A Correlation of
Prentice Hall Literature
Common Core Edition
©2012
to the
Common Core State Standards
for English Language Arts
Grade 11
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Introduction
This document demonstrates how Prentice Hall Literature Common Core Edition
©2012 meets the objectives of the Common Core State Standards for English Language Arts.
Correlation page references are to the Teacher’s Edition and are cited by activity and page
number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.
Prentice Hall Literature Common Core Edition
Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings
together the cornerstones of the Common Core State Standards and provides a full array of
instructional resources. You’ll find everything you need to provide differentiated instruction
combined with powerful progress monitoring.
Prentice Hall Literature Common Core Edition is designed to motivate and inspire today’s
digital natives—your students. Prentice Hall Literature: Language and Literacy brings the art of
teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique
student edition looks like the real-world media students interact with outside the classroom.
Prentice Hall Literature blends classic and contemporary literature with new literacies—
informational nonfiction such as Web sites and newspapers—allowing students to experience and
interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully
interactive digital literature program that allows students and teachers to move effortlessly
between print and multimedia.
Meet the Challenges of the Common Core
•
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In-depth support for seamless integration of the Common Core State Standards
Comprehensive coverage of the standards
Variety of assessments to meet the needs of soon-to-be-implemented Common Core
assessments
Leading author team featuring key contributors to the Common Core
Ensure All Students Achieve
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Systematic approach to helping students read texts of increasing complexity
Scaffolding and modeling ensure that all students can meet the rigors of the Common Core
Comprehensive support for developing the reading and communication skills students need
to compete in the 21st Century
Independent reading strand featuring content-area readings and rich literature
Differentiate Instruction and Track Progress
•
•
Online student edition with built-in differentiated instruction
Award-winning technology that automatically matches instruction and text levels to students’
abilities.
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SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Table of Contents
Reading Standards for Literature ........................................................................... 4
Reading Standards for Informational Text ............................................................. 7
Writing Standards ................................................................................................ 10
Speaking and Listening Standards ....................................................................... 17
Language Standards............................................................................................. 20
Language Progressive Skills................................................................................. 23
3
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Reading Standards for Literature
Key Ideas and Details
Standard 1
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
SE/TE: Comprehending Complex Texts, CC64–
CC65; Reading Strategies (Preparing to read
complex texts): Inference, draw, 270, 275, 277,
279, 285, 1346, 1355, Sentences, break down
long, 291, 298, 304, 308, 313, 318, Essential
message, determine, 334, 342, 349, 356,
Philosophical argument, analyze, 626, 633, 784,
793, Meaning, clarify, 650, 659, 660, 662,
Paraphrase to determine meaning, 778, 781,
783, Conclusions, draw, 1010, 1015, 1020,
1024, Cause and effect, analyze/identify, 1080,
1085, 1086, 1088, 1091, 1382, 1388, 1390
Standard 2
Determine two or more 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; provide an objective summary of the
text.
SE/TE: Comparing Literary Works: Multiple
Themes, 901, 908, Poetry of Cultural Identity,
913, 919, Social Commentary, 1346, 1355,
Themes, 1408, 1421; also see: Writing an
Objective Summary, CC62–CC63; Common Core
Assessment Workshop: Analyze the
Development of Theme and Central Ideas, 204,
Analyze Development of Theme, 960; Theme,
334, 341, 354, 403, 424, 626, 633, 676, 756,
760, 762, 797, 798, 807, 982, 987, 990, 998,
1334
Standard 3
Analyze the impact of the author’s choices
regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are
introduced and developed).
SE/TE: Characterization, 226, 232, 233, 237,
240, 357, 449, 650, 654, 655, 657, 662, 728,
732, 734, 741, 743, 744, 748, 749, 753, 796,
1010, 1014, 1016, 1018, 1019, 1024, 1186,
1188, 1189, 1191, 1200, 1201, 1206, 1214,
1310, 1313, 1321; Gothic literature, 291, 296,
299, 301, 302, 306, 309, 312, 314, 315, 318,
322, 323, 326, 327, 328, 330; Characters,
flat/round, 640, 648, 728, 753, 796, 1116;
Setting, 594, 611, 640, 648, 797, 1080, 1083,
1084, 1086, 1091; Plot, 648, 796, 1026, 1032,
1034, 1037, 1038, 1123, 1129, 1130, 1133,
1139, 1144, 1150, 1156, 1158; Plot device,
1296, 1299, 1300, 1303, 1308; also see: ,
Common Core Assessment Workshop: Analyze
the Development of a Story, 456, Analyze
Characterization in a Story, 684, Analyze Story
Elements, 1272
4
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Craft and Structure
Standard 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.)
SE/TE: Building Academic Vocabulary: Critical
Thinking Terms, CC60–CC61; Metaphor, 80, 83,
372, 376, 380, 385, 390, 403, 1040, 1045,
1050, 1055; Figurative language, 364, 369, 403,
449; Diction, 425, 429, 430, 438, 448, 536,
539, 543, 1070, 1077, 1376, 1381; Simile, 784,
793, 1050, 1055; Personification, 866, 871;
Connotation, 909, 1050; also see: Vocabulary
Acquisition and Use, 30, 93, 109, 121, 153, 177,
241, 254, 286, 319, 357, 373, 391, 421, 450,
491, 515, 529, 583, 612, 649, 715, 754, 763,
777, 794, 831, 887, 909, 954, 1025, 1039,
1078, 1092, 1114, 1159, 1183, 1215, 1322,
1361, 1391, 1422, 1440; Vocabulary Workshop,
198–199, 450–451, 678–679, 954–955, 1266–
1267, 1458–1459
Standard 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.
SE/TE: Plot, 648, 1032, 1034, 1037, 1038,
1129, 1130, 1133, 1139, 1144, 1150, 1156,
1158; Structure/meaning, evaluate, 772, 776;
Resolution and conflict, 796, 814, 826, 830,
1026, 1123, 1449; Tragedy, 1116, 1216, 1221,
1223, 1227, 1231, 1232, 1234; Plot device,
1296, 1299, 1300, 1303, 1308; also see:
Syntax, 74, 79, 448, 516, 778, 796, 1374
Standard 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).
SE/TE: Elliptical phrasing, 407; Irony, 449, 594,
604, 609, 611, 626, 630, 633, 1186, 1193,
1194, 1195, 1200, 1207, 1212, 1214; Humor,
569, 574, 578, 579, 582, 587; Satire, 772, 776,
1382, 1390; Understatement, 858; Satirical
essay, 1375
Integration of Knowledge and Ideas
Standard 7
Analyze multiple interpretations of a story,
drama, or poem (e.g., recorded or live
production of a play or recorded novel or
poetry), evaluating how each version interprets
the source text. (Include at least one play by
Shakespeare and one play by an American
dramatist.)
