11th Grade English


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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.07

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.)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can analyze multiple interpretations of a piece of literature.
  • I can evaluate how each version interprets the source text.
  • I can compare and contrast multiple interpretations of the same text.

Skills (Performance) Targets

  • I can participate in class discussion in a way that shows my understanding of how various works can be interpreted. 

Product Targets

  •  I can

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.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.01

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.

Student Learning Targets:

Knowledge Targets

  • I can recognize when further evidence needs to be offered to support a point.

Reasoning Targets

  • I can refer to evidence from texts in order to be part of a thoughtful exchange of ideas.
  • I can provide evidence and offer solid reasoning while participating in a discussion.
  • I can clarify, verify, or challenge ideas and conclusions.
  • 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 participate in a range of collaborative discussions.
  • I can prepare for a discussion by reading and researching.
  • I can work with peers to promote civil, democratic discussions and decision-making.
  • I can set clear goals and deadlines and establish individual roles as needed.
  • I can move conversations forward by asking and responding to questions.
  • I can ensure a full discussion on a topic by presenting information, findings,and supporting evidence, conveying a clear and distinct perspective which is appropriate to the purpose.
  • I can comment respectfully on other people's ideas.
  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Target

  • I can

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • 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.

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.

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

-
Proficient

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.  

-
Progressing

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.

-
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.02

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.

Student Learning Targets:

Knowledge Targets

  • I can identify various way to check for credibility of sources.
  • I can understand what it means to synthesize information.

Reasoning Targets

  • I can make informed decisions and solve problems using multiple sources of information.
  • I can evaluate the credibility and accuracy of sources, noting any discrepancies. 
  • I can synthesize information from multiple sources, which come from diverse formats and media

Product Targets

  • I can create a project that shows I can integrate multiple sources in order to effectively make informed decisions and solve problems.

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • 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.

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.

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

-
Proficient

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.  

-
Progressing

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.

-
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.03

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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • 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.

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.

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

-
Proficient

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.  

-
Progressing

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.

-
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.04

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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 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.

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.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.

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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.  

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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.

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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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