’s Sister: 197; Whole-Class Performance Task: 62; Performance-Based Assessment: 107

W.11–12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

SE/TE: Beowulf (Gareth Hinds): 61; Shakespeare’s Sister: 197; The Tragedy of Macbeth: 295, 352; from Gulliver’s Travels: 450; ; Gulliver’s Travels (film)/Gulliver’s Travels (cover art): 458, 459; When Memories Never Fade, the Past Can Poison the Present: 663; Whole-Class Performance Task: 63, 64, 166, 361; Performance-Based Assessment: 108, 109, 360, 361, 362, 408, 409

W.11–12.1b 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: Beowulf (Gareth Hinds): 61; The Prologue From The Canterbury Tales: The Remix: 164, 165; Shakespeare’s Sister: 197; The Tragedy of Macbeth: 295, 352; from Gulliver’s Travels: 450; ; Gulliver’s Travels (film)/Gulliver’s Travels (cover art): 458, 459; When Memories Never Fade, the Past Can Poison the Present: 663; Whole-Class Performance Task: 63, 166, 361, 362; Performance-Based Assessment: 108, 109, 360, 361, 408, 409

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Grade 12 Writing Standards (continued)

STANDARD CODE


W.11–12.1c 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.

SE/TE: The Tragedy of Macbeth: 352; The Naked Babe and the Cloak of Maniless/Macbeth: 399; Whole-Class Performance Task: 65, 66, 166, 366; Performance-Based Assessment: 108, 109, 360, 366, 408, 409

W.11–12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: The Tragedy of Macbeth: 295; The Naked Babe and the Cloak of Maniless/Macbeth: 399; ; Gulliver’s Travels (film)/Gulliver’s Travels (cover art): 458, 459; When Memories Never Fade, the Past Can Poison the Present: 663; Whole-Class Performance Task: 166, 363; Performance-Based Assessment: 108, 109, 360, 363, 408, 409

W.11–12.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: The Song of the Mud/Dulce et Decorum Est: 95; Whole-Class Performance Task: 64, 166, 362; Performance-Based Assessment: 108, 109, 360, 362, 408, 409

W.11–12.1f Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

SE/TE: Beowulf (Gareth Hinds): 60; from Gulliver’s Travels: 450; Whole-Class Performance Task: 67, 68, 166; Performance-Based Assessment: 108, 109, 408, 409

W.11–12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

SE/TE: from Beowulf: 48; How Did Harry Patch Become an Unlikely WWI Hero?: 99; Ode to a Nightingale/Ode to the West Wind: 583; Shooting an Elephant: 717; from History of Jamaica: 742; The Widow of Windsor/From Lucy: Englan’ Lady: 767; Whole-Class Performance Task: 718; Performance-Based Assessment: 792, 793

W.11–12.2a Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: The Tragedy of Macbeth (Act V, Scene i): 358, 359; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 383; Whole-Class Performance Task: 167, 604, 719, 720; Performance-Based Assessment: 231, 232, 233, 407, 791

W.11–12.2b Develop 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.

SE/TE: The Tragedy of Macbeth (Act V, Scene i): 358; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 383; Whole-Class Performance Task: 168, 169, 172, 719, 720; Performance-Based Assessment: 232, 233

W.11–12.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: The Tragedy of Macbeth (Act V, Scene i): 358; Whole-Class Performance Task: 170, 721; Performance-Based Assessment: 232, 233

W.11–12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

SE/TE: Ode to a Nightingale/Ode to the West Wind: 583; Whole-Class Performance Task: 170, 724, 725; Performance-Based Assessment: 232, 233, 664

W.11–12.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: The Widow of Windsor/From Lucy: Englan’ Lady: 767; Whole-Class Performance Task: 171, 725; Performance-Based Assessment: 232, 233

W.11–12.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: Whole-Class Performance Task: 172, 720; Performance-Based Assessment: 232, 233

W.11–12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


W.11–12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: from Frankenstein: 602; Whole-Class Performance Task: 460, 461, 462, 463, 604, 605, 606, 610; Performance-Based Assessment: 533, 534, 535, 671, 672, 673

W.11–12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: A Valediction: Forbidding Mourning/Holy Sonnet 10: 436; Whole-Class Performance Task: 460, 464, 604, 606, 610; Performance-Based Assessment: 534, 535, 672, 673

W.11–12.3c Use 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 (e.g., a sense of mystery, suspense, growth, or resolution).

SE/TE: Whole-Class Performance Task: 460, 462, 466, 604, 606, 610; Performance-Based Assessment: 534, 535, 672, 673


T54


Grade 12 Writing Standards (continued)

STANDARD CODE


W.11–12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Whole-Class Performance Task: 364, 460, 465, 604, 607, 610; Performance-Based Assessment: 534, 535, 672, 673

W.11–12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: Whole-Class Performance Task: 460, 462, 604, 606, 610; Performance-Based Assessment: 534, 535, 672, 673

Production and Distribution of Writing

W.11–12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: from Gulliver’s Travels: 450; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 489; Whole-Class Performance Task: 365

W.11–12.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

SE/TE: Whole-Class Performance Task: 69, 175, 364, 367, 467, 611

W.11–12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Frankenstein: 601

Research to Build and Present Knowledge

W.11–12.7 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: How Did Harry Patch Become an Unlikely WWI Hero?: 99; Passenger Manifest of the MV Empire Windrush: 223; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 635; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 783

W.11–12.8 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 into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes.