SE/TE: Communications Workshop: Oral
Interpretation of Literary Work, 676–677: Arthur
Miller’s Stars, 1122; Speaking and Listening:
Analyzing Interpretations (view productions of
“The Crucible”), 1185
Standard 8
(Not applicable to literature)
(Not applicable to literature)
5
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
SE/TE: This standard is covered throughout the
text. For features that help students deepen
their knowledge of these foundational works and
understand their place in the literary history of
the United States, see the following: Snapshot of
the Period, 2–3, 210–211, 462–463, 690–691,
966–967, 1278–1279; Historical Background, 4–
5, 212–213, 464–465, 692–693, 968–969,
1280–1281; Essential Questions Across Time, 6–
13, 214–221, 466–473, 694–701, 970–977,
1282–1289; Recent Scholarship, 14–15, 222–
223, 474–475, 702–703, 978–979, 1290–1291;
Integrate and Evaluate Information, 16, 224,
476, 704, 980, 1292, Particular texts, by time
period, include the following:
Eighteenth-Century Foundational Works
• Patrick Henry, “Speech in the Virginia
Convention” (p. 100)
• Olaudah Equiano, from The Interesting
Narrative of the Life of Olaudah Equiano (p. 170)
Nineteenth-Century Foundational Works
• Washington Irving, “The Devil and Tom
Walker” (p. 228)
• Henry David Thoreau, from Walden (p. 378)
• Emily Dickinson, Poetry (p. 408)
• Walt Whitman, from “Song of Myself” (p. 428)
• Frederick Douglass, from My Bondage and My
Freedom (p. 520)
• Abraham Lincoln, The Gettysburg Address (p.
538)
• Kate Chopin, “The Story of an Hour” (p. 628)
Early-Twentieth-Century Foundational
Works
• T.S. Eliot, “The Love Song of J. Alfred
Prufrock” (p. 708)
• William Carlos Williams, “The Red
Wheelbarrow” (p. 723)
• William Faulkner, “A Rose for Emily” (p. 816)
Standard 9
Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century
foundational works of American literature,
including how two or more texts from the same
period treat similar themes or topics.
Range of Reading and Level of Text Complexity
SE/TE: Common Core: Independent Reading,
Standard 10
206, 458, 686, 961, 1273, 1466; Preparing to
By the end of grade 11, read and comprehend
literature, including stories, dramas, and poems, Read Complex Texts, 207, 459, 687, 1274, 1467
in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the
high end of the range.
6
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Reading Standards for Informational Text
Key Ideas and Details
Standard 1
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
SE/TE: Comprehending Complex Texts: Close
Read the Text (nonfiction), CC66–CC67; Ask
Questions, CC68–CC69; Analyzing Arguments,
CC70–CC71; The Art of Argument: Rhetorical
Devices and Persuasive Techniques, CC72–
CC73; Analyzing Legal Meanings and Reasoning,
CC74–CC75; Preparing to Read Complex Texts
(nonfiction): Philosophical assumptions, analyze,
40, 43, 45, 376, 381, 386, 390, 614, 615, 619,
620, 624; Sentences, break down long, 56, 64,
66; Paraphrase to determine meaning, 74, 76,
79; Political assumptions, analyze, 98, 108, 982,
998; Cause and effect, analyze/identify, 139,
152, 858, 860, 865; Summarize, 168, 176;
Writer's perspective, analyze, 178, 179, 181,
184, 186, 187, 682; Writer's purpose,
identify/analyze, 202, 242, 243, 252, 253, 517,
928, 933, 934, 937, 1375; Essential message,
determine, 552, 557; Writer's views/insights,
compare, 536, 543; Informational Texts:
inferences, draw, 764–771; Main idea and
supporting details, 1102, 1110, 1113;
Conclusions, draw, 1392, 1393, 1401
Standard 2
Determine two or more 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 provide a complex analysis;
provide an objective summary of the text.
SE/TE: Summarize to identify main idea, 168,
176; Writer's perspective, analyze, 178, 179,
181, 184, 186, 187, 682; Common Core
Assessment Workshop: Analyze the
Development of Central Ideas, 204; Essential
message, determine, 552, 557; Writer's
views/insights, compare, 536, 543; Main idea
and supporting details, 1102, 1110, 1113; also
see: Comparing Literary Works: Writer's
Views/Insights, 536, 543, Social Commentary,
1346, 1355
Standard 3
Analyze a complex set of ideas or sequence of
events and explain how specific individuals,
ideas, or events interact and develop over the
course of the text.
SE/TE: Exploration narratives, 46, 50, 51, 55;
Ethical appeal/argument, 97, 110, 196, 448,
1258; Autobiography, 139, 141, 143, 145, 152,
165, 518, 528, 928, 937; Slave narrative, 168,
176; Essential message, determine, 552, 557;
Writer's views/insights, compare, 536, 543;
Cause and effect, analyze/identify, 858, 860,
865; Organizational patterns, analyze, 1094,
1098, 1101; Main idea and supporting details,
1102, 1110, 1113; Expository essay, 1375,
1376, 1381; Conclusions, draw, 1392, 1393,
1401
7
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Craft and Structure
Standard 4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze
how an author uses and refines the meaning of a
key term or terms over the course of a text
(e.g., how Madison defines faction in Federalist
No. 10).
SE/TE: Common Core Workshop: Building
Academic Vocabulary: Technical Domain-Specific
Academic Vocabulary, CC55–CC59, Critical
Thinking Terms, CC60–CC61; Signal words,
recognize, 46, 49, 54, 55; Loaded words, 97,
1260; Word choice, analyze, 110, 114, 120;
Vocabulary Workshop, 198–199, 450–451, 678–
679, 954–955, 1266–1267, 1458–1459;
Figurative language, 364, 369, 403, 449;
Connotation, 909, 1050; Informational Texts:
clarify using rereading and context clues, use,
1442–1447; also see: Vocabulary Acquisition
and Use, 30, 93, 109, 121, 153, 177, 241, 254,
286, 319, 357, 373, 391, 421, 450, 491, 515,
529, 583, 612, 649, 715, 754, 763, 777, 794,
831, 887, 909, 954, 1025, 1039, 1078, 1092,
1114, 1159, 1183, 1215, 1322, 1361, 1391,
1422, 1440
SE/TE: Common Core Workshop: Analyzing
Arguments, CC70–CC71, The Art of Argument:
Rhetorical Devices and Persuasive Techniques,
CC72–CC73, Analyzing Legal Meanings and
Reasoning, CC74–CC75; Speeches, 96, 101,
102, 108, 614; Logical appeal/argument, 97,
110, 196, 448, 1258, 1260; Rhetorical question,
98, 102, 108, 449, 1070, 1077; Social
commentary, 569, 582, 1346, 1354; Exposition,
796, 1026, 1038, 1449, R27; Humorous essay,
858, 860, 865, 1375; Argument/support
structure, 1102, 1113; Organizational patterns,
analyze, 1094, 1098, 1101; Expository essay,
1375, 1376, 1381; Persuasive essay, 1256,
1375; Outline, 1408, 1421; Common Core
Assessment Workshop: Analyze and Evaluate
Rhetoric, 1464
Standard 5
Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition
or argument, including whether the structure
makes points clear, convincing, and engaging.
