Prentice Hall Literature The British Tradition Alabama Common Core Edition Grade 12, 2014

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1 A Correlation of The British Tradition, 2014

2 , 2014 Table of Contents Reading Standards for Literature... 3 Reading Standards for Informational Text... 5 Writing Standards... 7 Speaking and Listening Standards Language Standards

3 , 2014 Students will: Reading Standards for Literature Key Ideas and Details 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 ] 2014 SE/TE: CC64 CC65, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 172, 176, 181, 183, 186, 189, 194, 196, 252, 254, 300, 305, 309, 342, 343, 350, 353, 358, 360, 363, 365, 367, 370, 376, 668, 670, 880, 883, 887, 888, 893, 958, 974, 1028, 1030, 1035, 1086, 1093, 1094, 1138, 1141, 1148, 1149, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242, 1272, 1278, 1308, 1310, 1312, 1313, 1315, 1366, 1370, 1376 CCC: 2, 3, 9 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 ] SE/TE: CC62 CC63, 264, 270, 458, 504, 508, 510, 513, 514, 702, 990, 1040, 1043, 1047, 1049, 1050, 1116, 1216, 1218, 1242, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268, 1269, 1272, 1308, 1310, 1312, 1313, 1315, 1316, 1320, 1323, 1325, 1326, 1329, 1330, 1332, 1334, 1337, 1358, 1363, 1365, 1388, 1390, 1393, 1396, 1437, 1484 CCC: 15, 16, 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). [RL ] SE/TE: 95, 98, 101, 103, 106, 107, 110, 115, 117, 120, 137, 151, 230, 360, 364, 366, 373, 376, 458, 990, 1116, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242, 1340, 1342, 1345, 1349, 1350, 1351, 1354, 1356, 1418, 1422, 1423, 1424, 1425, 1427, 1428, 1429, 1430, 1434, 1437, 1439, 1443, 1484 CCC: 28, 29, 35 3

4 , 2014 Craft and Structure 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 ] 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 ] 6. Analyze a case in which grasping 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 ] Integration of Knowledge and Ideas 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.) [RL ] 8. Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics. [RL ] 2014 SE/TE: CC60 CC61, 66, 121, 136, 152, 197, , 280, 296, 299, 306, 359, 377, 398, 417, , 492, 502, 537, 597, 627, 663, 676, , 745, 754, 766, 774, 793, 851, 852, 855, 858, 864, 865, 879, 894, 908, , 988, 1007, 1084, , 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1357, 1431, CCC: 41, 42, 48 SE/TE: 272, 279, 360, 364, 366, 373, 376, 378, 381, 391, 392, 397, 458, 552, 557, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242, 1296, 1301, 1306, 1340, 1484 CCC: 54, 55 SE/TE: 360, 366, 376, 604, 608, 610, 612, 614, 620, 622, 623, 624, 625, 626, 936, 1011, 1072, 1308, 1313, 1315, 1319, 1322, 1323, 1331, 1334, 1337 CCC: 61, 62 SE/TE: , 414, , CCC: 68, 69 SE/TE: CC69, 35, 40, 96, 124, 138, 158, 185, 254, 256, 259, 260, 275, 276, 278, 322, 343, 361, 379, 401, 423, 543, 590, 617, 749, 790, 820, 846, 890, 912, 916, 998, 1013, 1030, 1158, 1163, 1198, 1220, 1236, 1246, 1263, 1318 CCC: 75, 76 4

5 , Range of Reading and Level of Text Complexity 9. By the end of, read and SE/TE: CC64 69, 232, 233, 460, 461, 712, comprehend literature, including stories, 713, 938, 939, 1118, 1119, 1486, 1487 dramas, and poems, at the high end of the Grades 11-College and Career Readiness CCC: 82, 83 (CCR) text complexity band independently and proficiently. [RL ] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual SE/TE: CC66 CC67, CC68 CC69, CC70 evidence to support analysis of what the CC71, CC72 CC73, CC74 CC75, 70 75, 82, text says explicitly as well as inferences 85, 86, 89, , , 480, 484, drawn from the text, including determining 491, 628, 635, 638, 644, 646, 656, 662, where the text leaves matters uncertain. 680, 685, , 910, 913, 919, 997, [RI ] 1002, 1006, , CCC: 90, 91, 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. [RI ] 12. 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. [RI ] SE/TE: , 458, 680, 685, , , 1444, 1447, 1448, 1453 CCC: 103, 104, 110 SE/TE: 82, 85, 88, 89, 95, 107, 110, 120, 222, , , 442, 444, 445, 450, 588, 591, 593, 596, 604, 608, 610, 612, 614, 620, 622, 623, 624, 625, 626, 678, 746, 749, 753, , 910, 914, 919, 1011, 1014, 1016, 1017, 1018, 1020, 1021, 1096, 1191, 1194, 1195, 1244, 1252, 1257, 1258, 1269, , CCC: 116, 117 5

