E1.1.1

E1.1.2

E1.1.3

Academic Vocabulary

I can make a claim that sets out my purpose.

I can provide evidence and plausible arguments to support my thesis.

I can analyze those arguments and utilize them to support my own viewpoints, or I can refute the arguments found within the text with valid, reasonable counter arguments.

ethos, pathos, logos, audience

E1.2.1

E1.2.2

E1.2.3

E1.2.4

Academic Vocabulary

I can evaluate multiple sources to determine what information is valid, relevant and useful.

I can arrange and combine information from multiples sources in order to create structure.

I can create an introduction and conclusion paragraph.

I can use formal style and tone to develop a topic with relevant and sufficient facts.

E1.3.1

E1.3.2

E1.3.3

Academic Vocabulary

I can use descriptions and sensory imagery.

I can design a narrative arc (character, conflict, suspense, climax, resolution) and sequence the story logically.

I can establish and maintain both a voice and a consistent point of view.

Metaphor, simile, cliche, hyperbole, imagery, onomatopoeia,

E1.4.1

E1.4.2

E1.4.3

E1.4.4

Academic Vocabulary

I can identify a theme or central idea within the text and examine its development in the text as a whole.

I can analyze how characters’ traits, conflicts, perspectives, motivations, and point of view advance the plot or develop the theme.

I can incorporate strong, relevant and thorough textual evidence that supports a claim about characterization.

I can use informational text to gain understanding of literature.

Tragedy, soliloquy, monologue, aside, motivation, ethos, pathos, logos, irony, dialect, foreshadowing, blank verse, couplet, symbolism

E1.5.1

E1.5.2

E1.5.3

Academic Vocabulary

I can structure complex and varied sentences that convey a clear and concise meaning.

I can use the conventions of Standard American English, including but not limited to correct use of capitalization, spelling and punctuation.

I can use a sophisticated vocabulary appropriate to the topic.

E1.1.1

E1.1.2

E1.1.3

Academic Vocabulary

I can make a claim that sets out my purpose.

I can provide evidence and plausible arguments to support my thesis.

I can analyze those arguments and utilize them to support my own viewpoints, or I can refute the arguments found within the text with valid, reasonable counter arguments.

E1.2.1

E1.2.2

E1.2.3

E1.2.4

Academic Vocabulary

I can evaluate multiple sources to determine what information is valid, relevant and useful.

I can arrange and combine information from multiples sources in order to create structure.

I can create an introduction and conclusion paragraph.

I can use formal style and tone to develop a topic with relevant and sufficient facts.

E1.3.1

E1.3.2

E1.3.3

E1.3.4

Academic Vocabulary

I can identify a theme or central idea within the text and examine its development in the text as a whole.

I can analyze how characters’ traits, conflicts, perspectives, motivations, and point of view advance the plot or develop the theme.

I can incorporate strong, relevant and thorough textual evidence that supports a claim about characterization.

I can use informational text to gain understanding of literature.

E1.4.1

E1.4.2

E1.4.3

Academic Vocabulary

I can find relevant, reliable sources and integrate them into a well-prepared speech.

I can construct a speech that uses strong introductions, well-organized support, thoughtful conclusions and effective transitions.

I can speak with confidence, using appropriate hand gestures, eye contact, volume, pace, clarity, speed and posture.

E1.5.1

E1.5.2

E1.5.3

Academic Vocabulary

I can structure complex and varied sentences that convey a clear and concise meaning.

I can use the conventions of Standard American English, including but not limited to correct use of capitalization, spelling and punctuation.

I can use a sophisticated vocabulary appropriate to the topic.