grade 11 fiction - sr.hcsd.iu5.org
TRANSCRIPT
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Grade 11 Fiction Major
Understandings Concepts
Time Frame
Skills Assessment Standard
Fiction
Genre of Text
Quarters 1-4
E – Identify and/or describe the author’s intended purpose of text.
Formative and
Summative Assessment
PA: R11.A.1.6.1
E – Explain, describe, and /or analyze examples of text that support the author’s intended purpose.
PA: R11.A.1.6.2
Inferences, Conclusions,
and Generalizations
E – 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.
CC: 11.RL.1
E – Make inferences and cite evidence from the text to support the inferences made.
PA: R11.A.1.3.1 CC: 11.RL.1
E – Draw conclusions and cite evidence from the text to support the conclusions drawn.
PA: R11.A.1.3. CC: 11.RL.11
E – Make generalizations and cite evidence from the text to support the generalizations made.
PA: R11.A.1.3.2 CC: 11.RL.1
Main Ideas and Relevant Details
E – Identify and explain stated or implied main ideas and relevant supporting details from the text.
PA: R11.A.1.4.1
Summarize E – Write an objective summary of the key details and events of a fictional text, in part or as a whole.
PA: R11.A.1.5.1 CC: 11.RL.2
Literary Elements: Characters
E – Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction:
The actions, motives, dialogue, emotions/feelings, traits
Relationship between characters within fictional text
Static (flat) vs. dynamic (round)
Major and minor
Traits and how they are developed, both direct and indirect
In relationship to conflict
Mirror characters (foil)
Stereotypes (archetypes/stock)
Flaws and how they affect plot/motive/theme
In relationship to culture
The relationship between characters and other components of a text
PA: R11.B.1.1.1
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Fiction
Literary Elements:
Setting
Quarters 1-4
E - Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction:
The relationship between setting and other components of a text (character, plot, and other key literary elements).
How the setting affects characterization, theme, and plot
How the setting contributes to the mood.
Formative and
Summative Assessment
PA: R11.B.1.1.1
E – Identify the setting and how it is revealed.
Literary Elements: Plot
(also called “Action”)
E – Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction.
PA: R11.B.1.1.1
E – Analyze the usage of time order within the plot.
E – Identify the elements of plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution, Freytags Pyramid).
E – Evaluate the use of foreshadowing, flashback, and point of view.
E – Evaluate how plot affects character and theme.
E – Identify the relationship between elements of the plot and other components of the text.
E – Identify how the author structures the plot to advance the action.
E – Analyze how an author’s choice 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.
CC: 11.RL.5
Literary Elements:
Theme
E – 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.
PA: R11.B.1.1.1 CC: 11.RL.2
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Fiction
Literary Elements:
Theme
Quarters 1-4
E – Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction:
The relationship between the theme and other components of the text
Comparing and contrasting how major themes are developed across genres
The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres
The way in which a work of literature is related to the themes and issues of its historical period
Formative and
Summative Assessment
PA: R11.B.1.1.1
E – Identify the theme within a piece of work.
E – Construct a theme statement.
E – Note the difference between a topic and a universal theme.
E – Analyze how theme is developed through characters, setting, and plot.
E – Apply themes to archetypes.
E – Analyze how culture affects theme.
Literary Elements: Symbolism
E – Identify significant objects within a piece of work.
E – Analyze the meaning of symbols.
E – Analyze the effects of symbols on the meaning of the work.
Literary Elements:
Tone, Style, Mood
E – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and or mood in a variety of fiction:
The relationship between the tone, style, and/or mood and other components of a text
How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text
How diction, syntax, figurative language, sentence variety, etc., determine the author’s style.
E – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
CC: 11.RL.4 E – Analyze the impact of specific word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Fiction
Literary Elements:
Tone, Style, Mood
Quarters 1-4
E – Identify and be able to defend tone within a work.
Formative and
Summative Assessment
PA: R11.B.1.1.1
E – Identify levels of diction and how it affects tone and style.
E – Compare tone between different works.
E – Analyze how tone is developed through the speaker, audience, and diction.
E – Evaluate how tone affects theme.
E – Identify elements of style through sentence length, diction, and literary devices.
E – Compare and contrast styles between different works and different authors.
E – Describe how mood is established through the use of setting, diction, characterization, plot, and point of view.
E – Identify the voice within the work.
E – Analyze and evaluate the authority / position and credibility of the voice.