8
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
SE/TE: Common Core Workshop: The Art of
Argument: Rhetorical Devices and Persuasive
Techniques, CC72–CC73; Philosophical
assumptions, analyze, 40, 43, 45; Rhetorical
devices, analyze/compare, 97, 392, 1102, 1113;
Appeal to audience, critique, 98, 105, 108;
Writer's perspective, analyze, 178, 179, 181,
184, 186, 187, 682; Writer's purpose,
identify/analyze, 202, 242, 243, 252, 253, 518,
928, 933, 934, 937, 1375; Speaker's attitude,
compare and contrast, 406, 420; Questions,
generate, 492; Writer's views/insights, compare,
536, 543; Author’s general purpose for writing,
552; Philosophical argument, analyze, 626, 633,
784, 793; Arguments, evaluate, 1186, 1190,
1192, 1194, 1198, 1201, 1203, 1207, 1214;
Social commentary, compare, 1346, 1355; also
see: Informational Texts: philosophical
assumptions, analyze, 614–623, symbols,
evaluate persuasive use of, 1000–1007, fact and
opinion, distinguish between, 1250–1255
Standard 6
Determine an author’s point of view or purpose
in a text in which the rhetoric is particularly
effective, analyzing how style and content
contribute to the power, persuasiveness, or
beauty of the text.
Integration of Knowledge and Ideas
Standard 7
Integrate and evaluate multiple sources of
information presented in different media or
formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve
a problem.
SE/TE: Reading for Information, 128–133, 178–
186, 242–254, 392–397, 492–504, 558–563,
614–623, 764–770, 938–943, 1000–1007,
1250–1255, 1398–1406, 1442–1447; also see:
Speaking and Listening (Solve a Research
Problem), 16, 224, 476, 704, 980, 1292;
Research Task, 187, 255, 505, 624, 771, 1008,
1407; Communications Workshop: Political
Advertisement (nonprint) Analysis, 952–953,
Entertainment Media Analysis/Evaluation, 1264–
1265, Print Media Coverage Comparison, 1456–
1457
SE/TE: Political assumptions, analyze, 98, 108;
Main idea and supporting details, 1102, 1110,
1113; and for related texts, please see the
following:
• Patrick Henry, “Speech in the Virginia
Convention” (p. 100)
• Benjamin Franklin, “Speech in the Convention”
(p. 105)
• Thomas Paine, from “The American Crisis” (p.
117)
• John F. Kennedy, “Inaugural Address” (p.
1104)
Standard 8
Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of
constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises,
purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential
addresses).
9
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
SE/TE: Political assumptions, analyze, 98, 108;
Writer's views/insights, compare, 536; Main idea
and supporting details, 1102, 1110, 1113; and
for related texts, please see the following:
• Thomas Jefferson, “The Declaration of
Independence” (p. 112)
• Abraham Lincoln, “The Gettysburg Address”
(p. 538)
• John F. Kennedy, “Inaugural Address” (p.
1104)
Standard 9
Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents
of historical and literary significance (including
The Declaration of Independence, the Preamble
to the Constitution, the Bill of Rights, and
Lincoln’s Second Inaugural Address) for their
themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
SE/TE: Common Core: Independent Reading,
Standard 10
206, 458, 686, 961, 1273, 1466; Preparing to
By the end of grade 11, read and comprehend
Read Complex Texts, 207, 459, 687, 1274, 1467
literary nonfiction in the grades 11–CCR text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
Writing Standards
Text Types and Purposes
Standard 1
Write arguments to support claims in an analysis
of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Standard 1.a
Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an organization that
logically sequences claim(s), counterclaims,
reasons, and evidence.
SE/TE: Common Core Workshop: Composing an
Argument, CC76–CC77; Write a Persuasive
Essay (Argument), 1256–1263; Writing Lesson:
Editorial (Argumentative Text), 121, 391, 663,
Persuasive Letter (Argumentative Text), 1183,
Argument, 1255; Timed Writing: Persuasive
essay, 562
SE/TE: Common Core Workshop: Composing an
Argument (introducing the claim), CC76;
Persuasive Essay: issue, analyze both sides of,
1257, introduction / body / conclusion, 1258,
Professional Models: using historical facts
(miller), 1259, argument, 1260, student models:
persuasive essay, 1262; also see: Writing
lesson skills: evidence, factual, 200, 663,
arguments, 391, 612, 666, 1391, position
statement, 515, 639, 1061, 1332, facts,
relevant, 557, opinion, state/support, 715, 887,
counterargument, 1215
10
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 1.b
Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant
evidence for each while pointing out the
strengths and limitations of both in a manner
that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
SE/TE: Common Core Workshop: Composing an
Argument (developing the claim), CC76;
Persuasive Essay: evidence, 1257, appeals,
effective, 1258, professional models: using
historical facts (miller), 1259, argument, 1260;
also see: Writing lesson skills: facts,
verify/clarify, 177, evidence, factual, 200, 663,
opinion, form/summarize/support, 357, 373,
663, 1322, arguments, 391, 612, 666, 1215,
1391, position statement, 515, 639, 1061, 1332,
facts, relevant, 557, opinion, state/support, 715,
887, evidence, 1183, 1257, counterargument,
1215
Standard 1.c
Use words, phrases, and clauses as well as
varied syntax to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
SE/TE: Persuasive Essay: Organization method,
1258, Transitional words/phrases, 1260; also
see: Writing Lesson skills: Position,
support/outline, 391, 1215
Standard 1.d
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
SE/TE: Persuasive Essay: Appeals, effective,
1258, Professional Models (Miller), 1259, Peer
review, use, 1260; also see: Writing Lesson
skills: Evidence, factual, 200, 663, Logic, clarify,
320, 1260, 1345, Position statement, 515, 639,
1061, 1332, Facts, relevant, 557, Opinion,
state/support, 715, 887, Rhetorical devices,
1183
Standard 1.e
Provide a concluding statement or section that
follows from and supports the argument
presented.
SE/TE: Common Core Workshop: Composing an
Argument (concluding section), CC76;
Persuasive Essay: Introduction / body /
conclusion, 1258; also see: Writing Lesson
skills: Argument summary, 373, Opinion,
form/summarize/support, 357, 663, 1322
11
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 2
Write informative/explanatory texts to examine
and convey complex ideas, concepts, and
information clearly and accurately through the
effective selection, organization, and analysis of
content.
