Greenville Public School District Recommended Grade: 9-12 ... · RL.11-12.1 Cite strong and...

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Greenville Public School District Recommended Grade: 9-12/ Survey of Twentieth Century Writing Curriculum MAP

2015-2016

Content:

Topic: Time

Frame

Standards (PLD)

(What do your students need to be able to DO?)

Essential Questions

Skills Suggested Activities (HOW will you teach it?)

Resources (What MATERIALS

will you need?)

Assessment (How will you know

that you have achieved the desired student outcome?)

Content Connection (How will you

integrate OTHER CONTENT AREAS into

LITERACY core content?)

Term 1

Week 1 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. 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 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.

What are the time period and literary movements of the 20th century? What are the characteristics of the literary movements? How do the authors’ works reflect the movement of the era?

Research Voice Tone History Writing Literary movements

1. Complete student data sheet. 2. Research, list and define the

characteristic of the time period in American and British literature

3. Research, list and define literary movement in American and British Literature

4. Complete a scavenger hunt on American and British authors of the twentieth century identifying the authors with their works.

5. Read and discuss “On One Writers’ Beginning” by Eudora Welty. Answer discussion questions for comprehension

6. Write a narrative similar to that of Welty’s relating their first experiences of reading and writing.

Ipads Laptops Guided notes Welty’s “On One writer’s Beginning”

Quiz on authors and historical time periods

essay

History and Science: Work as a team to explore the American literature timeline and connect the historical events to literature of the era.

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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. W11-12.7Conduct 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 W11-12.8 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

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overreliance on any one source and following a standard format for citation.

Term 1 Weeks

2-3

Southern

Gothic

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. RL 11-12.4Determine 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.) RL 11-12.7Analyze multiple interpretations of a story, drama, or poem

What is the literary genre known as the Southern Gothic? How can this literature be identified through analysis? How is the Southern Gothic movement a response to literary movements that have preceded it as well as a manipulation of literary conventions? • How can an author’s personal background inform their writing? • Does constant exposure to violence/bigotry limit one’s emotional sensitivity?

Theme Tone Voice Diction Irony symbolism Imagery Black humor Irony Allusion Magical

realism synthesis

1. Introduce Southern Gothic and its characteristics through guided research using the IPads. Student will deliver a group report and list the characteristics of Southern Gothic including setting, character descriptions, and themes and the development of the Southern Gothic style

2. Thematic hallmarks of the Southern Gothic style of writing: freakishness/flaws imprisonment, isolation, alienation/marginalization, Violence/crime (physical and mental), sense of place, poverty, and racism. The definitions of gothic, black humor, irony, allusion,

3. vernacular, magical realism 4. Discuss the theme, plot,

characters in short stories and explain how the story is of the Southern Gothic genre.

5. Read and discuss O’Connor short stories and relate them to South Gothic genre

6. Answer discussion questions

Ipads Flannery O’Connor Short Stories: “Good Country People” “Revelation” “The Life you Save May be your own” Joyce Carol Oates short stories “A Very Old Man with Enormous wings”

Discussion questions

Literary analysis

Cumulative essay

History: Explore the history of the South and explain why it is easy to create characters that fit the definition of Southern grotesque. Christianity: O’Connor deemed herself a devout Catholic. How do her stories reveal her Catholic upbringing?

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(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.)

• What is the purpose of humor in writing?

relating to theme, irony, symbolism and other literary device.

Term 1 Week 4-

5

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. RI11-12.9Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. W11-12.1-1eWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W11-12.2-2eWrite informative/explanatory

1. How do class, gender, religion, race, and culture determine our relationships?

2. What place does a dream/vision have in one's life/relationships?

3. What is it to be successful in America?

4. Is there a dark side to American success?

5. How do other countries react to American success?

6. How does Modernism fit into the American literary tradition?

Symbolism Theme Hero Structure Characterization Voice Tone Irony

1. Introduction to Fitzgerald and Roaring Twenties through biographical essay, documentary footage, and directed lecture contextualizing the historical period when this narrative was written, and its setting.