SE/TE: How Did Harry Patch Become an Unlikely WWI Hero?: 99; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 635; Whole-Class Performance Task: 722, 723

W.11–12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SE/TE: Araby: 515; Performance-Based Assessment: 108, 109, 232, 233, 408, 409

W.11–12.9a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

SE/TE: The Song of the Mud/Dulce et Decorum Est: 95

W.11–12.9b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).


Range of Writing

W.11–12.10 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 tasks, purposes, and audiences.

SE/TE: Whole-Class Performance Task: 170, 363

T55


Grade 12 Speaking and Listening Standards

STANDARD CODE

Standard Print and Interactive Teacher’s Edition

Comprehension and Collaboration

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.

SE/TE: from The Worms of the Earth Against the Lions: 189; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 488; The Explosion/Old Love: 525; from Mrs. Dalloway: 623; Shooting an Elephant: 716; Share Your Independent Learning: 106, 230, 406, 532, 670, 790

SL.11–12.1a 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.

SE/TE: The Song of the Mud/Dulce et Decorum Est: 94; ; from The Worms of the Earth Against the Lions: 189; The Tragedy of Macbeth: 279, 353; A Valediction: Forbidding Mourning/Holy Sonnet 10: 437; To His Coy Mistress: 477; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 488; The Explosion/Old Love: 525; from Mrs. Dalloway: 623; Performance-Based Assessment: 111, 235, 411, 537, 675, 795

SL.11–12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SE/TE: from The Worms of the Earth Against the Lions: 189; To His Coy Mistress: 477; from Mrs. Dalloway: 623; Small-Group Performance Task: 224, 400

SL.11–12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SE/TE: The Tragedy of Macbeth: 279, 353; To His Coy Mistress: 477; The Explosion/Old Love: 525; from History of Jamaica: 742, 743; Small-Group Performance Task: 526, 664, 665, 784

SL.11–12.1d 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 deepen the investigation or complete the task.

SE/TE: A Valediction: Forbidding Mourning/Holy Sonnet 10: 437; Small-Group Performance Task: 100

SL.11–12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, 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: from Beowulf: 49; from Frankenstein: 603

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.

SE/TE: from The Worms of the Earth Against the Lions: 189; The Tragedy of Macbeth: 313; Small-Group Performance Task: 225, 401


T56


Grade 12 Speaking and Listening Standards (continued)

STANDARD CODE


Presentation of Knowledge and Ideas

SL.11–12.4 Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), 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. Use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: The Prologue From The Canterbury Tales: 159; ; On Seeing England for the First Time/XXIII from Midsummer: 215; The Seafarer/Dover Beach/Escape From the Old Country: 757; Small-Group Performance Task: 225, 401, 527, 785; Performance-Based Assessment: 110, 794

SL.11–12.4a Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11 th or 12 th grade)

SE/TE: from Gulliver’s Travels: 451; Performance-Based Assessment: 536, 674

SL.11–12.4b Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade)

SE/TE: Performance-Based Assessment: 410

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.

SE/TE: from Beowulf: 49; On Seeing England for the First Time/XXIII from Midsummer: 215; from the Divine Comedy: Inferno/The Second Coming: 503; The Explosion/Old Love: 525; from Frankenstein: 603; Small-Group Performance Task: 101; Performance-Based Assessment: 234, 674, 794

SL.11–12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

SE/TE: A Valediction: Forbidding Mourning/Holy Sonnet 10: 437; Small-Group Performance Task: 785

T57


Grade 12 Language Standards

STANDARD CODE


Conventions of Standard English

L.11–12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 83; The Song of the Mud/Dulce et Decorum Est: 93; from Gulliver’s Travels: 449; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 634

L.11–12.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

SE/TE: To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 83; Shakespeare’s Sister: 196; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 634; Back to My Own Country: An Essay: 702

L.11–12.1b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

SE/TE: Shakespeare’s Sister: 196; Back to My Own Country: An Essay: 702

L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SE/TE: The Tragedy of Macbeth: 351; from Mrs. Dalloway: 622; from A History of the English Church and People, 737; Whole-Class Performance Task: 609

L.11–12.2a Observe hyphenation conventions. SE/TE: Whole-Class Performance Task: 171; The Tragedy of Macbeth: 351

L.11–12.2b Spell correctly. SE/TE: Whole-Class Performance Task: 609

Knowledge of Language

L.11–12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

SE/TE: To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 83 The Song of the Mud/Dulce et Decorum Est: 93; The Naked Babe and the Cloak of Maniless/Macbeth: 398; To His Coy Mistress: 479; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 487; Araby: 514; from Mrs. Dalloway: 622; The Most Forgetful Man in the World: 657; The Seafarer/Dover Beach/Escape From the Old Country: 756; The Widow of Windsor/From Lucy: Englan’ Lady: 767; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 782; Whole-Class Performance Task: 363

L.11–12.3a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

SE/TE: from Beowulf: 47; A Valediction: Forbidding Mourning/Holy Sonnet 10: 435; Araby: 514; Whole-Class Performance Task: 363

Vocabulary Acquisition and Use

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 range of strategies.

