Grades 11-12 Reading Standards for Literature: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: citation, inference, explicit, evidence, analysis, connotation, denotation, support, ambiguity, culture, context, theme, interaction,
complex, development, inference, claim, explicit, implicit, evidence, connotation, denotation, ambiguity, culture, context, characterization (direct and
indirect), setting, conflict, structure of plot (exposition, rising action, turning point, climax, falling action, denouement), irony, allusion, satire, syntax,
symbolism, theme, points of view
College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(IEFA)RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly (within cultural contexts, including
those of American Indians) as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• use text as evidence to
• that denotative meanings of
Students will…
support logical inferences.
words
differ
from
• citation
connotative meanings of
• use details from text to
• identify the literal meaning
• inference
words.
support an analysis.
of the text.
• explicit
• that literal and figurative
• construct meaning based on
• infer the connotative
• evidence
meanings
differ.
logical inferences.
meaning of the text.
• analysis
• that culture is important in
• cite materials.
• cite evidence used in support
• connotation
formulating
context.
of inferences.
• utilize strategies to critically
• denotation
• that it is important to cite
examine a text (e.g. question,
• identify cultural context
• support
textual
evidence
in
support
clarify).
including that of Montana
• ambiguity
of claims and inferences.
American Indians.
• culture
•
identify and respond to
• context
philosophical assumptions
and basic beliefs underlying
selected text.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
(IEFA)RL.11-12.2: Determine two or more themes or central ideas of a text, including those by and about American Indians, and analyze their
development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective
summary of the text.
Grade 11-12 Enduring Understandings
Students will understand…
Students will be able to…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• that ideas presented in the
• communicate how history,
Students will…
text
are
important
to
culture, gender, and genre
• theme
facilitate understanding of
influence and give meaning
• have familiarity with various
• interaction
authors’
perspectives
on
the
to personal, social, and
cultural materials.
• complex
human or societal condition.
cultural issues and
• show ability to identify key
• development
responsibilities.
•
that
universal
themes
endure
ideas within text.
• inference
• recognize, analyze, and
cross-cultural and transcend
• create a theme statement
• claim
articulate how language and
time,
place,
and
genre.
based on the central idea.
• explicit
literary elements enhance
• support theme statement
• implicit
meaning and convey power
using details from the entire
• evidence
to impact an individual
text.
• analysis
and/or society.
• summarize an entire text.
• connotation
•
use new information and
• denotation
existing knowledge to infer
• ambiguity
and make connections
• culture
within textual and non• context
textual works.
• provide an objective
summary of text, including
those by and about Montana
American Indians.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama, or oral or written history
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Grade 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• that authors choose literary
• identify key literary
Students will…
elements purposefully.
• characterization, direct and
elements.
indirect
• that components of
• use multiple perspectives
• infer how literary
character, plot, and setting
• setting
to analyze characters.
elements work together to
work to create a unified
• conflict
• discuss relationship
create meaning.
whole.
• structure of plot (exposition,
between character and
• analyze and discuss the
• that authors’ choices impact
rising action, turning point,
theme or plot.
structure of plot.
individual readers
climax, falling action,
•
discuss the effectiveness
differently.
denouement)
or ineffectiveness of
• irony
author’s literary choices.
• allusion
• satire
• syntax
• symbolism
• theme
• points of view
X
Adoption Date: July 22, 2013 Grades 11-12 Reading Standards for Literature: Craft and Structure
Essential Questions:
• How does word choice impact the overall meaning of the text?
• How does the author’s use of structure affect the meaning of the text?
• How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: metaphor, simile, symbol, imagery, allusion, alliteration, onomatopoeia, personification, characterization, assonance, diction,
phrases and clauses, syntax, resolution (comedic or tragic), aesthetic impact, structure (poem, essay, letter, short story, novel, etc.), stanza, , in media res,
satire, sarcasm, irony, understatement, diversity, inference
College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
(IEFA)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, works by American Indian authors, as well as other authors.)
Grade 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• interpret figurative devices
• that authors use figurative
Students will…
in a piece of text.
language for effect.
• metaphor
• critique the effect of
• Interpret how figurative
• that different figurative devices
• simile
figurative and connotative
devices work in a piece of
impact connotative meaning.
• symbol
word choices.
text.
• that words may have various
• imagery
connotative meanings,
• determine author’s tone,
• analyze tone through
• allusion
using author’s word choices
diction, including works by
depending on the reader’s prior
• alliteration
to support claim.
and about Montana
experiences.
