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ENGLISH CURRICULUM ALIGNMENT

English Curriculum Alignment: Grade 10 - Grade 11 - Grade 12
English Benchmarks - Academics Home Page

Grade 10 English Curriculum Alignment
10. S1. Acquisition of Vocabulary
10.S1.A. Use context clues and text structures to determine the meaning of new vocabulary.
10.S1.B   Examine the relationships of analogical statements to infer word meanings.
10.S1.C   Recognize the importance and function of figurative language.
10.S1.D. Explain how different events have influenced and changed the English language.
10.S1.E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
10.S1.F. Use multiple resources to enhance comprehension of vocabulary.
10.S1.1.  Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.
10.S1.2.  Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.
10.S1.3.    Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.
10.S1.4.   Analyze the ways that historical events influenced the English language.
10.S1.5.   Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).
10.S1.6.   Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.
10.S2. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and self-monitoring strategies outlined in previous grades. As they encounter increasingly challenging content-area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process.
10.S2.A.  Apply reading comprehension strategies to understand grade-appropriate text.
10.S2.B.   Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
10.S2.C.   Use appropriate self-monitoring strategies for comprehension.
10.S2.1.   Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
10.S2.2.   Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
10.S2.3.  Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what been read so far in text.
10.S2.4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
10.S2.5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
10.S3. Reading Applications: Informational, Technical and Persuasive Text
10.S3.A.  Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.
10.S3.B. Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences
10.S3.C.  Analyze whether graphics supplement textual information and promote the author’s purpose.
10.S3.D Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
10.S3.E.  Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).
10.S3.1.    Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.
10.S3.2.    Critique the treatment, scope and organization of ideas from multiple sources on the same topiS3.
10.S3.3.     Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
10.S3.4.   Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.
10.S3.5.    Analyze an author's implicit and explicit argument, perspective or viewpoint in text.
10.S3.6.     Identify appeals to authority, reason and emotion.
10.S3.7.       Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).
10.S3.8.      Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.
10.S4. Reading Applications: Literary Text
10.S4.A.   Analyze interactions between characters in literary text and how the interactions affect the plot.
10.S4.B. Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text.
10.S4.C.    Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.
10.S4.D.   Identify similar recurring themes across different works.
10.S4.E.    Analyze the use of a genre to express a theme or topic.
10.S4.F.    Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
10.S4.G.    Explain techniques used by authors to develop style.
10.S4.1.    Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
10.S4.2.    Analyze the features of setting and their importance in a literary text.
10.S4.3.   Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text.
10.S4.4.     Interpret universal themes across different works by the same author or by different authors.
10.S4.5.      Analyze how an author’s choice of genre affects the expression of a theme or topic.
10.S4.6.     Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text.
10.S4.7.     Recognize how irony is used in a literary text.
10.S4.8.     Analyze the author’s use of point of view, mood and tone.
10.S4.9.     Explain how authors use symbols to create broader meanings.
10.S4.10.   Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood).
10.S4.11.   Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.
10.S5. Writing Processes
10.S5.A.    Formulate writing ideas and identify a topic appropriate to the purpose and audience.
10.S5.B.    Determine the usefulness of organizers and apply appropriate pre-writing tasks.
10.S5.C.    Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.
10.S5.D.    Edit to improve sentence fluency, grammar and usage.
10.S5.E.    Apply tools to judge the quality of writing.
10.S5.F.    Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.
10.S5.1.       Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
10.S5.2.      Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
10.S5.3.       Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
10.S5.4.       Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience.
10.S5.5.       Use organizational strategies (e.g., notes, outlines) to plan writing.
10.S5.6.      Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.
10.S5.7.       Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).
10.S5.8.      Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
10.S5.9.       Use language (including precise language, action verbs, sensory details and colorful modifiers) and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.
10.S5.10.   Use available technology to compose text.
10.S5.11.  Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
10.S5.12.   Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose.
10.S5.13.   Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice.
10.S5.14.   Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice
10.S5.15.   Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.
10.S5.16.   Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
10.S5.17.  Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
10.S6. Writing Applications
10.S6.A.   Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
10.S6.B.   Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
10.S6.C.    Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and that include appropriate details and exclude extraneous details and inconsistencies.