Literary Element:
Point of View
E – Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction:
The point of view of the narrator as first person, second person, or third person point of view (limited / omniscient).
The impact of point of view on the meaning of a text as a whole
PA: R11.B.2.2.1
E – 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).
CC: 11.RL.6
E – Track multiple points of view through a work. PA: R11.B.2.2.1
E – Analyze the effectiveness of point of view.
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Fiction
Literary Elements
Quarters 1-4
E – Explain, interpret, compare, describe, analyze, and evaluate the relationship between other components of text and
Characters
Setting
Plot
Theme
Tone
Style
Mood
Symbolism
Point of View
Formative and
Summative Assessment
PA: R11.B.1.1.1 PA: R11.B.1.2.1
E – 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.
CC: 11.RL.3
Integration of Knowledge and
Ideas
E – 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).
PA: R11.B.1.2.1 CC: 11.RL.7
E – 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.
CC: 11.RL9 PA: R11.B.1.2.1
E – Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.
PA: R11.B.1.2.1
Literary Devices
F – Identify, explain, interpret, describe and analyze author’s purpose for effectiveness at using figurative language in text.
PA: R11.B.2.1.2
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Fiction Literary Devices
Quarters 1-4
E - Identify, explain, interpret, describe, and/or analyze the effects of:
Metaphor
Simile
Personification
Imagery
Foreshadowing
Irony
Hyperbole
Flashback
Satire
Allegory
Allusion
Symbolism
Dialect Formative
and Summative Assessment
PA: R11.B.2.1.2 CC: 11.RL.4 CC: 11.RL.6
Poetry
Forms E – Identify various forms of poetry.
PA: 1.3.11
Speaker and Tone
E – Identify the speaker and the tone of the poem.
Figurative Language
E - Identify, explain, interpret, describe and analyze examples of the following in poetry:
Metaphor
Simile
Personification
Imagery
Foreshadowing
Irony
Hyperbole
Flashback
Satire
Allegory
Allusion
Symbolism
Dialect
Harbor Creek School District
Grade 11 – English: Fiction, Poetry, Drama 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Poetry
Sound Devices
Quarters 1-4
E - Identify, explain, interpret, describe and analyze the following in poetry:
Rhyme and Rhythm
Meter
Alliteration
Assonance
Consonance
Onomatopoeia
Formative and
Summative Assessment
PA: 1.3.11
Diction
E – Identify diction as a word choice.
E – Analyze diction’s affect on meaning.
E – Analyze diction’s relationship to syntax, structure, and the speaker’s tone.
Imagery
E – Identify and create imagery in a poem.
E – Analyze how imagery affects meaning in a poem.
E – Analyze how imagery is built through diction, form, and figurative language. (e.g., irony, understatement, hyperbole, paradox).
Drama Elements of
Drama
E – Read and distinguish between dialogue and stage directions.
E – Analyze how the use of words creates tone and mood, and how the choice of words advances the theme or purpose of the work.
E – Identify soliloquy, asides, and monologues.
E – Identify the difference between comedy and tragedy.
E – Read a part fluently and with emotion.
E – Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.
Fiction, Poetry, Drama
Range of Reading / Writing
E – By the end of grade 11, read and comprehend literature, including stories, dramas, and poems.
CC: 11.RL.10
E - Draw evidence from literary texts to support analysis, reflection, and research (e.g., Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American literature…).
CC: 11.W.9
Harbor Creek School District
Grade 11 - English: Nonfiction 2/2/2012
Grade 11 Nonfiction Major
Understandings Concepts
Time Frame
Skills Assessments Standard
Nonfiction
Genre of Text
Quarters 1-4
E– Identify and / or describe the author’s intended purpose of the text.
Formative and
Summative Assessment
PA: R11.A.2.6.1
E – Explain, describe, and/or analyze examples of text that support the author’s intended purpose.
PA: R11.A.2.6.2 E – Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea of concept.
Inferences, Conclusions,
and Generalizations
E – 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.
CC: 11.RI.1
E – Make inferences and cite evidence from the text to support the inferences made.
PA: R11.A.2.3.1
E – Draw conclusions and cite evidence from the text to support the conclusions drawn.
PA: R11.A.2.3.1
E – Make generalizations and cite evidence from the text to support the generalizations made.
PA: R11.A.2.3.2
Main Ideas and Relevant Details
E – Identify and explain stated or implied main ideas and relevant supporting details from the text.
