Livingston County Schools
English III Unit 6- Usage
Unit Overview
Usage and mechanics- Commonly misused words/structure errors/possessives/verb agreement/verb tense
consistency/semicolons/parentheses/underlining
Length of unit: ____5weeks______
KY Core Academic Standard
Standard 11.L.1:
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
a. Apply the understanding
that usage is a matter of
convention, can change
over time, and is
sometimes contested.
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.
Learning Target
K
I can recognize that usage is a
matter of convention, can change
over time, and is sometimes
contested.
X
I can identify issues of complex or
contested usage, consulting
references (e.g.,
Merriam‐Webster’s Dictionary of
English Usage, Garner’s Modern
American Usage) as needed.
X
I can demonstrate command of the
conventions of standard English
grammar and usage when writing.
I can apply understanding that
usage is a matter of convention,
can change over time, and is
sometimes contested.
I can resolve issues of complex or
R
S
P
Critical
Vocabulary
Texts/Resources/Activities
Holt Handbook
Revising
Organizing notes to
reflect rules
X
X
X
contested usage, consulting
references (e.g.,
Merriam‐Webster’s Dictionary of
English Usage, Garner’s Modern
American Usage) as needed.
Standard 11.L.4 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.
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.
b.
Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of
speech (e.g., conceive,
conception, conceivable).
c.
I can demonstrate command of the
conventions of standard English
grammar and usage when
speaking.
I can recognize context clues (e.g.,
the overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a sentence)
Identify words and phrases that
have multiple meanings.
I can recognize patterns of word
changes that indicate meaning or
part of speech (e.g., conceive,
conception, conceivable)
Consult specialized and general
print and digital reference
materials to find:
X
X
X
I can 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 multiple meaning
or unknown word or phrase.
X
I can use patterns of word changes
to determine meaning (e.g.,
X
Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), 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.
d.
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).
Standard 11.L.5
Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
a. Interpret figures of
speech (e.g. hyperbole,
paradox) in context and
analyze their role in text.
b. Analyze nuances in the
meaning of words with
similar denotations.
conceive, conception, conceivable).
I can choose flexibly from a range
of vocabulary strategies to
determine or clarify the meaning of
an unknown or multiple‐meaning
word or phrase.
X
I can verify preliminary
determination of the meaning of a
word or phrase.
X
I can define figures of speech (e.g.
hyperbole, paradox).
I can recognize figures of speech
within the text.
X
X
I can identify words with similar
denotations.
X
I can recognize nuances in the
meaning of words with similar
meanings.
X
I can interpret figures of speech
(e.g. hyperbole, paradox).
X
Standard 11.L.6 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.
I can analyze the role of figurative
language within the text.
X
I can determine how figurative
language impacts a text’s purpose.
X
I can analyze nuances in the
meanings of words with similar
denotations.
I can identify academic and
domain‐specific words and phrases
sufficient for:
•reading
•writing
•speaking and listening
X
X
I can recognize and gather words
and phrases important to
comprehension or expression.
X
I can identify appropriate resources
to aid in gathering vocabulary
knowledge.
X
I can make meaning and use
accurately words and phrases
important to the comprehension of
academic and domain‐specific
words through:
•reading
•writing
•speaking and listening
X
I can acquire and use appropriate
X
contextual clues when
demonstrating independence in
gathering vocabulary knowledge.
I can select appropriate resources
to aid in gathering vocabulary
knowledge.
X
I can use general academic and
domain‐specific words and phrases
at the college and career readiness
level, sufficient for:
•reading
•writing
•speaking and listening
I can use appropriate contextual
clues when demonstrating
independence in gathering
vocabulary knowledge.
Common Assessments Developed (Proposed Assessment Dates):
X
X
HOT Questions: