FCPS Program of Studies

Language Arts/English Curriculum

English 12

Students read and analyze a variety of literary texts, recognizing major forms and their stylistic elements. Using nonfiction texts, students will analyze and synthesize information to solve problems. Language study expands students' general and specialized vocabulary through speaking, listening, reading, and viewing. Writing includes the production of informational, expository, and persuasive/argumentative papers, logically organized demonstrating knowledgeable judgments, and effective conclusions. They also apply their oral communication skills to craft formal oral presentations and their listening skills to analyze the relationships among purpose, audience and content of presentations.

Last Updated: 08/17/12 10:20 AM

ELA.G12

Standard 1

MAKE A FORMAL ORAL PRESENTATION

Benchmark 1.a

Choose the Purpose of the Presentation

	Indicator 1.a.1
	Choose the purpose of the presentation

	Indicator 1.a.2
	Recognize major purposes of speeches

Benchmark 1.b

Choose Language Based on Audience, Topic, and Purpose

	Indicator 1.b.1
	Choose language based on audience, topic, and purpose

	Indicator 1.b.2
	Use effective delivery created through combination of rhetoric, etc.

	Indicator 1.b.3
	Present evidence clearly and convincingly

	Indicator 1.b.4
	Make oral language choices based on prediction of audience response

Benchmark 1.c

Use Details, Illustrations, Statistics, etc. to Support Presentation

	Indicator 1.c.1
	Organize and develop a speech

	Indicator 1.c.2
	Develop content through inclusion of examples, illustrations, etc.

	Indicator 1.c.3
	Make 5- to 10- minute presentation alone and/or as part of a group

Benchmark 1.d

Use Media, Technology Skills, etc. to Create and Support Presentations

	Indicator 1.d.1
	Use media, technology skills, etc. to create and support presentations

	Indicator 1.d.2
	Use effective visual aids and/or technology to support presentations

Benchmark 1.e

Use Correct Language Appropriate to Audience, Topic, and Purpose

	Indicator 1.e.1
	Use grammatically correct language and appropriate vocabulary

Benchmark 1.f

Collaborate and Report on Small-Group Learning Activities

	Indicator 1.f.1
	Work together to establish group goals, define individual roles, etc.

	Indicator 1.f.2
	Collaborate to exchange ideas, make decisions, solve problems, etc.

	Indicator 1.f.3
	Work effectively with diverse teams to accomplish a common goal

Benchmark 1.g

Evaluate Formal Presentations

	Indicator 1.g.1
	Evaluate a formal presentation by analyzing effectiveness of speaker

	Indicator 1.g.2
	Evaluate relationships among topic, audience, purpose of presentations

Benchmark 1.h

Use a Variety of Listening Strategies

	Indicator 1.h.1
	Listen to, and critique relationships among purpose, audience, content

	Indicator 1.h.2
	Monitor audience feedback, etc. to adjust delivery and content

Benchmark 1.i

Critique Effectiveness of Presentations

	Indicator 1.i.1
	Analyze the effectiveness of presentation based on audience response

ELA.G12

Standard 2

EXAMINE HOW MEDIA MESSAGE INFLUENCES BELIEFS AND BEHAVIORS

Benchmark 2.a

Evaluate Sources for Relationships Among Intent, Facts, and Opinions

	Indicator 2.a.1
	Evaluate media messages for content, intent, impact, and effectiveness

	Indicator 2.a.2
	Identify fact and opinion and how they relate to purpose and audience

	Indicator 2.a.3
	Understand the difference between objectivity and subjectivity

	Indicator 2.a.4
	Organize knowledge and display learning using various media

Benchmark 2.b

Determine the Author's Purpose and Intended Effect on the Audience

	Indicator 2.b.1
	Determine the author's purpose; distinguish fact from opinion and bias

	Indicator 2.b.2
	Analyze how media reach the targeted audience for specific purposes

	Indicator 2.b.3
	Evaluate the purposeful use of persuasive language to convey viewpoint

ELA.G12

Standard 3

EXTEND VOCABULARY DEVELOPMENT IN AUTHENTIC TEXTS

Benchmark 3.a

Use Structural Analysis of Roots, Affixes, etc. to Understand Words

	Indicator 3.a.1
	Use roots or affixes to determine the meanings of complex words

	Indicator 3.a.2
	Use synonyms and antonyms to understand complex words

	Indicator 3.a.3
	Use cognates to understand complex words

Benchmark 3.b

Use Context, Structure, etc. to Determine Meanings of Words, Phrases

	Indicator 3.b.1
	Use context as a clue to the meaning of a word or phrase

	Indicator 3.b.2
	Use word structure to analyze and relate words

	Indicator 3.b.3
	Demonstrate an understanding of connotations in word meanings

	Indicator 3.b.4
	Demonstrate an understanding of word relationships in word meanings

	Indicator 3.b.5
	Use patterns of word changes that indicate different meaning, etc.