SE/TE: ; The Song of the Mud/Dulce et Decorum Est: 84, 91; The Prologue From The Canterbury Tales: 156; from The Worms of the Earth Against the Lions: 186; Shakespeare’s Sister: 194; On Seeing England for the First Time/XXIII from Midsummer: 198; The Tragedy of Macbeth: 293; A Valediction: Forbidding Mourning/Holy Sonnet 10: 435; from Gulliver’s Travels: 446, 448; Araby: 512; The Explosion/Old Love: 516, 522; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 566; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 632; The Widow of Windsor/From Lucy: Englan’ Lady: 764

L.11–12.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: The Song of the Mud/Dulce et Decorum Est: 84; from The Worms of the Earth Against the Lions: 178; Shakespeare’s Sister: 194; The Tragedy of Macbeth: 277; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 372; The Naked Babe and the Cloak of Maniless/Macbeth: 384; To His Coy Mistress: 472; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 480; from the Divine Comedy: Inferno/The Second Coming: 490; Araby: 504, 512; The Explosion/Old Love: 522; from Frankenstein: 600; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 624; The Most Forgetful Man in the World: 646; The Seafarer/Dover Beach/Escape From the Old Country: 744; The Widow of Windsor/From Lucy: Englan’ Lady: 758


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Grade 11 Language Standards Language (continued)

STANDARD CODE


L.11–12.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.

SE/TE: To Lucasta. on Going to the Wars/The Charge of the Light Brigade: 81; On Seeing England for the First Time/XXIII from Midsummer: 212; The Tragedy of Macbeth: 311; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 380; The Naked Babe and the Cloak of Maniless/Macbeth: 396; A Valediction: Forbidding Mourning/Holy Sonnet 10: 434, 435; from Gulliver’s Travels: 448; To the Virgins, to Make Much of Time/Youth’s the Season Made for Joys: 485; from the Divine Comedy: Inferno/The Second Coming: 500; Araby: 512; from Frankenstein: 600; from Mrs. Dalloway: 616, 620; The Madeleine: 642; The Most Forgetful Man in the World: 655; from A History of the English Church and People: 730, 735; The Seafarer/Dover Beach/Escape From the Old Country: 754; from The Buried Giant/from Kazou Ishiguro: My Own Private Japan: 768

L.11–12.4c Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

SE/TE: from Beowulf: 46: The Song of the Mud/Dulce et Decorum Est: 91; The Prologue From The Canterbury Tales: 156; from The Worms of the Earth Against the Lions: 186; Shakespeare’s Sister: 194, 196; The Tragedy of Macbeth: 331, 350; The Naked Babe and the Cloak of Maniless/Macbeth: 384; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 566; Ode to a Nightingale/Ode to the West Wind: 580; from Mrs. Dalloway: 620; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 632; from A History of the English Church and People: 735

L.11–12.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: The Song of the Mud/Dulce et Decorum Est; from The Worms of the Earth Against the Lions: 178; Shakespeare’s Sister: 190; The Tragedy of Macbeth: 258, 277, 280, 293, 314, 350; Sonnets 12, 60, 73 (Shakespeare), 32 (Wroth), 75 (Spenser): 372; Araby: 504; Apostrophe to the Ocean/The World Is Too Much With Us/ London, 1802: 624; The Madeleine: 642; The Seafarer/Dover Beach/Escape From the Old Country: 744, 754

L.11–12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SE/TE: The Tragedy of Macbeth: 331; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 552; Ode to a Nightingale/Ode to the West Wind: 581; from Frankenstein: 598, 601; The Madeleine: 636, 643; Back to My Own Country: An Essay: 702; Shooting an Elephant: 715; The Widow of Windsor/From Lucy: Englan’ Lady: 764

L.11–12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

SE/TE: ; A Valediction: Forbidding Mourning/Holy Sonnet 10: 432, 433; from the Divine Comedy: Inferno/The Second Coming: 502

L.11–12.5b Analyze nuances in the meaning of words with similar denotations. SE/TE: The Song of the Mud/Dulce et Decorum Est: 91; Lines Composed a Few Miles Above Tintern Abbey/from The Prelude: 566

L.11–12.6 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.

SE/TE: Beowulf (Gareth Hinds): 59; How Did Harry Patch Become an Unlikely WWI Hero?: 96; The Prologue From The Canterbury Tales: The Remix: 163; The Tragedy of Macbeth (Act V, Scene i): 354; ; Gulliver’s Travels (film)/Gulliver’s Travels (cover art): 457; When Memories Never Fade, the Past Can Poison the Present: 658, 661; from History of Jamaica: 741; Academic Vocabulary: 5, 115, 239, 415, 541, 679

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Part I. A. CollaborativeStandard Print and Interactive Editions1. Exchanging information/ideasPI.12.1.EM Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes - no questions and wh - questions and responding using phrases and short sentences.

Personalize for Learning: Beowulf: 38; Whole Class Performance Task: 723, 785; History of Jamaica: 742; The Seafarer, Dover Beach, Escape From The Old Country: 748, 751English Language Support Lesson: Macbeth: 262c, 339c; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 552c; Frankenstein: 584c; Back to My Own Country: An Essay: 690c; Shooting An Elephant: 704c; A History Of The English Church And People: 730c; The Seafarer, Dover Beach, Escape From The Old Country: 744c; The Widow At Windsor, Lucy: Englan’ Lady: 758c

PI.12.1.EX Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

Personalize for Learning: Beowulf: 38; Performance- Based Assessment: 235; Macbeth: 297; Whole Class Performance Task: 723, 785; History of Jamaica: 742; The Seafarer, Dover Beach, Escape From The Old Country: 748, 751English Language Support Lesson: Macbeth: 262c,, 339c; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 552c; Frankenstein: 584c; Back to My Own Country: An Essay: 690c; Shooting An Elephant: 704c; A History Of The English Church And People: 730c; The Seafarer, Dover Beach, Escape From The Old Country: 744c; The Widow At Windsor, Lucy: Englan’ Lady: 758c

PI.12.1.BR Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.