10.S6.D.    Use documented textual evidence to justify interpretations of literature or to support a research topic.
10.S6.E.   Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.
10.S6.1.     Write narratives that:
10.S6.1.a.   sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
10.S6.1.b. use a range of strategies and literary devices including figurative language and specific narration; and
10.S6.1.c.     include an organized, well-developed structure.
10.S6.2.       Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
10.S6.3.      Write business letters, letters to the editor and job applications that:
10.S6.3.a.   address audience needs, stated purpose and context in a clear and efficient manner;
10.S6.3.b.    follow the conventional style appropriate to the text using proper technical terms;
10.S6.3.c.    include appropriate facts and details;
10.S6.3.d.   exclude extraneous details and inconsistencies; and
10.S6.3.e.    provide a sense of closure to the writing.
10.S6.4.     Write informational essays or reports, including research that:
10.S6.4.a.    pose relevant and tightly drawn questions that engage the reader.
10.S6.4.b.    provide a clear and accurate perspective on the subject.
10.S6.4.c.    create an organizing structure appropriate to the purpose, audience and context.
10.S6.4.d.    support the main ideas with facts, details, examples and explanations from sources; and
10.S6.4.e.    document sources and include bibliographies.
10.S6.5.     Write persuasive compositions that:
10.S6.5.a.    support arguments with detailed evidence;
10.S6.5.b.   exclude irrelevant information; and
10.S6.5.c.    cite sources of information.
10.S6.6.     Produce informal writings (e.g., journals, notes and poems) for various purposes.
10.S7. Writing Conventions
10.S7.A.    Use correct spelling conventions.
10.S7.B.      Use correct punctuation and capitalization.
10.S7.C.      Demonstrate understanding of the grammatical conventions of the English language.
10.S7.1.       Use correct spelling conventions.
10.S7.2.       Use correct capitalization and punctuation.
10.S7.3.    Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
10.S7.4.     Use parallel structure to present items in a series and items juxtaposed for emphasis.
10.S7.5.     Use proper placement of modifiers.
10.S8. Research
10.S8.A.     Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted.
10.S8.B.    Evaluate the usefulness and credibility of data and sources.
10.S8.C.      Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.
10.S8.D.      Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.
10.S8.E.       Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
10.S8.1.     Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
10.S8.2.    Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
10.S8.3.    Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
10.S8.4.       Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes.
10.S8.5.      Integrate quotations and citations into written text to maintain a flow of ideas.
10.S8.6.      Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
10.S8.7. Use a variety of communication techniques including oral, visual, written or multimedia reports to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
10.S9. Communication: Oral and Visual
10.S9.A.   Use a variety of strategies to enhance listening comprehension.
10.S9.B.   Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.
10.S9.C     Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.
10.S9.D.   Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.
10.S9.E.    Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.
10.S9.F.    Provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis.
10.S9.G.   Give presentations using a variety of delivery methods, visual displays and technology.
10.S9.1.     Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.
10.S9.2.     Interpret types of arguments used by the speaker such as authority and appeals to audience.
10.S9.3.       Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.
10.S9.4.      Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning.
10.S9.5.      Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.
10.S9.6.       Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.
10.S9.7.        Vary language choices as appropriate to the context of the speech.
10.S9.8. Deliver informational presentations (e.g., expository, research) that:
10.S9.8.a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;
10.S9.8.b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
10.S9.8.c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solving):
10.S9.8.d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
10.S9.8.e. draw from multiple sources including both primary and secondary sources and identify sources used.
10.S9.9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details
10.S9.10. Deliver persuasive presentations that:
10.S9.10.a. establish and develop a logical and controlled argument;
10.S9.10.b. include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias;
10.S9.10.c. use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority and reason;
10.S9.10.d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and
10.S9.10.e use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
 

English Curriculum Alignment: Grade 10 - Grade 11 - Grade 12 - Top of Page
English Benchmarks - Academics Home Page
Grade 11 English Curriculum Alignment
11.S1. Acquisition of Vocabulary
11.S1.A.      Verify meanings of words by the author’s use of definition, restatement, example, comparison, contrast and cause and effect.
