12th Grade English


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ELA-12.RI.06

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. 
Rubric - Resources

 

Proficiency Scale

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.
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 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.

-
Proficient

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.
-
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 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.
-
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.RI.07

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.
Rubric - Resources

 

Proficiency Scale

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.
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 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.

-
Progressing

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.

-
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.RI.08

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:

Knowledge Targets

  • I can list facts and details from informational texts.
  • I can define delineate.
  • I can define seminal.
  • I can define advocacy as the act of influencing decision makers and promoting changes to laws and other government policies to advance the mission of a particular organization or group of people.

Reasoning Targets

  • I can evaluate speaker's objectivity.
  • I can follow and articulate the line of reasoning found within influential U.S. texts.
  • I can evaluate reasoning in seminal U.S. texts.
  • I can explain the premise, purpose, and argument in works of public advocacy.
  • I can evaluate the premise, purpose, and argument in works of public advocacy.
  • I can determine how the constitution principles (checks and balances, limited government, separation of powers ...) are applied within a text.
  • I can consider the use of legal reasoning within important documents (What is being debated? What legal rule governs this issue? How can this rule be applied to the facts? What is the outcome?).
  • I can explain the author's purpose and argument.

Skills (Performance) Targets

  • I can outline the reasons supporting an argument.
  • I can explain legal reasoning.

Product Targets

 

 

Rubric - Resources

 

Proficiency Scale

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.
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 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.

-
Progressing

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.

-
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.RI.09

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:

 

Proficiency Scale

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.
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 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.

-
Progressing

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.

-
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.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

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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.

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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.

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Progressing

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

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.
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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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