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Difference between revisions of "Common Core ELA Jossey Bass Maps"

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This page describes the units and Common Core benchmarks each unit covers as described in ''[http://www.amazon.com/gp/product/1118108205/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1118108205&linkCode=as2&tag=mrodlshom-20 Common Core Curriculum Maps for the English Language Arts Grades 9-12]''.
 
This page describes the units and Common Core benchmarks each unit covers as described in ''[http://www.amazon.com/gp/product/1118108205/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1118108205&linkCode=as2&tag=mrodlshom-20 Common Core Curriculum Maps for the English Language Arts Grades 9-12]''.
  
−
==Unit 1: Literary Elements and the Short Story==
 
−
{{CCSS ELA Literacy RL9-10.1}}
 
  
 +
{| class="wikitable"
 +
|-
 +
|style="width:25%;" | '''9th Grade: Introduction to Literature'''
 +
|style="width:25%;" | '''10th Grade: World Literature'''
 +
|style="width:25%;" | '''11th Grade: American Literature'''
 +
|style="width:25%;" | '''12th Grade: European Literature'''
 +
|-
 +
|style="vertical-align:top;" | '''Unit 1: Literary Elements and the Short Story'''
 +
{{CCSS ELA Literacy RL9-10.1}}<br />
 +
{{CCSS ELA Literacy RL9-10.5}}<br />
 +
{{CCSS ELA Literacy W9-10.2}}<br />
 +
{{CCSS ELA Literacy SL9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.5}}<br />
 +
|style="vertical-align:top;" | '''Unit 1: Latin and Central America'''
 +
{{CCSS ELA Literacy RL9-10.1}}<br />
 +
{{CCSS ELA Literacy RL9-10.4}}<br />
 +
{{CCSS ELA Literacy RL9-10.6}}<br />
 +
{{CCSS ELA Literacy RI9-10.5}}<br />
 +
{{CCSS ELA Literacy RI9-10.8}}<br />
 +
{{CCSS ELA Literacy W9-10.4}}<br />
 +
{{CCSS ELA Literacy W9-10.5}}<br />
 +
{{CCSS ELA Literacy W9-10.6}}<br />
 +
{{CCSS ELA Literacy W9-10.9}}<br />
 +
{{CCSS ELA Literacy SL9-10.6}}<br />
 +
{{CCSS ELA Literacy L9-10.5}}<br />
 +
{{CCSS ELA Literacy L9-10.6}}<br />
 +
|style="vertical-align:top;" | '''Unit 1: A New World'''
 +
{{CCSS ELA Literacy RL11-12.4}}<br />
 +
{{CCSS ELA Literacy RL11-12.9}}<br />
 +
{{CCSS ELA Literacy RI11-12.6}}<br />
 +
{{CCSS ELA Literacy W11-12.2}}<br />
 +
{{CCSS ELA Literacy SL11-12.1}}<br />
 +
{{CCSS ELA Literacy L11-12.3}}<br />
 +
|style="vertical-align:top;" | '''Unit 1: The Middle Ages'''
 +
{{CCSS ELA Literacy RL11-12.5}}<br />
 +
{{CCSS ELA Literacy RI11-12.2}}<br />
 +
{{CCSS ELA Literacy W11-12.1}}<br />
 +
{{CCSS ELA Literacy SL11-12.4}}<br />
 +
{{CCSS ELA Literacy L11-12.3a}}<br />
 +
|-
 +
|style="vertical-align:top;" | '''Unit 2: The Novel–Honor'''
 +
{{CCSS ELA Literacy RL9-10.2}}<br />
 +
{{CCSS ELA Literacy RL9-10.3}}<br />
 +
{{CCSS ELA Literacy RI9-10.3}}<br />
 +
{{CCSS ELA Literacy W9-10.2}}<br />
 +
{{CCSS ELA Literacy SL9-10.2}}<br />
 +
{{CCSS ELA Literacy L9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.4}}<br />
 +
|style="vertical-align:top;" | '''Unit 2: Asia'''
 +
{{CCSS ELA Literacy RL9-10.2}}<br />
 +
{{CCSS ELA Literacy RL9-10.5}}<br />
 +
{{CCSS ELA Literacy RI9-10.1}}<br />
 +
{{CCSS ELA Literacy RI9-10.4}}<br />