Personalize for Learning: Beowulf: 38; Performance- Based Assessment: 235; Macbeth: 297; Whole Class Performance Task: 723, 785; History of Jamaica: 742; The Seafarer, Dover Beach, Escape From The Old Country: 748, 751English Language Support Lesson: Macbeth: 262c, 339c; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 552c; Frankenstein: 584c; Back to My Own Country: An Essay: 690c; Shooting An Elephant: 704c; A History Of The English Church And People: 730c; The Seafarer, Dover Beach, Escape From The Old Country: 744c; The Widow At Windsor, Lucy: Englan’ Lady: 758c

2. Interacting via written EnglishPI.12.2.EM Interacting via written English. Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.

Personalize for Learning: Whole Class Performance Task: 365, 609; The Explosion, Old Love: 523; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 631; Shooting An Elephant: 716

PI.12.2.EX Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.


PI.12.2.BR Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.


3. Supporting opinions and persuading othersPI.12.3.EM Negotiate with or persuade others in conversations (e.g., ask for clarification or repetition) using learned phrases (e.g., Could you repeat that please? I believe . . .) and open responses to express and defend opinions.

Personalize for Learning: Gulliver’s Travels: 447; Home Away From Home: 680; History of Jamaica: 742

PI.12.3.EX Negotiate with and persuade others (e.g., by presenting counter-arguments) in discussions and conversations using learned phrases (e.g., You make a valid point, but my view is . . .) and open responses to express and defend nuanced opinions.

Personalize for Learning: Home Away From Home: 680; History of Jamaica: 742

PI.12.3.BR Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation and politely offer a counterpoint) using a variety of learned phrases, (e.g., You postulate that X. However, I’ve reached a different conclusion on this issue) and open responses to express and defend nuanced opinions.

Personalize for Learning: History of Jamaica: 742

4. Adapting language choicesPI.12.4.EM Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).

Personalize for Learning: Whole-Class Performance Task: 64; War Poetry: 94; Araby: 513; The Madeleine: 643English Language Support Lesson: War Poetry: 74c; Macbeth: 262c

Part I: Interacting in Meaningful Ways

English Language Development Standards

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PI.12.4.EX Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).

Personalize for Learning: Whole-Class Performance Task: 64; War Poetry: 94; Araby: 513; The Madeleine: 643English Language Support Lesson: Macbeth: 262c

PI.12.4.BR Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).

Personalize for Learning: Whole-Class Performance Task: 64; War Poetry: 94; Araby: 513; The Madeleine: 643English Language Support Lesson: Macbeth: 262c

Part I. B. Interpretive5. Listening activelyPI.12.5.EM Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.

Personalize for Learning: The Prologue from the Canterbury Tales: The Remix: 160, 164; Performance-Based Assessment: 235; Macbeth: 358; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 565; Ode To A Nightingale, Ode To The West Wind: 578; History of Jamaica: 742; Whole Class Performance Task: 785; English Language Support Lesson: Macbeth: 280c, 296c; Ode To A Nightingale, Ode To The West Wind: 568c; Mrs. Dalloway: 616c; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 624c

PI.12.5.EX Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support.

Personalize for Learning: The Prologue from the Canterbury Tales: The Remix: 160, 164; Performance- Based Assessment: 235, Macbeth: 358; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 565; Ode To A Nightingale, Ode To The West Wind: 578; History of Jamaica: 742; Whole Class Performance Task: 785;English Language Support Lesson: Macbeth: 280c, 296c; ; Ode To A Nightingale, Ode To The West Wind: 568c; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 624c

PI.12.5.BR Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments, with light support.

Personalize for Learning: The Prologue from the Canterbury Tales: The Remix: 160, 164; Performance- Based Assessment: 235, Macbeth: 358; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 565; Ode To A Nightingale, Ode To The West Wind: 578; History of Jamaica: 742; Whole Class Performance Task: 785; English Language Support Lesson: Macbeth: 280c,, 296c; ; Ode To A Nightingale, Ode To The West Wind: 568c; Mrs. Dalloway: 616c; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 624c

6. Reading/viewing closelyPI.12.6.EM a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multi-media formats, using short sentences and a select set of general academic and domain-specific words. b. Explain inferences and conclusions drawn from close reading of grade- appropriate texts and viewing of multimedia using familiar verbs (e.g., seems that). c. Use knowledge of morphology (e.g., common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

Personalize for Learning: Beowulf: 28, 33; Whole Class Performance Task: 63; How Did Harry Patch Become an Unlikely War Hero?: 97; The Prologue from the Canterbury Tales: 136; The Worms Of The Earth Against The Lions: 187, 197; Passenger Manifest for the MV Empire Windrush: 217; Macbeth: 278, 281, 285, 312, 319, 344; Sonnets: 376; Historical Perspectives: 423; A Valediction: Forbidding Mourning, Holy Sonnet 10: 429; To His Coy Mistress: 478; Youth’s The Season Made For Joys: 486; The Divine Comedy: Inferno, The Second Coming: 492; The Explosion, Old Love: 520; The Assignment of My Life: 416; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 628; Home Away From Home: 680; Back to My Own Country: An Essay: 694, 699; Shooting An Elephant: 709, 712; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 776; English Language Support Lesson: The Worms Of The Earth Against The Lions: 178c; Macbeth: 280c, 314c, 339c; Sonnets: 376c; To The Virgins, To Make Much Of Time,; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 552c; ; Ode To A Nightingale, Ode To The West Wind: 568c; The Most Forgetful Man In The World: 646c; Shooting An Elephant: 704c; A History Of The English Church And People: 730c; The Seafarer, Dover Beach, Escape From The Old Country: 744c; The Widow At Windsor, Lucy: Englan’ Lady: 758c; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 768

