Reading | eTAP Lesson |
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Key Ideas and Details | |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration.
NY.LA.11-12R1 |
Analyze and Summarize Texts |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text.
NY.LA.11-12R2 |
Analyze and Summarize Texts |
In literary texts, analyze the impact of author’s choices.
NY.LA.11-12R3a |
Evoking Readers' Emotion How to Reach Rhetorical or Aesthetic Purposes |
In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop.
NY.LA.11-12R3b |
Analyze and Summarize Texts |
Craft and Structure | |
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, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text.
NY.LA.11-12R4 |
Literal and Figurative Meaning of Words Denotative and Connotative Meaning |
In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal.
NY.LA.11-12R5b |
Reaching Rhetorical and Aesthetic Purposes |
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement).
NY.LA.11-12R6 |
Reaching Rhetorical and Aesthetic Purposes How to Reach Rhetorical or Aesthetic Purposes Evoking Readers' Emotion Literary Devices Ambiguities, Subtleties, Ironies |
Integration of Knowledge and Ideas | |
In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source.
NY.LA.11-12R7a |
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In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem.
NY.LA.11-12R7b |
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Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient.
NY.LA.11-12R8 |
The Influence of the Historical Period Evaluate Claims and Present Arguments |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.
NY.LA.11-12R9 |
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Writing | eTAP Lesson |
Text Types and Purposes | |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
NY.LA.11-12W1 |
Statements & Claims Write Persuasive Compositions Argument and Persuasion |
Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.
NY.LA.11-12W1a |
Statements & Claims Write Persuasive Compositions Argument and Persuasion |
Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.
NY.LA.11-12W1b |
Statements & Claims Write Persuasive Compositions Argument and Persuasion |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.
NY.LA.11-12W1c |
Write Persuasive Compositions Argument and Persuasion |
Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.
NY.LA.11-12W1d |
Write Persuasive Compositions Paragraph Transitions Argument and Persuasion |
Provide a concluding statement or section that explains the significance of the argument presented.
NY.LA.11-12W1e |
Write Persuasive Compositions Argument and Persuasion |
Maintain a style and tone appropriate to the writing task.
NY.LA.11-12W1f |
Write Persuasive Compositions Persuasive Compositions Argument and Persuasion |
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
NY.LA.11-12W2 |
Write Expository Compositions Informative and Explanatory Texts |
Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.
NY.LA.11-12W2a |
Write Expository Compositions Informative and Explanatory Texts |
Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience’s knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.
NY.LA.11-12W2b |
Write Expository Compositions Informative and Explanatory Texts |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic.
NY.LA.11-12W2c |
Write Expository Compositions Informative and Explanatory Texts |
Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.
NY.LA.11-12W2d |
Write Expository Compositions Informative and Explanatory Texts |
Provide a concluding statement or section that explains the significance of the information presented
NY.LA.11-12W2e |
Write Expository Compositions Informative and Explanatory Texts |
Establish and maintain a style appropriate to the writing task.
NY.LA.11-12W2f |
Write Expository Compositions Informative and Explanatory Texts |
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
NY.LA.11-12W3 |
Write Fictional Narratives |
Engage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
NY.LA.11-12W3a |
Write Fictional Narratives |
Use narrative techniques, such as dialogue, pacing, description, reflection, and plot lines to develop experiences, events, and/or characters.
NY.LA.11-12W3b |
Write Fictional Narratives |
Use a variety of techniques to sequence events to create cohesion, a smooth progression of experiences or events, and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
NY.LA.11-12W3c |
Write Fictional Narratives |
Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
NY.LA.11-12W3d |
Write Fictional Narratives |
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
NY.LA.11-12W3e |
Write Fictional Narratives |
Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres.Explain connections between the original and the created work.
NY.LA.11-12W4 |
Forms of Fiction |
Draw evidence from literary or informational texts to support analysis, reflection, and research.
NY.LA.11-12W5 |
Develop Presentations Using Appropriate Research Methods |
Research to Build and Present Knowledge | |
Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation.