11.S1.B.      Distinguish the relationship of word meanings between pairs of words encountered in analogical statements.
11.S1.C.       Explain the influence of the English language on world literature, communications and popular culture.
11.S1.D.      Apply knowledge of roots, affixes and phrases to aid understanding of content area vocabulary.
11.S1.E.       Use multiple resources to enhance comprehension of vocabulary.
11.S1.1.       Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.
11.S1.2.       Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.
11.S1.3.       Examine and explain the influence of the English language on world literature, communications and popular culture.
11.S1.4.       Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).
11.S1.5.       Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
11.S2. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and self-monitoring strategies outlined in previous grades. As they encounter increasingly challenging content-area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process.
11.S2.A. Apply reading comprehension strategies to understand grade-appropriate texts.
11.S2.B.       Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
11.S2.C.       Use appropriate self-monitoring strategies for comprehension.
11.S2.1.     Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
11.S2.2.     Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
11.S2.3.     Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.
11.S2.4.       Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
11.S2.5.       Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
11.S3. Reading Applications: Informational, Technical and Persuasive Text
11.S3.A.      Analyze the features and structures of documents and critique them for their effectiveness.
11.S3.B.       Identify and analyze examples of rhetorical devices and valid and invalid inferences.
11.S3.C.       Critique the effectiveness and validity of arguments in text and whether they achieve the author’s purpose.
11.S3.D.      Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
11.S3.E.       Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
11.S3.1.       Analyze the rhetorical devices used in public documents, including newspaper editorials and speeches.
11.S3.2.       Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.
11.S3.3.       Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.
11.S3.4.       Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.
11.S3.5.       Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
11.S3.6.       Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.
11.S3.7.       Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.
11.S3.8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.
11.S4. Reading Applciations: Literary Text
11.S4.A.      Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.
11.S4.B.       Explain ways characters confront similar situations and conflict.
11.S4.C.       Recognize and analyze characteristics of subgenres and literary periods.
11.S4.D.      Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.
11.S4.E.       Critique an author’s style.
11.S4.1.     Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.
11.S4.2.       Analyze the historical, social and cultural context of setting.
11.S4.3.       Explain how voice and narrator affect the characterization, plot and credibility.
11.S4.4.       Evaluate the author’s use of point of view in a literary text.
11.S4.5.       Analyze variations of universal themes in literary texts.
11.S4.6.       Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic.
11.S4.7.       Analyze the characteristics of various literary periods and how the issues influenced the writers of those periods.
11.S4.8.      Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language, irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to
11.S5. Writing Process
11.S5.A.      Formulate writing ideas and identify a topic appropriate to the purpose and audience.
11.S5.B.       Select and use an appropriate organizational structure to refine and develop ideas for writing.
11.S5.C.       Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing.
11.S5.D.      Apply editing strategies to eliminate slang and improve conventions.
11.S5.E.       Apply tools to judge the quality of writing.
11.S5.F.      Prepare writing for publication that follows an appropriate format and uses a variety of techniques to enhance the final product.
11.S5.1.   Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
11.S5.2.       Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
11.S5.3.       Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
11.S5.4.       Determine a purpose and audience and plan strategies (eg., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.
11.S5.5.       Use organizational strategies (eg., notes and outlines) to plan writing.
11.S5.6.       Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.
11.S5.7.       Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).
11.S5.8.       Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
11.S5.9.       Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.
11.S5.10.   Use available technology to compose text.
11.S5.11.   Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
11.S5.12.   Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.
11.S5.13.   Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.
11.S5.14.     Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.
11.S5.15.    Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.
11.S5.16.      Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
11.S5.17.     Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and
11.S6. Writing Applications
11.S6.A.      Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.
11.S6.B.       Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author’s use of stylistic devices and effects created.
11.S6.C.       Produce functional documents that report, organize and convey information and ideas accurately, foresee readers’ problems or misunderstandings and that include formatting techniques that are user friendly.
11.S6.D.      Produce informational essays or reports that establish a clear and distinctive perspective on the subject, include relevant perspectives, take into account the validity and reliability of sources and provide a clear sense of closure.
11.S6.E.     Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.