PI.12.6.EX a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain. b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g., indicates that, suggests, as a result). c. Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Personalize for Learning: Beowulf: 28, 33; Whole Class Performance Task: 63, 465; The Prologue from the Canterbury Tales: 133, 136, 143, 147, 151, 154; The Worms Of The Earth Against The Lions: 187, 197; Passenger Manifest for the MV Empire Windrush: 217; Macbeth: 278, 281, 285, 312, 335, 340, 344; Historical Perspectives: 423; A Valediction: Forbidding Mourning, Holy Sonnet 10: 429;; To His Coy Mistress: 478; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 486; The Divine Comedy: Inferno, The Second Coming: 492; The Explosion, Old Love: 520; The Assignment of My Life: 416; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 628; Home Away From Home: 680; Back to My Own Country: An Essay: 694, 699; Shooting An Elephant: 709; English Language Support Lesson: The Worms Of The Earth Against The Lions: 178c; Macbeth: 280c, 314c, 339c; Sonnets: 376c; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 552c; ; Ode To A Nightingale, Ode To The West Wind: 568c; The Most Forgetful Man In The World: 656; Shooting An Elephant: 704c; A History Of The English Church And People: 730c; The Seafarer, Dover Beach, Escape From The Old Country: 744c; The Widow At Windsor, Lucy: Englan’ Lady: 758c; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 768c

Interactive Teacher’s Edition: The highlighted text in the selections is linked to Digital inline notes, which provide deeper instruction on the richness of text’s structure and linguistic complexity. The highlighted feature at the bottom of the lessons is linked to a Digital Support Lesson, an expanded lesson, scaffolded for English Language learners.Correlations

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PI.12.6.BR a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words. b. Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently). c. Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

Personalize for Learning: A World of Heroes; 6; Beowulf: 28, 33, 56; Whole Class Performance Task: 63, 465; The Prologue from the Canterbury Tales: 133, 143, 147, 151, 154; The Worms Of The Earth Against The Lions: 187, 197; Macbeth: 278, 281, 285, 312, 335, 340, 344; Historical Perspectives: 423; To His Coy Mistress: 478; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 486; The Divine Comedy: Inferno, The Second Coming: 492; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 628; Back to My Own Country: An Essay: 694, 699; Shooting An Elephant: 709English Language Support Lesson: The Worms Of The Earth Against The Lions: 178c; Macbeth: 280c, 314c, 339c; Sonnets: 376c; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 552c; ; Ode To A Nightingale, Ode To The West Wind: 568c; The Most Forgetful Man In The World: 656; Shooting An Elephant: 704c; A History Of The English Church And People: 730c; The Seafarer, Dover Beach, Escape From The Old Country: 744c; The Widow At Windsor, Lucy: Englan’ Lady: 758c; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 768c

7. Evaluating language choices

PI.12.7.EM Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.

Personalize for Learning: Historical Perspectives: 14; Whole Class Performance Task: 67, 167, 367; On Seeing England for the First Time, XXIII from Midsummer: 201; Macbeth: 271; The Divine Comedy: Inferno, The Second Coming: 502; Araby: 507; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 559; Ode To A Nightingale, Ode To The West Wind: 569; Frankenstein: 590; The Seafarer, Dover Beach, Escape From The Old Country: 748; The Widow At Windsor, Lucy: Englan’ Lady: 762; Peformance-Based Assessment: 792

PI.12.7.EX Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.

Personalize for Learning: Historical Perspectives: 14; Whole Class Performance Task: 67, 367; Whole Class Performance Task: 167; On Seeing England for the First Time | XXIII from Midsummer: 201; Macbeth: 271; The Divine Comedy: Inferno, The Second Coming: 502; Araby: 507; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 559; Ode To A Nightingale, Ode To The West Wind: 569; Frankenstein: 590; The Widow At Windsor, Lucy: Englan’ Lady: 762; Peformance-Based Assessment: 792

PI.12.7.BR Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.

Personalize for Learning: Historical Perspectives: 14; Whole Class Performance Task: 67, 367; On Seeing England for the First Time | XXIII from Midsummer: 201; Macbeth: 271; The Divine Comedy: Inferno, The Second Coming: 502; Araby: 507; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 559; Ode To A Nightingale, Ode To The West Wind: 569; Frankenstein: 590; The Seafarer, Dover Beach, Escape From The Old Country: 748; Peformance-Based Assessment: 792

8. Analyzing language choicesPI.12.8.EM Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances and different effects on the audience.

