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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

11th Grade ELA Targeted Standards

[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-12.RL.07 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 source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

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.

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.

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.

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.

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.

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.

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.

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.SL.01 Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

• SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

• SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

• SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Relates discussion topics to global issues, other content areas, and/or parallel text(s)

The student:

• prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

• initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

• propels conversations by posing and responding to questions.

• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

• resolves contradictions when possible and determines what additional information is required to complete the task.

• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.

• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.  

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

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• responds to diverse perspectives based on topics, texts, and/or issues.

• integrates multiple sources of information presented in diverse formats and media.

• recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

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

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.SL.02 Using appropriate strategies (e.g., notetaking), integrate multiple sources of information presented in diverse media and formats (e.g., oral, images, videos, tables, charts, graphs), in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among them.

• SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

• SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

• SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Relates discussion topics to global issues, other content areas, and/or parallel text(s)

The student:

• prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

• initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

• propels conversations by posing and responding to questions.

• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

• resolves contradictions when possible and determines what additional information is required to complete the task.

• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.

• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.  

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

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• responds to diverse perspectives based on topics, texts, and/or issues.

• integrates multiple sources of information presented in diverse formats and media.

• recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

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

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.SL.03 Evaluate a speaker’s point of view, reasoning, evidence, and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

• SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

• SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

• SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Relates discussion topics to global issues, other content areas, and/or parallel text(s)

The student:

• prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

• initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

• propels conversations by posing and responding to questions.

• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

• resolves contradictions when possible and determines what additional information is required to complete the task.

• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.

• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.  

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

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• responds to diverse perspectives based on topics, texts, and/or issues.

• integrates multiple sources of information presented in diverse formats and media.

• recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

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

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

ELA-11.SL.04 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.

 Presentation of Knowledge and 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.

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

• 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.  

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.

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.

 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.

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

• 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.  

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.

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.

 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.

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

• 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.  

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.