SE/TE: Common Core Workshop: Writing an
Objective Summary, CC62–CC63; Writing
Workshop: Write a Reflective Essay, 440–447,
Historical Investigation Report (Write a Research
Report), 664–675, Write a Multimedia
Presentation, 944–951; also see: Writing
(explanatory and informative texts), 79, 83,
109, 268, 373, 421, 491, 515, 529, 543, 557,
593, 727, 754, 763, 777, 783, 794, 807, 865,
871, 919, 927, 999, 1025, 1055, 1069, 1101,
1159, 1249, 1332, 1345, 1355, 1369, 1381,
1397, 1422; Performance Tasks: Writing essays,
204, 456, 684, 960, 1272, 1464; Research
Task: Write a biographical narrative, 255, Write
a research report on women and the Civil War,
505
Standard 2.a
Introduce a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
SE/TE: Reflective Essay: Choosing your topic,
441, Start with a strong lead, 442; Historical
Investigation Report: Topic, choose/narrow,
665, Thesis, 666, Organization method, 667,
Source material, integrate, 668, Professional
Models: Using Research (Painter), 669,
Citations, 670, 671; Multimedia Presentation,
944–951; also see: Writing Lesson skills: Ideas,
109, 154, 286, 421, 515, 543, 584, 612, 777,
794, 831, 1025, 1078; Organization method,
320, 584, 633, 667, 1236, 1258, 1345, 1361
Standard 2.b
Develop the topic thoroughly by selecting the
most significant and relevant facts, extended
definitions, concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
SE/TE: Reflective Essay: Gathering details, 441,
Providing elaboration, 442; Historical
Investigation Report: Evidence, factual, 665,
Elaboration, Outline, 666, Organization method,
667, Citations, 668, Professional Models: Using
Research (Painter), 669, Citations, 670, 671;
also see: Writing Lesson skills: Details, gather,
55, 67, 79, 83, 189, 241, 421, 441, 442, 529,
612, 663, 665, 910, 1039, 1257, 1309, 1322,
1332, 1361, 1449; Facts, 177, 557; Evidence,
200, 663, 1183, 1257
Standard 2.c
Use appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the relationships
among complex ideas and concepts.
SE/TE: Reflective Essay: Use the SEE
technique, 442, Revising overall structure, 444;
Historical Investigation Report: Outline, 666,
Organization method, 667; also see: Writing
Lesson skills: Transitional words/phrases, 154,
320, 529, 543, 887, 948, 1025, 1078, 1114,
1236, 1260, 1345, 1391
12
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 2.d
Use precise language, domain-specific
vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of
the topic.
SE/TE: Reflective Essay: Developing your style,
445; Historical Investigation Report: Word
choice, 668; also see: Writing Lesson skills:
Word choice, 55, 67, 193, 439, 668, 715, 727,
910, 1114, 1183, 1215, 1422, 1452; Language,
121, 663, 1452
Standard 2.e
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
SE/TE: Reflective Essay: Developing your style,
445; Historical Investigation Report: Word
choice, 668; also see: Writing Lesson skills:
Word choice, 55, 67, 193, 439, 668, 715, 727,
910, 1114, 1183, 1215, 1422, 1452; Language,
121, 663, 1452; Modifiers, replace weak, 1322
Standard 2.f
Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating
implications or the significance of the topic).
SE/TE: Reflective Essay: Use the SEE
technique, 442, Revising overall structure, 444;
Historical Investigation Report: Outline, 666,
Organization method, 667; also see: Writing
Lesson skills: Introduction/body/conclusion, 93,
154, 373, 391, 529, 557, 754, 910, 999, 1025,
1101, 1258, 1422
Standard 3
Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
SE/TE: Writing Workshop: Autobiographical
Narrative, 188–195, Short Story, 1448–1455;
also see: Writing Lessons: Short story, update,
241; Outline for short story, 649; Sequel, 857;
Short story (retell) from different point of view,
1309; Memoir, 1440
Standard 3.a
Engage and orient the reader by setting out a
problem, situation, or observation and its
significance, establishing one or multiple point(s)
of view, and introducing a narrator and/or
characters; create a smooth progression of
experiences or events.
SE/TE: Autobiographical Narrative: Narrowing
your topic, Find the turning point, 189, Begin
with a strong lead, 190, Use subordination to
give characters depth, 192; Short Story: Focus
on a conflict, 1449, Establish point of view,
1450, Show instead of tell, 1452; also see:
Writing Lessons: Short story, update, 241;
Outline for short story, 649; Sequel, 857; Short
story (retell) from different point of view, 1309;
Memoir, 1440
Standard 3.b
Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or
characters.
SE/TE: Autobiographical Narrative: Find the
turning point, 189, Order your events, 190;
Short Story: Create a story chart, 1449,
Establish tense, 1450, Revising overall structure,
1452, Using punctuation in dialogue, 1453,
1455; also see: Writing Lessons: Short story,
update, 241; Outline for short story, 649;
Sequel, 857; Short story (retell) from different
point of view, 1309; Memoir, 1440
13
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 3.c
Use a variety of techniques to sequence events
so that they build on one another to create a
coherent whole and build toward a particular
tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
SE/TE: Autobiographical Narrative: Make
memory notes, Find the turning point, 189,
Order your events, 190, Connect the past to the
present, 192; Short Story: Create a story chart,
1449, Establish tense, 1450, Revising overall
structure, 1452; also see: Writing Lessons:
Short story, update, 241; Outline for short story,
649; Sequel, 857; Short story (retell) from
different point of view, 1309; Memoir, 1440
Standard 3.d
Use precise words and phrases, telling details,
and sensory language to convey a vivid picture
of the experiences, events, setting, and/or
characters.
SE/TE: Autobiographical Narrative: Improving
word choice, 193; Short Story: Show instead of
tell, Revise word choice, & Revise to add sensory
language, 1452; also see: Writing Lessons:
Short story, update, 241; Outline for short story,
649; Sequel, 857; Short story (retell) from
different point of view, 1309; Memoir, 1440
Standard 3.e
Provide a conclusion that follows from and
reflects on what is experienced, observed, or
resolved over the course of the narrative.
