LA 11.1 READING Students use the reading process to demonstrate understanding of literary and informational texts.
LA 11.1.1 Students use the reading process to apply a variety of comprehension strategies before, during and after reading.
A. Students demonstrate understanding in their reading of grade -appropriate texts based on a variety of text features, such as evidence presented, text format, and use of language including: Literal comprehension (main idea, summarizing, paraphrasing) and Inferential comprehension (prediction, cause/effect, compare/contrast, drawing conclusions)
B. Students use a range of strategies (using word origins; understanding multiple meanings; inferring meaning from context; inferring literal, figurative, and technical meanings; understanding technical and subject-specific words; interpreting allusions, such as to mythology or American and British literary works) to develop vocabulary.
LA 11.1.2 Students demonstrate an understanding of literary texts. Students read a variety of literary genres from American literature and various world cultures and understand the defining characteristics of these literary texts and the relationship between literature and the historical period, culture, and societal context, such as the influence of literary works on political events. Students understand elements of literature including: Character development (character’s actions, beliefs, motives, reactions, and feelings) Point of view including underlying author purpose Setting including historical/cultural context Universal themes including the philosophical assumptions and underlying beliefs of author’s work; and Complex elements of plot development including time and sequence elements such as flashback and foreshadowing. Students understand the use of a range of complex literary devices/techniques to accomplish author purpose: Symbolism, Mood/tone, Allusion, Irony, Figurative language (metaphor, simile, personification), Analogy, Exaggeration, Archetypes, Symbolism. Students use the language and perspectives of literary criticism to evaluate literary works.
LA 11.1.3 Students demonstrate understanding of informational texts.
A. Students read a variety of information genres (e.g., documentaries, speeches, public documents, print news media, Internet, websites, electronic databases, microfiche, almanacs, news) and can: Explain author’s intent. Evaluate for accuracy, relevance, and bias and Make generalizations and inferences based on implicit and explicit information.
B. Students conduct research using a variety of grade- appropriate sources and can:
Synthesize relevant data through note-taking and questioning and Analyze and interpret technical data, written directions, and technical manuals
Students use a process to apply research strategies including: Developing a plan for research. Collecting information to narrow and develop a topic. Using information to support a thesis.
LA 11.2 WRITING Students use the writing process and use appropriate strategies to write a variety of expressive and expository pieces.
LA 11.2.1 Students apply writing skills to plan, draft, revise, and publish writing for intended audiences.
A. Students write a variety of level-appropriate modes/genres by: Explaining ideas in their reading. Elaborating on concepts in literature. Using others’ works as models for effective writing. Using word processing and other tools of technology to create multimedia presentation.
B. Students use strategies to generate ideas for written work including: Considering audience and purpose in planning . Developing a focus. Using vivid, specific and relevant details and concepts.
C. Students use organization skills to: Arranging paragraphs into logical progression. Including a concluding statement. Using transitions in written work.
D. Students use meaningful voice by adapting writing for different audiences and purposes: Using suitable content, vocabulary, style, structure, tone and voice. Considering background, age, knowledge of audience. Using appropriate level of formality.
E. Students use meaningful sentence construction to achieve logical sentence order and varied sentence structures (parallel, compound-complex, and analogous).
F. Students use meaningful word choice appropriate to purpose to achieve a specific tone.
G. Students use grade level-appropriate language conventions for spelling, capitalization, punctuation, grammar, and usage. Using commonly confused terms appropriately. Capitalizing names of regions. Using noun-pronoun agreements. Using ellipses and semicolons. Using conditional tenses. Using parallel structure.
H. Students use strategies to draft and revise written work such as producing multiple drafts. Students use strategies to edit and publish written work.
LA 11.2.2 Students use appropriate strategies to write a variety of expressive and expository pieces.
A. Students write and share literary analyses, using grade level-appropriate strategies: Examining literature from several critical perspectives. Analyzing author’s stylistic devices and effects. Analyzing author’s use of literary elements. Using information in a text to support assertions.
B. Students write and share literary texts (such as personal essays, reflective narratives, poetry, plays, literary analyses, speeches) using grade level-appropriate strategies. They are able to: Convey a unifying theme or tone. Use sensory details to describe sights, sounds, movement, gestures. Use interior monologue to convey feelings and Pace action with changes in time and mood.
C. Students create technical writing for practical tasks (e.g., scientific procedures, business letters, letters to the editor, resumes, and applications) using grade level-appropriate strategies: They are able to: Use appropriate organizational form; and Use formal language and tone
D. Students write and present persuasive essays, demonstrations, and reports, (research, problem/solution) using grade level-appropriate strategies: Using evidence to support a thesis. Addressing author biases and concerns. Using information and ideas from primary and secondary sources. Documenting sources using appropriate standard formats
LA 11. 3 SPEAKING AND LISTENING Students use listening and speaking skills for a variety of purposes and audiences.
LA 11. 3.1 Students speak for a variety of purposes including; Explaining a speaker’s or performer’s intent. Evaluating the accuracy, relevance, and bias of sources.
LA 11. 3.2 Students use others’ works for models for effective speaking.
LA 11. 3.3 Students use strategies to organize formal presentations including: Developing an introduction and conclusion, Using relevant details to support ideas, and Citing information sources.
LA 11. 3.4 Students use strategies to make persuasive presentations by: Presenting a coherent argument, Citing persuasive evidence, Using rhetorical strategies to support reasoning, and omit Addressing counter-arguments and concerns.
LA 11. 3.5 Students present oral interpretations of literature.
LA 11. 3.6 Students use effective delivery skills (tone, eye contact, rate, volume, pitch, gesture, pronunciation and enunciation) appropriate to audience and purpose.
LA 11. 3.7 Students use visual aids or technology (charts, photographs, transparencies, slides, electronic media, text, images, and sound effects) to support presentations.
LA 11. 3.8 Students use strategies to contribute to group discussions by: Considering others’ ideas and opinions before responding. Determining the purpose of discussions. Acting as a leader, participant and moderator; and Conveying criticism in a constructive way.
LA 11. 3.9 Students listen and respond to listener feedback and adjust delivery techniques and content, provide useful feedback to speakers to indicate understanding, and synthesize relevant data from presentations and discussions using strategies such as note-taking and questioning, and observe the techniques and impact of visual media such as: Explaining aesthetic effects of media. Using of stereotypes. Using special effects. Explaining techniques and impact of media on audiences, politics, daily life Techniques used for particular audiences; and Impact of media on daily life