 +
{{CCSS ELA Literacy W9-10.7}}<br />
 +
{{CCSS ELA Literacy W9-10.10}}<br />
 +
{{CCSS ELA Literacy SL9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.2}}<br />
 +
|style="vertical-align:top;" | '''Unit 2: A New Nation'''
 +
{{CCSS ELA Literacy RL11-12.4}}<br />
 +
{{CCSS ELA Literacy RI11-12.5}}<br />
 +
{{CCSS ELA Literacy RI11-12.8}}<br />
 +
{{CCSS ELA Literacy RI11-12.9}}<br />
 +
{{CCSS ELA Literacy W11-12.1}}<br />
 +
{{CCSS ELA Literacy SL11-12.4}}<br />
 +
{{CCSS ELA Literacy L11-12.1}}<br />
 +
|style="vertical-align:top;" | '''Unit 2: Renaissance and Reformation'''
 +
{{CCSS ELA Literacy RL11-12.4}}<br />
 +
{{CCSS ELA Literacy RL11-12.6}}<br />
 +
{{CCSS ELA Literacy RI11-12.1}}<br />
 +
{{CCSS ELA Literacy RI11-12.2}}<br />
 +
{{CCSS ELA Literacy W11-12.2}}<br />
 +
{{CCSS ELA Literacy SL11-12.4}}<br />
 +
{{CCSS ELA Literacy L11-12.4}}<br />
 +
|-
 +
|style="vertical-align:top;" | '''Unit 3: Poetry–Beauty'''
 +
{{CCSS ELA Literacy RL9-10.4}}<br />
 +
{{CCSS ELA Literacy RI9-10.2}}<br />
 +
{{CCSS ELA Literacy W9-10.8}}<br />
 +
{{CCSS ELA Literacy SL9-10.5}}<br />
 +
{{CCSS ELA Literacy L9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.3}}<br />
 +
|style="vertical-align:top;" | '''Unit 3: Africa and the Middle East'''
 +
{{CCSS ELA Literacy RL9-10.1}}<br />
 +
{{CCSS ELA Literacy RL9-10.4}}<br />
 +
{{CCSS ELA Literacy RL9-10.6}}<br />
 +
{{CCSS ELA Literacy RI9-10.5}}<br />
 +
{{CCSS ELA Literacy RI9-10.8}}<br />
 +
{{CCSS ELA Literacy W9-10.4}}<br />
 +
{{CCSS ELA Literacy W9-10.5}}<br />
 +
{{CCSS ELA Literacy W9-10.6}}<br />
 +
{{CCSS ELA Literacy W9-10.9}}<br />
 +
{{CCSS ELA Literacy SL9-10.6}}<br />
 +
{{CCSS ELA Literacy L9-10.5}}<br />
 +
{{CCSS ELA Literacy L9-10.6}}<br />
 +
|style="vertical-align:top;" | '''Unit 3: American Romanticism'''
 +
{{CCSS ELA Literacy RL11-12.2}}<br />
 +
{{CCSS ELA Literacy RL11-12.9}}<br />
 +
{{CCSS ELA Literacy RI11-12.5}}<br />
 +
{{CCSS ELA Literacy W11-12.3}}<br />
 +
{{CCSS ELA Literacy SL11-12.4}}<br />
 +
{{CCSS ELA Literacy L11-12.4}}<br />
 +
|style="vertical-align:top;" | '''Unit 3: 17<sup>th</sup> Century'''
 +
{{CCSS ELA Literacy RL11-12.1}}<br />
 +
{{CCSS ELA Literacy RL11-12.7}}<br />
 +
{{CCSS ELA Literacy RI11-12.3}}<br />
 +
{{CCSS ELA Literacy RI11-12.4}}<br />
 +
{{CCSS ELA Literacy RI11-12.6}}<br />
 +
{{CCSS ELA Literacy W11-12.4}}<br />
 +
{{CCSS ELA Literacy W11-12.5}}<br />
 +
{{CCSS ELA Literacy SL11-12.2}}<br />
 +
{{CCSS ELA Literacy L11-12.1a}}<br />
 +
{{CCSS ELA Literacy L11-12.1b}}<br />
 +
|-
 +
|style="vertical-align:top;" | '''Unit 4: Drama–Fate'''
 +
{{CCSS ELA Literacy RL9-10.3}}<br />
 +
{{CCSS ELA Literacy RL9-10.5}}<br />
 +
{{CCSS ELA Literacy RL9-10.9}}<br />
 +
{{CCSS ELA Literacy RI9-10.1}}<br />
 +
{{CCSS ELA Literacy W9-10.2}}<br />
 +
{{CCSS ELA Literacy SL9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.1}}<br />
 +
{{CCSS ELA Literacy L9-10.6}}<br />
 +
|style="vertical-align:top;" | '''Unit 4: Russia'''
 +
{{CCSS ELA Literacy RL9-10.3}}<br />
 +
{{CCSS ELA Literacy RL9-10.5}}<br />
 +
{{CCSS ELA Literacy RI9-10.3}}<br />
 +
{{CCSS ELA Literacy RI9-10.6}}<br />
