LACL: Multicultural Literature and Composition

LACL: Multicultural Literature and Composition

LACL.A: Reading Literary Text

LACL.B: Reading Informational Text

LACL.C: Writing

LACL.D: Speaking and Listening

LACL.E: Language

LACL.A.1: cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

LACL.A.2: determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text

LACL.A.3: analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

LACL.A.4: determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful 

LACL.A.5: analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact

LACL.A.6: analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)

LACL.A.7: analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text

LACL.A.8: demonstrate knowledge of 18th, 19th, and early 20th-century works of multicultural literature, including how two or more texts from the same period treat similar themes or topics

LACL.A.9: read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently, by the end of grade 12

LACL.B.10: cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

LACL.B.11: determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text

LACL.B.12: analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text to create a distinct perspective

LACL.B.13: determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text 

LACL.B.14: analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging

LACL.B.15: determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text

LACL.B.16: integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem

LACL.B.17: delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy 

LACL.B.18: analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features

LACL.B.19: read and comprehend informational texts at the high end of the grades 11-CCR text complexity band independently and proficiently, by the end of grade 12

LACL.C.20: write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

LACL.C.21: 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

LACL.C.22: write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences

LACL.C.23: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

LACL.C.24: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

LACL.C.25: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

LACL.C.26: conduct short, as well as more sustained, research projects to answer questions (including self-generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation

LACL.C.27: gather relevant information from multiple authoritative print and digital 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, avoiding plagiarism and overreliance on any one source and following a standard format for citation

LACL.C.28: draw evidence from literary or informational texts to support analysis, reflection, and research

LACL.C.29: write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

LACL.D.30: initiate and participate effectively in a range of collaborative discussions (e.g., 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

LACL.D.31: 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

LACL.D.32: 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

LACL.D.33: 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 of formal and informal tasks

LACL.D.34: 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

LACL.D.35: adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate

LACL.E.36: demonstrate command of the conventions of standard English grammar and usage when writing or speaking

LACL.E.37: demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

LACL.E.38: 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

LACL.E.39: 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

LACL.E.40: demonstrate understanding of figurative language, word relationships, and nuances in word meanings

LACL.E.41: 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

LACL.A.1.a: draw inferences and conclusions from a wide range of multicultural literature

LACL.A.1.b: analyze issues/subjects that are left uncertain in multicultural literature

LACL.A.2.a: trace complex and nuanced themes and issues that emerge in different parts of the text, including social issues that are hinted at in the text

LACL.A.2.b: examine how some themes and issues in the story also exist in the outside world and are significant as social commentary

LACL.A.2.c: determine how subtle details, that may seem less significant, matter in developing themes and issues

LACL.A.2.d: determine how themes and issues develop across a story, including explaining how different story elements and narrative techniques contribute to these themes

LACL.A.3.a: analyze hidden sides of characters, which take longer to reveal themselves, as well as parts of characters that may be contradictory

LACL.A.3.b: analyze how characters may be normative or transgressive (they fit with or break stereotypes), as well as how they fit with or transcend archetypes

LACL.A.3.c: analyze how characters' decisions and motivations may be influenced by moments that occurred much earlier in the story, as well as how characters may be shaped by social pressures

LACL.A.3.d: analyze how character motivations are shaped by multiple pressures, and/or by systems and dynamics that are outside their control

LACL.A.3.e: analyze the role that minor characters play in the story

LACL.A.3.f: analyze how the dynamics between characters shift across a story, as well as how the characters affect the plot

LACL.A.4.a: determine the effects of the cultural environment on/in the text, and analyze how an author uses specific language for specific audiences

LACL.A.4.b: determine the effects of certain words and phrases on individuals or groups

LACL.A.4.c: delineate the differences between the effect of particular terms towards a group of people and the way the same term is used within that group of people

LACL.A.4.d: analyze the effect of certain words/phrases in contemporary conversations on race, ethnicity, sexual identity and pop culture

LACL.A.4.e: examine the impact of colloquialisms and not-standard language that is important to the text and to the presentation of the characters