Benchmark 3.c

Discriminate Between Connotative and Denotative Meanings

	Indicator 3.c.1
	Analyze and interpret connotations of words with similar denotations

	Indicator 3.c.2
	Demonstrate understanding of word relationships, nuances in meaning

	Indicator 3.c.3
	Connect how author's purpose affects the connotations of words

Benchmark 3.d

Identify Meaning of Common Idioms, Literary and Classical Allusions

	Indicator 3.d.1
	Demonstrate an understanding of idioms

	Indicator 3.d.2
	Use prior knowledge and other study to identify meaning of allusions

	Indicator 3.d.3
	Demonstrate an understanding of figurative language in word meanings

	Indicator 3.d.4
	Interpret figures of speech in context and analyze their roles in text

Benchmark 3.e

Expand Vocabulary through Speaking, Reading, and Writing

	Indicator 3.e.1
	Expand vocabulary through speaking, reading, and writing

	Indicator 3.e.2
	Consult reference materials to find pronunciation, meaning, etc.

Benchmark 3.f

Use Knowledge of Language to Comprehend Texts

	Indicator 3.f.1
	Use knowledge of language to comprehend texts

	Indicator 3.f.2
	Analyze how word etymology impacts contemporary usage

ELA.G12

Standard 4

READ AND ANALYZE BRITISH LITERATURE AND LITERATURE OF OTHER CULTURES

Benchmark 4.a

Compare, Contrast the Development of British Lit in Historical Context

	Indicator 4.a.1
	Analyze how author's attitudes, etc. relate to larger contexts

Benchmark 4.b

Recognize Major Literary Forms and Their Elements

	Indicator 4.b.1
	Recognize major literary forms and their elements

	Indicator 4.b.2
	Use reading strategies to improve reading comprehension

	Indicator 4.b.3
	Evaluate how word choice, tone, etc. shape intended meaning of text

	Indicator 4.b.4
	Compare effect of literary elements among a variety of texts, genres

Benchmark 4.c

Recognize the Characteristics of Major Chronological Eras

	Indicator 4.c.1
	Identify the literary characteristics of specific eras

Benchmark 4.d

Relate Literary Works, Authors to Major Themes, Issues of Their Eras

	Indicator 4.d.1
	Recognize major themes and issues in literature

Benchmark 4.e

Analyze the Social and Cultural Function of British Literature

	Indicator 4.e.1
	Analyze how British literature provides social commentary

Benchmark 4.f

Explain How the Sound of a Poem Supports the Subject, Mood, and Theme

	Indicator 4.f.1
	Explain how the sound of a poem supports the subject, mood, and theme

	Indicator 4.f.2
	Explain how the choice of words in a poem creates tone

	Indicator 4.f.3
	Explain how reader's response to poem is manipulated by imagery, etc.

Benchmark 4.g

Compare, Contrast Traditional, Contemporary Poems from Many Cultures

	Indicator 4.g.1
	Compare, contrast traditional, contemporary poems from many cultures

Benchmark 4.h

Analyze How Dramatic Conventions Contribute to Theme and Effect

	Indicator 4.h.1
	Analyze how dramatic conventions contribute to theme and effect

	Indicator 4.h.2
	Explain how dramatist uses dialogue to reveal theme

	Indicator 4.h.3
	Distinguish between what is stated and what is intended in a text

Benchmark 4.i

Compare and Contrast Dramatic Elements of Plays from Many Cultures

	Indicator 4.i.1
	Compare, contrast traditional, contemporary drama from many cultures

	Indicator 4.i.2
	Compare, contrast dramatic structure of plays from various cultures

	Indicator 4.i.3
	Analyze a subject or a key scene in two different media

ELA.G12

Standard 5

READ AND ANALYZE A VARIETY OF NONFICTION TEXTS

Benchmark 5.a

Generate and Respond to Questions throughout the Reading Process

	Indicator 5.a.1
	Use critical thinking questions to activate prior knowledge, etc.