 +
{{CCSS ELA Literacy RI9-10.7}}<br />
 +
{{CCSS ELA Literacy W9-10.1}}<br />
 +
{{CCSS ELA Literacy W9-10.2}}<br />
 +
{{CCSS ELA Literacy SL9-10.3}}<br />
 +
{{CCSS ELA Literacy L9-10.3}}<br />
 +
|style="vertical-align:top;" | '''Unit 4: A Troubled Young Nation'''
 +
{{CCSS ELA Literacy RL11-12.3}}<br />
 +
{{CCSS ELA Literacy RI11-12.3}}<br />
 +
{{CCSS ELA Literacy W11-12.5}}<br />
 +
{{CCSS ELA Literacy SL11-12.2}}<br />
 +
{{CCSS ELA Literacy L11-12.2}}<br />
 +
|style="vertical-align:top;" | '''Unit 4: 18<sup>th</sup>-Early 19<sup>th</sup> Century'''
 +
{{CCSS ELA Literacy RL11-12.2}}<br />
 +
{{CCSS ELA Literacy RL11-12.3}}<br />
 +
{{CCSS ELA Literacy RI11-12.5}}<br />
 +
{{CCSS ELA Literacy W11-12.3}}<br />
 +
{{CCSS ELA Literacy W11-12.7}}<br />
 +
{{CCSS ELA Literacy W11-12.8}}<br />
 +
{{CCSS ELA Literacy L11-12.2a}}<br />
 +
{{CCSS ELA Literacy L11-12.2b}}<br />
 +
|-
 +
|style="vertical-align:top;" | '''Unit 5: Epic Poetry–Heroism'''
 +
{{CCSS ELA Literacy RL9-10.2}}<br />
 +
{{CCSS ELA Literacy RL9-10.3}}<br />
 +
{{CCSS ELA Literacy RI9-10.7}}<br />
 +
{{CCSS ELA Literacy W9-10.9}}<br />
 +
{{CCSS ELA Literacy SL9-10.3}}<br />
 +
{{CCSS ELA Literacy L9-10.1}}<br />
 +
|style="vertical-align:top;" | This course only contains four units.
 +
|style="vertical-align:top;" | '''Unit 5: Emerging Modernism'''
 +
{{CCSS ELA Literacy RL11-12.1}}<br />
 +
{{CCSS ELA Literacy RL11-12.6}}<br />
 +
{{CCSS ELA Literacy RI11-12.1}}<br />
 +
{{CCSS ELA Literacy W11-12.4}}<br />
 +
{{CCSS ELA Literacy SL11-12.5}}<br />
 +
{{CCSS ELA Literacy L11-12.6}}<br />
 +
|style="vertical-align:top;" | '''Unit 5: 19<sup>th</sup> Century'''
 +
{{CCSS ELA Literacy RL11-12.3}}<br />
 +
{{CCSS ELA Literacy RL11-12.4}}<br />
 +
{{CCSS ELA Literacy RI11-12.2}}<br />
 +
{{CCSS ELA Literacy W11-12.5}}<br />
 +
{{CCSS ELA Literacy W11-12.7}}<br />
 +
{{CCSS ELA Literacy W11-12.8}}<br />
 +
{{CCSS ELA Literacy SL11-12.4}}<br />
 +
{{CCSS ELA Literacy L11-12.5a}}<br />
 +
{{CCSS ELA Literacy L11-12.5b}}<br />
 +
|-
 +
|style="vertical-align:top;" | '''Unit 6: Literary Nonfiction–Reflection'''
 +
{{CCSS ELA Literacy RL9-10.4}}<br />
 +
{{CCSS ELA Literacy RI9-10.3}}<br />
 +
{{CCSS ELA Literacy RI9-10.9}}<br />
 +
{{CCSS ELA Literacy W9-10.3}}<br />
 +
{{CCSS ELA Literacy SL9-10.3}}<br />
 +
{{CCSS ELA Literacy L9-10.1}}<br />
 +
|style="vertical-align:top;" | This course only contains four units.
 +
|style="vertical-align:top;" | '''Unit 6: Twentieth Century'''
 +
{{CCSS ELA Literacy RL11-12.5}}<br />
 +
{{CCSS ELA Literacy RL11-12.7}}<br />
 +
{{CCSS ELA Literacy RI11-12.2}}<br />
 +
{{CCSS ELA Literacy W11-12.2}}<br />
 +
{{CCSS ELA Literacy SL11-12.3}}<br />
 +
{{CCSS ELA Literacy L11-12.5}}<br />
 +
|style="vertical-align:top;" | '''Unit 6: Twentieth Century'''
 +
{{CCSS ELA Literacy RL11-12.3}}<br />
 +
{{CCSS ELA Literacy RL11-12.6}}<br />
 +
{{CCSS ELA Literacy RL11-12.10}}<br />
 +
{{CCSS ELA Literacy RI11-12.5}}<br />
 +
{{CCSS ELA Literacy W11-12.7}}<br />
 +
{{CCSS ELA Literacy W11-12.8}}<br />
 +
{{CCSS ELA Literacy SL11-12.1}}<br />
 +
{{CCSS ELA Literacy L11-12.6}}<br />
 +
|}
  