Personalize for Learning: Beowulf: 16c; Historical Perspectives: 14, 688; Whole Class Performance Task: 67, 361, 467; War Poetry: 76, 88; On Seeing England for the First Time | XXIII from Midsummer: 201, 214; Macbeth: 274, 332; Sonnets: 382; The Divine Comedy: Inferno, The Second Coming: 497, 502; Araby: 513; The Explosion, Old Love: 523; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 565; Ode To A Nightingale, Ode To The West Wind: 581; The Madeleine: 644; The Most Forgetful Man In The World: 656; Shooting An Elephant: 709, 715; The Seafarer, Dover Beach, Escape From The Old Country: 756; The Seafarer, Dover Beach, Escape From The Old Country: 756; The Widow At Windsor, Lucy: Englan’ Lady: 766; Peformance-Based Assessment: 792English Language Support Lesson: War Poetry: 74c, 84c; The Prologue from the Canterbury Tales: 126c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 480c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Explosion, Old Love: 516c; Mrs. Dalloway: 616c; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 624c; The Madeleine: 636c; The Most Forgetful Man In The World: 656

PI.12.8.EX Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.

Personalize for Learning: Beowulf: 16c; Historical Perspectives: 14, 688; Whole Class Performance Task: 67, 361, 467; War Poetry: 76, 88; On Seeing England for the First Time | XXIII from Midsummer: 201, 214; Macbeth: 274, 332; Sonnets: 382; Gulliver’s Travels: 447; The Divine Comedy: Inferno, The Second Coming: 497, 502; Araby: 513; The Explosion, Old Love: 523: Performance-Based Assessment: 534; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 565; Ode To A Nightingale, Ode To The West Wind: 581; The Madeleine: 644; The Most Forgetful Man In The World: 656; Shooting An Elephant: 709, 715; The Seafarer, Dover Beach, Escape From The Old Country: 756; The Widow At Windsor, Lucy: Englan’ Lady: 766; The Widow At Windsor, Lucy: Englan’ Lady: 762; Peformance-Based Assessment: 792English Language Support Lesson: The Prologue from the Canterbury Tales: 126c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A Valediction: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 480c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Explosion, Old Love: 516c; Mrs. Dalloway: 616c; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 624c; The Madeleine: 636c; The Most Forgetful Man In The World: 656


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PI.12.8.BR Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.

Personalize for Learning: Beowulf: 16c; Historical Perspectives: 14, 688; Whole Class Performance Task: 67, 361, 467; War Poetry: 74c, 76, 84c, 88; On Seeing England for the First Time | XXIII from Midsummer: 201, 214; Macbeth: 274, 332; Sonnets: 382; Gulliver’s Travels: 447; The Divine Comedy: Inferno, The Second Coming: 497, 502; Araby: 513; The Explosion, Old Love: 523; Lines Composed a Few Miles Above Tintern Abbey, The Prelude: 565; Ode To A Nightingale, Ode To The West Wind: 581; The Madeleine: 644; The Most Forgetful Man In The World: 656; Shooting An Elephant: 709, 715; The Widow At Windsor, Lucy: Englan’ Lady: 766; Peformance-Based Assessment: 792English Language Support Lesson: War Poetry: 74c, 84c;The Prologue from the Canterbury Tales: 126c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A Valediction: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 480c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Explosion, Old Love: 516c; Mrs. Dalloway: 616c; Apostrophe to the Ocean, The World Is Too Much With Us, London, 1802: 624c; The Madeleine: 636c; The Most Forgetful Man In The World: 656

Part I. C. Productive9. PresentingPI.12.9.EM Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.

Personalize for Learning: Small Group Performance Task: 101, 527; The Prologue from the Canterbury Tales: 159; Macbeth: 352; Gulliver’s Travels: 446; The Divine Comedy: Inferno, The Second Coming: 502; Mrs. Dalloway: 635

PI.12.9.EX Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.

Personalize for Learning: Small Group Performance Task: 101, 527; The Prologue from the Canterbury Tales: 159; Macbeth: 352; Gulliver’s Travels: 446; The Divine Comedy: Inferno, The Second Coming: 502; Mrs. Dalloway: 635

PI.12.9.BR Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and reasoning, and are delivered using an appropriate level of formality and understanding of register.

Personalize for Learning: Small Group Performance Task: 101, 527; Macbeth: 352; Gulliver’s Travels: 446; The Divine Comedy: Inferno, The Second Coming: 502; Mrs. Dalloway: 635

10. WritingPI.12.10.EM a. Write short literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently.

Personalize for Learning: Whole Class Performance Task: 167; Gulliver’s Travels: 450; Frankenstein: 598; Mrs. Dalloway: 635; The Most Forgetful Man In The World: 650; When Memories Never Fade, the Past Can Poison the Present: 662; A History Of The English Church And People: 736; History of Jamaica: 743; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 781

PI.12.10.EM b. Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Personalize for Learning: A Valediction: Forbidding Mourning, Holy Sonnet 10: 435; Gulliver’s Travels: 450; The Most Forgetful Man In The World: 650; When Memories Never Fade, the Past Can Poison the Present: 662,

PI.9.10.EX a. Write longer literary and informational texts (e.g., an argument about feee speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.

Personalize for Learning: Historical Perspectives: 124; Whole Class Performance Task: 167; Gulliver’s Travels: 450; Araby: 511; Frankenstein: 598; Mrs. Dalloway: 635; The Most Forgetful Man In The World: 650; When Memories Never Fade, the Past Can Poison the Present: 662; A History Of The English Church And People: 736; History of Jamaica: 743; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 781

PI.9.10.EX b. Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Personalize for Learning: A Valediction: Forbidding Mourning, Holy Sonnet 10: 435; Gulliver’s Travels: 450; Araby: 511; The Most Forgetful Man In The World: 650

PI.12.10.BR a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register.

