11th Grade ELA Targeted Standards [RL] Reading Literature Strand Cluster: Key Ideas and Details
ELA-11.RL.03 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).
Student Learning Targets:
Knowledge Targets
I can define and describe setting.
I can identify major components of plot.
I can define and explain characterization.
Reasoning Targets
I can analyze how setting affects the story and how it contributes to the meaning of the work.
I can analyze the impact of the sequence of events.
I can analyze how characters are introduced and developed.
I can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Skills (Performance) Targets
Product Targets
I can write a literary analysis essay that supports how setting, elements of plot, or characters contribute to the meaning of a work, and/or I can contribute to class discussion in a way that shows my understanding of how the development of setting, plot, and characters effect literature.
Proficiency Scale
Measurement of Progress
Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they
RL 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what texts says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary..
RL 11-12.2 Determine and analyze 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.
RL 11-12.3 Analyze how and why multiple characters and literary elements (symbolism, mood, setting, etc.) develop and interact over the course of a text and how they advance the plot and/or theme(s).
Sample Activity
Advanced
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
The student elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
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Proficient
The student
relies on strong and thorough textual evidence while
making inferences
analyzing the development of theme(s) and/or central idea(s)
analyzing the impact of the author’s choices on setting, plot, and characterization.
accurately determines what the text says explicitly, even in more complex texts where ambiguities surface
moves beyond summary to analysis.
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Progressing
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
The student
summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
recognizes or recalls specific terminology that relates to literature, such as:
Explicit, implicit, inference, ambiguity, textual evidence, setting, plot, characterization, symbolism, mood, theme vs. central idea and topic, analysis, summary.
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Novice
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.