Grade 11
Draft July 2002
Killingly Public Schools
ENGLISH
Grade 11
Reading/Literature Strand
CONTENT STANDARD 11 LA 1: The student will demonstrate a basic
understanding of the text’s general content.
BENCHMARKS
11LA 1.1
The student is able to determine the main idea (nonfiction) or theme (fiction) of a
written work.
1.2
The student is able to identify or infer important characters, setting, problems,
events, relationships, and details within a written work.
1.3
The student is able to select and use relevant information from a written work in
order to summarize.
1.4
The student is able to describe the thoughts, opinions and/or questions that arise
as he or she reads.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that
the student will develop strategic
reading skills. One dimension of
reader response is the ability to
demonstrate an initial
understanding of a text. Through
this standard, the student will
understand that reading is a gradual
process of constructing meaning
and making revisions of initial
understandings. The student will
also understand that reactions to a
text will change throughout the
course of reading the text.
To be successful with this standard, the student:
• establishes a purpose for reading
• asks a variety of questions before, during, and after
reading in order to construct and extend meaning
• makes, confirms, and revises predictions
• activates relevant, prior knowledge
• uses the knowledge of text structures (narrative,
expository, persuasive, poetic, visual) and defining
features in order to establish initial understanding
• uses examples and details to identify the most
important ideas and themes
• determines cause and effect
• creates visual and other sensory images from text
• draws inferences from text in order to demonstrate a
basic understanding
• accurately retells or summarizes what he/she has read
• considers all parts of the text to determine main idea
or theme
• uses a variety of monitoring and self-correcting
2
methods in order to repair comprehension when it
breaks down such as skimming, scanning, reading
ahead, re-reading, adjusting speed, summarizing, using
resources, etc.
3
Reading/Literature Strand
CONTENT STANDARD 11 LA 2: The student will interpret and/or explain the text.
BENCHMARKS
11LA 2.1
The student is able to revise, reshape, and/or deepen his or her initial
understanding of the text.
2.3
The student is able to uses clues or evidence from the text to make inferences,
draw conclusions, predict events, infer motives and generalize beyond the text.
2.3
The student is able to draw a conclusion about the author’s intent or purpose.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that
the student will develop strategic
reading skills. One dimension of
reader response is the ability to
delve deeper into a text by
explaining and analyzing. The
student will be able to go beyond
the basic understanding of a text to
consider its various possible
interpretations.
To be successful with this standard, the student:
• asks text related critical and analytical questions
• identifies specific evidence from texts to support valid
conclusions
• links information across parts of a text to draw
conclusions and formulate interpretations
• applies knowledge of structure, literary terminology
and elements to deepen initial understanding
• makes inferences about ideas implicit in texts
• identifies inconsistencies or ambiguities in a text
• attempts to reconcile inconsistencies or ambiguities
• examines the fit between the text and prior knowledge
• thinks divergently about texts, realizing that a text can
have a number of interpretations when supported with
valid evidence
• demonstrates engagement with the text by asking
questions and attempting to answer the questions.
4
Reading/Literature Strand
CONTENT STANDARD 11 LA 3: The student will connect the text to outside
knowledge.
BENCHMARKS
11LA 3.1
The student is able to apply his or her understanding of people and life in general
to make associations between the text and his or her view of the world.
3.2
The student is able to generalize beyond the story, make associations between the
text and other works of art, such as movies, art, music or dance, and connect the
story to his or her life experiences and/or culture.
3.3
The student is able to form analogies between the text and his or her view of the
world.
3.4
The student is able to relate to characters or events in the story and connect them
to his or her life experiences or things he or she has read about or seen.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that
To be successful with this standard, the student:
the student will develop strategic
• connects ideas, characters, themes, and
reading skills. One dimension of
perspectives in a text to the outside world
reader response is the ability to see
• applies his/her understanding of people and life in
texts in the broader context of the
general to make associations between the text and
world. The student will be able to
his or her view of the world
connects texts to other texts, texts to
• connects texts to other texts the student has read
self, and texts to life. The standard
• connects texts to his/her own experience in the
asks the student to relate the text to
world
his/her understanding of the world.
