12th Grade English


[RL] Reading Literature

ELA-12.RL.01

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-12.RL.01 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.

Student Learning Targets:

Reasoning Targets

  • I can cite strong, thorough, explicit textual evidence.
  • I can analyze explicit ideas in text. 
  • I can draw inferences from the text.

Knowledge Targets

  • I can determine the difference between directly stated information and making inferences.
  • I can explain textual evidence.
  • I can describe and identify ambiguity.
  • I can define objective.
  • I can explain what a summary is.

Skills (Performance) Targets

  • I can cite strong, thorough, explicit textual evidence.
  • I can determine where text leaves matters uncertain. 
  • I can write a summary that includes key ideas and details.

Product Targets

  • I can construct a defense, complete with textual evidence, for my perspective regarding a piece or pieces of literature.
Rubric - Resources

 

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-12.RL.02

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-12.RL.02 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.

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. 
  • I can respond to literature and support my response.
Rubric - Resources

PASTE

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-12.RL.03

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-12.RL.03 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).

Student Learning Targets:

Knowledge Targets

  • I can define and describe setting.
  • I can identify major components of plot.
  • I can define and explain characterization.

Reasoning Targets

  • I can analyze how setting affects the story and how it contributes to the meaning of the work.
  • I can analyze the impact of the sequence of events.
  • I can analyze how characters are introduced and developed.
  • I can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Skills (Performance) Targets

Product Targets

  • I can write a literary analysis essay that supports how setting, elements of plot, or characters 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 development of setting, plot, and characters effect literature.
Rubric - Resources

PASTE

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-12.RL.04

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-12.RL.04 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

Student Learning Targets:

Knowledge Targets

  • I can define and determine mood/tone in different genres of literature.
  • I can explain the difference between connotation and denotation.
  • I can understand figurative language, word relationships, and nuances in word meaning.

Reasoning Targets

  • I can insightfully analyze the author's use of figurative language and how it affects the meaning of the text.
  • I can provide extensive textual support for the analysis.
  • I can analyze the impact of specific word choices on meaning and tone.
  • I can analyze how style, word choice, and voice contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

  • I can recognize figurative language.
  • I can determine the meaning of words and phrases used in the text.

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.
Rubric - Resources

PASTE

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-12.RL.05

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-12.RL.05 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.

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.
Rubric - Resources

 

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-12.RL.06

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-12.RL.06 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).

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

Rubric - Resources

 

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-12.RL.07

12th 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 material.

Student Learning Targets:

Knowledge Targets

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

Rubric - Resources

PASTE

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-12.RL.09

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-12.RL.09 Analyze and evaluate how two or more texts within and/or across time periods 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 British 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 British literature and the context in which it was written.

 

Rubric - Resources

 

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