| MI: English Language Arts 6-12 Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RL.8.8. (Not applicable to literature) Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.8.1. Write arguments to support claims with clear reasons and relevant evidence. W.8.1a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.8.1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.8.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.8.1d. Establish and maintain a formal style. W.8.1e. Provide a concluding statement or section that follows from and supports the argument presented. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. L.8.1b. Form and use verbs in the active and passive voice. L.8.1c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.* Knowledge of Language
3. 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.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.3a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here. | These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
|