PA: R11.A.2.4.1
Summarize E – Write an objective summary of the key details and events of a nonfiction text, in part or as a whole.
PA: R11.A.1.5.1 CC: 11.RL.2
Elements of Nonfiction
Text: Fact and Opinion and Essential and Nonessential Information
E – Differentiate between fact and opinion. PA: R11.B.3.1.1
E – Explain, interpret, describe, and/or analyze the use of facts and opinions in text.
PA: R11.B.3.1.1
E – Explain, interpret, describe, and analyze the use of facts and opinions to make a point or construct an argument in a nonfiction text.
PA: R11.B.3.1.1
E – Distinguish essential from nonessential information. PA: R11.B.3.2.2
Harbor Creek School District
Grade 11 - English: Nonfiction 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessments Standard
Nonfiction
Elements of Nonfiction
Text: Propaganda /
Bias
Quarters 1-4
E – Identify, explain, and/or interpret bias and propaganda techniques in nonfictional text.
Formative and
Summative Assessment
PA: R11.B.3.2.2
E – Explain, describe, and/or analyze the effectiveness of bias and propaganda techniques in nonfictional text.
PA: R11.B.3.2.2
Elements of Nonfiction Text: Text
Organization
E – Identify, analyze, and evaluate the structure and format of complex informational text.
PA: R11.B.3.3.3
E – Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.
PA: R11.B.3.3.3
E – Explain, interpret, and/or analyze the author’s purpose for text organization.
PA: R11.B.3.3.3
E – Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts.
PA: R11.B.3.3.3
E – Make connections between a text and the content of graphics and charts.
PA: R11.B.3.3.3
E – Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts.
PA: R11.B.3.3.3
Elements of Nonfiction
Text: Characters
E – Explain, interpret, compare, describe, analyze and/or evaluate character in a variety of nonfiction. Note: Character may also be called narrator, speaker, or subject of the biography.
The actions, motives, dialogue, emotions/feelings, traits, and relationship between characters within text
The relationship between character and other components of a text
The development of complex characters and their roles and functions within a text.
PA: R11.B.1.1.
Elements of Nonfiction
Text: Setting
E – Explain, interpret, compare, describe, analyze and/or evaluate setting in a variety of nonfiction.
The relationship between setting and other components of the text (character, plot, and other key literary elements).
PA: R11.B.1.1.1
Harbor Creek School District
Grade 11 - English: Nonfiction 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessments Standard
Nonfiction
Elements of Nonfiction Text: Plot
(also called “Action”)
Quarters 1-4
E – Explain, interpret, describe, analyze, and / or evaluate plot in a variety of nonfiction.
Elements of plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution).
The relationship between elements of the plot and other components of a text.
How the author structures plot to advance the action.
Formative and Summative Assessment
PA: R11.B.1.1.1
E – Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CC: 11.RI.3
E – 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, or engaging.
CC: 11.RI.5
Elements of Nonfiction
Text: Theme / Central Idea
E – Explain, interpret, compare, describe, analyze and/or evaluate theme in a variety of nonfiction.
The relationship between theme and other components of the text
Comparing and contrasting how major themes are developed across genres
The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres
The way in which a work of literature is related to the themes and issues of its historical period.
PA: R11.B.1.1.1
E – 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.
CC: 11.RI.2
Harbor Creek School District
Grade 11 - English: Nonfiction 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessments Standard
Nonfiction
Elements of Nonfiction
Text: Tone, Style, Mood
Quarters 1-4
E – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and or mood in a variety of fiction:
The relationship between the tone, style, and/or mood and other components of a text
How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text
How diction, syntax, figurative language, sentence variety, etc., determine the author’s style.
Formative and
Summative Assessment
PA: R11.B.1.1.1
E – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CC: 11.RI.4 E – 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).
Elements of Nonfiction Text: Point
of View
E – Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction.
The point of view of the narrator as first person or third person point of view.
The impact of point of view on the meaning of a text as a whole.
PA: R11.B.1.1.1
Elements of Nonfiction Text: Point
of View
E – 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 power, persuasiveness, or beauty of the text.
CC: 11.RI.6
Integration of
Knowledge and Ideas
E – 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.
CC: 11.RI.7
E – Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., 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).