11.S6.1.       Write reflective compositions that:
11.S6.1.a.       use personal experiences as a basis for reflection on some aspect of life;
11.S6.1.b.       draw abstract comparisons between specific incidents and abstract concepts;
11.S6.1.c.       maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and
11.S6.1.d.       move from specific examples to generalizations about life.
11.S6.2.       Write responses to literature that:
11.S6.2.a. advance a judgment that is interpretative, analytical, evaluative or reflective;
11.S6.2.b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
11.S6.2.c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create;
11.S6.2.d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
11.S6.2.e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and
11.S6.2.f provide a sense of closure to the writing.
11.S6.3.   Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that:
11.S6.3.a. report, organize and convey information accurately.
11.S6.3.b. use formatting techniques that make a document user-friendly.
11.S6.3.c. anticipate readers’ problems, mistakes and misunderstandings.
11.S6.4.     Write informational essays or reports, including research, that:
11.S6.4.a. develop a controlling idea that conveys a perspective on the subject;
11.S6.4.b. create an organizing structure appropriate to purpose, audience and context;
11.S6.4.c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;
11.S6.4.d. make distinctions about the relative value and significance of specific data, facts and ideas;
11.S6.4.e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and
11.S6.4.f. provide a sense of closure to the writing.
11.S6.5.      Write persuasive compositions that:
11.S6.5.a. articulate a clear position;
11.S6.5.b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
11.S6.5.c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).
11.S6.6.      Produce informal writings (e.g., journals, notes and poems) for various purposes.
11.S7. Writing Conventions
11.S7.A.      Use correct spelling conventions.
11.S7.B.     Use correct punctuation and capitalization.
11.S7.C.     Demonstrate understanding of the grammatical conventions of the English language.
11.S7.1.       Use correct spelling conventions.
11.S7.2.      Use correct capitalization and punctuation.
11.S7.3.      Use correct grammar (e.S7., verb tenses, parallel structure, indefinite and relative pronouns).
11.S8. Research
11.S8.A.      Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted.
11.S8.B.       Compile, organize and evaluate information, take notes and summarize findings.
11.S8.C.      Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.
11.S8.D.     Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.
11.S8.E.     Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
11.S8.1.    Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
11.S8.2.    Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
11.S8.3.    Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.)
11.S8.4.     Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.
11.S8.5.     Integrate quotations and citations into written text to maintain a flow of ideas.
11.S8.6.     Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
11.S8.7.   Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information
11.S9. Communication: Oral and Visual
11.S9.A.      Use a variety of strategies to enhance listening comprehension.
11.S9.B.       Evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas, delivery, diction and syntax.
11.S9.C.       Select and use effective speaking strategies for a variety of audiences, situations and purposes.
11.S9.D.     Give persuasive presentations that structure ideas and arguments in a logical fashion, clarify and defend positions with relevant evidence and anticipate and address the audience's concerns.
11.S9.E.       Give informational presentations that contain a clear perspective; present ideas from multiple sources in logical sequence; and include a consistent organizational structure.
11.S9.F.       Give presentations using a variety of delivery methods, visual displays and technology.
11.S9.1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting uses such as changes in pace) in a variety of settings.
11.S9.2. Analyze types of arguments used by a speaker, such as causation, analogy and logic.
11.S9.3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.
11.S9.4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.
11.S9.5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.
11.S9.6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.
11.S9.7. Vary language choices as appropriate to the context of the speech.
11.S9. 8. Deliver informational presentations (e.g., expository, research) that:
11.S9.8.a. present a clear and distinctive perspective on the subject;
11.S9.9.b. present events or ideas in a logical sequence;
11.S9.9.c. support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
11.S9.9.d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
11.S9.9.e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
11.S9.9.f. draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources.
11.S9.9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.
11.S9.10. Deliver persuasive presentations that:
11.S9.10.a. establish and develop a logical and controlled argument;
11.S9.10.b. include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias;
11.S9.10.c. use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority, reason, pathos and logic;
11.S9.10.d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and
11.S9.10.e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
   
   

English Curriculum Alignment: Grade 10 - Grade 11 - Grade 12 - Top of Page
English Benchmarks - Academics Home Page
   
Grade12 English Curriculum Alignment
12.S1. Acquistion of Vocabulary
12.S1.A.      Verify meanings of words by the author’s use of definition, restatement, example, comparison, contrast and cause and effect.
