Essential Standards in English/Language Arts (Semester Course – Grades 11-12) Salanoa – Library

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Essential Standards in English/Language Arts

(Semester Course – Grades 11-12)

Salanoa – Library

Course Description

The major purpose of this semester course is to provide additional academic reading and writing support for those students in the 11th grade who have not passed the California High School Exit Exam (CAHSEE). Because the CAHSEE is based on 9th/10th grade reading/language arts content standards, the work in this course focuses on those standards in the CAHSEE blueprint. Focused instruction should include strands in which students demonstrate high areas of need, particularly Reading Comprehension of Informational Materials (R 2.0), Literary Response and Analysis (R 3.0), Writing Strategies (WS 1.0), Written Language Conventions (LC 1.0), and Writing Applications (W 2.0). This intervention course earns graduation credit only (non A-G course).

Focus Standards
Reading Grades 9/10

R 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purpose.

R 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the idea and connect them to other sources and related topics to demonstrate comprehension.

R 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

R 2.7 Critique the logic of functional documents by examining the sequence of

information and procedures in anticipation of possible reader misunderstandings.

R 2.8 Evaluate the credibility of an author’s argument or defense of a claim by

critiquing the relationship between generalizations and evidence, the

comprehensiveness of evidence, and the way in which the author’s intent affects the

structure and the tone of the text (e.g., in professional journals, editorials, political

speeches, primary source materials).

R 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue.

R 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

R 3.4 Determine characters’ traits by what the characters say about themselves in

narration, dialogue, dramatic monologue, and soliloquy.

R 3.6 Analyze and trace and author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

R 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

8R 3.7 Analyze a work of literature, showing how it reflects the heritage, traditions,

attitudes, and beliefs of its author (Biographical approach).

R 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions,

ironies, and incongruities in a text.

R 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of the text.
Writing Grades 9/10

W 1.1 Establish a controlling impression or coherent thesis that conveys a clear and

distinctive perspective on the subject and maintain a consistent tone and focus

throughout the piece of writing.

W 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

W 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

W 1.9 Revise writing to improve the logic and coherence of the organization and

controlling perspective, the precision of word choice, and the tone by taking into

consideration the audience, purpose, and formality of the context.
Written and Oral Language Conventions Grades 9/10

LC 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g.,

gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons,

colons, ellipses, hyphens).

LC 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

LC 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.
Other Standards Grade 8

R2.1 Compare and contrast the features and elements of consumer materials to gain

meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

R 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
Essay – Random rotation of categories of writing

Writing Applications Grades 9/10

W 2.1 Write biographical narratives:

a. Relate a sequence of events and communicate the significance of the events to

the audience.

b. Locate scenes and incidents in specific places.

c. Describe with concrete sensory details the sights, sounds, and smells of a scene

and the specific actions, movements, gestures, and feelings of the characters;

use interior monologue to depict the characters’ feelings.

d. Pace the presentation of actions to accommodate changes in time and mood.

e. Make effective use of descriptions of appearance, images, shifting

perspectives, and sensory details.

W 2.2 Write responses to literature:

a. Demonstrate a comprehensive grasp of the significant ideas of literary works.

b. Support important ideas and viewpoints through accurate and detailed

references to the text or to other works.

c. Demonstrate awareness of the author’s use of stylistic devices and an

appreciation of the effects created.

d. Identify and assess the impact of perceived ambiguities, nuances, and

complexities within the text.

W 2.3 Write expository compositions, including analytical essays and research reports:

a. Marshal evidence in support of a thesis and related claims, including

information on all relevant perspectives.

b. Convey information and ideas from primary and secondary sources accurately

and coherently.

c. Make distinctions between the relative value and significance of specific data,

facts, and ideas.

d. Include visual aids by employing appropriate technology to organize and

record information on charts, maps, and graphs.

e. Anticipate and address readers’ potential misunderstandings, biases, and


f. Use technical terms and notations accurately.

W 2.4 Write persuasive compositions:

a. Structure ideas and arguments in a sustained and logical fashion.

b. Use specific rhetorical devices to support assertions (e.g., appeal to logic

through reasoning; appeal to emotion or ethical belief; relate a personal

anecdote, case study, or analogy).

c. Clarify and defend positions with precise and relevant evidence, including

facts, expert opinions, quotations, and expressions of commonly accepted

beliefs and logical reasoning.

d. Address readers’ concerns, counter-claims, biases, and expectations.
Grading Policy

Grades are based on the A-F grading scale. Work Habits/Cooperation

A 90 – 100% Outstanding E Excellent

B 80-89% Excellent S Satisfactory

C 70 – 79% Average U Unsatisfactory

D 60 – 69% Below Average

F 50 – 59% Failing

Essays and Writing Assignments 25% of total grade

Reading 25% of total grade

Revolution Assignments 25% of total grade

Classwork 25% of total grade
If a student gets a passing grade on the CAHSEE test during the semester of this class, they will have the opportunity to earn an A in this class, as long as they continue working diligently on an individualized assignment throughout the final days of the class.
CAHSEE English-language arts (ELA) scores are reported on a scale ranging from 250 to 450. Scores on the writing task are “weighted” to account for 20 percent of the ELA scale score. Multiple-choice scores for reading and writing are summed and then weighted to account for the remaining 80 percent of each student’s scale score. A scaled score of 350 or higher is required to pass the ELA portion of the CAHSEE.

Classroom Rules:

1. Be in assigned seat ready to read when the bell rings.

2. Bring required books and materials daily.

3. Respect school property and the rights and property of others.


  • CAHSEE Success Skills and Strategies for English-Language Arts

  • English-Language Art Study Guide CAHSEE

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