CC: 11.RI.8
Harbor Creek School District
Grade 11 - English: Nonfiction 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessments Standard
Nonfiction
Integration of
Knowledge and Ideas
Quarters 1-4
E – Analyze seventeenth- , eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including the Declaration of Independence, The Preamble of the Constitution, The Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Formative and Summative Assessment
CC: 11.RI.9
Range of Reading / Writing
E – By the end of grade 11, read and comprehend literary nonfiction in grade 11 text complexity, with scaffolding as needed at the high end of the range.
CC: 11.RI.10
E – Drawn evidence from informational texts to support analysis, reflection, and research (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning…)
CC: 11.W.9
Harbor Creek School District
Grade 11 English Curriculum/Language and Vocabulary 2/2/2012
Grade 11 – Language and Vocabulary
Major Understanding
Concepts Timeframe Skills Assessment Standards
Vocabulary Vocabulary and
Acquisition Use Quarters 1-4
E – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading content, choosing flexibility from a range of strategies.
Formative
and
Summative
Assessment
CC: 11.L.4 PA:
R11.A.1.1.1
E – Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.
CC: 11.L.4a
E – Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
CC: 11.L.4b
E – 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 use.
CC: 11.L.4c
E – 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.
CC: 11.L.4d
E – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CC: 11.L.5
E – Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in a text.
CC: 11.L.5a
E – Analyze nuances in the meaning of words with similar denotations.
CC: 11.L.5b
E – 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.
CC: 11.L.6
Harbor Creek School District
Grade 11 English Curriculum/Language and Vocabulary 2/2/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Vocabulary Vocabulary and Acquisition Use
Quarters 1-4
E – Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Formative and
Summative Assessment
CC: 11.L.6
E – Identify and/or apply a synonym or antonym of a word used in text.
PA: R11.A.1.1.2 KE: L.F.1.2.1 KE: L.N.1.2.1
E – Identify and apply how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.
PA: R11.A.1.2.1 KE: L.F.1.2.2 KE: L.N.1.2.2
E- Define and apply how the meanings of words or phrases change when using context clues given in explanatory sentences.
PA: R11.A.1.2.2
E – Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.
KE: L.F.1.2.3 KE: L.N.1.2.3
E – Draw conclusions about connotations of words. KE: L.F.1.2.4
Characteristics and Functions of the English
Language
Describe, analyze, and explain different
aspects of the English language.
E – Describe the influence of historical events on the English language.
1.7.11.A
E – Analyze when differences in language are a source of negative or positive stereotypes among groups.
1.7.11.B
E – Explain and evaluate the role and influence of the English language within and across countries.
1.7.11.C
Language Knowledge of
Language
E – 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.
CC: 11.L.3
E – Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.
CC: 11.3.a
E – Apply an understanding of syntax to the study of complex texts when reading.
CC: 11.3.a
Harbor Creek School District
Grade Eleven Narrative Writing 2/2/2012
Grade 11 – Narrative Writing
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to
Entertain -
Narrative
Write
narrative
pieces that
develop real
or imagined
experiences
or events
using
effective
technique,
well-chosen
details, and
well-
structured
event
sequences.
E – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Formative
and
Summative
Assessment
CC: 11.W.3
E – 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.
CC: 11.W.3a PA: W.1.5.11.A
E – Create a smooth progression of experiences or events.
E – Use narrative techniques, such as dialogue, pacing, description, illustrations, reflection, and multiple plot lines, to develop experiences, events, and /or characters.
CC: 11.W.3b PA: W.1.4.11.A
E – Apply literary conflict. PA: W.1.4.11.A
E – Use literary elements, such as: characterization, setting, plot, theme, point of view, and style.
PA: W.1.4.11.A PA: W.1.5.11.A
E – Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CC: 11.W.3d
E – Use literary devices such as metaphor, simile, personification, hyperbole, imagery, foreshadowing, irony, flashback, satire, allegory, and allusion.
PA: 1.4.11.A
Write pieces with
structure and organization.
E – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC: 11.W.4 PA: W.1.4.11.A PA: W.1.5.11.A,B
E – Write pieces that develop main ideas for each paragraph and use supporting details.
PA: W.1.5.11.B PA: W.1.5.11.C
E – 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., sense of mystery, suspense, growth, resolution)
CC: 11.W.3c PA: W.1.5.11.C
E – Write an effective introduction. PA: W.1.5.11.C
E – Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CC: 11.W.3e PA: W.1.5.11.C
Harbor Creek School District
Grade Eleven Narrative Writing 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Entertain - Narrative
Revise writing to improve
style, meaning,
word choice, and sentence
variety.
