ENGLISH LANGUAGE ARTS 11
Aboriginal Learning Outcomes
MINISTRY OF EDUCATION
2007
English Language Arts Grade 11
Reading and Viewing
General Learning Expectation: Students independently and collaboratively read and view a
variety of grade-appropriate literary, information, persuasive, and visual texts, with increasing
complexity and subtlety (e.g., opinion-based material, advertising). Students read for enjoyment
and to increase fluency.
Prescribed Learning
Outcomes
It is expected that students will:
B1 read, both collaboratively and
independently, to comprehend a
wide variety of literary texts,
including
- literature reflecting a variety of
times, places, and perspectives
- literature reflecting a variety of
prose forms
- poetry in a variety of forms
- significant works of Canadian
literature (e.g., the study of
plays, short stories, poetry, or
novels)
- traditional forms from
Aboriginal and other cultures
- student-generated material
Suggested Achievement Indicators
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome. For
further information, see the BC Performance Standards for Reading.
By the end of Grade 11, students who have fully met the Prescribed
Learning Outcome are able to:
 identify how elements of prose forms (e.g., setting, plot, character,
tone, and theme) influence each other (e.g., elements of setting
develop atmosphere, plot events contribute to theme, surprise
ending may contribute to tone) 
 identify how elements of poetry (imagery, sound devices,
figurative language, tone, form, rhythm) contribute to the
construction of meaning (e.g., how an image of a flaming match can
suggest immediacy of desire, how the structure of the sonnet
underscores the theme) 
 make and explain inferences about the text (e.g., “John‟s wife
doesn‟t recognize until too late what a fine husband he is,”
“Ishmael‟s need for secrecy results in many others being unjustly
implicated in the murder investigation.”) 
 offer relevant insights regarding the text and/or author (e.g.,
“Sinclair Ross‟s view of human nature is very bleak,” “Robert Bly
suggests that in a world of chaos and danger children provide us
with solace and hope.”) 
 make and support connections between the text and personal
experience (e.g., “Torvald‟s protective attitude toward Norah is as
complicated as my friendship with Cass,” “Brian‟s sonnet shed
light on my attitude toward death.”) 
 make and support connections to other texts (e.g., “Lady Macbeth
is even more evil than Miss Strangeworth,” “The nature imagery in
Frost‟s poem is romantic and comforting while Whitman‟s is
realistic and menacing.”) 
 explain how poetic devices help to create meaning (e.g., “The
sound devices used in Hopkins‟ „Spring‟ help create the feeling of
new growth and possibility. In line five...”) 
 make reasoned judgments about aspects of the text and/or the text
as a whole (e.g., “The characters of Obasan are more conflicted than
those in The Jade Peony, but both novels shed light on the immigrant
experience,” “Patrick Lane’s use of colloquial language enhances
the realism of his poetry.”)