Personalize for Learning: Gulliver’s Travels: 450; Araby: 511; Frankenstein: 598; Mrs. Dalloway: 635; When Memories Never Fade, the Past Can Poison the Present: 662; A History Of The English Church And People: 736; History of Jamaica: 743; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 781

PI.12.10.BR b. Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).

Personalize for Learning: A Valediction: Forbidding Mourning, Holy Sonnet 10: 435; Gulliver’s Travels: 450; Araby: 511; The Most Forgetful Man In The World: 650; When Memories Never Fade, the Past Can Poison the Present: 662,

11. Justifying/arguingPI.12.11.EM a. Justify opinions by articulating some textual evidence or background knowledge, with visual support.

Personalize for Learning: Sonnets: 376; Historical Perspectives: 467; Ode To A Nightingale, Ode To The West Wind: 581; Whole Class Performance Task: 719English Language Support Lesson: The Prologue from the Canterbury Tales: 126c

CorrelationsInteractive Teacher’s Edition: The highlighted text in the selections is linked to Digital inline notes, which provide deeper instruction on the richness of text’s structure and linguistic complexity. The highlighted feature at the bottom of the lessons is linked to a Digital Support Lesson, an expanded lesson, scaffolded for English Language learners.

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PI.12.11.EM b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

Personalize for Learning: Sonnets: 376; Historical Perspectives: 467; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 486; The Most Forgetful Man In The World: 656English Language Support Lesson: The Prologue from the Canterbury Tales: 126c

PI.12.11.EX a. Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.

Personalize for Learning: Beowulf: 60; Sonnets: 376; Historical Perspectives: 467; Ode To A Nightingale, Ode To The West Wind: 581; Whole Class Performance Task: 719English Language Support Lesson: The Prologue from the Canterbury Tales: 126c

PI.12.11.EX b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).

Personalize for Learning: Sonnets: 376; Historical Perspectives: 467; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 486; The Most Forgetful Man In The World: 656; Whole Class Performance Task: 719English Language Support Lesson: The Prologue from the Canterbury Tales: 26c

PI.12.11.BR a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

Personalize for Learning: Sonnets: 376; Historical Perspectives: 467; Ode To A Nightingale, Ode To The West Wind: 581; Whole Class Performance Task: 719English Language Support Lesson: The Prologue from the Canterbury Tales: 126c

PI.12.11.BR b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).

Personalize for Learning: Sonnets: 376; Historical Perspectives: 467; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 486; The Most Forgetful Man In The World: 656; Whole Class Performance Task: 719; The Seafarer, Dover Beach, Escape From The Old Country: 756English Language Support Lesson: The Prologue from the Canterbury Tales: 126c

12. Selecting language resourcesPI.12.12.EM a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., cell, the Depression) words to create clear spoken and written texts.

Personalize for Learning: Unit Introduction: 5, 115, 239, 415, 541, 679; A World of Heroes; 6; Standing Up to Absolute Power: 119; Historical Perspectives: 247, 551; Macbeth: 253; Whole Class Performance Task: 609; The Widow At Windsor, Lucy: Englan’ Lady: 765English Language Support Lesson: Beowulf: 16c; War Poetry: 74c, 84c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A Valediction: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Madeleine: 636c

PI.12.12.EM b. Use knowledge of morphology to appropriately select basic affixes (e.g., The news media relies on official sources).

Personalize for Learning: Unit Introduction: 5, 115, 239, 415, 541, 679; A World of Heroes; 6; Beowulf: 16c, 50; Whole Class Performance Task: 68; Standing Up to Absolute Power: 119; Historical Perspective: 247; Whole Class Performance Task: 609English Language Support Lesson: War Poetry: 74c, 84c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A Valediction: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Madeleine: 636c

PI.12.12.EX a. Use an increasing variety of grade-appropriate general academic (e.g., fallacy, dissuade) and domain-specific (e.g., chromosome, federalism) academic words accurately and appropriately when producing increasingly complex written and

Personalize for Learning: Unit Introduction: 5, 115, 239, 415, 541, 679; A World of Heroes; 6; Beowulf: 16c, 50; Standing Up to Absolute Power: 119; Historical Perspectives: 122, 551; Macbeth: 253; Whole Class Performance Task: 609; The Widow At Windsor, Lucy: Englan’ Lady: 765English Language Support Lesson: War Poetry: 74c, 84c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A Valediction: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Madeleine: 636c

PI.12.12.EX b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., The cardiac muscle works continuously).

Personalize for Learning: Unit Introduction: 5, 115, 239, 415, 541, 679; A World of Heroes; 6; Beowulf: 16c, 50; Whole Class Performance Task: 68; War Poetry: 74c, 84c; Standing Up to Absolute Power: 119; Historical Perspectives: 122; Whole Class Performance Task: 609English Language Support Lesson: Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; A Valediction: Forbidding Mourning, Holy Sonnet 10: 426c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Madeleine: 636c

PI.12.12.BR a. Use a variety of grade-appropriate general (e.g., alleviate, salutary) and domain-specific (e.g., soliloquy, microorganism) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.

Personalize for Learning: Unit Introduction: 5, 115, 239, 415, 541, 679; A World of Heroes; 6; Beowulf: 16c, 50; Standing Up to Absolute Power: 119; Historical Perspective: 247, 551; Macbeth: 253; Whole Class Performance Task: 609; The Widow At Windsor, Lucy: Englan’ Lady: 765English Language Support Lesson: War Poetry: 74c, 84c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Madeleine: 636c

PI.12.12.BR b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing inaugarate to inauguration).