E – Write with control of grammar, mechanics, spelling, usage, and sentence formation.
Formative and
Summative Assessment
CC: 11.W.5 PA: W.1.5.11.D
E – Use a variety of sentence structures and lengths.
E – Use precise language to create clarity, voice, and tone.
Vary word choice
Vary sentence beginnings
Use sophisticated vocabulary
CC: 11.W.5 PA: W.1.5.11.D
E – Revise to eliminate wordiness and redundancy. CC: 11.W.5 PA: W.1.5.11.E
E – Revise to delete irrelevant details. CC: 11.W.5 PA: W.1.5.11.E
E – Use the correct form of commonly confused words; use logical transitions.
CC: 11.W.5 PA: W.1.5.11.E
E – Combine sentences for cohesiveness and unity.
E – Revise sentences for clarity. CC: 11.W.5 PA: W.1.5.11.E
Use conventions of standard
written language.
E – Spell all words correctly. CC: 11.W.5 CC: 11.L.2c PA: W.1.5.11.F
E – Use capital letters correctly. CC: 11.W.5 PA: W.1.5.11.F
E – Punctuate correctly. (See the grammar and usage section of the 11th grade curriculum for specific skills.)
CC: 11.W.5 PA: W.1.5.11.F
E – Demonstrate correct grammar and usage. (See the grammar and usage section of the 11th grade curriculum for specific skills.)
CC: 11.W.5 PA: W.1.5.11.F
E – Demonstrate correct sentence formation. CC: 11.W.5 PA: W.1.5.11.F
Harbor Creek School District
Grade Eleven Narrative Writing 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Entertain - Narrative
Present written
pieces for publication.
E – Use technology, including the Internet, to produce and publish a writing piece.
Formative and
Summative Assessment
CC: 11.W.6
E – Present written work for publication. PA: W.1.5.11.G
E – Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.
CC: 10.L.3a
Range of Writing
E – Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
CC: 11.W.10 PA: W.1.4.11 PA: W.1.5.11.B
Harbor Creek School District
Grade Eleven Expository Writing 2/2/2012
Grade 11 – Expository Writing
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Inform -
Exposition
Write
complex
informative
pieces that
summarize
information
or ideas.
E – 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.
Formative
and
Summative
Assessment
CC: 11.W.2
E – 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.
CC: 11.W.2a & 4 PA: W.1.5.11.A
E – Write with a sharp controlling point and an awareness of the audience and expository task.
KE: C.E.1.1.1 PA: W.1.5.11.A
E – Use relevant formatting (e.g., headings), graphics (e.g., figures, tables, maps, charts, illustrations, photographs), and multimedia when useful to aiding comprehension of the piece.
CC: 11.W.2a PA: W.1.4.11.B
E – Demonstrate an understanding of the purpose and develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, text-to-text connections, concrete details, quotations, or other examples appropriate to the audience’s knowledge of the topic.
CC: 11.W.2b & 4 KE: C.E.1.1.2 PA: W.1.4.11.B PA: W.1.5.11.B
E – Use appropriate organizational strategies for expository writing (e.g., compare/contrast, cause/effect, problem/solution, process analysis).
KE: C.E.1.1.3
E – Use precise language, domain-specific vocabulary, stylistic techniques such as metaphors, similes, and analogies, and a variety of sentence structures to develop and maintain an appropriate, objective tone and to manage the complexity of the topic.
KE: C.E.1.1.4 PA: W.1.4.11.B CC: 11.W.2d CC: 11.W.2e
Write pieces with
structure and
organization
E – Write a thesis statement. PA: W.1.5.11.A
E – Write pieces that develop main ideas for each paragraph and use supporting details.
PA: W.1.4.11.B PA: W.1.5.11.B, C
E – 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.
CC: 11.W.2c PA: W.1.5.11.C
E – Write an effective introduction. PA: W.1.5.11.C
E – Write an effective conclusion that supports the information or explanation presented.
CC: 11.W.2f PA: W.1.5.11.C
Harbor Creek School District
Grade Eleven Expository Writing 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Inform -
Exposition
Write pieces
that are well-
researched.
E – Gather and determine the validity and reliability of the information.
Formative and Summative Assessment
PA: W.1.5.11.B CC: 11.W.8
E – Use primary and secondary resources. PA: W.1.4.11.B
E – Assess the strengths and limitations of each source in terms of task, purpose, and audience.