SE/TE: For related material see:
Autobiographical Narrative: Revising your overall
structure & Connect the past to the present,
192; Short Story: Create a story chart, 1449,
Revising overall structure, 1452; also see:
Writing Lessons: Short story, update, 241;
Outline for short story, 649; Sequel, 857; Short
story (retell) from different point of view, 1309;
Memoir, 1440
Production and Distribution of Writing
Standard 4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
SE/TE: Common Core Workshop: Writing an
Objective Summary, CC62–CC63, Composing an
Argument, CC76–CC77; Writing Workshop, 188–
195, 440–447, 664–675, 944–951, 1256–1263,
1448–1455; also see: Writing Lesson, 30, 67,
93, 109, 121, 154, 177, 241, 286, 320, 357,
373, 391, 421, 439, 491, 515, 529, 543, 584,
612, 649, 663, 715, 727, 754, 763, 777, 794,
831, 845, 887, 910, 999, 1025, 1039, 1069,
1078, 1092, 1159, 1183, 1215, 1236, 1309,
1322, 1345, 1361, 1391, 1422, 1440; Common
Core Performance Tasks: Writing, 204, 456,
684, 960, 1272, 1464
14
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 5
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is
most significant for a specific purpose and
audience.
SE/TE: Writing Workshop: Prewriting, 189, 441,
665, 945, 1257, 1449, Drafting, 190, 442, 666,
946, 1258, 1450, Revising, 192, 444, 948,
1260, 1452, Editing and Proofreading, 195, 447,
675, 1263, 1455, Publishing and Presenting,
195, 447, 675, 951, 1263, 1455; also see:
Writing Lesson (prewriting, drafting, revising),
30, 67, 93, 109, 121, 154, 177, 241, 286, 320,
357, 373, 391, 421, 439, 491, 515, 529, 543,
584, 612, 649, 663, 715, 727, 754, 763, 777,
794, 831, 845, 887, 910, 999, 1025, 1039,
1069, 1078, 1092, 1159, 1183, 1215, 1236,
1309, 1322, 1345, 1361, 1391, 1422, 1440
Standard 6
Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products in response to ongoing
feedback, including new arguments or
information.
SE/TE: Writing Workshop: Publishing and
Presenting, 195, 447, 675, 1263, 1455;
Multimedia Presentation, 944–951; also see:
Research Task: Construct an illustrated timeline,
187, Create a computer slide show, 1008;
Writing Lesson: Electronic Slide Presentation,
535, Formal Oral Presentation, 565, Multi-Genre
Response to Literature, 910, Multi-Genre
Response to Poetry, 1078, Ad Campaign, 1363
Research to Build and Present Knowledge
Standard 7
Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation.
SE/TE: Writing Workshop: Historical
Investigation Report, 664–675, Multimedia
Presentation, 944–951; also see: Speaking and
Listening (Solve a Research Problem), 16, 224,
476, 704, 980, 1292; Research Task, 187, 255,
505, 624, 771, 1008, 1407
15
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 8
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
strengths and limitations of each source in terms
of the task, purpose, and audience; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and over
reliance on any one source and following a
standard format for citation.
SE/TE: Historical Investigation Report: Details,
gather, 665, Sources, 666, Citations, 668,
Professional Models: Using Research (Painter),
669, Plagiarism, avoid, 670, Works cited list
(MLA style), 671; also see: Speaking and
Listening (Solve a Research Problem), 16, 224,
476, 704, 980, 1292; Research Task, 187, 255,
505, 624, 771, 1008, 1407; Informational Texts:
letters, floor plan (primary sources), 178–187,
government document, field report, 242–255,
public, government documents (abstract,
government form), 558–563, personal history,
speech (primary sources), 614–623,
photographs, ballad (primary sources), 764–
771, digital reference tools (online citation
organizer, online encyclopedia), 938–943,
poster, editorial cartoon, editorial (primary
sources), 1000–1007, oral history transcript, email (primary sources), 1392–1401, workplace
documents ( online technical report, Internet
policy statement), 1442–1447
Standard 9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
SE/TE: Common Core Assessment Workshop:
Writing about literature and informational texts,
204, 456, 684, 960, 1272, 1464; also see:
Writing lessons, 109, 154, 320, 357, 373, 491,
515, 593, 715, 763, 777, 807, 831, 871, 887,
910, 1025, 1055, 1061, 1069, 1078, 1249,
1322, 1381
Standard 9.a
Apply grades 11–12 Reading standards to
literature (e.g., “Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentiethcentury foundational works of American
literature, including how two or more texts from
the same period treat similar themes or topics”).
SE/TE: Writing lessons: response to literature,
154, 910, 1078, character study, 357, critical
essay, 491, 807, 887, essay in response to
criticism, 515, character types essay, 593,
character analysis, 715, essay about historical
context, 763, approaches to literary criticism,
777, 1069, critical review, 831, 1322, poetry
essay, 871, 1055, essay of interpretation, 1025;
also see: Common Core Assessment Workshop:
Writing about literature, 204, 456, 684, 960,
1272, 1464
16
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 9.b
Apply grades 11–12 Reading standards to
literary nonfiction (e.g., “Delineate and evaluate
the reasoning in seminal U.S. texts, including
the application of constitutional principles and
use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and
the premises, purposes, and arguments in works
of public advocacy [e.g., The Federalist,
presidential addresses]”).
SE/TE: Common Core Assessment Workshop:
Writing about informational texts, 204, 456,
684, 960, 1272, 1464; also see: Comparisonand-contrast essay: speeches, 109; Evaluation
essay of differing views, 320; Evaluation of
philosophical essay, 373; Historical context
essay, 763; Essay: comparing science to poetry,
1061; Comparison-and-contrast essay: authors'
political viewpoints, 1249; Research paper on
word origins, 1381
Range of Writing
Standard 10
Write routinely over extended time frames (time
for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and
audiences.
SE/TE: Common Core Workshop: Writing an
Objective Summary, CC62–CC63, Composing an
Argument, CC76–CC77; Writing Workshop, 188–
195, 440–447, 664–675, 944–951, 1256–1263,
1448–1455; also see: Writing Lesson, 30, 67,
93, 109, 121, 154, 177, 241, 286, 320, 357,
373, 391, 421, 439, 491, 515, 529, 543, 584,
612, 649, 663, 715, 727, 754, 763, 777, 794,
831, 845, 887, 910, 999, 1025, 1039, 1069,
1078, 1092, 1159, 1183, 1215, 1236, 1309,
1322, 1345, 1361, 1391, 1422, 1440; Common
Core Performance Tasks: Writing, 204, 456,
684, 960, 1272, 1464
Speaking and Listening Standards
Comprehension and Collaboration
Standard 1
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly
and persuasively.
Standard 1.a
Come to discussions prepared, having read and
researched material under study; explicitly draw
on that preparation by referring to evidence
from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
SE/TE: Speaking and Listening (Collaboration):
full-class discussion, 15, discussion with partner,
979, interview, 980, small-group discussion,
223, 475, 1291; Performance Tasks (Common
Core Assessment Workshop): Panel Discussion
205, 685, Discussion Group, 961; Tips for
Discussing Literature, R53; also see:
Communications Workshop: comprehension and
collaboration, 197, 449, 677, 953, 1265, 1457
SE/TE: Speaking and Listening (Solve a
Research Problem), 16, 224, 476, 704, 980,
1292; also see: Speaking and Listening
(Collaboration): full-class discussion, 15,
discussion with partner, 979, interview, 980,
small-group discussion, 223, 475, 1291;
Performance Tasks (Common Core Assessment
Workshop): Panel Discussion 205, 685,
Discussion Group, 961; Tips for Discussing
Literature, R53
17
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 1.b
Work with peers to promote civil, democratic
discussions and decision-making, set clear goals
and deadlines, and establish individual roles as
needed.