• connects texts to the world outside the text
• identifies the deeper similarities and differences
between a text and to that which it is being
compared
• views texts as products of the world in which we
live, seeing the inherent cultural and sociological
connections between texts and the world.
5
Reading/Literature Strand
CONTENT STANDARD 11 LA 4: The student will elaborate on the text and make
judgements about the text’s quality and themes.
BENCHMARKS
11LA 4.1
The student is able to use information from the text to make a prediction based on
what is read.
4.2
The student is able to analyze the author’s craft, including use of literary devices.
4.3
The student is able to evaluate explicit and implicit information within a written
work to include in a response to or extension of the work.
4.4
The student is able to demonstrate on awareness of values, customs, ethics and
beliefs included in a written work.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that
the student will develop strategic
reading skills. One dimension of
reader response is the ability to take
a critical stance, stepping outside
the text to evaluate it.
To be successful with this standard, the student:
• demonstrates a literary and aesthetic appreciation of
the story
• demonstrates a sensitivity to the author’s style, and/or
awareness of linguistic or literary features
• thinks divergently, challenging the text by disagreeing
with or questioning the author
• goes beyond the story to judge its literary quality and
support his or her reasons with examples from the
story.
6
Reading/Literature Strand
CONTENT STANDARD 11 LA 5: The student will read and analyze American
fiction and nonfiction.
BENCHMARKS
11LA 5.1
The student is able to understand and use literary terminology common to
American fiction and nonfiction.
5.2
The student is able to explain the major elements of American fiction and
nonfiction.
5.3
The student is able to analyze important themes in American fiction and
nonfiction.
5.4
The student is able to explain the historical or social importance of individual
pieces of American fiction and nonfiction.
5.5
The student is able to recognize and correctly use vocabulary used in texts.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that
the student will understand and
apply standard techniques for
reading fiction. The student will
study traditional and contemporary
selections that will enhance his/her
understanding of the major
elements used in fiction, primarily
through the study of short stories
and novels. The student will
confront thematic questions that are
challenging and that facilitate
critical thinking and writing.
Furthermore, he/she will come to
understand and appreciate how
these works have reflected or
shaped cultural thought in this
country and throughout the world.
Instruction and assessment for this
standard will be integrated with
Grade 11 Reading/Literature
Content Standards 1-4.
To be successful with this standard, the student:
• will study a variety of literary texts, including
¾ The Scarlet Letter (11L-1)
¾ The Adventures of Huckleberry Finn (11L-2)
¾ The Catcher in the Rye (11L-3)
¾ The Great Gatsby (11L-4)
¾ The Awakening (11L-5)
¾ Native Son (11L-6)
¾ Native American Creation Myths (11L-7)
¾ “The Minister’s Black Veil” (11L-8)
¾ “Sinners in the Hands of an Angry God” (11L-9)
¾ “The History of Plymouth Plantation” (11L-10)
¾ “The Devil and Tom Walker” (11L-11)
¾ “Speech before the Virginia Convention” (11L-12)
¾ “Letter to American Farmer” (11L-13)
¾ “The Declaration of Independence” (11L-14)
¾ The Autobiography of Ben Franklin (11L-15)
¾ “Self Reliance” (11L-16)
¾ “Nature” (11L-17)
¾ “Civil Disobedience” (11L-18)
¾ “The Gettsyburg Address” (11L-19)
¾ selections from Walden (11L-20)
¾ “The Open Boat” (11L-21)
7
¾
¾
¾
¾
•
•
•
•
“The Yellow Wallpaper” (11L-22)
“A Rose for Emily” (11L-23)
“The Occurrence at Owl Creek Bridge” (11L-24)
“The Jumping Frog of Calaveras County”
(11L-25)
will use literary terminology, such as
¾ stereotype
¾ archetype
¾ verbal irony
¾ situational irony
¾ hyperbole
¾ understatement
¾ protagonist
¾ antagonist
¾ narrator
¾ flashback
¾ foreshadowing
¾ symbol
¾ metaphor
¾ parable
¾ dialect
¾ allusion
will be able to identify and discuss the literary
characteristics of fiction, including
¾ point of view (3rd person, omniscient, 1st person)
¾ setting (place, time; literal and symbolic)
¾ exposition
¾ rising action
¾ climax
¾ falling action
¾ resolution
¾ denouement
¾ character (round, flat, protagonist, antagonist)
¾ plot
¾ conflict
¾ rhetorical question
¾ oratory
will be able to effectively discuss and write about
thematic concepts in specific works (see individual
text bookmarks above)
will understand and write about important historical or
social concepts found within each text (see individual
text bookmarks above)
¾ Native American
¾ Puritan
¾ Colonial
8
¾ Romantic/Transcendentalism
¾ Naturalism
¾ Modernism
• will comprehend and employ vocabulary necessary to
the understanding of each text (see individual text
bookmarks above).