Personalize for Learning: Unit Introduction: 5, 115, 239, 415, 541, 679; Beowulf: 16c, 50; Whole Class Performance Task: 68; Standing Up to Absolute Power: 119; Historical Perspective: 247; Whole Class Performance Task: 609English Language Support Lesson: War Poetry: 74c, 84c; Shakespeare’s Sister: 190c; On Seeing England for the First Time, XXIII from Midsummer: 198c; Gulliver’s Travels: 438c; To His Coy Mistress: 472c; The Divine Comedy: Inferno, The Second Coming: 490c; Araby: 504c; The Madeleine: 636c


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Part II: Learning About How English WorksPart II. A. 1. Understanding text structurePII.12.1.EM Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.

Personalize for Learning: Beowulf: 36; Macbeth: 295; Araby: 515; The Assignment of My Life: 416English Language Support Lesson: War Poetry: 74c; The Worms Of The Earth Against The Lions: 178c; Macbeth: 296c, 314c; Back to My Own Country: An Essay: 690c; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 768c

PII.12.1.EX Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/ explanatory texts and narratives.

Personalize for Learning: Macbeth: 295: Araby: 515; The Assignment of My Life: 416English Language Support Lesson: War Poetry: 74c; The Worms Of The Earth Against The Lions: 178c; Macbeth: 296c, 314c; Back to My Own Country: An Essay: 690c; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 768c

PII.12.1.BR Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

Personalize for Learning: Macbeth: 295; Araby: 515English Language Support Lesson: War Poetry: 74c; The Worms Of The Earth Against The Lions: 178c; Macbeth: 296c, 314c; Back to My Own Country: An Essay: 690c; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 768c

2. Understanding cohesionPII.12.2.EM a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third) to comprehending and writing brief texts.

Personalize for Learning: Beowulf: 23, 45, 48; Gulliver’s Travels, Among The Lilliputians and The Giants: 458; Frankenstein: 598; A History Of The English Church And People: 736

PII.12.2.EX a. Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.


PII.12.2.BR a. Apply knowledge of a variety of resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.



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English Language Development StandardsPart II. B. Expanding and Enriching Ideas3. Using verbs and verb phrasesPII.12.3.EM Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.

Personalize for Learning: Beowulf: 33; Whole Class Performance Task: 68; Passenger Manifest for the MV Empire Windrush: 220; To His Coy Mistress: 479; Frankenstein: 593, 602; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 771

PII.12.3.EX Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Personalize for Learning: Beowulf: 33; Whole Class Performance Task: 68; Passenger Manifest for the MV Empire Windrush: 220; To His Coy Mistress: 479; Frankenstein: 593, 602; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 771

PII.12.3.BR Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.

Personalize for Learning: Beowulf: 33; Whole Class Performance Task: 68; To His Coy Mistress: 479; Frankenstein: 593, 602; The Buried Giant, Kazuo Ishiguro: My Own Private Japan: 771

4. Using nouns and noun phrasesPII.12.4.EM Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.

Personalize for Learning: On Seeing England for the First Time | XXIII from Midsummer: 201; A Valediction, Forbidding Mourning, Holy Sonnet 10: 435; Early Dismissal: 545, Performance-Based Assessment: 672English Language Support Lesson: Sonnets: 376c

PII.12.4.EX Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns; simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.

Personalize for Learning: On Seeing England for the First Time | XXIII from Midsummer: 201; A Valediction, Forbidding Mourning, Holy Sonnet 10: 435; Early Dismissal: 545; Performance-Based Assessment: 672English Language Support Lesson: Sonnets: 376c

PII.12.4.BR Expand noun phrases in a variety of ways (e.g., complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.

Personalize for Learning: On Seeing England for the First Time | XXIII from Midsummer: 201; A Valediction, Forbidding Mourning, Holy Sonnet 10: 435; Early Dismissal: 545; Performance-Based Assessment: 672English Language Support Lesson: Sonnets: 376c

5. Modifying to add detailsPII.12.5.EM Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.

Personalize for Learning: Beowulf: 45, 47; Whole-Class Performance Task: 65

PII.12.5.EX Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.


PII.12.5.BR Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.


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Part II. C. Connecting ideas6. Connecting ideas

PII.12.6.EM Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it tells the history of Pi).

Personalize for Learning: Historical Perspectives: 12; War Poetry: 94; Macbeth: 255; Small Group Performance Task: 401; Gulliver’s Travels: 441, 445; The Madeleine: 645; Shooting An Elephant: 715

PII.12.6.EXCombine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).

Personalize for Learning: Historical Perspectives: 12; War Poetry: 94; Macbeth: 255; Small Group Performance Task: 401; Gulliver’s Travels: 441, 445; The Madeleine: 645; Shooting An Elephant: 715

PII.12.6.BRCombine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce)

Personalize for Learning: Historical Perspectives: 12; War Poetry: 94; Macbeth: 255; Small Group Performance Task: 401; Gulliver’s Travels: 441, 445; To The Virgins, To Make Much Of Time, Youth’s The Season Made For Joys: 482; The Madeleine: 645; Shooting An Elephant: 715

7. Condensing ideas

PII.12.7.EMCondense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).


PII.12.7.EXCondense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verbs or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared).


PII.10.7.BRCondense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., The epidemic, which ultimately affected hundreds of thousands of people, did not subside for another year).



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