SE/TE: Speaking and Listening (Collaboration):
full-class discussion, 15, discussion with partner,
979, interview, 980, small-group discussion,
223, 475, 1291; Peer review, use, 55, 192, 444,
668, 948, 1260, 1452; Performance Tasks
(Common Core Assessment Workshop): Panel
Discussion 205, 685, Discussion Group, 961;
Tips for Discussing Literature, R53; also see:
Communications Workshop: comprehension and
collaboration, 197, 449, 677, 953, 1265, 1457
Standard 1.c
Propel conversations by posing and responding
to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent
and creative perspectives.
SE/TE: Speaking and Listening (Solve a
Research Problem), 16, 224, 476, 704, 980,
1292; also see: Speaking and Listening
(Collaboration): full-class discussion, 15,
discussion with partner, 979, interview, 980,
small-group discussion, 223, 475, 1291;
Performance Tasks (Common Core Assessment
Workshop): Panel Discussion 205, 685,
Discussion Group, 961; Tips for Discussing
Literature, R53
Standard 1.d
Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence
made on all sides of an issue; resolve
contradictions when possible; and determine
what additional information or research is
required to deepen the investigation or complete
the task.
SE/TE: Collaboration: Respond thoughtfully to
different opinions and perspectives, 15, Make
sure all opinions are heard, 1291; Speaking and
Listening (Solve a Research Problem), 16, 224,
476, 704, 980, 1292; also see: Speaking and
Listening (Collaboration): full-class discussion,
15, discussion with partner, 979, interview, 980,
small-group discussion, 223, 475, 1291;
Performance Tasks (Common Core Assessment
Workshop): Panel Discussion 205, 685,
Discussion Group, 961; Tips for Discussing
Literature, R53
Standard 2
Integrate multiple sources of information
presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make
informed decisions and solve problems,
evaluating the credibility and accuracy of each
source and noting any discrepancies among the
data.
SE/TE: Speaking and Listening (Solve a
Research Problem), 16, 224, 476, 704, 980,
1292; also see: Communications Workshop:
Political Ad (nonprint), 952–953, Entertainment
Media Analysis, 1264–1265, Print Media
Comparison, 1456–1457
18
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Standard 3
Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
Standard 4
Present information, findings, and supporting
evidence, conveying a clear and distinct
perspective, such that listeners can follow the
line of reasoning, alternative or opposing
perspectives are addressed, and the
organization, development, substance, and style
are appropriate to purpose, audience, and a
range of formal and informal tasks.
Prentice Hall Literature
Common Core Edition ©2012
SE/TE: Communications Workshop: evaluate a
persuasive speech, 196–197, peer evaluation for
persuasive speech, 449, evaluation form oral
interpretation, entertainment media analysis,
1264–1265; also see: Collaboration: Respond
thoughtfully to different opinions and
perspectives, 15, Make sure all opinions are
heard, 1291
SE/TE: Communications Workshop: Write and
Deliver a Persuasive Speech, 448–449; Writing
Workshop: Multimedia Presentation, 944–951;
also see: Speaking and Listening: Oral
Presentation, 16, 476, Media review, 135, Slide
presentation, 224, Formal oral presentation,
565, Presentation of Ideas, 703, Multimedia
presentation, 704, Interview, 980, Travel
directions, 1292, Presentation and discussion,
1292; Performance Tasks (Common Core
Assessment Workshop): Speaking, 205, 457,
685, 961, 1273, 1465
Standard 5
Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and interactive
elements) in presentations to enhance
understanding of findings, reasoning, and
evidence and to add interest.
SE/TE: Speaking and Listening: Media review,
135, Slide presentation, 224, Multimedia
presentation, 704; Multimedia Presentation,
944–951; Writing Lesson: electronic slide
presentation, 535, multi-genre response to
literature, 910, multi-genre response to poetry,
1078, ad campaign, 1363
Standard 6
Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English
when indicated or appropriate. (See grades 11–
12 Language standards 1 and 3 on page 54 for
specific expectations.)
SE/TE: Communications Workshop: Write and
Deliver a Persuasive Speech, 448–449; Writing
Workshop: Multimedia Presentation, 944–951;
also see: Speaking and Listening: Oral
Presentation, 16, 476, Media review, 135, Slide
presentation, 224, Formal oral presentation,
565, Presentation of Ideas, 703, Multimedia
presentation, 704, Interview, 980, Travel
directions, 1292, Presentation and discussion,
1292; Performance Tasks (Common Core
Assessment Workshop): Speaking, 205, 457,
685, 961, 1273, 1465
19
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Language Standards
Conventions of Standard English
Standard 1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Prentice Hall Literature
Common Core Edition ©2012
SE/TE: Editing/Proofreading, 195, 447, 675,
951, 1263, 1455; also see: Conventions and
Style, 31, 94, 155, 287, 321, 358, 585, 613,
755, 911, 1093, 1115, 1237, 1323; Grammar,
Usage, and Mechanics Handbook, R56–R63
Standard 1.a
Apply the understanding that usage is a matter
of convention, can change over time, and is
sometimes contested.
SE/TE: Developing American English: Our
Native American Heritage, 9, Truth About O.K.,
221, Mark Twain and the American Language,
471, Sliding With Slang, 701, Brave New Words,
1287; Diction, 425, 429, 430, 438, 448, 536,
539, 543, 1070, 1077, 1376, 1381; Dialect, 569,
582, 858, 928, 937, 1310, 1316, 1319, 1321;
Commonly Confused Words, R60–R61; also see:
Vocabulary Workshop: Dictionary, Thesaurus,
198–199, Political Science, History Terms, 450–
451, Words from Mythology and Religious
Traditions, 678–679, Scientific, Medical,
Mathematical Terms, 954–955, Idioms,
Idiomatic Expressions, 1266–1267, Cognates,
1458–1459
Standard 1.b
Resolve issues of complex or contested usage,
consulting references (e.g., Merriam-Webster’s
Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
SE/TE: Commonly Confused Words, R60–R61;
Writing Workshops: Editing / Proofreading, 195,
447, 675, 951, 1263, 1455; Life of the English
Language: Using a Dictionary and Thesaurus,
R14; also see: Conventions and Style, 31, 94,
155, 287, 321, 358, 585, 613, 755, 911, 1093,
1115, 1237, 1323
Standard 2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
SE/TE: Editing/Proofreading, 195, 447, 675,
951, 1263, 1455; also see: Conventions and
Style, 31, 94, 155, 287, 321, 358, 585, 613,
755, 911, 1093, 1115, 1237, 1323; Grammar,
Usage, and Mechanics Handbook, R56–R63
Standard 2.a
Observe hyphenation conventions.