9
Reading/Literature Strand
CONTENT STANDARD 11 LA 6: The student will read and analyze drama.
BENCHMARKS
11LA 6.1
The student is able to understand and use literary terminology common to drama..
6.2
The student is able to explain the major elements of drama.
6.3
The student is able to analyze important themes in drama.
6.4
The student is able to explain the historical or social importance of individual
pieces of drama.
6.5
The student is able to recognize and correctly use vocabulary used in texts.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
The intent of this standard is that
the student will understand and
apply standard techniques for
reading drama. The student will
study traditional and contemporary
selections that will enhance their
understanding of the major
elements used in drama. The
student will confront thematic
questions that are challenging and
that facilitate critical thinking and
writing. Furthermore, he/she will
come to understand and appreciate
how these works have reflected or
shaped the development of theatre
and shaped cultural thought in this
country and throughout the world.
Although the primary focus is
American drama, at least one
Shakespearean play will be studied.
Instruction and assessment for this
standard will be integrated with
Grade 11 Reading/Literature
Content Standards 1-4.
SKILLS/PROCESSES
To be successful with this standard, the student:
• will study a variety of dramatic texts, including
¾ A Streetcar Named Desire (11D-1)
¾ Death of a Salesman (11D-2)
¾ Macbeth (11D-3)
• will use literary terminology, such as
¾ dialogue
¾ act/scene/line
¾ stage direction/blocking
¾ prologue/epilogue
¾ monologue
¾ soliloquy
¾ aside
¾ dramatic irony
¾ dramatic foreshadowing
¾ stage craft (TH-1)
• will be able to identify and discuss the literary
characteristics of drama, including
¾ tragic elements (tragic hero, fatal error/flaw,
recognition, catharsis)
¾ setting (place, time)
¾ character (round, flat, protagonist, antagonist)
¾ plot
¾ conflict
¾ regionalism
• will be able to effectively discuss and write about
10
•
•
thematic concepts in specific works (see individual
text bookmarks above)
will understand and write about important historical or
social concepts found within each text (see individual
text bookmarks above)
will comprehend and employ vocabulary necessary to
the understanding of each text (see individual text
bookmarks above).
11
Reading/Literature Strand
CONTENT STANDARD 11 LA 7: The student will read and analyze American
poetry.
BENCHMARKS
11LA 7.1
The student is able to understand and use literary terminology common to
American poetry.
7.2
The student is able to explain the major elements of American poetry.
7.3
The student is able to analyze important themes in American poetry.
7.4
The student is able to explain the historical or social importance of individual
pieces of American poetry.
7.5
The student is able to recognize and correctly use vocabulary used in texts.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
The intent of this standard is that
the student will understand and
apply standard techniques for
reading American poetry. The
student will study traditional and
contemporary selections that will
enhance their understanding of the
major elements used in poetry. The
student will confront thematic
questions that are challenging and
that facilitate critical thinking and
writing. Furthermore, he/she will
come to understand and appreciate
how these works have reflected or
shaped the development of poetry
and shaped cultural thought in this
country and throughout the world.