LACL.A.6.a: examine connections between an author's choices about point of view and cultural conventions and traditions in oral and/or written language

LACL.A.6.b: analyze which perspectives are more visible in the story, and which may be hidden, marginalized, or missing

LACL.A.6.c: analyze how the text reveals more hidden perspectives or raises questions about perspectives that are presented

LACL.A.6.d: analyze how characters' perspectives are shaped by their histories and cultures as well as their current environments

LACL.A.6.e: analyze how the beliefs and values of the community, as well as the characters' histories and cultures shape characters' perspectives

LACL.A.6.f: analyze the way the author gets the reader to doubt, trust, or sympathize with a character's perspective across pages

LACL.A.6.g: analyze how the author reveals that characters make assumptions about others

LACL.A.9.a: read, comprehend, and analyze literature about the sociocultural experiences of underrepresented groups

LACL.A.9.b: read, comprehend, and analyze literature that is inclusive of characters of different races, ethnicities, religions, genders, sexual orientations, disabilities, and languages

LACL.A.9.c: read, comprehend, and analyze literature written by authors of different races, ethnicities, religions, genders, sexual orientations, disabilities, and languages

LACL.B.10.a: draw inferences and conclusions about a range of texts representing diverse topics and authors

LACL.B.10.b: construct an argument using textual evidence that addresses common ideas in multicultural texts

LACL.B.10.c: analyze issues/subjects that are left uncertain in texts

LACL.B.11.a: track complex ideas within an informational text, particularly as they relate to ideas that emerge in multicultural texts

LACL.B.11.b: analyze how sociocultural issues impact the subjects of the text

LACL.B.11.c: determine the core ideas that initiated a particular action or event in a text

LACL.B.11.d: compare the development of the ideas in the text with the development of similar ideas in a modern or contemporary text

LACL.B.13.a: analyze how authors strategically use and refine the meaning of key terms over the course of a text and how this refinement contributes to the understanding of both the terms and perspective shown

LACL.B.13.b: determine the effects of the cultural environment on/in the text and analyze how an author uses specific language for specific audiences

LACL.B.13.c: determine the effects of words and phrases on individuals and groups

LACL.B.13.d: delineate the differences between the effect of a particular term towards a particular group of people and the way the same term is used within that particular group of people

LACL.B.13.e: analyze the effect of certain words/phrases in contemporary conversations on race, ethnicity, sexual identity, and pop culture

LACL.B.14.a: determine the personal, political, societal, and philosophical influences on authors that impacted how they structured their arguments

LACL.B.14.b: evaluate the different structures a single author uses over the course of his/her writing life and compare with that of another author

LACL.B.14.c: analyze the uniqueness or differences in structural decisions across multicultural writing; evaluate the effectiveness in conveying arguments to broader audiences

LACL.B.15.a: analyze and compare topics and themes characteristic of particular cultures or of multicultural literature across culture and genres as connected to cultural values and traditions

LACL.B.15.b: understand and identify rhetorical strategies such as appeals to emotion or authority and logical fallacies

LACL.B.15.c: understand and apply knowledge of diction, syntax, tone, imagery, figurative language, and other elements in determining the effectiveness of an argument or exposition

LACL.B.15.d: identify author biases, both subtle and overt, including implicit and explicit assumptions

LACL.B.15.e: analyze and evaluate the logic and use of evidence in an author's argument

LACL.B.15.f: identify author biases, both subtle and overt, and make considered decisions regarding the validity of a claim or appeal

LACL.B.15.g: distinguish between a powerful and a valid argument

LACL.B.15.h: determine an author's or speaker's point of view even when it is not stated explicitly

LACL.B.18.a: relate a literary work to primary source documents of its literary period or historical setting

LACL.B.19.a: read, comprehend, and analyze informational texts about the sociocultural experiences of underrepresented groups

LACL.B.19.b: read, comprehend, and analyze informational texts that are inclusive of different races, ethnicities, religions, genders, sexual orientations, disabilities, and languages

LACL.B.19.c: read, comprehend, and analyze informational texts written by authors of different races, ethnicities, religions, genders, sexual orientations, disabilities, and languages