	Indicator 5.a.2
	Use reading strategies to improve comprehension, etc.

Benchmark 5.b

Analyze and Synthesize Information to Solve Problems, etc.

	Indicator 5.b.1
	Analyze and synthesize information to solve problems, etc.

	Indicator 5.b.2
	Analyze print and Web-based informational and technical texts

	Indicator 5.b.3
	Examine the format of text as an aid in analyzing, determining content

	Indicator 5.b.4
	Recognize and apply specialized informational vocabulary

Benchmark 5.c

Analyze Two or More Texts Addressing the Same Topic

	Indicator 5.c.1
	Analyze how two or more texts develop and treat the same idea

	Indicator 5.c.2
	Analyze how logical arguments could reach conflicting conclusions

	Indicator 5.c.3
	Compare and contrast how multiple texts treat similar ideas

	Indicator 5.c.4
	Analyze how authors use rhetorical strategies and techniques

Benchmark 5.d

Analyze Use of Ambiguity, Contradiction, Paradox, Irony, etc.

	Indicator 5.d.1
	Analyze use of ambiguity, contradiction, paradox, irony, etc.

	Indicator 5.d.2
	Determine author's point of view, etc. in text with effective rhetoric

	Indicator 5.d.3
	Recognize persuasive techniques

	Indicator 5.d.4
	Analyze how authors use ethos, logos, and pathos

Benchmark 5.e

Identify False Premises in Persuasive Writing

	Indicator 5.e.1
	Identify false premises in persuasive writing

	Indicator 5.e.2
	Analyze false premises that intentionally manipulate audiences

	Indicator 5.e.3
	Evaluate the relevance and quality of evidence used to support a claim

Benchmark 5.f

Draw Conclusions, Make Inferences on Explicit and Implied Information

	Indicator 5.f.1
	Draw conclusions, make inferences on explicit and implied information

	Indicator 5.f.2
	Make references to texts to verify conclusions, support inferences

	Indicator 5.f.3
	Analyze a complex set of ideas or sequence of events

ELA.G12

Standard 6

DEVELOP EXPOSITORY, INFORMATIONAL, ANALYSES, PERSUASIVE WRITINGS

Benchmark 6.a

Generate, Gather, and Organize Ideas for Writing

	Indicator 6.a.1
	Generate expository writings

	Indicator 6.a.2
	Develop technical writings

	Indicator 6.a.3
	Develop analytical essays

	Indicator 6.a.4
	Develop persuasive/argumentative writings

	Indicator 6.a.5
	Complete employment forms through simulations, real-life opportunities

	Indicator 6.a.6
	Complete applications, essays, and resumes for college admission

	Indicator 6.a.7
	Write routinely over extended and shorter time frames

	Indicator 6.a.8
	Evaluate good writing to identify and apply effective techniques

Benchmark 6.b

Produce Arguments in Writing That Develop a Thesis, etc.

	Indicator 6.b.1
	Construct arguments that provide precise, significant, logical claims

	Indicator 6.b.2
	Develop a thesis that demonstrates clear and knowledgeable judgments

	Indicator 6.b.3
	Develop claim(s) and counterclaims thoroughly with relevant evidence

	Indicator 6.b.4
	Focus paragraphs by using a variety of strategic techniques

	Indicator 6.b.5
	Develop ideas in a logical sequence

	Indicator 6.b.6
	Use words, phrases, and clauses to link the major sections of the text

	Indicator 6.b.7
	Create cohesion, clarify relationships among reasons, evidence, etc.

	Indicator 6.b.8
	Use transition words and phrases to signal progression of ideas

	Indicator 6.b.9
	Provide a clear and effective conclusion

Benchmark 6.c

Clarify and Defend a Position with Precise and Relevant Evidence

	Indicator 6.c.1
	Clarify and defend positions with precise and relevant evidence

	Indicator 6.c.2
	Elaborate for clarity and accuracy developing the topic fully

	Indicator 6.c.3
	Use a range of strategies to elaborate and persuade

Benchmark 6.d

Adapt Content, Vocabulary, Voice, and Tone to Audience, Purpose, etc.

	Indicator 6.d.1
	Adapt content, vocabulary, voice, and tone to audience, purpose, etc.

	Indicator 6.d.2
	Establish and maintain a style and tone

	Indicator 6.d.3
	Write clear and varied sentences

	Indicator 6.d.4
	Use wide-ranging vocabulary appropriately and effectively

	Indicator 6.d.5
	Craft individual style through sentence structure, tone, voice, etc.