6 , 2014 Craft and Structure 13. 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 The Federalist No. 10). [RI ] 2014 SE/TE: CC55 CC59, CC60 CC61, 66, 121, 136, 152, 197, , 262, 280, 306, 359, 377, 398, 417, , 492, 502, 537, 597, 627, 663, 676, , 704, 745, 754, 766, 793, 851, 865, 879, 894, 908, 930, , 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, , 1270, 1279, 1357, 1431, CCC: 123, 124, 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. [RI ] SE/TE: CC70 CC71, CC72 CC73, CC74 CC75, 15, 36, 68, 95, 107, 110, 120, 122, 217, 249, 314, 356, 399, 445, 477, 535, 686, 697, 729, 746, 749, 753, 756, 789, 899, 900, 902, 910, 914, 919, 923, 955, 1005, 1011, 1014, 1015, 1017, 1018, 1020, 1021, 1052, 1101, 1135, 1201, 1416, 1462, 1464, 1467 CCC: 136, 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 power, persuasiveness, or beauty of the text. [RI ] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI ] SE/TE: CC72 CC73, , 708, , 919, 1011, 1014, 1015, 1017, 1018, 1020, 1021, 1062, 1063, 1065, 1068, 1070, , 1394 CCC: 143, 144, 150 SE/TE: 16, 70 75, , 250, , 291, , 478, , , 730, , , 956, , , , 1136, , CCC: 156, 157 6

7 , Delineate and evaluate the reasoning in seminal United States texts, including the application of constitutional principles and use of legal reasoning (e.g., in United States Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). [RI ] 2014 SE/TE: CC74 CC75, 908 CCC: 163, 164 Range of Reading and Level of Text Complexity 18. By the end of, read and SE/TE: CC64 69, 232, 233, 460, 461, 712, comprehend literary nonfiction at the high 713, 938, 939, 1118, 1119, 1486, 1487 end of the Grades 11-College and Career Readiness (CCR) text complexity band CCC: 177, 178 independently and proficiently. [RI ] Writing Standards Text Types and Purposes 19. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W ] a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W a] b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. [W b] SE/TE: CC76 77, 32, 136, , 514, 663, 745, 1051 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195 SE/TE: CC76, 136, 226, 418, 443, 444, 445, 446, 447, 448, 454, 663, 706, 745, 975, 1051, 1095, 1206, 1243, 1279, 1431 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195 SE/TE: CC76, 226, 443, 444, 447, 454, 706, 975, 1206 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195 7

8 , 2014 c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W c] d. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. [W d] e. Provide a concluding statement or section that follows from and supports the argument presented. [W e] 20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W ] 2014 SE/TE: 446, 447, 988 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195 SE/TE: 32, 444, 445, 446, 447, 448, 663, 745, 1051, 1095, 1112, 1206, 1243, 1279, 1431 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195 SE/TE: CC76, 538, 794 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195 SE/TE: CC62 CC63, 75, 213, 230, 262, 291, 435, 458, 551, 581, 676, , 710, 809, , 936, 975, 1027, 1038, 1070, , 1116, 1168, 1215, 1315, 1337, 1365, 1376, 1453, 1459, 1467, 1484 CCC: 196, 197, 198, 199, 201, 202, 203, 204, 205, 206, 207 a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W a] b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate audience s knowledge of the topic. [W b] SE/TE: 280, 538, 695, 696, 698, 699, 745, 754, 794, 975, 1051, 1095, 1102, 1206, 1243, 1279, 1472 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207 SE/TE: 280, 538, 695, 696, 698, 699, 745, 754, 794, 975, 1051, 1095, 1102, 1206, 1243, 1279, 1472 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207 8

9 , 2014 c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W c] d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. [W d] e. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. [W e] f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W f] 21. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W ] a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W a] b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W b] 2014 SE/TE: 446, 695, 698, 922, 988, 1098 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207 SE/TE: 197, 226, 341, 446, 663, 699, 851, 932, 988, 1103, 1112, 1186 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207 SE/TE: 219, 306, 447, 645, 699, 925, 1099, 1103 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207 SE/TE: 216, 306, 538, 794 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207 SE/TE: 197, , 306, 645, , , 766, 865, 1186, 1387, 1399, CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218 SE/TE: 215, 216, 218, 306, 766, 1399, 1469, 1470, 1472 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218 SE/TE: 216, 218, 306, 766, 1399, 1469, 1470, 1472, 1473 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218 9

