11L-Knowledge+of+Language

L.11.3. 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.11.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 11–12 reading and content//, choosing flexibly from a range of strategies. L.11.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. || HS.SI.1.1 Evaluate resources for reliability. HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts). HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files). HS.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * Vary syntax for effect, consulting references (e.g., Tufte’s //Artful Sentences//) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
 * Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., //conceive, conception, conceivable//).
 * Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
 * Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
 * Analyze nuances in the meaning of words with similar denotations.
 * AS:**
 * L-11.3**. 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-11.4**. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 11–12 reading and content//, choosing flexibly from a range of strategies.
 * L-11.5.** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L-11.6.** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * MP.5.**
 * MP.6.**
 * MP.7.**
 * MP.8.**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

L. 11.3
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
 * Understand the function of language in different contexts
 * Understand syntax and its effects on meaning, style, and comprehension (i.e. inversion, parallel structure)
 * Utilize references to understand complex text
 * Demonstrate the ability to vary syntax for effect in various constructed texts (i.e. rhetorical devices)
 * 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. 11.4
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * Understanding context as a determining factor of word meaning
 * Identify context clues
 * Utilize appropriate reference materials (i.e. dictionaries, glossaries, thesauruses) in print and digital form
 * Identify the multiple meanings of words based on pronunciation, part of speech, connotation, and denotation
 * Differentiate and select inferred meanings and literal meanings from context and from reference materials
 * Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L. 11.5
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
 * Identify figures of speech (i.e. paradox, hyperbole, etc.) in the text
 * Interpret and analyze the effect of the identified figures of speech
 * Analyze the effect of figurative language on text meaning (characterization, setting, mood, tone, etc.)
 * Understand an author’s use of nuance to imply or infer meaning
 * Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L. 11.6
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Essential Vocabulary=== Inversion Parallel structure Rhetorical devices Sentence structure Style Syntax
 * Identify formal and informal vocabulary/language
 * Construct formal and informal texts in both written and verbal formats
 * Incorporate appropriate vocabulary for the given audience and purpose
 * Create and maintain an ongoing dictionary of personal vocabulary words which is correlated with personal career or college choices
 * Justify vocabulary for related appropriateness for college or career readiness
 * Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * L. 11.3**

Connotation Context clues Denotation Dictionary Glossary Inferred meaning Literal meaning Parts of speech Thesaurus
 * L. 11.4**

Characterization Connotation Context clues Denotation Diction Figurative language Hyperbole Implied meaning Inference Mood Nuance Paradox Setting Tone
 * L. 11.5**

Domain-specific vocabulary Formal language General academic vocabulary Informal language Jargon
 * L. 11.6**

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
>
 * GotbrainyClever vocabulary acquisition site. Students can learn new words in context with a visual reminder. Several possibilities for using this site. SAT and ACT vocabulary words can be accessed and learned.
 * @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**

 * @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * Practical CriticismAnthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet we can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The goals of this lesson plan, from EDSITEment, are to analyze the verbal devices through which poems make meaning; to compare one's personal interpretation of a poem with the personal interpretations of others; and to develop standards of literary judgment.
 * Online Writing Lab - UVU Need a handout on ANYTHING having to do with teaching writing? This has PDF forms for everything including style guides, correct grammar and usage, modes of writing and so on. The handouts are written for college students, but can be easily used for on-level juniors and seniors.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===