NY.LA.11-12W6 |
Develop Presentations Using Appropriate Research Methods |
Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance on one source, and follow a standard format for citation.
NY.LA.11-12W7 |
Develop Presentations Using Appropriate Research Methods Appropriate Conventions for Documentation |
Speaking and Listening | eTAP Lesson |
Comprehension and Collaboration | |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
NY.LA.11-12SL1 |
How to Achieve Clarity, Force, and Aesthetic Effect Develop Presentations Using Appropriate Research Methods Collaborate to Evaluate Presentations |
Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
NY.LA.11-12SL1a |
Develop Presentations Using Appropriate Research Methods Collaborate to Evaluate Presentations |
Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
NY.LA.11-12SL1b |
Collaborate to Evaluate Presentations |
Pose and respond to questions that probe reasoning and evidence; address a full range of positions; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
NY.LA.11-12SL1c |
How to Achieve Clarity, Force, and Aesthetic Effect Collaborate to Evaluate Presentations |
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
NY.LA.11-12SL1d |
Collaborate to Evaluate Presentations |
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems.
NY.LA.11-12SL2 |
Develop Presentations Using Appropriate Research Methods Researching an Argument Evaluating Information Analyzing Historical Accounts |
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.
NY.LA.11-12SL3 |
Analyzing Historical Accounts Analyze the Type of Arguments the Speaker Uses Logical Fallacies Used in Oral Addresses Critique a Speaker’s Diction and Syntax The Clarity, Quality, Effectiveness, and General Coherence of the Speaker’s Points |
Presentation of Knowledge and Ideas | |
Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience.
NY.LA.11-12SL4 |
Deliver Expository Presentations How to Enhance a Specific Tone and Purpose |
Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
NY.LA.11-12SL5 |
Enhancing the Appeal and Accuracy of a Presentation When to Use Different Kinds of Effects Deliver Multimedia Presentations |
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
NY.LA.11-12SL6 |
Effective and Interesting Language How to Enhance a Specific Tone and Purpose How to Achieve Clarity, Force, and Aesthetic Effect |
Language | eTAP Lesson |
Knowledge of Language | |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
NY.LA.11-12L1 |
Parallelism Understand Sentence Construction Identify Correctly Used Clauses |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
NY.LA.11-12L2 |
Mechanics of Writing Hyphens, Dashes, and Brackets Colons and Semicolons |
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.
NY.LA.11-12L3 |
Mechanics of Writing Identify Correctly Used Clauses Critique a Speaker’s Diction and Syntax |
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
NY.LA.11-12L3a |
Mechanics of Writing Natural, Fresh, and Vivid Language Usage Effective and Interesting Language Critique a Speaker’s Diction and Syntax |
Vocabulary Acquisition and Use | |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
NY.LA.11-12L4 |
Etymology and Origins of Words Greek, Latin, and Anglo-Saxon Roots and Affixes Using Context |
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.
NY.LA.11-12L4a |
Etymology and Origins of Words Greek, Latin, and Anglo-Saxon Roots and Affixes Words in Context Using Context |
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,conceive, conception, conceivable).
NY.LA.11-12L4b |
Etymology and Origins of Words Greek, Latin, and Anglo-Saxon Roots and Affixes |
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
NY.LA.11-12L4c |
Reference Materials |
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).
NY.LA.11-12L4d |
Reference Materials |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
NY.LA.11-12L5 |
Idioms, Analogies, Metaphors and Similes Figurative Language Literal and Figurative Meaning of Words Denotative and Connotative Meaning |
Interpret figures of speech, including hyperbole and paradox, in context and analyze their role in the text.
NY.LA.11-12L5a |
Idioms, Analogies, Metaphors and Similes Figurative Language Literal and Figurative Meaning of Words Evoking Readers' Emotion |
Analyze nuances in the meaning of words with similar denotations.
NY.LA.11-12L5b |
Denotative and Connotative Meaning Figurative Language |
Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.
NY.LA.11-12L6 |
Effective and Interesting Language |