10 , 2014 c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W c] d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W d] e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W e] Production and Distribution of Writing 22. 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 above.) [W ] 2014 SE/TE: 216, 218, 306, 766, 1399, 1470, 1472 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218 SE/TE: 219, 306, 766, 1399, 1469, 1470, 1472, 1473 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218 SE/TE: 216, 218, 306, 766, 1399, 1472 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218 SE/TE: CC62 CC63, CC76 CC77, 66, 121, 136, 153, 197, , 230, 262, 271, 280, 306, 341, 377, 398, 418, , 458, 492, 502, 538, 597, 627, 645, 663, , 710, 745, 754, 766, 794, 851, 865, 879, 894, , 936, 975, 988, 1008, 1051, 1084, 1095, , 1116, 1186, 1206, 1243, 1270, 1307, 1431, , 1484 CCC: 219, 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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-12.) [W ] SE/TE: 66, 121, 136, 153, 197, 215, 216, 218, 221, 262, 271, 280, 306, 341, 377, 398, 418, 443, 444, 446, 449, 492, 502, 538, 597, 627, 645, 663, 695, 696, 698, 701, 745, 754, 766, 794, 851, 865, 879, 894, 921, 922, 924, 927, 975, 988, 1008, 1051, 1084, 1095, 1097, 1098, 1100, 1107, 1186, 1206, 1243, 1270, 1307, 1431, 1469, 1470, 1472, 1475 CCC: 226,

11 , Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W ] 2014 SE/TE: 221, 449, 627, 701, , 1107, 1365, 1475 CCC: 233, 234 Research to Build and Present Knowledge 25. Conduct short as well as more SE/TE: 16, 213, 250, 291, 478, 581, 730, sustained research projects to answer a 909, , 956, 1070, , question, including a self-generated 1136, 1295 question, or solve a problem; narrow or broaden the inquiry when appropriate; CCC: 240, 241, 244 synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W ] 26. 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 in text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W ] 27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W ] SE/TE: 16, 70 75, 213, 250, 291, 478, 581, 730, 909, 956, , 1070, 1095, 1098, 1100, 1136, 1295, CCC: 247, 248, 249, 251, 253, 254, 255, 256, 257, 258, 259, 260 SE/TE: 153, 166, 230, 280, 359, 435, 454, 458, 538, 710, 809, 851, 894, 908, 932, 936, 1051, 1084, 1116, 1150, 1168, 1206, 1243, 1270, 1307, 1484 CCC: 261, 262, 265, 266 a. Apply Reading standards to literature (e.g., Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics ). [RL a] SE/TE: 153, 166, 230, 280, 359, 435, 458, 538, 710, 809, 851, 894, 936, 1051, 1084, 1116, 1150, 1168, 1206, 1243, 1270, 1307, 1484 CCC: 261, 262, 265,

12 , 2014 b. Apply Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal United States texts, including the application of constitutional principles and use of legal reasoning [e.g., in United States Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses] ). [W b] Range of Writing 28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W ] 2014 SE/TE: 75, 213, 230, 291, 441, 457, 458, 581, 603, 685, 709, 710, 817, 935, 936, 1021, 1027, 1070, 1115, 1116, 1295, 1459, 1484 CCC: 261, 262, 265, 266 SE/TE: CC62 CC63, CC76 CC77, 66, 121, 136, 153, 197, , 230, 262, 271, 280, 306, 341, 377, 398, 418, , 458, 492, 502, 538, 597, 627, 645, 663, , 710, 745, 754, 766, 794, 851, 865, 879, 894, , 936, 975, 988, 1008, 1051, 1084, 1095, , 1116, 1186, 1206, 1243, 1270, 1307, 1431, , 1484 CCC: 269, 270, 271, 272, 273, 274, 275, 276 Speaking and Listening Standards Comprehension and Collaboration 29. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL ] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL a] SE/TE: 15, 16, 223, 231, 249, 451, 478, 703, 929, 937, 1109, 1117, 1136, 1477, R55, R56 CCC: 278, 279, 280, 281, 282, 283, 284, 285 SE/TE: 15, 16, 231, 249, 250, 478, 730, 956, 1117, 1136, R55 CCC: 278, 279, 280, 281, 282, 283, 284,

13 , 2014 b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. [SL b] c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL c] d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL d] 30. 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. [SL ] 31. 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. [SL ] 2014 SE/TE: 15, 16, 218, 223, 231, 249, 446, 451, 478, 597, 698, 703, 924, 929, 937, 1100, 1109, 1117, 1136, 1186, 1472, 1477, R55 CCC: 278, 279, 280, 281, 282, 283, 284, 285 SE/TE: 15, 16, 231, 249, 250, 478, 730, 937, 956, 1117, 1136, R55 CCC: 278, 279, 280, 281, 282, 283, 284, 285 SE/TE: 15, 16, 231, 249, 250, 478, 730, 937, 956, 1117, 1136, R55 CCC: 278, 279, 280, 281, 282, 283, 284, 285 SE/TE: 16, 213, 250, 291, 478, 581, 730, 909, , , 956, 1070, , 1136, 1295, 1475, CCC: 286, 287 SE/TE: , 231, 451, 703, 937, , 1117, CCC: 290, 291,

