12th Grade ELA Targeted Standards [RL] Reading Literature Strand Cluster: Craft and Structure
ELA-12.RL.04 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. (Include Shakespeare as well as other authors).
Student Learning Targets:
I can define and determine mood/tone in different genres of literature.
I can explain the difference between connotation and denotation.
I can understand figurative language, word relationships, and nuances in word meaning.
I can insightfully analyze the author's use of figurative language and how it affects the meaning of the text.
I can provide extensive textual support for the analysis.
I can analyze the impact of specific word choices on meaning and tone.
I can analyze how style, word choice, and voice contribute to the power, persuasiveness, or beauty of the text.
Skills (Performance) Targets
I can recognize figurative language.
I can determine the meaning of words and phrases used in the text.
I can write a literary analysis essay that supports how diction and syntax 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 diction and syntax effect literature.
Rubric - Resources
Measurement of Progress
CRAFT & STRUCTURE
RL 11-12.4 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. (Include Shakespeare as well as other authors).
RL 11-12.5 Analyze how an author's choices about structuring and relating different elements in the text (e.g., use of epilogues, prologues, acts, scenes, chapters, stanzas) contribute to meaning and aesthetic impact.
RL 11-12.6 Determine purpose or point of view by distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
In addition to expectations of proficiency, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
insightfully analyzes meaning and impact of words and phrases and the effects of an author’s choices in structuring a text
thoroughly analyzes author’s point of view, cultural experience, and subtext.
connects study of literature, its craft and structure, and applies it to his/her own writing.
analyzes point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the meaning and tone of the text.
closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect.
analyze point of view, recognizing when and why an author says one thing but means another.
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.
Identifies when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
recognizes or recalls specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, prologue, epilogue, stanza, aesthetic.
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.