English III

Knowledge and skills.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.  

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:  

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:  

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;

follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;  

give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and  

participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.  

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;  

analyze context to draw conclusions about nuanced meanings such as in imagery; and  

determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.  

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to understand key ideas;

synthesize information from a variety of text types to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate analysis of texts, including comparing texts within and across genres;  

use text evidence and original commentary to support an analytic response;  

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;  

respond using acquired content and academic vocabulary as appropriate;  

discuss and write about the explicit and implicit meanings of text;  

respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;  

reflect on and adjust responses when valid evidence warrants; and  

defend or challenge the authors' claims using relevant text evidence.  

analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;  

analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;  

evaluate how different literary elements shape the author's portrayal of the plot; and  

analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.  

read and analyze American literature across literary periods;  

analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;  

analyze how the relationships among dramatic elements advance the plot;  

analyze characteristics and structural elements of informational texts such as:  

analyze characteristics and structural elements of argumentative texts such as:  

analyze the effectiveness of characteristics of multimodal and digital texts.

analyze the author's purpose, audience, and message within a text;

evaluate use of text structure to achieve the author's purpose;  

evaluate the author's use of print and graphic features to achieve specific purposes;  

evaluate how the author's use of language informs and shapes the perception of readers;  

evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;  

evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and  

analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.  

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:  

revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;  

edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and  

publish written work for appropriate audiences.

compose literary texts such as fiction and poetry using genre characteristics and craft;  

compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;  

compose argumentative texts using genre characteristics and craft;  

compose correspondence in a professional or friendly structure;

compose literary analysis using genre characteristics and craft; and

compose rhetorical analysis using genre characteristics and craft.

 develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;  

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and  

the relationship between organizational design and author's purpose;  

clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;  

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

using strategic organizational structures appropriate to purpose, audience, topic, and context; and  

developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;  

credibility, bias, and accuracy; and

faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;