14 , 2014 Presentation of Knowledge and Ideas 32. 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. [SL ] 33. 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. [SL ] 34. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Language standards 35 and 37 for specific expectations.) [SL ] Language Standards Conventions of Standard English 35. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L ] 2014 SE/TE: 231, 250, , 459, 477, 478, , 711, 730, , 937, 956, 1117, 1135, 1136, 1485 CCC: 297, 298, 301 SE/TE: 250, 477, 627, 701, , 956, 1365, 1475 CCC: 304, 305 SE/TE: 231, 250, , 459, 477, 478, , 711, 730, , 937, 956, 1117, 1135, 1136, 1485 CCC: 306, 307, 310 SE/TE: 67, 154, 221, 263, 419, 449, 493, 503, 539, 701, 755, 767, 795, 927, 1009, 1085, 1107, 1151, 1169, 1207, 1339, 1475, R58 R65 CCC: 314, 315, 316, 317 a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. [L a] SE/TE: 7, , 241, , 469, , 723, 732, 741, 744, 779, 792, , 949, , 1129, 1366, 1376, , R62 R63 CCC: 314,

15 , 2014 b. 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. [L b] 36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L ] 2014 SE/TE: 67, 154, 221, 263, 419, 449, 493, 503, 539, 701, 755, 767, 795, 927, 1009, 1085, 1151, 1169, 1207, 1339, 1475, R14, R62 R63 CCC: 316, 317 SE/TE: 67, 154, 221, 263, 419, 449, 493, 503, 539, 701, 755, 767, 795, 927, 1009, 1085, 1107, 1151, 1169, 1207, 1339, 1475, R58 R65 CCC: 318, 319, 320, 321 a. Observe hyphenation conventions. [L a] SE/TE: 221, R64 CCC: 318, 319 b. Spell correctly. [L b] SE/TE: 66, 121, 136, 197, 221, 280, 306, 359, 377, 398, 417, 449, 492, 537, 597, 627, 663, 701, 704, 745, 754, 793, 851, 865, 879, 908, 930, 998, 1007, 1084, 1107, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1357, 1431, 1475, R65 CCC: 320, 321 Knowledge of Language 37. 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. [L ] a. Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax study of complex texts when reading. [L a] SE/TE: CC55 CC59, CC60 CC61, 7, , 241, , 469, , 723, 732, 741, 744, 779, 792, , 949, , 1129, 1366, 1376, , R62 R63 CCC: 322, 323 SE/TE: 67, 263, 1099, 1339, 1473, R60 CCC: 322,

16 , 2014 Vocabulary Acquisition and Use 38. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies. [L ] 2014 SE/TE: 66, 121, 136, 152, 197, 280, 306, 359, 377, 398, 417, 492, 502, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 894, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1357, 1431 CCC: 324, 325, 326, 327, 328, 329, 330, 331 a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue meaning of a word or phrase. [L a] b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L b] SE/TE: 137, 140, 141, 143, 145, 151, 225, 453, 705, 931, 1111 CCC: 324, 325 SE/TE: 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1357, 1431 CCC: 326, 327 c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L c] d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L d] SE/TE: 156, 224, 416, 536, 646, 650, 652, 662, 704, 797, 930, 1006, 1209, 1478, R14 CCC: 328, 329 SE/TE: 156, , 416, 453, 536, 662, , 797, , 1006, 1111, 1209, R14 CCC: 330,

17 , Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L ] 2014 SE/TE: CC55 CC59, CC60 CC61, 66, 121, 136, 152, 197, , 280, 296, 299, 306, 359, 377, 398, 417, , 492, 502, 537, 597, 627, 663, 676, , 745, 754, 766, 774, 793, 851, 852, 855, 858, 864, 865, 879, 894, 908, , 988, 1007, 1084, , 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1357, 1431, CCC: 332, 333, 334, 335 a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. [L a] SE/TE: 7, 223, 241, 451, 469, 480, 491, 604, 626, 723, 774, 775, 852, 855, 858, 864, 949, 1110, 1129 CCC: 332, 333 b. Analyze nuances in the meaning of words with similar denotations. [L b] 40. 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. [L ] SE/TE: 152, 341, 502, 676, 766, 793, 894 CCC: 334, 335 SE/TE: CC55 CC59, CC60 CC61, 66, 121, 136, 197, , 280, 306, 359, 377, 398, 417, , 492, 537, 597, 627, 663, , 745, 754, 793, 851, 865, 879, 908, , 988, 1007, 1084, , 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1357, 1431, CCC: 336,

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