CC: 11.W.8
E – Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CC: 11.W.8
E – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. CC: 11.W.7 E – Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.
Revise writing to improve
style, meaning,
word choice, and sentence
variety.
E – Write with control of grammar, mechanics, spelling, usage, and sentence formation.
CC: 11.W.5 PA: W.1.5.11.D KE: C.E.2.1.1 KE: C.E.1.1.5
E – Use a variety of sentence structures and lengths.
E – Use precise language to create clarity, voice, and tone.
Vary word choice
Vary sentence beginnings
Use sophisticated vocabulary
CC: 11.W.5 PA: W.1.5.11.D KE: C.E.2.1.2
E – Revise to eliminate wordiness and redundancy. CC: 11.W.5 PA: W.1.5.11.E KE: C.E.2.1.3
E – Revise to delete irrelevant details. CC: 11.W.5 PA: W.1.5.11.E KE: C.E.2.1.4
E – Use the correct form of commonly confused words; use logical transitions.
CC: 11.W.5 PA: W.1.5.11.E KE: C.E.2.1.5&6 E – Combine sentences for cohesiveness and unity.
Harbor Creek School District
Grade Eleven Expository Writing 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Inform -
Exposition
Revise writing
continued
E – Revise sentences for clarity.
Formative
and
Summative
Assessment
CC: 11.W.5 PA: W.1.5.11.E KE: C.E.2.1.7
Use conventions of standard
written language.
E – Spell all words correctly.
CC: 11.W.5 CC: 11.L.2c PA: W.1.5.11.F KE: C.E.3.1.1
E – Use capital letters correctly. CC: 11.W.5 PA: W.1.5.11.F KE: C.E.3.1.2
E – Punctuate correctly. (See the grammar and usage section of the 11th grade curriculum for specific skills.)
CC: 11.W.5 PA: W.1.5.11.F KE: C.E.3.1.3
E – Demonstrate correct grammar and usage. (See the grammar and usage section of the 11th grade curriculum for specific skills.)
CC: 11.W.5 PA: W.1.5.11.F KE: C.E.3.1.4
E – Demonstrate correct sentence formation. CC: 11.W.5 PA: W.1.5.11.F KE: C.E.3.1.5
Present written
pieces for publication.
E – Use technology, including the Internet, to produce and publish, and update individual or shared writing projects in response to ongoing feedback, including new arguments or information.
CC: 11.W.6
E – Present written work for publication. PA: W.1.5.11.G
E – Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.
CC: 10.L.3a
Range of Writing
E – Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
CC: 11.W.10 PA: W.1.4.11.B PA: W.1.5.11.B
Harbor Creek School District
Grade Eleven Persuasive Writing 2/2/2012
Grade 11 – Persuasive Writing
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Persuade - Persuasion
Write persuasive pieces that include a
clearly stated position
made convincing
through the use of
appropriate methods.
E – Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience. Develop reader interest in the piece.
Formative and
Summative Assessment
CC: 11.W.1 & 4 PA: W.1.5.11.A PA: W.1.4.11.C KE: C.P.1.1.1 KE: C.P.1.1.3
E – 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.
CC: 11.W.1a PA: W.1.4.11.C
E – 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.
CC: 11.W.1b PA: W.1.4.11.C KE: C.P.1.1.2
E – Construct a thorough argument with consistent, relevant support through the use of persuasive strategies; address opposing viewpoints.
PA: W.1.4.11.C KE: C.P.1.1.2
E – Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.
KE: C.P.1.1.4
E – Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline which they are writing.
CC: 11.W.1d
Write pieces with
structure and organization.
E – Write a thesis statement. PA: W.1.5.11.A
E – Write pieces that develop main ideas for each paragraph and use supporting details.
PA: W.1.5.11.B PA: W.1.5.11.C
E – 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 claims(s) and counterclaims.
CC: 10.W.1c PA: W.1.5.11.C
E – Write an effective introduction. PA: W.1.5.11.C
E – Write a conclusion that follows from the supports the argument presented.
CC: 11.W.1e PA: W.1.5.11.C
Harbor Creek School District
Grade Eleven Persuasive Writing 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Persuade - Persuasion
Write pieces
that are well-
researched.
E – Gather and determine the validity and reliability of the information.
