ELA.12.R.C1.5
determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex and critical analysis; provide an objective summary of the informational text.

ELA.12.R.C1.6
analyze a complex set of ideas or sequence of events

ELA.12.R.C2.4
determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze how and why an author uses and refines the meaning of a key term or terms over the course of an informational text (e.g., how Madison defines faction in Federalist No. 10).

ELA.12.R.C2.5
in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including how the author uses structure to make points clear, convincing and engaging.

ELA.12.R.C2.6
determine an author’s point of view, purpose and tone in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

ELA.12.R.C4.1
by the end of the year, read and comprehend literature, including stories, dramas and poetry, independently and proficiently at the high end of the grades 11–CCR text complexity band.

ELA.12.R.C4.2
by the end of the year, read and comprehend literary nonfiction independently and proficiently at the high end of the grades 11-CCR text complexity band.

ELA.12.W.C9.1
write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that logically sequences claim(s), counterclaims, reasons and evidence.
• develop and justify claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases.
• analyze words, phrases and clauses as well as varied syntax to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.
• establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• provide a concluding statement or section that follows from and supports the argument presented.

ELA.12.W.C9.2
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.

• introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.
• evaluate the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.
• use and evaluate appropriate and varied transitions and syntax to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
• use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.
• establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ELA.12.W.C9.3
write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

• engage and orient the reader by setting out a problem, situation or observation and its significance, establishing multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
• use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters.
• use and evaluate a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).
• use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences events, setting and/or characters.
• provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

21C.O.9-12.1.LS.3 Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.

21C.0.9-12.2.TT.2 Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Students will engage in critical thinking that supports the synthesis of information. 

21C.0.9-12.3.LS.2 Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her work.