Instruction and assessment for this
standard will be integrated with
Grade 11 Reading/Literature
Content Standards 1-4.
SKILLS/PROCESSES
To be successful with this standard, the student:
• will study a variety of poetry, including
¾ “Huswifery” (11P-1)
¾ “Upon the Burning of My House” (11P-2)
¾ “To My Dear and Loving Husband” (11P-3)
¾ “The Author to Her Book” (11P-4)
¾ Selections from The Almanac (11P-5)
¾ “The Snow Storm” (11P-6)
¾ “Coming Through the Rye” (11P-7) (see 11L-3)
¾ Selections from Ploughshares (11P-8)
¾ “Because I Could Not Stop for Death” (11P-9)
¾ “I Heard a Fly Buzz When I Died” (11P-10)
¾ “Song of Myself” (11P-11)
¾ “When Lilacs Last in the Dooryard Bloomed”
(11P-12)
• will use literary terminology, such as
¾ metaphor
¾ simile
¾ symbolism
¾ alliteration
¾ assonance
¾ onomatopoeia
¾ allusion
¾ blank verse/iambic pentameter
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•
•
•
•
¾ free verse
¾ slant rhyme
¾ imagery
¾ personification
¾ refrain
¾ internal rhyme
¾ conceit
will be able to identify and discuss the literary
characteristics of poetry, including
¾ ballad stanza
¾ rhyme/rhythm
¾ sound
¾ couplet
¾ heroic couplet
¾ quatrain
¾ narrative
¾ lyric
¾ elegy
will be able to effectively discuss and write about
thematic concepts in specific works (see individual
text bookmarks above)
will understand and write about important historical or
social concepts found within each text (see individual
text bookmarks above)
will comprehend and employ vocabulary necessary to
the understanding of each text (see individual text
bookmarks above).
13
Writing Strand
CONTENT STANDARD 11 LA 8: The student will write literary analysis from
American literature.
BENCHMARKS
11LA 8.1
The student is able to apply all previously learned skills and processes from
grades 9 and 10 to writing about American literature.
8.2
The student is able to write about literary criticism
8.3
The student is able to write literary analysis.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
To be successful with this standard, the student:
The intent of this standard is that
the student will apply the skills
• continues to use organizational methods outlined in
covered in previous years. The
content standards 9LA 8, 9LA 9, and 10LA 8
student will write essays that
• analyzes texts according to various critical
demonstrate an understanding and
perspectives such as
appreciation of American literature,
¾ historical contexts
culture, and history. A further
ƒ continuum
intent is to prepare the student for
ƒ comparative
KHS Performance Graduation
¾ cultural perspectives
Requirements in writing. The
ƒ race
student will continue to develop and
ƒ gender
maintain a cumulative writing
ƒ class
portfolio. (Refer to Appendix C for
¾ literary movements from Colonial to Modern
11th grade portfolio requirements.)
¾ genre developments
ƒ drama
ƒ poetry
ƒ short story
ƒ novel.
14
Writing Strand
CONTENT STANDARD 11 LA 9: The student will continue to use Standard English
in his/her writing.
BENCHMARKS
11LA 9.1
The student is able to demonstrate variety and effective sentence formation.
9.2
The student is able to employ accurate usage.
9.3
The student is able to use appropriate mechanics.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
The intent of this standard is that
the student will use Standard
English and MLA format to
communicate clearly in all forms of
writing. The student will become
increasingly competent at
independently employing skills in
this standard.
SKILLS/PROCESSES
To be successful with this standard, the student:
• continues to employ sentence formation skills as
outlined in content standards 9LA10 and 10LA 9
• constructs sentences that demonstrate variety by
combining
¾ simple
¾ compound
¾ complex
¾ compound-complex
• constructs sentences that display the following
elements
¾ transition
¾ flow
¾ emphasis
¾ precision of language
¾ proper subordination
¾ diction
• continues to employ skills as stated in content
standards 9LA 10 and 10LA 9 in context.
15
Research Strand
CONTENT STANDARD 11 LA 10: The student will select and narrow a literary
research topic.