LACL.C.20.a: 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

LACL.C.20.b: develop 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

LACL.C.20.c: use 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

LACL.C.20.d: establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

LACL.C.20.e: provide a concluding statement or section that follows from and supports the argument presented

LACL.C.21.a: 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

LACL.C.21.b: develop 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

LACL.C.21.c: use 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

LACL.C.21.d: use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic

LACL.C.21.e: establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

LACL.C.21.f: use documents to clarify details or support claims

LACL.C.21.g: 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)

LACL.C.21.h: compose informative texts without incorporating bias, prejudice, or other subjective language

LACL.C.21.i: use culturally and socially-relevant language to articulate ideas of the designated topic

LACL.C.22.a: engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events

LACL.C.22.b: use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters

LACL.C.22.c: use 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)

LACL.C.22.d: use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters

LACL.C.22.e: provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

LACL.C.23.a: use writing techniques in a clear and organized way that demonstrates stylistic liberties that target a specific audience

LACL.C.23.b: produce writing that engages the reader, sets a context for their topic/issue, and establishes an organizational structure

LACL.C.28.a: apply grades 11-12 reading standards to literature (e.g., demonstrate knowledge of 18th, 19th, and early 20th-century works of multicultural literature, including how two or more texts from the same period treat similar themes or topics)

LACL.C.28.b: apply grades 11-12 reading standards to informational texts (e.g., delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy)

LACL.C.28.c: produce a written critical analysis to literature that draws evidence from the text

LACL.C.28.d: produce a written critical analysis of an informational text that draws evidence from the text

LACL.C.28.e: produce a written reflection to literature that reflects on the meaning and value of a piece of writing

LACL.C.28.f: produce a written reflection on an informational text that reflects on the meaning and value of a piece of writing

LACL.C.28.g: establish connection among observations made in the text in order to support critical analysis and reflection

LACL.D.30.a: initiate civil discussion with partners who agree and disagree with a stated claim, idea, or topic

LACL.D.30.b: come to discussions having researched various unbiased sources, being prepared to speak with vast knowledge of multiple perspectives

LACL.D.30.c: challenge ideas of bias to identify unheard perspectives and articulate obvious and neglected points of view/perspectives

LACL.D.30.d: work with peers to promote civil and inclusive discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed

LACL.D.30.e: improve conversations by incorporating diverse and inclusive questions that probe reasoning and evidence 

LACL.D.30.f: compose arguments implementing multiple points of view without utilizing bias or so incorporating social commentary 

LACL.D.32.a: analyze an argument considering the speaker's background, voice, bias, and perspective and effectively identify the strengths and weaknesses in order to challenge the known points of view and incorporate the unheard points of view

LACL.D.32.b: evaluate the author's argument considering bias, political climate, and voice and identify strengths and weaknesses of effectiveness

LACL.D.32.c: use socially and culturally appropriate language to critique arguments

LACL.D.32.d: establish an unbiased and appropriate tone when creating arguments to avoid showing favoritism to the tone of the original source and voice

LACL.D.34.a: analyze various sources, and articulate the central idea, and any supporting ideas, objectively 

LACL.D.34.b: evaluate the validity of sources, using primary and secondary sources, about the subject matter

LACL.D.34.c: articulate ideas of bias, prejudice, and the like, in explaining the various viewpoints, theories, ideas of an author

LACL.E.36.a: apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested

LACL.E.36.b: resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed

LACL.E.37.a: observe hyphenation conventions

LACL.E.37.b: spell correctly

LACL.E.37.c: produce legible work

LACL.E.38.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

LACL.E.39.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

LACL.E.39.b: use common, grade-appropriate Greek and Latin roots as clues to the meanings of words or phrases (e.g., colloquial, elocution, eloquent)

LACL.E.39.c: identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable)

LACL.E.39.d: consult general and specialized reference materials, 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

LACL.E.39.e: 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)

LACL.E.40.a: interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text

LACL.E.40.b: analyze nuances in the meaning of words with similar denotations