English I - IV: Celebrations and Wrapping up the School Year

English I

Standards Addressed

• I can revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

• I can utilize an organizing structure appropriate to the purpose, audience, and context.

English II

Standards Addressed

• I can revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

• I can utilize an organizing structure appropriate to the purpose, audience, and context.

English III

Standards Addressed

• I can revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, schemes, and by adding transitional words and phrases .

• I can write procedural or work related documents (e.g., résumés, proposals, college applications, operation manuals.

English IV

Standards Addressed

• I can revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, schemes, and by adding transitional words and phrases .

• I can edit drafts for grammar, mechanics, and spelling.

English I

Standards Addressed

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-­ended situations that include transitions and the rhetorical devices used to convey meaning.

• I can write a clear thesis or position based on logical reasons supported by precise and relevant evidence.

English II

Standards Addressed

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open ­ended situations that include transitions and rhetorical devices used to convey meaning.

• I can write a clear thesis or position based on logical reasons supported by precise and relevant evidence .

English III

Standards Addressed

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open­-ended situations that include transitions and rhetorical devices to convey meaning.

• I can write procedural or work related documents (e.g., résumés, proposals, college applications, operation manuals.

English IV

Standards Addressed

• I can plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open­ended situations that include transitions and rhetorical devices to convey meaning.

English I

Standards Addressed

• I can analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience.

• I can make complex inferences about text and use textual evidence to support understanding.

English II

Standards Addressed

• I can explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments.

• I can make complex inferences about text and use textual evidence to support understanding.

English III

Standards Addressed

• I can understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.

• I can make complex inferences (e.g., inductive and deductive*) about text and use textual evidence to support understanding.

English IV

Standards Addressed

• I can synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

• I can make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

English I

Standards Addressed

• I can explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.

• I can make complex inferences about text and use textual evidence to support understanding.

English II

Standards Addressed

• I can analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.

• I can make complex inferences about text and use textual evidence to support understanding.

English III

Standards Addressed

• I can understand and make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.

• I can make complex inferences (e.g., inductive and deductive*) about text and use textual evidence to support understanding.

English IV

Standards Addressed

• I can analyze how the genre of texts with similar themes shapes meaning.

• I can make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

English I

Standards Addressed

• I can revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

• I can write an interpretative response to an expository or a literary text (e.g., essay or review).

English II

Standards Addressed

• I can revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

• I can edit drafts for grammar, mechanics, and spelling.

English III

Standards Addressed

• I can revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs and by adding transitional words and phrases.

• I can edit drafts for grammar, mechanics, and spelling.

English IV

Standards Addressed

• I can revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs and by adding transitional words and phrases.

• I can write literary texts to express their ideas and feelings about real or imagined people, events, and ideas .

English I

Standards Addressed

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-­ended situations.

• I can write an interpretive response to an expository or a literary text (e.g., essay or review).

English II

Standards Addressed

• I can plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-­ended situations.

English III

Standards Addressed

• I can plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open­-ended situations.

English IV

Standards Addressed

• I can structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations.

• I can write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

English I

Standards Addressed

• I can analyze how the genre of texts with similar themes shapes meaning.

• I can make complex inferences about text and use textual evidence to support understanding.

English II

Standards Addressed

• I can analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

• I can make complex inferences about text and use textual evidence to support understanding.

English III

Standards Addressed

• I can relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.

• I can make complex inferences (e.g., inductive and deductive*) about text and use textual evidence to support.

English IV

Standards Addressed

• I can analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

• I can make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

English I

Standards Addressed

• I can analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.

• I can make complex inferences about text and use textual evidence to support understanding.

English II

Standards Addressed

• I can analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry.

• I can make complex inferences about text and use textual evidence to support understanding.

English III

Standards Addressed

• I analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition.

• I can make complex inferences (e.g., inductive and deductive*) about text and use textual evidence to support.

English IV

Standards Addressed

• I can make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support my understanding.

• I can make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

English I

Standards Addressed

• I can analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.

• I can write responses that demonstrate understanding of texts.

English II

Standards Addressed

• I can analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures.

• I can make complex inferences about text and use textual evidence to support understanding.

English III

Standards Addressed

• I can evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction.

• I can make complex inferences (e.g., inductive and deductive*) about text and use textual evidence to support.

English IV

Standards Addressed

• I can analyze the moral dilemmas and *quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters.

• I can make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.