Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Discussion Initiation
Prepared Discussions [a]
Peer Teamwork [b]
Propelled Conversations [c]
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5 - Discuss (Persuasion and expression of ideas)
1 - Read (Material [a])
3 - Research (Material [a])
4 - Draw (On preparation [a])
3 - Prepare (Researched discussions [a])
3 - Participate [Work with] (Peers)
4 - Set (Goals and deadlines [b])
4 - Determine [Establish] (Individual roles [b])
6 - Organize [Propel] (Conversations [c])
2 - Clarify (Ideas and conclusions [c])
5 - Verify (Ideas and conclusions [c])
5 - Challenge (Ideas and conclusions [c])
3 - Participate [Promote] (Perspectives [c])
1 - Respond (Perspectives [d])
6 - Synthesize (Comments, claims, and evidence [d])
4 - Resolve (Contradictions [d])
4 - Determine (Information [d])
4 - Determine (Research [d])
4 - Determine (Task completion [d])
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5 - I can persuasively express discussion ideas.
3 - I can prepare researched discussions to stimulate idea exchange. [a]
1 - I can read material for discussions. [a]
3 - I can research material for discussions. [a]
4 - I can preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. [a]
3 - I can participate (work with) peers to promote civil, democratic discussions and decision making. [b]
4 - I can set clear goals and deadlines. [b]
4 - I can establish individual roles as needed. [b]
6 - I can organize (propel) conversations. [c]
4 - I can synthesize comments and determine further research. [d]
2 - I can clarify ideas and conclusions in a conversation. [c]
5 - I can verify ideas and conclusions in a conversation. [c]
5 - I can challenge ideas and conclusions in a conversation. [c]
3 - I can participate in (promote) divergent and creative perspectives in a conversation.
1 - I can respond thoughtfully to diverse perspectives. [d]
6 - I can synthesize comments, claims, and evidence made on all sides of an issue.
4 - I can contradictions when possible.
4 - I can determine what additional information is needed. [d]
4 - I can determine what research is required to deepen the investigation. [d]
4 - I can determine what is needed to complete a task. [d]
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A.1 Persuasive speaking promotes divergent and creative perspectives and investigation.
B.1 Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
C.1 When roles and goals are set, the process is more civil, democratic and fruitful.
D.1 When divergent and creative perspectives are promoted, conversation is deeper.
E.1 When ideas are synthesized, conflicts are resolved and the research is more complete.
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A.1 How are perspectives influenced when ideas are challenged?
B.1 Why does an unprepared discussion member stifle the group?
C. 1 Why is it best to define roles and goals in collaboration?
D.1 Why promote divergent thinking?
E.1 Why synthesize comments?
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Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Integration
|
4 - Integrate (Multiple sources of information)
5 - Make (Informed decisions)
5 - Evaluating (Source credibility and accuracy)
2 - Note (Data discrepancies)
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4 - I can integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally)
5 - I can make informed decisions and solve problems
5 - I can evaluate source credibility and accuracy
2 - I can note data discrepancies
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A. Decision making and problem solving require evaluation of data.
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A.1 What results from evaluating credibility of speech?
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Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Assessment
|
5 - Evaluate (Speaker’s point of view)
5 - Evaluate (Reasoning)
5 - Evaluate (Use of evidence and rhetoric)
5 - Assess (Stance, premises, links among ideas, word choice, points of emphasis, and tone)
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5 - I can evaluate a speaker’s point of view
5 - I can evaluate reasoning
5 - I can evaluate use of evidence and rhetoric
5 - I can assess stance, premises, links among ideas, word choice, points of emphasis and tone
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A. Tone and word choice, links and reasoning can point to point of view.
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A.1 How does a listener recognize the speaker’s point of view?
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Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Perspective
Appropriateness
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3 - Present (Information, findings, supporting evidence)
3 - Present (Perspective in clear line of reasoning)
6 - Organize, develop and provide (Substance appropriate to purpose, audience, task range of formality)
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3 - I can present information, findings and supporting evidence
3 - I can present perspective in clear line of reasoning
6 - I can organize, develop and provide sustance appropriate to purpose, audience, task range of formality
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A. Content and style must fit audience, purpose, perspective and task.
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A.1 How is style of presentation influenced?
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Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentations
Digital Media Elements e.g.
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6 - Make (Digital media)
2 - Enhance (Understanding)
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6 - I can make strategic use of digital media in presentations.
2 - I can enhance understandings of findings, reasoning, and evidence and add interest.
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A. Digital media add interest and strengthen reasoning.
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A.1 How can speakers increase audience reasoning during presentations?
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Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
(See grades 11–12 Language standards 1 and 3 for specific expectations.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Adapt (Speech)
3 - Demonstrate (Command of formal English)
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3 - I can adapt speech to a variety of contexts and tasks.
3 - I can demonstrate to command of formal English.
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A. Speech adapts formality for context and task.
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A.1 How do context and task influence speech?
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