SE/TE: For related material see: Grammar,
Usage and Mechanics Handbook: Punctuation,
R61–R62
Standard 2.b
Spell correctly.
SE/TE: Spelling, 195, 447, 675, 1263, 1455;
Spelling Rules, R63; also see: Vocabulary
Acquisition and Use (word analysis), 30, 93,
109, 121, 153, 177, 241, 254, 286, 319, 357,
373, 391, 421, 450, 491, 515, 529, 583, 612,
649, 715, 754, 763, 777, 794, 831, 887, 909,
954, 1025, 1039, 1078, 1092, 1114, 1159,
1183, 1215, 1322, 1361, 1391, 1422, 1440
20
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Knowledge of Language
Standard 3
Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or
listening.
Standard 3.a
Vary syntax for effect, consulting references
(e.g., Tufte’s Artful Sentences) for guidance as
needed; apply an understanding of syntax to the
study of complex texts when reading.
Vocabulary Acquisition and Use
Standard 4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
SE/TE: Building Academic Vocabulary: Technical
Domain-Specific Academic Vocabulary, CC55–
CC59, Critical Thinking Terms, CC60–CC61;
Developing American English: Our Native
American Heritage, 9, Truth About O.K., 221,
Mark Twain and the American Language, 471,
Sliding With Slang, 701, Brave New Words,
1287; Diction, 425, 429, 430, 438, 448, 536,
539, 543, 1070, 1077, 1376, 1381; Dialect, 569,
582, 858, 928, 937, 1310, 1316, 1319, 1321;
Commonly Confused Words, R60–R61; also see:
Vocabulary Workshop: Dictionary, Thesaurus,
198–199, Political Science, History Terms, 450–
451, Words from Mythology and Religious
Traditions, 678–679, Scientific, Medical,
Mathematical Terms, 954–955, Idioms,
Idiomatic Expressions, 1266–1267, Cognates,
1458–1459
SE/TE: Sentences, combine, 31, 94, 1237,
1323; Sentences, vary, 192, 444, 613, 1114;
Sentence fragments, 447, 951, 1237; Sentence
Fluency, 1453; Grammar, Usage, and Mechanics
Handbook, R57–R58
SE/TE: Multiple-meaning words, 439, 663,
1069, 1345; also see: Vocabulary Acquisition
and Use (word analysis), 30, 93, 109, 121, 153,
177, 241, 254, 286, 319, 357, 373, 391, 421,
450, 491, 515, 529, 583, 612, 649, 715, 754,
763, 777, 794, 831, 887, 909, 954, 1025, 1039,
1078, 1092, 1114, 1159, 1183, 1215, 1322,
1361, 1391, 1422, 1440
Standard 4.a
Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position
or function in a sentence) as a clue to the
meaning of a word or phrase.
SE/TE: Vocabulary Acquisition and Use (context
clues), 199, 451, 679, 955, 1267, 1459; also
see: Use context clues (reading strategy), 84,
90, 92, 1442
Standard 4.b
Identify and correctly use patterns of word
changes that indicate different meanings or
parts of speech (e.g., conceive, conception,
conceivable).
SE/TE: Vocabulary Acquisition and Use
(orthographic patterns): Roots, 30, 109, 121,
177, 254, 286, 319, 391, 421, 450, 491, 515,
529, 612, 649, 754, 777, 794, 887, 909, 954,
1025, 1039, 1114, 1159, 1215, 1322, 1391,
1422, 1440; Prefixes, 93, 109, 241, 357, 373,
450, 583, 715, 763, 831, 954, 1078, 1092,
1361; Suffixes, 121, 153, 450, 954, 1183
21
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 4.c
Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify
its precise meaning, its part of speech, its
etymology, or its standard usage.
SE/TE: Vocabulary Workshop: Dictionary,
Thesaurus, 198–199, Political Science, History
Terms, 450, Scientific, Medical, Mathematical
Terms, 954; also see: Vocabulary Acquisition
and Use: Using resources to build vocabulary,
319, 582, 1235, gather vocabulary knowledge,
323, 587, 1239, use dictionary & etymology
study, 504, 999, 1007, 1309, 1361, 1406; Life
of the English Language: Using a Dictionary and
Thesaurus, R14
Standard 4.d
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a
dictionary).
SE/TE: Vocabulary Acquisition and Use (context
clues), 199, 451, 679, 955, 1267, 1459; also
see: Vocabulary Acquisition and Use: Using
resources to build vocabulary, 319, 582, 1235,
gather vocabulary knowledge, 323, 587, 1239,
use dictionary & etymology study, 504, 999,
1007, 1309, 1361, 1406; Vocabulary Workshop:
Dictionary, Thesaurus, 198–199, Political
Science, History Terms, 450, Scientific, Medical,
Mathematical Terms, 954; Life of the English
Language: Using a Dictionary and Thesaurus,
R14
Standard 5
Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
SE/TE: Building Academic Vocabulary: Technical
Domain-Specific Academic Vocabulary, CC55–
CC59, Critical Thinking Terms, CC60–CC61;
Metaphor, 80, 83, 372, 376, 380, 385, 390, 403,
1040, 1045, 1050, 1055; Figurative language,
364, 369, 403, 449; Diction, 425, 429, 430,
438, 448, 536, 539, 543, 1070, 1077, 1376,
1381; Simile, 784, 793, 1050, 1055;
Personification, 866, 871; Connotation, 909,
1050; also see: Vocabulary Acquisition and Use,
30, 93, 109, 121, 153, 177, 241, 254, 286, 319,
357, 373, 391, 421, 450, 491, 515, 529, 583,
612, 649, 715, 754, 763, 777, 794, 831, 887,
909, 954, 1025, 1039, 1078, 1092, 1114, 1159,
1183, 1215, 1322, 1361, 1391, 1422, 1440;
Vocabulary Workshop, 198–199, 450–451, 678–
679, 954–955, 1266–1267, 1458–1459
22
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 5.a
Interpret figures of speech (e.g., hyperbole,
paradox) in context and analyze their role in the
text.
SE/TE: Figures of speech, 364; Figurative
Expressions, 376; Paradox, 406, 415, 420;
Hyperbole, 569, 582, 587, 593, 858; Vocabulary
Workshop: Idioms, Idiomatic Expressions, 1266;
also see: Developing American English: Our
Native American Heritage, 9, Truth About O.K.,
221, Mark Twain and the American Language,
471, Sliding With Slang, 701, Brave New Words,
1287
Standard 5.b
Analyze nuances in the meaning of words with
similar denotations.