Benchmark 6.e

Use Varied Rhetorical Strategies to Accomplish a Specific Purpose

	Indicator 6.e.1
	Apply persuasive rhetorical devices and techniques when appropriate

Benchmark 6.f

Create Arguments Free of Errors in Logic and Externally Supported

	Indicator 6.f.1
	Create arguments free of errors in logic and externally supported

	Indicator 6.f.2
	Recognize and avoid common logical fallacies or false premises

Benchmark 6.g

Revise Writing for Clarity of Content, Depth of Information, etc.

	Indicator 6.g.1
	Revise writing for depth of information and to adhere to format

	Indicator 6.g.2
	Reflect on the writing process and establish goals for future work

	Indicator 6.g.3
	Collaborate to improve writing through small, large group discussions

	Indicator 6.g.4
	Write, revise correspondence to workplace and higher ed. standards

Benchmark 6.h

Use Computer Technology to Plan, Draft, Revise, Edit, Publish Writing

	Indicator 6.h.1
	Use computer technology to plan, draft, revise, edit, publish writing

	Indicator 6.h.2
	Compose and revise drafts collaboratively using technology

ELA.G12

Standard 7

WRITE, REVISE, AND EDIT WRITING

Benchmark 7.a

Edit, Proofread, and Prepare Writing for Intended Audience and Purpose

	Indicator 7.a.1
	Edit one's own and others' work for grammar, style and tone

	Indicator 7.a.2
	Evaluate whether draft is effectively supported, adequately developed

	Indicator 7.a.3
	Assess and strengthen the quality of the writing through revision

Benchmark 7.b

Apply Grammatical Conventions to Edit Writing

	Indicator 7.b.1
	Apply grammatical conventions to adjust sentence, paragraph structures

	Indicator 7.b.2
	Observe hyphenation rules

Benchmark 7.c

Use MLA or APA Style to Punctuate and Format Direct Quotations

	Indicator 7.c.1
	Apply MLA or APA style to punctuate and format in-text citations

ELA.G12

Standard 8

WRITE DOCUMENTED RESEARCH PAPERS

Benchmark 8.a

Use Technology to Research, Organize, Evaluate, Communicate Info.

	Indicator 8.a.1
	Utilize technology to conduct research, organize information, etc.

	Indicator 8.a.2
	Use technology as a tool to collaborate throughout the writing process

Benchmark 8.b

Analyze and Synthesize Information to Solve Problems, etc.

	Indicator 8.b.1
	Analyze and synthesize information to solve problems, etc.

	Indicator 8.b.2
	Identify, narrow a topic for research through a variety of strategies

	Indicator 8.b.3
	Evaluate, synthesize relevant information using a variety of sources

	Indicator 8.b.4
	Organize information into a draft

	Indicator 8.b.5
	Formulate a thesis that represents findings from collected information

Benchmark 8.c

Evaluate the Accuracy, Quality, and Validity of the Information

	Indicator 8.c.1
	Evaluate collected information by determining validity, accuracy, etc.

Benchmark 8.d

Synthesize, Present Information in a Logical Manner to Support Thesis

	Indicator 8.d.1
	Synthesize, present information in a logical manner to support thesis

Benchmark 8.e

Cite Sources Using a Standard Method of Documentation

	Indicator 8.e.1
	Cite sources to avoid plagiarism, using MLA or APA style

Benchmark 8.f

Revise Writing For Clarity, Depth of Information, etc.

	Indicator 8.f.1
	Revise writing for clarity, depth of information, etc.

Benchmark 8.g

Edit Writing for Correct Language, Spelling Punctuation, Syntax, etc.

	Indicator 8.g.1
	Edit writing for language, capitalization, spelling, syntax, etc.

	Indicator 8.g.2
	Collaborate with others to edit writing

Benchmark 8.h

Define Plagiarism and Follow Guidelines for Using Information

	Indicator 8.h.1
	Demonstrate a sophisticated understanding of the ethics of writing

	Indicator 8.h.2
	Understand that plagiarism is presenting someone else's ideas as own

	Indicator 8.h.3
	Recognize one must correctly cite sources giving credit to the author

	Indicator 8.h.4
	Recognized that paraphrased information must be cited

	Indicator 8.h.5
	Use quotation marks when someone else's exact words are quoted

	Indicator 8.h.6
	Understand the consequences of plagiarism in college and careers

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)