12th Grade English

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-12.RL.03 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).

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.

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).

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.

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.  

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.