12.S1.B.      Distinguish the relationship of word meanings between pairs of words encountered in analogical statements.
12.S1.C.       Explain the influence of the English language on world literature, communications and popular culture.
12.S1.D.      Apply knowledge of roots, affixes and phrases to aid understanding of content area vocabulary.
12.S1.E.     Use multiple resources to enhance comprehension of vocabulary.
12.S1.1.      Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.
12.S1.2.       Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.
12.S1.3.       Examine and explain the influence of the English language on world literature, communications and popular cultures.
12.S1.4.       Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).
12.S1.5.       Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
12.S2. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and self-monitoring strategies outlined in previousgrades. As they encounter increasingly challenging content-area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process.
12.S2.A. Apply reading comprehension strategies to understand grade-appropriate texts.
12.S2.B.       Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
12.S2.C.       Use appropriate self-monitoring strategies for comprehension.
12.S2.1.       Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
12.S2.2.       Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media
12.S2.3.       Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.
12.S2.4.      Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
12.S2.5.      Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
12.S3. Reading Aplications: Informational, Technical and Persuasive Text
12.S3.A.      Analyze the features and structures of documents and critique them for their effectiveness.
12.S3.B.       Identify and analyze examples of rhetorical devices and valid and invalid inferences.
12.S3.C.       Critique the effectiveness and validity of arguments in text and whether they achieve the author’s purpose.
12.S3.D.      Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
12.S3.E.       Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
12.S3.1.      Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches.
12.S3.2.       Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.
12.S3.3.       Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
12.S3.4.       Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.
12.S3.5.     Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
12.S3.6.       Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.
12.S3.7.       Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.
12.S3.8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.
12.S4. Reading Applications: Literacy Text
12.S4.A.     Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.
12.S4.B.       Explain ways characters confront similar situations and conflict.
12.S4.C.       Recognize and analyze characteristics of subgenres and literary periods.
12.S4.D.      Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.
12.S4.E.       Critique an author’s style.
12.S4.1.       Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.
12.S4.2.      Analyze the historical, social and cultural context of setting.
12.S4.3.       Explain how voice and narrator affect the characterization, plot and credibility.
12.S4.4.       Evaluate an author’s use of point of view in a literary text.
12.S4.5.       Analyze variations of universal themes in literary texts.
12.S4.6.       Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.
12.S4.7.      Compare and contrast varying characteristics of American, British, world and multi-cultural literature.
12.S4.8.     Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language, irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.
12.S5. Writing Processes
12.S5.A.     Formulate writing ideas and identify a topic appropriate to the purpose and audience.
12.S5.B.       Select and use an appropriate organizational structure to refine and develop ideas for writing.
12.S5.C.       Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing.
12.S5.D.      Apply editing strategies to eliminate slang and improve conventions.
12.S5.E.       Apply tools to judge the quality of writing.
12.S5.F.      Prepare writing for publication that follows an appropriate format and uses a variety of techniques to enhance the final product.
12.S5.1.     Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
12.S5.2.       Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
12.S5.3.       Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
12.S5.4.       Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.
12.S5.5.       Use organizational strategies (e.g., notes and outlines) to plan writing.
12.S5.6.       Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.
12.S5.7.       Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).
12.S5.8.       Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
12.S5.9.     Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.
12.S5.10.   Use available technology to compose text.
12.S5.11.   Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structurS5.
12.S5.12.   Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.
12.S5.13. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.
12.S5.14.   Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.
12.S5.15.   Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.
12.S5.16.   Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
12.S5.17.   Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
12.S6. Standard Writing Applications
12.S6.A.      Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.
12.S6.B.       Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author’s use of stylistic devices and effects created.
12.S6.C.      Produce functional documents that report, organize and convey information and ideas accurately, foresee readers’ problems or misunderstandings and that include formatting techniques that are user friendly.
12.S6.D.      Produce informational essays or reports that establish a clear and distinctive perspective on the subject, include relevant perspectives, take into account the validity and reliability of sources and provide a clear sense of closure.
