11th Grade English


Prioritized Benchmarks

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ELA-11.RL.02

11th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-11.RL.02 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.

Student Learning Targets:

Knowledge Targets

  • I can define and determine theme.
  • I can understand that themes are universal truths that run throughout a piece of literature.
  • I can define summary, paraphrase, and objective.

Reasoning Targets

  • I can analyze themes as they relate to a specific story and its characters.
  • I can analyze how specific details shape the development of the theme(s).
  • I can interpret how themes in fictional writing relate to the real world.
  • I can question, predict, infer, connect, relate, and evaluate literature.

Skills (Performance) Targets

  • I can differentiate between theme and plot.
  • I can provide an objective summary.

Product Targets

I can write a literary analysis essay that supports how theme is developed throughout the text and/or I can contribute to class discussion in a way that shows my understanding of theme.

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.
-
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.  

-
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.

-
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. -

Resources

Websites

Vocabulary


ELA-11.RL.04

11th 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:

Knowledge Targets

  • I can recognize figurative language.
  • I can define and determine mood/tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning.
  • I can determine the meaning of words and phrases as used in the text.

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine the meaning of words and phrases used in the text.
  • 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 demonstrate the use of figurative language and sound devices.

Product Targets

  • 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.

Proficiency Scale

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).
Sample Activity
Advanced

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.

The student

  • 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.

-
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student

  • 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.

-
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

  • 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.
-
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. -

Resources

Websites

Vocabulary


ELA-11.RL.05

11th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-11.RL.05 Analyze how an author’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.

Student Learning Targets:

Knowledge Targets

  • I can define structure as how a story is organized.
  • I can explain the different structural choices authors have when writing (e.g., subplot, parallel plot, flashback, foreshadowing, in medias res, sequence, multiple narrators).
  • I can define comic resolution.
  • I can define tragic resolution.
  • I can define aesthetic.

Reasoning Targets

  • I can insightfully analyze the author's structure and explain how this structure contributes to overall meaning.
  • I can analyze how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • I can compare and contrast differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  • I can analyze how style and structure contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

 

Product Targets

  • I can write a literary analysis essay that supports how structural choices 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 author's structure complements meaning.

Proficiency Scale

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).
Sample Activity
Advanced

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.

The student

  • 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.

-
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student

  • 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.

-
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

  • 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.
-
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. -

Resources

Websites

Vocabulary


ELA-11.RL.06

11th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-11.RL.06 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).

Student Learning Targets:

Knowledge Targets

  • I can understand the use of language, form, and devices, such as satire, to reveal author's intent.
  • I can determine an author’s point of view or purpose in a text.
  • I can identify who is telling the story at various points in a text.
  • I can define satire, sarcasm, irony, hyperbole, understatement.
  • I can define and detect an unreliable narrator.

Reasoning Targets

  • I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point or purpose.
  • I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on world literature.
  • 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 which different stories are narrated, including the difference between first- and third-person narrations, omniscient and limited.

Skills (Performance) Targets

  • I can distinguish between what is directly stated and what is meant.
  • I can distinguish among satiric, sarcastic, ironic, and understated points of view.

Product Targets

  •  I can

Proficiency Scale

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).
Sample Activity
Advanced

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.

The student

  • 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.

-
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student

  • 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.

-
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

  • 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.
-
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 . -

Resources

Websites

Vocabulary


ELA-11.RL.09

11th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RL.09 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Student Learning Targets:

Knowledge Targets

  • I can define the concepts of social, cultural, and historical context.

Reasoning Targets

  • I can explain how a piece of literature is shaped by the period in which it was written.
  • I can independently read and connect background information to literature.
  • I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

  • I can explore the social, cultural, and historical influence on theme.
  • I can demonstrate knowledge of foundational works of American literature.
  • I can compare and contrast how two texts from the same century treat similar themes.

Product Targets

  • I can develop a product that demonstrates an understanding of the connection between American literature and the context in which it was written.

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas

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 material.

RL 11-12.9 Analyze and evaluate how two or more texts within and/or across time periods treat similar themes or topics.

Sample Activity
Advanced   The student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • analyze multiple interpretations of a story, drama, or poem, evaluating how each author addresses various components of the text (theme, character, setting, plot).

  • analyze how an author draws from cultural and historical background to shape a text.

  • demonstrate knowledge of foundational works* of American or British literature from various time periods.

  • compare two or more texts from the same time period addressing similar themes or topics.

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes surface-level similarities and differences within multiple interpretations of a story, drama, or poem.

  • identifies cultural or historical influences within literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
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. -

Resources

Websites

Vocabulary


ELA-11.SL.05

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.SL.05 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.

Student Learning Targets:

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

Measurement
of Progress

 Presentation of Knowledge & Ideas

  • SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

  • SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

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.

-
Proficient

The student

  • presents information clearly, concisely, and logically.

  • presents information in a sequence that allows the listener to follow the line of reasoning.

  • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

  • strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

  • employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
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. -

Resources

Websites

Vocabulary


ELA-11.SL.06

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.SL.06 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

Student Learning Targets:

Reasoning Targets

  • I can synthesize comments, claims, and evidence made on all sides of an issue.
  • I can resolve contradictions and determine what additional information or research is needed to complete or deepen the investigation.