2. Found Poetry exercise – students note interesting, meaningful, or poetic quotes/passages in the text,

3. With Trouble Slips, students note “trouble spots in the text – places where their comprehension begins to falter.

4. The novel begins with a quote from Thomas Parke D’Invilliers, a character from Fitzgerald’s This Side of Paradise: “Then wear the gold hat, if that will move her; / If you can bounce high, bounce for her too, / Till she

The Great Gatsby Novel and movie AR Test

Chapter quizzes Essay on Gatsby and the American Dream

Feminist Lens essay One of the techniques Fitzgerald uses to develop characters is choosing names that reflect specific character traits. How do the names of George Wilson, Daisy Fay, Wolfsheim, and Dan Cody contribute to the

Social Studies: Research information about the Roaring 20s. Each group will present a brief presentation on the time period. With your assigned partner (chosen by the Omniscient Hat), you will create a 10-15 slide PowerPoint project and present your findings in

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texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

cry “Lover, gold-hatted, high-bouncing lover, / I must have you!” What does this poem mean? Ask students to examine the intention behind this epigraph. Class discussion of the text using anchor/essential questions

5. Explore the characters and theme of the novel in relations to the America Dream literature circles, literary letter

6. Each group will construct a found poem highlighting the imagery and events from Chapter 3

7. Find samples of legendary jazz recordings. Play King Oliver’s “Chimes Blues,” which includes Louis Armstrong’s first recorded solo. Move on to Armstrong’s “Sugar Foot Stomp” and “West End Blues.” How does Armstrong’s music change from 1923 to 1928? Before you answer, listen to each piece again. How does this music capture the spirit of the 1920s?

8. Have students identify the most important turning points in the novel. Ask them to identify the passages from

development of these characters?

One of Fitzgerald’s strengths comes from his imagistic style. Explore how he uses images to create contrasting moods at both Buchanan’s palace and Gatsby’s mansion. How does he bring the Buchanan palace to life? How does he create an amusement park atmosphere at Gatsby’s mansion? How do the moods contribute to the theme of new money vs. old money?

front of the class on the given question: “What is the American Dream?” Find samples of legendary jazz recordings. Play King Oliver’s “Chimes Blues,” which includes Louis Armstrong’s first recorded solo. Move on to Armstrong’s “Sugar Foot Stomp” and “West End Blues.” How does Armstrong’s music change from 1923 to 1928? Before you answer, listen to each piece again. How does this music capture the spirit of the

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the novel, explaining why these events are the most significant. Use this information for the next activity. Map a timeline that depicts the dramatic build-up in the novel. This map should include the most significant turning points but also examine the lesser events that build tension. As students develop their maps, they should define the beginning, middle, and end of the plot.

1920s?

Term 1 Week 6

The Glass

Menagerie

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. RL 11-12.4Determine 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

1. What is the most significant change in American literature since its birth?

2. How does literature in the Twentieth and Twenty First Century reflect us, as Americans?

3. To what extent are we all imprisoned or confined and what do we do to escape?

4. How do the

symbols motivation characterization archetype themes

1. Have the students divide into groups of two or three. Each group should make a list of the symbols in the play that relate to the idea of escape.

2. Have the students write a literary analysis on one of the following three symbols related to the character of Laura: the glass menagerie, the unicorn, or the nickname “blue roses.”

3. Pick out quotes from the text that you feel best illustrate Amanda’s relationship with her children’

4. Complete the “Why Expressions worksheet

5. group presentation on symbols

The Glass Menagerie by Tennessee Williams play “Why Expressionism? Worksheet 1. Expressionist Techniques” AR Tests

Quizzes

Objective Tests

Open Response

Teacher Observation

Group Work Rubric/Presentations

Notebook

Cumulative Project

History: After watching a production of the play, write a play review on the given format. History: Research the following areas: The role of women in America in the late 1930s – how did their level of pay and status compare to that of their

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multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL 11-12.7Analyze 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.) 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. RI11-12.9Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. W11-12.1-1eWrite

dramatic techniques contribute to the effectiveness of the play?

5. What is drama and what literary elements (i.e., plot, theme, character, setting, point of view) are utilized in drama?

6. guided discussion, 7. Watch and analyze the video

of selected scenes from the play

male counterparts and The political climate in America in the late 1930s before the start of WW2;

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arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W11-12.2-2e 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

Term 1 Weeks

7-8

The Importance of Being

Earnest

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. RL 11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the

How do individuals and societies maintain traditions in a changing world? How does a changing society insure justice and basic human rights for all?