12.S6.E.     Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.
12.S6.1.       Write reflective compositions that:
12.S6.1.a. use personal experiences as a basis for reflection on some aspect of life;
12.S6.1.b. draw abstract comparisons between specific incidents and abstract concepts;
12.S6.1.c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and
12.S6.1.d. move from specific examples to generalizations about life.
12.S6.2.        Write responses to literature that:
12.S6.2.a. advance a judgment that is interpretative, analytical, evaluative or reflective;
12.S6.2.b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
12.S6.2.c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create;
12.S6.2.d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
12.S6.2.e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and
12.S6.2.f. provide a sense of closure to the writing.
12.S6.3.        Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that:
12.S6.3.a. report, organize and convey information accurately;
12.S6.3.b. use formatting techniques that make a document user-friendly; and
12.S6.3.c. anticipate readers’ problems, mistakes and misunderstandings.
12.S6.4.        Write informational essays or reports, including research, that:
12.S6.4.a. develop a controlling idea that conveys a perspective on the subject;
12.S6.4.b. create an organizing structure appropriate to purpose, audience and context;
12.S6.4.c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;
12.S6.4.d. make distinctions about the relative value and significance of specific data, facts and ideas;
12.S6.4.e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and
12.S6.4.f. provide a sense of closure to the writing.
12.S6.5.       Write persuasive compositions that:
12.S6.5.a. articulate a clear position;
12.S6.5.b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
12.S6.5.c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).
12.S6.6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
12.S7. Writing Conventions
12.S7.A.     Use correct spelling conventions.
12.S7.B.      Use correct punctuation and capitalization.
12.S7.C.       Demonstrate understanding of the grammatical conventions of the English language.
12.S7.1.       Use correct spelling conventions.
12.S7.2.       Use correct capitalization and punctuation.
12.S7.3.       Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns).
12.S8. Research
12.S8.A.      Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted.
12.S8.B.       Compile, organize and evaluate information, take notes and summarize findings.
12.S8.C.       Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.
12.S8.D.      Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.
12.S8.E.       Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
12.S8.1.       Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
12.S8.2.       Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
12.S8.3.       Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.)
12.S8.4.      Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.
12.S8.5.       Integrate quotations and citations into written text to maintain a flow of ideas.
12.S8.6.       Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
12.S8.7.    Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.
12.S9. Communication: Oral and Visual
12.S9.A.    Use a variety of strategies to enhance listening comprehension.
12.S9.B.    Evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas, delivery, diction and syntax.
12.S9.C.     Select and use effective speaking strategies for a variety of audiences, situations and purposes.
12.S9.D.      Give persuasive presentations that structure ideas and arguments in a logical fashion, clarify and defend positions with relevant evidence and anticipate and address the audience’s concerns.
12.S9.E.      Give informational presentations that contain a clear perspective; present ideas from multiple sources in logical sequence; and include a consistent organizational structure.
12.S9.F.      Give presentations using a variety of delivery methods, visual displays and technology.
12.S9.1.      Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace.)
12.S9.2.    Analyze types of arguments used by the speaker, such as causation, analogy and logic.
12.S9.3.     Critique the clarity, effectiveness and overall coherence of a speaker’s key points.
12.S9.4.    Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone, and impact the audience.
12.S9.5.    Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.
12.S9.6.      Adjust volume, tempo, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.
12.S9.7.     Vary language choices as appropriate to the context of the speech.
12.S9.8.    Deliver informational presentations (e.g., expository, research) that:
12.S9.8.a. present a clear and distinctive perspective on the subject;
12.S9.8.b. present events or ideas in a logical sequence;
12.S9.8.c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
12.S9.8.d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution.)
12.S9.8.e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
12.S9.8.f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources.
12.S9.9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.
12.S9.10. Deliver persuasive presentations that:
12.S9.10.a. establish and develop a logical and controlled argument;
12.S9.10.b. include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener biases;
12.S9.10.c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic;
12.S9.10.d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem- solution); and
12.S9.10.e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).

English Curriculum Alignment: Grade 10 - Grade 11 - Grade 12 - Top of Page
English Benchmarks
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