Standards Overview (updated 7/31/17) English III Louisiana Student Standards by Collection Assessed on. Teach in Collection(s)

Transcription

1 Stndrds Overview (updted 7/31/17) English III Louisin Student Stndrds y Collection Tech in Collection(s) Stndrd Numer Wording of Stndrd Assessed on E.O.C. Test RL.1 RL.2 RL.3 RL.4 RL.5 RL.6 Cite strong, thorough, nd relevnt textul evidence to support nlysis of wht the text sys explicitly s well s inferences drwn from the text, including determining where the text leves mtters uncertin. Determine theme or centrl ide of text nd nlyze in detil its development over the course of the text, including how it emerges nd is shped nd refined y specific detils; provide n ojective summry of the text. Anlyze the impct of the uthor's choices regrding how to develop nd relte elements of story or drm including how the uthor develops chrcter nd setting, uilds the plot nd suplots, cretes themes, nd develops mood/tmosphere. Determine the mening of words nd phrses s they re used in the text, including figurtive nd connottive menings; nlyze the impct of specific word choices on mening nd tone, including words with multiple menings or lnguge tht is prticulrly fresh, engging, or eutiful. Anlyze how n uthor's choices concerning how to structure specific prts of text (e.g., the choice of where to egin or end story, the choice to provide comedic or trgic resolution) contriute to its overll structure nd mening s well s its esthetic impct. Anlyze cse in which grsping point of view requires distinguishing wht is directly stted in text from wht is relly ment (e.g., stire, srcsm, irony, or understtement). 1

2 RL.7 RL.8 RL.9 RL.10 RI.1 RI.2 RI.3 RI.4 RI.5 RI.6 RI.7 RI.8 Anlyze multiple interprettions of story, drm, or poem (e.g., recorded or live production of ply or recorded novel or poetry), evluting how ech version interprets the source text. (Not pplicle to literture) Demonstrte knowledge of foundtionl works of U.S. nd world literture, including how two or more texts from the sme period tret similr themes or topics. By the end of grde 11, red nd comprehend literture, including stories, drms, nd poems, in the grde 12 CCR text complexity nd proficiently, with scffolding s needed. Cite strong, thorough, nd relevnt textul evidence to support nlysis of wht the text sys explicitly s well s inferences drwn from the text, including determining where the text leves mtters uncertin. Determine centrl ide of text nd nlyze its development over the course of the text, including how it emerges nd is shped nd refined y specific detils; provide n ojective summry of the text. Anlyze complex set of ides or sequence of events nd explin how specific individuls, ides, or events interct nd develop over the course of the text. Determine the mening of words nd phrses s they re used in text, including figurtive, connottive, nd technicl menings; nlyze how n uthor uses nd refines the mening of key term or terms over the course of text. Anlyze nd evlute the effectiveness of the structure n uthor uses in his or her exposition or rgument, including whether the structure mkes points cler, convincing, nd engging. Determine n uthor's point of view or purpose in text in which the rhetoric is considered prticulrly effective, nlyzing how style nd content contriute to the power, persusiveness or euty of the text. Integrte nd evlute multiple sources of informtion presented in different medi or formts (e.g., visully, quntittively) s well s in words in order to ddress question or solve prolem. Delinete nd evlute the resoning in seminl U.S. texts, including the ppliction of constitutionl principles nd use of legl resoning (e.g., in U.S. Supreme Court mjority opinions nd dissents) nd the premises, purposes, nd rguments in works of pulic dvoccy (e.g., The Federlist, presidentil ddresses). 2

3 RI.9 Anlyze foundtionl U.S. nd world documents of historicl nd literry significnce for their themes, purposes, nd rhetoricl fetures. RI.10 By the end of grde 11, red nd comprehend literry nonfiction in the grdes 11-CCR text complexity nd proficiently, with scffolding s needed t the high end of the rnge. L.1 Demonstrte commnd of the conventions of stndrd English grmmr nd usge when writing or speking. Apply the understnding tht usge is mtter of convention, cn chnge over time, nd is sometimes contested. Resolve issues of complex or contested usge, consulting references (e.g., Merrim-Wester's Dictionry of English Usge, Grner's Modern Americn Usge) s needed. L.2 Demonstrte commnd of the conventions of stndrd English cpitliztion, punctution, nd spelling when writing Oserve hyphention conventions. Spell correctly. L.3 Apply knowledge of lnguge to understnd how lnguge functions in different contexts, to mke effective choices for mening or style, nd to comprehend more fully when reding or listening.. Vry syntx for effect, consulting references (e.g., Tufte's Artful Sentences) for guidnce s needed; pply n understnding of syntx to the study of complex texts when reding. L.4 Determine or clrify the mening of unknown nd multiplemening words nd phrses sed on grdes reding nd content, choosing flexily from rnge of strtegies. Use context (e.g., the overll mening of sentence, prgrph, or text; word s position or function in sentence) s clue to the mening of word or phrse. Identify nd correctly use ptterns of word chnges tht indicte different menings or prts of speech (e.g., nlyze, nlysis, nlyticl; dvocte, dvoccy). c Consult generl nd specilized reference mterils (e.g., dictionries, glossries, thesuruses), oth print nd digitl, to find the pronuncition of word or determine or clrify its precise mening, its prt of speech, or its etymology. 3