 
[[Category:Common Core Curriculum]]
 
[[Category:Common Core Curriculum]]

Latest revision as of 19:26, 1 December 2013

Book icon2.png
This page is based on Common Core Curriculum Maps published by Jossey-Bass.
For more information, see its page on Amazon.
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DRAFT

This page is a draft.

The information on this page may be outdated, inaccurate, or incomplete. Use this page with caution.

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This page has been marked for deletion.

It may be deleted at any time, even if it is linked to or transcluded by other pages. Use this page with caution.

This page describes the units and Common Core benchmarks each unit covers as described in Common Core Curriculum Maps for the English Language Arts Grades 9-12.


9th Grade: Introduction to Literature 10th Grade: World Literature 11th Grade: American Literature 12th Grade: European Literature
Unit 1: Literary Elements and the Short Story

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
CCSS.ELA-Literacy.W.9-10.2
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.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 Unit 1: Latin and Central America

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
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.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.9-10.6
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.

 Unit 1: A New World

CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.

 Unit 1: The Middle Ages

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.

Unit 2: The Novel–Honor

CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.W.9-10.2
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.
CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

 Unit 2: Asia

CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.W.9-10.7
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.
CCSS.ELA-Literacy.W.9-10.10
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.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 Unit 2: A New Nation

CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 Unit 2: Renaissance and Reformation

CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.

Unit 3: Poetry–Beauty

CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.SL.9-10.5
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.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.3
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.

 Unit 3: Africa and the Middle East

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
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.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.9-10.6
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.

 Unit 3: American Romanticism

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.

 Unit 3: 17th Century

CCSS.ELA-Literacy.RL.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.
CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.11-12.1a
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-Literacy.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.

Unit 4: Drama–Fate

CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
CCSS.ELA-Literacy.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.W.9-10.2
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.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.6
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.

 Unit 4: Russia

CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2
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.
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.L.9-10.3
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.

 Unit 4: A Troubled Young Nation

CCSS.ELA-Literacy.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 are introduced and developed).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 Unit 4: 18th-Early 19th Century

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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 are introduced and developed).
CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.11-12.2a
Observe hyphenation conventions.
CCSS.ELA-Literacy.L.11-12.2b
Spell correctly.

Unit 5: Epic Poetry–Heroism

CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 This course only contains four units. Unit 5: Emerging Modernism

CCSS.ELA-Literacy.RL.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.
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.

 Unit 5: 19th Century

CCSS.ELA-Literacy.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 are introduced and developed).
CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.11-12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
CCSS.ELA-Literacy.L.11-12.5b
Analyze nuances in the meaning of words with similar denotations.

Unit 6: Literary Nonfiction–Reflection

CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 This course only contains four units. Unit 6: Twentieth Century

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 Unit 6: Twentieth Century

CCSS.ELA-Literacy.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 are introduced and developed).
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.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.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.

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