Comedy Farce Pun Overstatement Understatement Aphorism Antithesis Ambiguity Verbal irony Diction Epigram Dues ex machine Double entendre

1. Introduce the play with an anticipatory set such as a “Reading Anticipation Guide.”

2. Read and annotate the play with the idea of a Farce and comedic conventions

3. PowerPoint and guided notes on farce and comedy of manners

4. After researching the required information at the library/media center, use your findings to write a report about Victorian upper-class courtship and marriage. Paraphrase or summarize what you have read instead of using direct

PowerPoint on the play The Importance of Being Earnest movie Activities on the play

AR Test

Teacher observation

Essay on topics from the play

Compare the movie to the play

Read the passage from Act II of The Importance of Being Earnest and write a well organized

History: Victorian age of British history is defined by the reign of Queen Victoria (1837-1901) when the British Empire ruled one quarter of the world’s population and land. -is was a period of

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impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. 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) RL 11-12.7Analyze 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.) 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.

quotations. 5. Allow students to finish

reading each act after it has begun in class

6. Discuss reading daily ad explain comedic conventions

7. Give students statements and explain their double meaning

8. Complete activities that focus on the literary skills

9. Write essay topics based on a given prompt: Explain the play as a comedy of manners

10. Examine how humor and satire affect the play’s ending

11. Students will trace the motif of courtship and marriage in the text.

12. Students will answer questions to demonstrate their knowledge and understanding of the main events and characters as they relate to the author’s theme development.

13. Create a euphemism for something in your life that you would rather refer to in a more discreet manner. Be sure to give an explanation of your euphemism and why you would use it.

14. Social commentary is the idea of presenting an individual opinion or idea about a social issue.

essay in which you analyze Wilde’s use of irony to challenge traditional ideas of sex and gender. Be sure to indicate which aspects of conventional gender identities Wilde confronts.

peace, prosperity, refined sensibilities, and national self-confidence for Britain. Marked by a cultural move away from the rationalism of the Georgian period, the Victorian age emphasized appearance in dress and manners above everything else. -is was a time of strict social codes for conduct where morality substituted for religion. Social and sexual restraint was given high priority in public as well as private

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RI11-12.9Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. W11-12.1-1eWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W11-12.2-2e 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

Sometimes, it is done in the form of satire, puns, or simply persuasion. Reexamine your text and explain how the play The Importance of Being Earnest could be characterized as an example of social commentary

interactions. Work in teams to research the following topics: Courtship and Marriage • Codes of conduct for men and women • Clothing and Fashion • Education • Food and Dining • Professions and Occupations Have them use the websites provided below as well as other available media resources to complete the last column, which describes what they have learned. Each group

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presents their new findings to the class.

Term 2 Weeks

9-11 Short Story Unit

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. 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.) 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

How does the writer create humor?

How did Shakespeare make use of literary devices such as soliloquy, aside, and dramatic irony to convey characters' emotions?

What are the consequences of acting on these emotions?

How do the main characters exemplify the tragic hero, and what tragic flaw(s) do they exhibit?

What universal themes are present in the

Point of View Characterization Tone or mood Setting Conflict Structure Turning points Symbolism Motifs language

1. Being the short story with a explanation of difficult vocabulary and a reading anticipation guide based on the story.

2. Students will write a sentence stating whether they agree or disagree with the statements on the Reading Anticipation Guide.

3. Research Susan Glaspell - Read Glaspell's biography and historical background at About Susan Glaspell

Journal #6 – address the following questions prior to reading "A Jury of Her Peers"

What do you think the story will be about?

What makes you think so?

What is a jury of peers?

Who do you think is being judged and why?

Other questions to address:

Why did Susan Glaspell conflict with the traditional gender roles in the 1900s?

What influence will this have on the story?

4. After reading the story,

“A Jury of Her Peers” Susan Glaspell Check for availability of AR tests

After a review of

the evidence,

students will write

a statement from

the point of view

of the wife in jail.

History: Explain the purpose of a jury and jury selection process including jury terms such as impartial and the 6th amendment specifications. Civics: “How Juries are Selected” Handout Journalism: Write and op-ed piece of at least three paragraphs about what transpired at the Wright’s farm during the county attorney’s investigation from the perspective of

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(e.g., satire, sarcasm, irony, or understatement) 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. W11-12.1-1eWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W11-12 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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

play, and how are they relevant today?

discuss the story as a class and identify the evidence that was overlooked by the men.

5. Introduce the story to the class and ask them to pay close attention to way the narrator describes the characters in the story. Ask them to pay attention to the voice of the narrator.

6. Teacher reads the story aloud to the class or a few students share the reading load.

7. Have students journal their responses to A & P for 5 minutes paying close attention to what really grabbed them and what they want to explore further. What was particularly effective in this story?

8. Students get into groups of 4 and share their responses with one another. Teacher circulates the room and facilitates the discussions when necessary. After 5 minutes, the class refocuses and participates in a large class discussion regarding the story and the students’ findings. Teacher provides guiding questions to facilitate

“A&P” John

Updike

Student writing assignment As unbelievable as it may seem, you are a fly on the ceiling of the A & P. You are absolutely captivated by Sammy and his fascination with the three girls. Describe Sammy and provide any information you feel necessary to describe him to your fly buddies. What is he wearing? What does he look like? What do you think he likes to do in his spare time? What are his mannerisms like? Remember, this is your description of Sammy.

a reporter.