4 d Verify the preliminry determintion of the mening of word or phrse (e.g., y checking the inferred mening in context or in dictionry). L.5 Demonstrte understnding of figurtive lnguge, word reltionships, nd nunces in word menings. Interpret figures of speech (e.g., euphemism, oxymoron) in context nd nlyze their role in the text. Anlyze nunces in the mening of words with similr denottions. L.6 Acquire nd use ccurtely generl cdemic nd domin-specific words nd phrses, sufficient for reding, writing, speking, nd listening t the college nd creer rediness level; demonstrte independence in gthering voculry knowledge when considering word or phrse importnt to comprehension or expression. W.1 Write rguments to support clims in n nlysis of sustntive topics or texts, using vlid resoning nd relevnt nd sufficient evidence. Introduce precise clim(s), distinguish the clim(s) from lternte or opposing clims, nd crete n orgniztion tht estlishes cler reltionships mong clim(s), counterclims, resons, nd evidence. Develop clim(s) nd counterclims firly, supplying evidence for ech while pointing out the strengths nd limittions of oth in mnner tht nticiptes the udience s knowledge level. c Use words, phrses, nd cluses to link the mjor sections of the text, crete cohesion, nd clrify the reltionships etween clim(s) nd resons, etween resons nd evidence, nd etween clim(s) nd counterclims. d Estlish nd mintin forml style nd ojective tone while e ttending to the conventions in which they re writing. Provide concluding sttement or section tht follows from nd supports the rgument presented. W.2 Write informtive/ explntory texts to exmine nd convey complex ides, concepts, nd informtion clerly nd ccurtely through the effective selection, orgniztion, nd nlysis of content. Introduce topic; orgnize complex ides, concepts, nd informtion to mke importnt connections nd distinctions; include formtting, grphics, nd multimedi when useful to iding comprehension. 4

5 c d e f Develop the topic with well-chosen, relevnt, nd sufficient fcts, extended definitions, concrete detils, quottions, or other informtion nd exmples pproprite to the udience s knowledge of the topic. Use pproprite nd vried trnsitions to link the mjor sections of the text, crete cohesion, nd clrify the reltionships mong ides nd concepts. Use precise lnguge nd domin-specific voculry to mnge the complexity of the topic. Estlish/mintin forml style nd ojective tone while ttending to the norms nd conventions of the discipline in which they re writing. Provide concluding sttement or section tht follows from nd supports the informtion or explntion presented. W.3 Write nrrtives to develop rel or imgined experiences or events using effective technique, well-chosen detils, nd well-structured event sequences. c d Engge nd orient the reder y setting out prolem, sitution, or oservtion, estlishing one or multiple point(s) of view, nd introducing nrrtor nd/or chrcters; crete smooth progression of experiences, mood, tone, or events. Use nrrtive techniques, such s dilogue, pcing, description, reflection, nd multiple plot lines, to develop experiences, events, nd/or chrcters. Use vriety of techniques to sequence events so tht they uild on one nother to crete coherent whole. Use precise words nd phrses, telling detils, nd figurtive nd sensory lnguge to convey vivid picture of the experiences, events, setting, mood, tone, nd/or chrcters. e Provide conclusion (when pproprite to the genre) tht follows from nd reflects on wht is experienced, oserved, or resolved over the course of the nrrtive. W.4 Produce cler nd coherent writing in which the development, orgniztion, nd style re pproprite to tsk, purpose, nd udience. W.5 Develop nd strengthen writing s needed y plnning, revising, editing, rewriting, or trying new pproch, focusing on ddressing wht is most significnt for specific purpose nd udience. 5

6 W.6 Use technology, including the Internet, to produce, pulish, nd updte individul or shred writing products in response to ongoing feedck, including new rguments or informtion. W.7 Conduct short s well s more sustined reserch projects to nswer question (including self-generted question) or solve prolem; nrrow or roden the inquiry when pproprite; synthesize multiple sources on the suject, demonstrting understnding of the suject under investigtion. W.8 Gther relevnt informtion from multiple uthorittive sources, using dvnced serches effectively; ssess the usefulness of ech source in nswering the reserch question; integrte informtion into the text selectively to mintin the flow of ides, voiding plgirism nd following stndrd formt for cittion. (e.g., MLA Hndook, Puliction Mnul of the Americn Psychologicl Assocition). W.9 Drw relevnt evidence from grde-pproprite literry or informtionl texts to support nlysis, reflection, nd reserch. Apply grdes Reding stndrds to literture. Apply grdes Reding stndrds to literry nonfiction. W.10 Write routinely over extended time frmes (time for reserch, reflection, nd revision) nd shorter time frmes ( single sitting or dy or two) for rnge of tsks, purposes, nd udiences. 6