12L-Knowledge+of+Language

L-12.3. 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-12.4. 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-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L-12.6. 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)**===
 * ===**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-12.3**. 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-12.4**. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
 * L-12.5.** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L-12.6.** 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.

Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * MP.5.**
 * MP.6.**
 * MP.7.**
 * MP.8.**

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. HS.SI.1.1 Evaluate resources for reliability. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
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.
 * L.12.3.a**
 * 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.

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).
 * L.12.4.a-d**
 * 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.

<span style="color: #444444; font-family: 'Helvetica','sans-serif'; font-size: 13.3333px;"> a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. <span style="color: #444444; font-family: 'Helvetica','sans-serif'; font-size: 13.3333px;"> b. Analyze nuances in the meaning of words with similar denotations.
 * L.12.5.a-b**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify figures of speech (i.e. paradox, hyperbole, etc.) in the text
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Interpret and analyze the effect of the identified figures of speech
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Analyze the effect of figurative language on text meaning (characterization, setting, mood, tone, etc.)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Understand an author’s use of nuance to imply or infer meaning
 * <span style="color: #444444; font-family: 'Helvetica','sans-serif'; font-size: 13.3333px;">Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * L.12.6**
 * 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.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Inversion <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Parallel Structure <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Rhetorical Devices <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sentence Structure <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Style <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Syntax
 * L.12.3.a**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Connotation <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Context Clues <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Denotation <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Dictionary <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Glossary <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Inferred Mean0ing <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Literal Meaning <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Parts of Speech <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Thesaurus
 * L.12.4.a-d**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Characterization <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Connotation <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Context Clues <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Denotation <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Diction <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Figurative Language <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Hyperbole <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Implied Meaning <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Inference <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Mood <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Nuance <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Paradox <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Setting <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Tone
 * L.12.5.a-b**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Domain-Specific Vocabulary <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Formal Language <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">General Academic Vocabulary <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Informal Language <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Jargon
 * L.12.6**

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

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Compare “The Monk’s Tale” in //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> with Dante’s story of Ugolino in Cantos XXXII-XXXIII of the //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Inferno //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">, paying special attention to depiction of character. Use at least one critical source. Use textual evidence to support an original, concise thesis statement. (RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2, W.11-12.7, L.11-12.3)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">How did the war-era poetry of Sassoon contribute to the shaping of existentialism as a philosophy? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How do //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">All Quiet on the Western Front //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and Sassoon’s war poems influence and contribute to the existential movement? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > Ancient languages are the deepest root of the humanities, drawing life from that distant time when the study of history, philosophy, literature, and of language itself began. The goals of this lesson plan are to gain an appreciation for Greek drama through study of a play by Sophocles; to explore the cultural and historical context of Greek drama and its role in Greek society; to reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative report. **(RL.1, RL.2, RL.4, RL.7, RL.10, RI.4, W.2, W.4, W.6, W.7, W.8, WL.2, L.4)** > Anthologists 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. **(RL.1, RL.4, RL.5, RL.7, RL.9, RL.10, W.4, W.6, W.7, W.9, SL.1, L.1, L.2, L.5, L.6)** > The goals of this lesson plan are: (1) To learn about Shakespeare's use of poetic conventions as a principle of dramatic structure in Romeo and Juliet; (2) To examine the first meeting between Romeo and Juliet as an enactment of figurative language in a context of competing poetic styles; (3) To explore the use of poetic forms to impart perspective in later episodes of the play; (4) To gain experience in close reading and the interpretation of verse structure and imagery. **(RL.1, RL.2, RL.3, RL.4, RL.7, W.2, W.6, W.7, W.9, SL.1, L.5, L.6)**
 * Live From Antiquity!
 * Practical Criticism
 * You Kiss by the Book: Romeo & Juliet

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