BENCHMARKS
11LA 10.1 The student is able to select an appropriate literary topic in American literature
that is arguable and can be researched.
10.2 The student is able to adequately narrow the topic to a manageable size of seven
to ten pages.
10.3 The student is able to form an arguable thesis which is supported by an
accumulation of evidence from primary and secondary sources.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
The intent of this standard is that
the student will understand the
importance of selecting an arguable
literary thesis that can be supported
within the limitations of available
library resources and adequately
discussed within the limitations of
the assigned seven to ten page
paper.
SKILLS/PROCESSES
To be successful with this standard, the student:
• pursues a challenging or controversial topic that
requires taking and defending a position
• works within the field of American literature
• focuses upon a specific work or literary concept
• avoids topics that are nonliterary or based on
personal taste or trivial concepts
• limits an acceptable topic to a manageable scope
• must not use “cut and paste” method
• learns how to defend a thesis based on use of
primary and secondary sources.
16
Research Strand
CONTENT STANDARD 11 LA 11: The student will use selected print and electronic
databases to access information.
BENCHMARKS
11LA 11.1 The student is able to employ a variety of research methods with increasing
sophistication.
11.2 The student is able to narrow the focus of a search to a single work or literary
concept.
11.3 The student is able to scan and select more varied and challenging critical
resources.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that the
student will learn to access books
and traditional library materials
along with internet and electronic
databases as key avenues for
evaluating and synthesizing
literature and criticism. Students
will acquire skills in evaluating more
complex resources. In addition, they
will receive instruction in how to
evaluate and integrate both print and
electronic information in a research
document.
To be successful with this standard, the student:
• utilizes library catalog system to retrieve
¾ references
¾ books
¾ periodicals/journals
• questions and verifies the reliability and integrity
of
¾ electronic databases
¾ search engines
¾ World Wide Web
• refines, redefines or changes the focus of a search
• uses more complex and sophisticated research
methods
• combines search terms effectively to narrow a search
• scans, evaluates, and selects resources based upon
reliability, accuracy, and relevance to the purpose of
the research.
17
Research Strand
CONTENT STANDARD 11 LA 12: The student will evaluate, correlate, explicate,
challenge, and credit information and sources.
BENCHMARKS
11LA 12.1 The student is able to record notes selectively through paraphrasing and précis.
12.2 The student is able to record notes selectively through direct quotation.
12.3 The student is able to avoid plagiarism and its consequences.
12.4 The student is able to formulate and defend a unique, consistent thesis based
on information created or discovered by others.
12.5 The student is able to use the MLA style sheet method for citing primary and
secondary sources. (Refer to the Killingly High School English Department’s
“Guide for Writing Research Papers.”)
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that
the student will credit and
document information when
conducting American literary
research. The student must be
critical of the thoughts and ideas
presented in literature and
criticism. In all instances, he/she
must follow the guidelines of the
MLA style sheets for citing primary
and secondary sources.
To be successful with this standard, the student:
• learns the effective use of quotations in support of a
literary argument
• utilizes paraphrase and précis in place of summary
• develops one’s own ideas based on a critical
appreciation of literary concepts in primary sources
material and critical concepts in secondary sources
• avoids plagiarism by
¾ defining plagiarism as the act of presenting
someone else’s ideas as one’s own
¾ recognizing that one must correctly cite sources to
give credit to the author of the original work
¾ recognizing that sources of information must be
cited even when the information has been
paraphrased
¾ using quotation marks when someone else’s exact
words are quoted
¾ understanding the consequences of plagiarism
(Refer to Killingly High School English
Department’s “Guide for Writing Research
Papers.”)
• cites sources of information using the MLA method of
documentation.
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Research Strand
CONTENT STANDARD 11 LA 13: The student will write a documented research
paper five to eight pages in length.
BENCHMARKS
11LA 13.1 The student is able to argue a single position in a logical manner.
13.2 The student is able to document and cite sources according to standard MLA
format.
