EDIT MAIN
ELA - English I
| Argumentative Writing | |
| Unit Outcome | Construct an argument with relevant evidence and interpret that evidence to support a contestable claim. |
| E1.1.1 | I can make a claim that sets out my purpose. |
| E1.1.2 | I can provide evidence and plausible arguments to support my thesis. |
| E1.1.3 | I can analyze those arguments and utilize them to support my own viewpoints, or I can refute the arguments found within the text with valid, reasonable counter arguments. |
| Academic Vocabulary | ethos, pathos, logos, audience |
| Informative Writing | |
| Unit Outcome | Construct writing that uses the most relevant information to inform and enhance understanding of a subject. |
| E1.2.1 | I can evaluate multiple sources to determine what information is valid, relevant and useful. |
| E1.2.2 | I can arrange and combine information from multiples sources in order to create structure. |
| E1.2.3 | I can create an introduction and conclusion paragraph. |
| E1.2.4 | I can use formal style and tone to develop a topic with relevant and sufficient facts. |
| Academic Vocabulary | |
| Narrative Writing | |
| Unit Outcome | Construct a writing that uses a variety of literary techniques to tell a story. |
| E1.3.1 | I can use descriptions and sensory imagery. |
| E1.3.2 | I can design a narrative arc (character, conflict, suspense, climax, resolution) and sequence the story logically. |
| E1.3.3 | I can establish and maintain both a voice and a consistent point of view. |
| Academic Vocabulary | Metaphor, simile, cliche, hyperbole, imagery, onomatopoeia, |
| Reading, Analyzing and Interpreting Texts | |
| Unit Outcome | Determine a theme (fiction) or purpose (informational) of a text and analyze its development throughout the text. |
| E1.4.1 | I can identify a theme or central idea within the text and examine its development in the text as a whole. |
| E1.4.2 | I can analyze how characters’ traits, conflicts, perspectives, motivations, and point of view advance the plot or develop the theme. |
| E1.4.3 | I can incorporate strong, relevant and thorough textual evidence that supports a claim about characterization. |
| E1.4.4 | I can use informational text to gain understanding of literature. |
| Academic Vocabulary | Tragedy, soliloquy, monologue, aside, motivation, ethos, pathos, logos, irony, dialect, foreshadowing, blank verse, couplet, symbolism |
| Language: (Grammar, Mechanics and Vocabulary Sub-Categories) | |
| Unit Outcome | Construct sentences that are varied, structurally sound, and appropriate in their use of capitalization, spelling and punctuation, while also using a sophisticated vocabulary. |
| E1.5.1 | I can structure complex and varied sentences that convey a clear and concise meaning. |
| E1.5.2 | I can use the conventions of Standard American English, including but not limited to correct use of capitalization, spelling and punctuation. |
| E1.5.3 | I can use a sophisticated vocabulary appropriate to the topic. |
| Academic Vocabulary | |
ELA - English II
| Argumentative Writing | |
| Unit Outcome | Construct an argument with relevant evidence and interpret that evidence to support a contestable claim. |
| E1.1.1 | I can make a claim that sets out my purpose. |
| E1.1.2 | I can provide evidence and plausible arguments to support my thesis. |
| E1.1.3 | I can analyze those arguments and utilize them to support my own viewpoints, or I can refute the arguments found within the text with valid, reasonable counter arguments. |
| Academic Vocabulary | |
| Informative Writing | |
| Unit Outcome | Construct writing that uses the most relevant information to inform and enhance understanding of a subject. |
| E1.2.1 | I can evaluate multiple sources to determine what information is valid, relevant and useful. |
| E1.2.2 | I can arrange and combine information from multiples sources in order to create structure. |
| E1.2.3 | I can create an introduction and conclusion paragraph. |
| E1.2.4 | I can use formal style and tone to develop a topic with relevant and sufficient facts. |
| Academic Vocabulary | |
| Reading, Analyzing and Interpreting Texts | |
| Unit Outcome | Determine a theme (fiction) or purpose (informational) of a text and analyze its development throughout the text |
| E1.3.1 | I can identify a theme or central idea within the text and examine its development in the text as a whole. |
| E1.3.2 | I can analyze how characters’ traits, conflicts, perspectives, motivations, and point of view advance the plot or develop the theme. |
| E1.3.3 | I can incorporate strong, relevant and thorough textual evidence that supports a claim about characterization. |
| E1.3.4 | I can use informational text to gain understanding of literature. |
| Academic Vocabulary | |
| Speaking and Listening | |
| Unit Outcome | Prepare and present a variety of well-organized speeches with a clear audience and purpose in mind. |
| E1.4.1 | I can find relevant, reliable sources and integrate them into a well-prepared speech. |
| E1.4.2 | I can construct a speech that uses strong introductions, well-organized support, thoughtful conclusions and effective transitions. |
| E1.4.3 | I can speak with confidence, using appropriate hand gestures, eye contact, volume, pace, clarity, speed and posture. |
| Academic Vocabulary | |
| Language: (Grammar, Mechanics and Vocabulary Sub-Categories) | |
| Unit Outcome | Construct sentences that are varied, structurally sound, and appropriate in their use of capitalization, spelling and punctuation, while also using a sophisticated vocabulary. |
| E1.5.1 | I can structure complex and varied sentences that convey a clear and concise meaning. |
| E1.5.2 | I can use the conventions of Standard American English, including but not limited to correct use of capitalization, spelling and punctuation. |
| E1.5.3 | I can use a sophisticated vocabulary appropriate to the topic. |
| Academic Vocabulary | |