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                 data-tippy-content="Connecticut • English Language Arts • SL.11-12.1 • 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&#39; ideas and expressing their own clearly and persuasively.">
                SL.11-12.1
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • SL.11-12.2 • 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.">
                SL.11-12.2
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RL.11-12.5 • Analyze how an author&#39;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.">
                RL.11-12.5
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RL.11-12.6 • 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).">
                RL.11-12.6
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RH.11-12.9 • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.">
                RH.11-12.9
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RI.11-12.7 • 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.">
                RI.11-12.7
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RL.11-12.7 • 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. (Include at least one play by Shakespeare and one play by an American dramatist.)">
                RL.11-12.7
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RI.11-12.1 • 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.">
                RI.11-12.1
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RI.11-12.2 • 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.">
                RI.11-12.2
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RI.11-12.3 • 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.">
                RI.11-12.3
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RL.11-12.1 • 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.">
                RL.11-12.1
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RL.11-12.2 • 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.">
                RL.11-12.2
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • RL.11-12.3 • Analyze the impact of the author&#39;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).">
                RL.11-12.3
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • SL.11-12.4 • 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.">
                SL.11-12.4
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • SL.11-12.5 • 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.">
                SL.11-12.5
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • SL.11-12.6 • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.">
                SL.11-12.6
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                 data-tippy-content="Connecticut • English Language Arts • W.11-12.7 • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.">
                W.11-12.7
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Connecticut • English Language Arts • W.11-12.8 • 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 over-reliance on any one source and following a standard format for citation.">
                W.11-12.8
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                 data-tippy-content="Connecticut • English Language Arts • W.11-12.9 • Draw evidence from literary or informational texts to support analysis, reflection, and research.">
                W.11-12.9
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                 data-tippy-content="Connecticut • English Language Arts • W.11-12.1 • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.">
                W.11-12.1
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Effective Communication  - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.">
                Effective Communication
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Collaboration  - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.">
                Collaboration
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Critical Thinking &amp; Problem Solving  - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.">
                Critical Thinking &amp; Problem Solving
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Content Expertise  - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.">
                Content Expertise
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Self Directed Learning  - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.">
                Self Directed Learning
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Academic Mindset  - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.">
                Academic Mindset
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