• onomatopoeia
American Indians.
•
that
diction
and
syntax
impact
• personification
tone.
• Evaluate how syntax impacts
• characterization
literary meaning.
•
that
syntax
impacts
meaning.
• assonance
• diction
• phrases and clauses
• syntax
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of text, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.11-12..5 : Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• analyze an author’s choice of
• that authors intentionally
Students will…
structure (sequence, cause
choose how/when to begin
• resolution (comedic or
and effect, etc.) and how it
tragic)
and end a text.
• identify author’s structural
impacts meaning.
choices in a text.
• aesthetic impact
• that authors retain creative
license while establishing a
• identify the type of
• articulate impact of
• structure (poem, essay,
resolution within the text.
comedic or tragic resolution.
structural choices and how
letter, short story, novel, etc.)
they are connected.
• explain how each part of the
• a text’s sections, chapters,
• stanza
text relates to the whole.
paragraphs, and sentences
• create a timeline of events
• in media res
contribute to its overall
and time sequences.
structure and meaning.
• that author’s purpose
dictates structure and
structure dictates purpose.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text.
(IEFA)RL.11-12..6: 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) within diverse cultural contexts, including those of American Indians.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• make inferences about the
• that what is directly stated in
Students will…
impact of an author’s
a text may differ from what
• satire
background on purpose and
is
really
meant.
•
sarcasm
• use world literature to
point of view.
• that point of view can be
• irony
analyze a particular point
determined
by
the
author’s
•
make inferences about an
•
understatement
of view or cultural
author’s or narrator’s
background and culture.
• diversity
experience.
objectivity and subjectivity.
• that literary devices such as
•
inference
• explain how culture
satire, sarcasm, irony, and
• assess how point of view or
influences an author’s
purpose shapes the content
understatement guide
choices, such as character
and style of a text, including
inference and provide
actions, settings, point of
works by and about
insight into an author’s point
view, and social norms.
Montana American Indians.
of view.
X
Adoption Date: July 22, 2013 Grades 11-12 Reading Standards for Literature: Integration of Knowledge and Ideas
Essential Questions:
• How does analyzing diverse media help us to build our own knowledge?
• How does the use of evidence impact the author’s claim?
• How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: oral tradition, theme, foundational works,
College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
(IEFA)RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), or traditional American Indian oral histories, evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students
will
know…
Prior Background Knowledge
Vocabulary:
Required:
• integrate various artistic
• that there are multiple
Students will…
mediums into their
interpretations of a text
• oral tradition
interpretation of a text.
dependent upon the source.
• analyze the subject or key
scene in a two different
• integrate and evaluate
• how each medium allows for
artistic mediums.
content presented in diverse
enhanced interpretations of a
media and formats,
text.
• compare and contrast a
including visually and
subject or key scene
quantitatively, as well as in
represented in different
words.
mediums.
• evaluate how a source affects
the text.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.11-12.8: Not Applicable to Literature
X
College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the author takes.
(IEFA) RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,
including American Indian works, including how two or more texts from the same period treat similar themes or topics.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• interpret eighteenth-,
• that two or more texts from
Students will…
nineteenth- and earlythe same period can treat
• theme
twentieth-century
similar themes differently.
• foundational works
• identify similarities
foundational works of
between a text and its
American literature
source material including
including American Indian
works by and about
works.
American Indians.
• analyze how two or more
• analyze the effect of the
texts from the same time
author’s adaptation.
period represent similar
themes or topics.
X
Adoption Date: July 22, 2013 Grades 11-12 Reading Standards for Literature: Range of Reading and Level of Text Complexity
Essential Questions:
• How does reading add meaning to your life?
• How do readers adapt when text becomes more complex?
Essential Vocabulary: metacognition, active vs. passive reading, comprehension, complexity, lexile, proficiency, independence
College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently and
proficiently.
RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• read independently and
• that reading and
Students will…
comprehend proficiently the
comprehending require the
• metacognition
complex texts .
application of multiple
• will need familiarity with a
• active vs. passive reading
strategies.
variety of genres: story,
• comprehension
drama, poetry, novel.
• that active reading and
• complexity
comprehension of complex
• will need to practice with
• lexile
texts requires selfself-monitoring and self• proficiency
monitoring and selfadjustment.
• independence
adjustment.
• will need strategies for active
reading.
• read independently and
comprehend proficiently the
complex texts within the 9-10
text complexity band.
X
Adoption Date: July 22, 2013