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flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

discussion and critical thought. How does the narrator

describe the girls? What kind of language does he use to describe them?

How does the narrator describe the customers in the store?

How does the narrator describe the store manager?

What kind of character is Sammy?

Why doe Sammy quit his job?

Do perceive any tension between Sammy and the store manager? Why do you think there is tension? Do you think that it is generational? Can you give examples of this today?

9. Students will perform a character study of Sammy; they will write for the remainder of the class and store it in their writing portfolio.

Short story

selection test

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Term 2 Weeks 12-15 20th

century women writers

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. 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.) 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,

What was the role of women in the 20th century? How did women live within or overcome those stereotypical gender roles? How do people influence both positively and negatively their own and others' well being?

Claim Thesis Literacy criticisms Point of view Main ideas Counterclaim Precise words details

1. Read the elements of the various types of criticisms

2. Allow students to respond to the literature according to the various types of criticisms

3. Develop an anticipatory set for the topic of “women in the 20th century”

4. Read selections from comprehension and discussions

5. Give the students 5 minutes (or a little longer if they are all working) to write out in paragraph form some disappointments they have had in their own lives—their own jiltings—and write how they responded/reacted to these situations—did not making the football team prompt them to join some other club or to withdraw? Make sure they know that they aren’t going to share them aloud but I will collect them to grade. The reaction should be a half-page long.

6. BEFORE STORY—Discuss meanings of “jilting” and the name “Weatherall.” If

“The Jilting of

Granny

Weatherall”

Katherine Ann

Porter

AR Tests

Position papers with textual evidence

On the same page as their initial writing, describe granny’s major jilting; how does granny respond; would you have responded differently; should be half page (one page TOTAL).

History: Harlem Renaissance: Research the Harlem Renaissance for events that may impact the understanding of Sula’s lifestyle.

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irony, or understatement) 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. W11-12.1-1eWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W11-12 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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

someone is named “Weatherall,” what would that suggest about their character?

7. Read the story aloud as a class—break it into “episodes”, assign readers beforehand, discuss/review what happened in each episode as we read

8. AFTER STORY—Break class into groups of 4 students; assign each student a letter (A, B, C, D); in groups, discuss what was Granny’s big jilting (being left at the altar by George), how did she react to it (moved on, married again, had a family and house and rather nice life), how does she feel about it in the end of her life (can’t forgive him, still very hurt by his actions), and does the name “Weatherall” fit her and how?

9. For each group draw a new letter out of a box and the kid with that letter must summarize for the class what their group talked about.

10. Divide class in groups of

Novel

Presentation

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plagiarism and overreliance on any one source and following a standard format for citation.

five and give each group a theme or motif. The students will work as a team to trace the theme or motif as it unfolds in the novel.

Sula Toni Morrison AR Test

Rubric

Term 2 Weeks 16-18 Poetry

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. 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.) RL 11-12.6 Analyze a case in which grasping a point of view requires

What are several historical, social, and cultural forces that prompted the modernist movement? What were the effects of these influential factors? What are the primary characteristics of modernist poetry?

Theme Tone Diction Figurative language Symbols Allusions Sound devices Meter Dramatic monologues Sonnets Lyric poetry Metaphor Parable Sermon Narratives Making inferences Psalms Analogy Infinitive phrases Textual vocabulary Main idea

1. Read and analyze poetry by the same authors for similar language, form themes and motifs.

2. Connect the poet and life 3. Discuss how the poetic

devices affect the poem 4. Select a poem for dramatic

reading 5. Complete a TP-CASTT

analysis of a selected poem 6. Read “How to Explicate a

poem” by Betsy Drain. 7. Allow students to use the

techniques to write an explication

8. Analyze and discuss how tone, diction and figurative language can be use to determine theme.

9. Select a poem from the Poetry Out Loud site and read with expression.

Suggested poetry of: Sylvia Platt Nikki Giovanni Billy Collins William Carlos Williams Theodore Roethke Gwendolyn Brooks TS Eliot Robert Hayden Lucille Clifton Winfred Owens

Write poetry analysis for given poems. Write poetry explication for given poems.

History: Trace the history background of several poets and explain how the events of the time period affected the poetry of the era especially War poetry and civil rights poetry. History: Explain and evaluate biblical allusion in poetry.

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distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) 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. W11-12.1-1eWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W11-12 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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

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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.

Greenville Public School District Recommended Grade: 9-12 ... · RL.11-12.1 Cite strong and...

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