12th Grade ELA Targeted Standards [RI] Reading Information Strand Cluster: Craft and Structure
ELA-12.RI.06 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
Student Learning Targets:
I can define point of view.
I can define rhetoric.
I can define various rhetorical devices (e.g., alliteration, allusion, analogy, anaphora, antithesis, apostrophe, asyndeton/polysyndeton, chiasmus, hyperbole/understatement, metaphor, oxymoron, parallelism, rhetorical question, simile, etc.)
I can analyze how an author uses rhetoric to advance the point or purpose.
I can 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).
I can compare and contrast the point of view from different works that focus on the same topic.
I can analyze how style, content, and voice contribute to the power, persuasiveness, or beauty of the text.
Skills (Performance) Targets
I can determine an author's point of view or purpose in a text.
I can identify effective rhetoric and explain what makes it effective.
I can prepare for a discussion on rhetorical analysis.
I can write a rhetorical analysis or contribute to a meaningful discussion that provides evidence of my knowledge regarding how style contributes to meaning and/or beauty.
Rubric - Resources
Craft & Structure
RI 11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.
RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.
RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
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 can
insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
thoroughly analyze author’s point of view, cultural experience, and subtext.
connect study of literature, its craft and structure, and apply it to his/her own writing.
analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
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.
determines author’s point of view or purpose and possible biases.
analyzes effectiveness of style, content, and presentation.
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 can
identify 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.
recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.
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.