SE/TE: Multiple-meaning words, 439, 663,
1069, 1345; Denotation, 909
Standard 6
Acquire and use accurately general academic
and domain-specific words and phrases,
sufficient for reading, writing, speaking, and
listening at the college and career readiness
level; demonstrate independence in gathering
vocabulary knowledge when considering a word
or phrase important to comprehension or
expression.
SE/TE: Building Academic Vocabulary: Technical
Domain-Specific Academic Vocabulary, CC55–
CC59, Critical Thinking Terms, CC60–CC61;
Vocabulary Acquisition and Use, 30, 93, 109,
121, 153, 177, 241, 254, 286, 319, 357, 373,
391, 421, 450, 491, 515, 529, 583, 612, 649,
715, 754, 763, 777, 794, 831, 887, 909, 954,
1025, 1039, 1078, 1092, 1114, 1159, 1183,
1215, 1322, 1361, 1391, 1422, 1440;
Vocabulary Workshop: Dictionary, Thesaurus,
198–199, Political Science, History Terms, 450–
451, Words from Mythology and Religious
Traditions, 678–679, Scientific, Medical,
Mathematical Terms, 954–955, Idioms,
Idiomatic Expressions, 1266–1267, Cognates,
1458–1459
Language Progressive Skills
The following skills are particularly likely to require continued attention in higher grades as they are
applied to increasingly sophisticated writing and speaking.
Conventions of Standard English
Standard 3.1.f
SE/TE: Conventions and Style: subject-verb
Ensure subject-verb and pronoun-antecedent
agreement, 755, pronoun-antecedent
agreement.
agreement, 911, verb tense, 1093; Grammar,
Usage, and Mechanics Handbook, R56, R59, R60
Standard 4.1.f
Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
SE/TE: Sentences, combining, 31, 94;
Sentences, vary, 192, 444, 613, 1114; Sentence
fragments, 447, 951; Phrase, Clause, 613;
Avoiding Sentence Fragments and Run-ons,
1237; Using Transitional Expressions, 1323;
Varying Sentences, 1441; Grammar, Usage, and
Mechanics Handbook, R57–R58
Standard 4.1.g
Correctly use frequently confused words (e.g.,
to/too/two; there/their).
SE/TE: Commonly Confused Words, R60–R61;
also see: Multiple-meaning words, 439, 663,
1069, 1345
23
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Prentice Hall Literature
Common Core Edition ©2012
Standard 5.1.d
Recognize and correct inappropriate shifts in
verb tenses.
SE/TE: Conventions and Style: subject-verb
agreement, 755, verb tense, 1093; Grammar,
Usage, and Mechanics Handbook, R60
Standard 6.1.c
Recognize and correct inappropriate shifts in
pronoun number and person.
SE/TE: Conventions and Style: pronoun, 755,
pronoun-antecedent agreement, 911; Grammar,
Usage, and Mechanics Handbook, R56, R59, R60
Standard 6.1.d
Recognize and correct vague pronouns (i.e.,
ones with unclear or ambiguous antecedents).
SE/TE: Conventions and Style: pronoun, 755,
pronoun-antecedent agreement, 911; Grammar,
Usage, and Mechanics Handbook, R56, R59, R60
Standard 6.1.e
Recognize variations from standard English in
their own and others’ writing and speaking, and
identify and use strategies to improve
expression in conventional language.
SE/TE: Developing Your Style: controlling tone
and diction, 445, Communication Workshop:
select language techniques, 448; also see:
Developing American English: Our Native
American Heritage, 9, Truth About O.K., 221,
Mark Twain and the American Language, 471,
Sliding With Slang, 701, Brave New Words,
1287; Figures of speech, 364; Figurative
Expressions, 376; Paradox, 406, 415, 420;
Hyperbole, 569, 582, 587, 593, 858; Vocabulary
Workshop: Idioms, Idiomatic Expressions, 1266;
Standard 6.2.a
Use punctuation (commas, parentheses, dashes)
to set off nonrestrictive/parenthetical elements.
SE/TE: Conventions and Style: commas, 31,
adjective and adverb clauses, 287; Editing and
Proofreading: punctuation, 1263; Grammar,
Usage, and Mechanics Handbook: Punctuation,
R61–R62
Standard 7.1.c
Place phrases and clauses within a sentence,
recognizing and correcting misplaced and
dangling modifiers.
SE/TE: Conventions and Style: fixing misplaced
and dangling modifiers, 585; Spiral Review:
misplaced and dangling modifiers, 675; also see:
Sentences, vary, 192, 444, 1114; Conventions
and Style: Introductory phrases and clauses,
613
Standard 8.1.d
Recognize and correct inappropriate shifts in
verb voice and mood.*
SE/TE: Conventions and Style: Using active, not
passive, voice, 1115; also see: Conventions and
Style: Subject-verb agreement, 755, Verb tense,
1093; Grammar, Usage, and Mechanics
Handbook, R60
Standard 10.1.a
Use parallel structure.
SE/TE: Parallel structure, 449, 1068, 1423
24
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall Literature Common Core Edition ©2012
To the
Common Core State Standards for English Language Arts
Grade 11
Common Core State Standards
for English Language Arts
Grade 11
Knowledge of Language
Standard 3.3.a
Choose words and phrases for effect.
Prentice Hall Literature
Common Core Edition ©2012
SE/TE: Description, 55, 83; Developing Your
Style: improving word choice, 193;
Adjectives/adverbs, use precise, 1322; Show
instead of tell, 1452; also see: Word Choice, 67,
193, 439, 668, 715, 727, 910, 1114, 1183,
1215, 1422
Standard 4.3.a
Choose punctuation for effect.
SE/TE: Conventions and Style: commas, 31,
adjective and adverb clauses, 287; Editing and
Proofreading: punctuation, 1263; Grammar,
Usage, and Mechanics Handbook: Punctuation,
R61–R62
Standard 6.3.b
Maintain consistency in style and tone.
SE/TE: Developing Your Style: controlling your
tone and diction, 445; also see: Writing
Workshop: Revising, 192, 444, 948, 1260,
1452; Writing Lesson: Revising, 515, 777, 794,
845, 1025, 1236, 1422; Writer’s Toolbox:
Organization, 667
Standard 7.3.a
Choose language that expresses ideas precisely
and concisely, recognizing and eliminating
wordiness and redundancy.
SE/TE: Adjectives/adverbs, use precise, 1322;
Show instead of tell, 1452; also see:
Description, 55, 83; Developing Your Style:
improving word choice, 193; Word Choice, 67,
193, 439, 668, 715, 727, 910, 1114, 1183,
1215, 1422
25
SE = Student Edition
TE = Teacher’s Edition