Skills (Performance) Targets

  • I can initiate and participate effectively in a range of collaborative discussions.
  • I can come to a discussion prepared, having read and researched material which I will then refer to during the discussion.
  • I can work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
  • I can propel conversations by posing and responding to questions that probe reasoning and evidence. I can respond thoughtfully to diverse comments.
  • I can present information, findings,and supporting evidence, conveying a clear and distinct perspective which is appropriate to the purpose.
  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

  • I can create an effective digital aid in presentations to enhance understanding.

Proficiency Scale

Measurement
of Progress

 Presentation of Knowledge & Ideas

  • SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

  • SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

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.

-
Proficient

The student

  • presents information clearly, concisely, and logically.

  • presents information in a sequence that allows the listener to follow the line of reasoning.

  • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

  • strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

  • employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
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. -

Resources

Websites

Vocabulary


ELA-11.W.01

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-11.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence and appropriate rhetorical strategies for a variety of purposes, audiences, and contexts.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.

b. Organize writing that logically sequences claim(s), counterclaims, reasons, and evidence.

c. Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence; use appropriate rhetorical strategies for the audience’s knowledge level, concerns, values, and possible biases.

d. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

e. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

f. Provide a conclusion that follows from and supports the argument presented.

g. Incorporate elements of narrative and informative/explanatory writing into arguments when appropriate for purpose, audience, and context.

Student Learning Targets:

Knowledge Targets

  • I can define the following vocabulary: claim, counterclaims, reasons, evidence, bias, syntax, style, and tone. 

Reasoning Targets

  • I can construct multiple possible claims and formulate possible counterclaims for each.
  • I can point out the strengths and limitations of each claim and counterclaim and select the most effective claims for an argument.
  • I can use valid reasoning and relevant and sufficient evidence to support a claim.
  • I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.

Skills (Performance) Targets

  • I can maintain a formal style and objective tone, addressing what is most significant for a specific purpose and audience. 
  • I can use varied words, phrases, and clauses to create effective transitions and cohesion.

Product Targets

  • See above knowledge, reasoning, and skills targets.

Proficiency Scale

Measurement of Progress ELA-11.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence and appropriate rhetorical strategies for a variety of purposes, audiences, and contexts. Sample Activity
Advanced In addition to proficiency expectations, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficiency

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
  • Organize writing that logically sequences claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence; use appropriate rhetorical strategies for the audience’s knowledge level, concerns, values, and possible biases.
  • Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
  • Provide a conclusion that follows from and supports the argument presented.
  • Incorporate elements of narrative and informative/explanatory writing into arguments when appropriate for purpose, audience, and context.
-
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. -
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. -

Resources

Websites

Vocabulary


ELA-11.W.02

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-11.W.02 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content for a variety of purposes, audiences, and contexts.

a. Introduce a topic and establish a clear focus, purpose, and thesis statement to engage and orient the reader.

b. Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.

d. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

f. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

g. Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

h. Incorporate elements of narrative and argument writing into informative/explanatory writing when appropriate for purpose, audience, and context.

Student Learning Targets:

Knowledge Targets

  • I can identify various techniques that authors use to manage the topic complexity. 
  • I can differentiate between significant supporting details and ineffective evidence.

Reasoning Targets

  • I can support my main topic using sufficient and relevant evidence.
  • I can elaborate on my ideas through descriptive and precise language and appropriate vocabulary.
  • I can organize an informative text through the use of a precise introduction, well developed body paragraphs (including headings, figures, and tables if needed), and a conclusion that supports the information presented.

Skills (Performance) Targets

  • I can maintain a formal style and objective tone by using academic and domain-specific vocabulary appropriate for the specific purpose and audience.
  • I can use varied words, phrases, and clauses to creative effective transitions and cohesion. 
  • I can create a paper that presents a unified idea by introducing a topic; organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • I can use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • I can follow the conventions of standard English.
  • I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Product Targets

  • I can write an informative/explanatory paper incorporating the knowledge, reasoning, and skills targets listed above.

Proficiency Scale

Measurement of Progress ELA W11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content for a variety of purposes, audiences, and contexts.  Sample Activity
Advanced 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. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Introduce a topic and establish a clear focus, purpose, and thesis statement to engage and orient the reader.
  • Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.
  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.
  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  • Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
  • Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). h. Incorporate elements of narrative and argument writing into informative/explanatory writing when appropriate for purpose, audience, and context.
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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. -
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. -

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Vocabulary


ELA-11.W.03

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-11.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences for a variety of purposes, audiences, and contexts.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

b. Use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, resolution).

c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

f. Incorporate elements of argument and informative/explanatory writing into narratives when appropriate for purpose, audience, and context.

Student Learning Targets:

Knowledge Targets

  • I can recognize different points of view.
  • I can identify techniques authors use to engage readers.

Reasoning Targets

  • I can sequence events to complement a particular tone. 
  • I can organize a narrative by providing an engaging introduction and reflective conclusion.

Skills (Performance) Targets

  • I can use strong word choice to convey a vivid picture.
  • I can maintain an appropriate and consistent point of view. 
  • I can use effective narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines. 

Product Targets

  • See above knowledge, reasoning, and skills targets.

Proficiency Scale

Measurement of Progress ELA W.11.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences for a variety of purposes, audiences, and contexts.  Sample Activity
Advanced 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. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

b. Use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, resolution).

c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

f. Incorporate elements of argument and informative/explanatory writing into narratives when appropriate for purpose, audience, and context.

-
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. -
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. -

Resources

Websites

Vocabulary



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