12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-12.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11–12 reading and content.

• a. Interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) in context and analyze their role in the text.
• b. Analyze nuances in the meaning of words with similar denotations

 Vocabulary Acquisition and Use

• L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
• L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
• L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]

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

• uses context clues to determine the meaning of a word or a phrase.

• identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

• consults reference materials for guidance in how to use, speak, or better understand a given word.

• interprets figures of speech and analyzes their overall role in the text.

• analyzes how certain words and phrases that have similar denotations can carry different nuances.

• independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

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

• uses context clues to determine the meaning of a word or a phrase

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

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

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

Student Learning Targets:

Knowledge Targets

• I can define and explain figurative meaning,
• I can define and explain connotative meaning compared to denotative.
• I can define and explain technical meaning.

Reasoning Targets

• I can analyze how an author refines meaning of key terms through the course of a text.
• I can analyze the impact of specific word choices on meaning and tone.
• I can analyze how word choice and phrasing shapes a text.

Skills (Performance) Targets

• I can review and understand words in context.
• I can recognize prefix/suffixes and use them to make meaning.
• I can recognize common roots and use them to make meaning.

Product Targets

Measurement

of Progress

Craft & Structure

• RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

• RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

• RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

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

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student

• determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
• relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
• closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
• determines author’s point of view or purpose and possible biases.
• analyzes effectiveness of style, content, and presentation.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
• recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.06 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

Student Learning Targets:

Knowledge Targets

• I can define point of view.
• I can define rhetoric.
• I can define various rhetorical devices (e.g., alliteration, allusion, analogy, anaphora, antithesis, apostrophe, asyndeton/polysyndeton, chiasmus, hyperbole/understatement, metaphor, oxymoron, parallelism, rhetorical question, simile, etc.)

Reasoning Targets

• I can analyze how an author uses rhetoric to advance the point or purpose.
• I can analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
• I can compare and contrast the point of view from different works that focus on the same topic. 
• I can analyze how style, content, and voice contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

• I can determine an author's point of view or purpose in a text.
• I can identify effective rhetoric and explain what makes it effective.
• I can prepare for a discussion on rhetorical analysis.

Product Targets

• I can write a rhetorical analysis or contribute to a meaningful discussion that provides evidence of my knowledge regarding how style contributes to meaning and/or beauty. 

Measurement

of Progress

Craft & Structure

• RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

• RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

• RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

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

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student

• determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
• relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
• closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
• determines author’s point of view or purpose and possible biases.
• analyzes effectiveness of style, content, and presentation.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
• recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.

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

ELA-12.RI.07 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

Student Learning Targets:

Knowledge Targets

• I can define various formats of information (e.g., visual, quantitative, text).

Reasoning Targets

• I can evaluate multiple sources in difference media or formats to find quality information in order to answer a question or solve a problem.
• I can analyze each source of information checking for relevance and reliability.
• I can answer or solve the question or problem, citing and synthesizing information from multiple sources.

Skills (Performance) Targets

• I can formulate a driving question or problem that demands research.
• I can select appropriate source material to use to answer a question or solve a problem. 
• I can develop organizational strategies (e.g., note taking, comparison charts, Venn Diagrams, thinking maps) to integrate multiple sources of information.
• I can integrate and present information from multiple sources to address a question or solve a problem.

Product Targets

• I can write a research paper, complete with cited and synthesized sources and a works cited page.
• I can create a presentation that answers a question or solves a problem by synthesizing various credible sources.

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

• RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

• RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

• RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

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

The student can

• when addressing a question or solving a problem,

  • evaluate multiple sources in different media or formats

  • choose details that offer the best support.

  • integrate reliable information within writing and speaking.

• assess the logic or rationale in key foundational documents.

• delineate and evaluate the reasoning and persuasive techniques within a text

• analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

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

• evaluates, chooses, and integrates reliable information within writing and speaking.

• identifies logic or rationale in various documents.

• identifies reasoning and persuasive techniques.

• determines themes, purposes, and rhetorical features.

• recognizes or recalls specific terminology that relates to literature, such as:

  • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

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

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

ELA-12.RI.08 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

Student Learning Targets:

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

• RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

• RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

• RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

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

The student can

• when addressing a question or solving a problem,

  • evaluate multiple sources in different media or formats

  • choose details that offer the best support.

  • integrate reliable information within writing and speaking.

• assess the logic or rationale in key foundational documents.

• delineate and evaluate the reasoning and persuasive techniques within a text

• analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

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

• evaluates, chooses, and integrates reliable information within writing and speaking.

• identifies logic or rationale in various documents.

• identifies reasoning and persuasive techniques.

• determines themes, purposes, and rhetorical features.

• recognizes or recalls specific terminology that relates to literature, such as:

  • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

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

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

ELA-12.RI.09 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

Student Learning Targets:

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

• RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

• RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

• RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

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

The student can

• when addressing a question or solving a problem,

  • evaluate multiple sources in different media or formats

  • choose details that offer the best support.

  • integrate reliable information within writing and speaking.

• assess the logic or rationale in key foundational documents.

• delineate and evaluate the reasoning and persuasive techniques within a text

• analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

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

• evaluates, chooses, and integrates reliable information within writing and speaking.

• identifies logic or rationale in various documents.

• identifies reasoning and persuasive techniques.

• determines themes, purposes, and rhetorical features.

• recognizes or recalls specific terminology that relates to literature, such as:

  • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

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

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.

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).

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.

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.  

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.

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.

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.

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.

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.

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

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.