13.3 The student is able to edit, integrate, and evaluate direct quotations.
13.4 The student is able to edit and proofread.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
SKILLS/PROCESSES
The intent of this standard is that the
student will produce a literary
research paper with an arguable
thesis that incorporates six to ten
varied sources from a combination
of print and electronic media.
To be successful with this standard, the student:
• selects and organizes information in patterns such as
¾ compare/contrast
¾ spatial
¾ cause/effect
¾ order of importance
• arranges the paper using MLA format including
¾ appropriate heading
¾ headers
¾ margins
¾ parenthetical documentation
¾ double spacing and 12 point font in appropriate
font type such as New Times Roman
¾ separate works cited page
• revises, edits, and proofreads draft material before
submitting final paper.
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Oral Language Strand
CONTENT STANDARD 11 LA 14: The student will deliver a persuasive speech of at
least five (5) minutes in length.
BENCHMARKS
11LA 14.1 The student will be able to organize evidence to support a position.
14.2 The student will be able to present evidence clearly and convincingly.
14.3 The student will be able to support and defend ideas and thoughts in a public
forum.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
The intent of this standard is that
the student will develop skills in
delivering effective persuasive
presentations and using appropriate
oral-communication skills.
SKILLS/PROCESSES
To be successful with this standard, the student:
• defines the audience
• defines a position and selects, through reading,
writing, and discussion, evidence to support that
position
• develops a well-organized presentation to defend a
position by using more than one of the following:
¾ a combination of facts and/or statistics
¾ examples and/or illustrations
¾ anecdotes and narratives
¾ reference to experts
¾ quotations
¾ analogies and comparisons
¾ visual aids
• understands and applies persuasive rhetorical devices
and techniques such as
¾ addressing the audience
¾ repetition
¾ parallel construction
¾ allusion
¾ allegory
¾ figurative language
¾ rhetorical questioning
¾ emotional plea
• uses effective oral-delivery skills to persuade an
audience through the use of
¾ a clear purpose
¾ organization of content
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¾ semantics (differentiate between emotional and
logical word usage)
¾ diction (standard grammatical usage)
¾ enunciation/pronunciation
¾ inflection (vocal variety and strength)
¾ gestures, body posture, and appropriate eye contact
¾ appropriate dress for the occasion
¾ appropriate visual aids and/or technology.
• gains and holds audience attention.
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Oral Language Strand
CONTENT STANDARD 11 LA 15: The student will analyze and evaluate persuasive
presentations.
BENCHMARKS
11LA 15.1 The student will be able to critique accuracy, relevancy, and organization of
evidence.
15.2 The student will be able to identify and critique the use of persuasive techniques.
15.3 The student will be able to critique the effectiveness and clarity of the persuasive
presentation.
UNDERSTANDING THE STANDARD
INTENT OF STANDARD
The intent of the standard is that
through the use of critical listening
skills, the student will assess the
effectiveness of persuasive
presentations. The student is also
expected to self-reflect on his/her
presentation.
SKILLS/PROCESSES
To be successful with this standard, the student:
• presents evidence of reflection on persuasive
presentations and self-reflection on their own
presentation
• recognizes and evaluates the structure of a persuasive
speech by identifying the accurate and relevant use of
¾ a clear purpose
¾ organization of proof and support
¾ facts and/or statistics
¾ examples and/or illustrations
¾ anecdotes and narratives
¾ reference to experts
¾ quotations
¾ analogies and comparisons
¾ visual aids
• evaluates the use of persuasive techniques, such as
¾ addressing the audience
¾ repetition
¾ parallel construction
¾ allusion
¾ allegory
¾ figurative language
¾ rhetorical questioning
¾ emotional plea
• identifies effective oral-delivery skills such as
¾ semantics (differentiate between emotional and
logical word usage)
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¾
¾
¾
¾
diction (standard grammatical usage)
enunciation/pronunciation
inflection (vocal variety and strength)
gestures, body posture, and appropriate eye
contact
¾ appropriate visual aids and/or technology
• considers the extent to which the persuasive
presentation was engaging, understandable,
convincing, and the degree to which the speaker’s
intent was achieved.
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