Formative and
Summative Assessment
PA: W.1.5.11.B CC: 11.W.8
E – Use text-to-text connections to support the position. PA: W.1.5.11.B
E – Assess the usefulness of sources. CC: 11.W.8
E – Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
PA: W.1.4.11.C CC: 11.W.8
E – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. CC: 11.W.7 E – Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.
Revise writing to improve
style, meaning,
word choice, and sentence
variety.
E – Write with control of grammar, mechanics, spelling, usage, and sentence formation.
CC: 11.W.5 PA: W.1.5.11.D KE: C.P.2.1.1 KE: C.P.1.1.5
E – Use a variety of sentence structures and lengths.
E – Use precise language to create clarity, voice, and tone.
Vary word choice
Vary sentence beginnings
Use sophisticated vocabulary
CC: 11.W.5 PA: W.1.5.11.D KE: C.P.2.1.2
E – Revise to eliminate wordiness and redundancy. CC: 11.W.5 PA: W.1.5.11.E KE: C.P.2.1.3
E – Revise to delete irrelevant details. CC: 11.W.5 PA: W.1.5.11.E KE: C.P.2.1.4
E – Use the correct form of commonly confused words; use logical transitions.
CC: 11.W.5 PA: W.1.5.11.C, E KE: C.P.2.1.5&6 E – Combine sentences for cohesiveness and unity.
Harbor Creek School District
Grade Eleven Persuasive Writing 2/2/2012
Major Understandings
Concepts Time
Frame Skills Assessment Standard
Writing to Persuade - Persuasion
Revise writing
continued
E – Revise sentences for clarity.
Formative
and
Summative
Assessment
CC: 11.W.5 PA: W.1.5.11.E KE: C.P.2.1.7
Use conventions of standard
written language.
E – Spell all words correctly.
CC: 11.W.5 CC: 11.L.2c PA: W.1.5.11.F KE: C.P.3.1.1
E – Use capital letters correctly. CC: 11.W.5 PA: W.1.5.11.F KE: C.P.3.1.2
E – Punctuate correctly. (See the grammar and usage section of the 11th grade curriculum for specific skills.)
CC: 11.W.5 PA: W.1.5.11.F KE: C.P.3.1.3
E – Demonstrate correct grammar and usage. (See the grammar and usage section of the 11th grade curriculum for specific skills.)
CC: 11.W.5 PA: W.1.5.11.F KE: C.P.3.1.4
E – Demonstrate correct sentence formation. CC: 11.W.5 PA: W.1.5.11.F KE: C.P.3.1.5
Present written
pieces for publication.
E – Use technology, including the Internet, to produce and publish a writing piece.
CC: 11.W.6
E – Present written work for publication. PA: W.1.5.11.G
E – Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.
CC: 10.L.3a
Range of Writing
E – Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
CC: 11.W.10 PA: W.1.4.11 PA: W.1.5.11.B
Harbor Creek School District
Grade 11: English - Research 2/2/2012
Grade 11 Research Major
Understandings Concepts Time Frame Skills Assessment Standard
Research Develop a research
topic. Quarters 1-4
E – Select and refine a topic for research.
Formative and
Summative Assessment
1.8.11.A
E – Locate information using appropriate sources and strategies.
Determine valid resources for researching the topic, including primary and secondary sources.
Evaluate the importance and quality of the sources.
Select sources appropriate to the breadth and depth of the research
Use table of contents, indices, key words, cross-references and appendices
Use traditional and electronic search tools.
1.8.11.B
E – Organize, summarize and present the main
ideas from the research.
Take notes relevant to the topic.
Develop a thesis statement based on the
research.
Anticipate readers’ problems or
misunderstandings.
Use MLA format
Use formatting techniques (headings, graphics)
to aid reader understanding.
1.8.11.C
Harbor Creek School District
Grade Eleven Writing – Grammar 2/2/2012
Grade 11 Grammar
Major Understandings
Concepts Time
Frame Skills Assessment
Standard / Common Core
Grammar
Grammar and Usage
Quarters 1-4
E – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Formative and
Summative Assessment
W.1.5.11.F 11.L.1 & C.E.3.1.4
E – Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
W.1.5.11.F 11.L.1a
E – Resolve issues of complex or contested usage, consulting references as needed.
W.1.5.11.F 11.L.1b
E – Demonstrate correct sentence formation. C.E.3.1.5
Capitalization E – Demonstrate command of the conventions of standard English in relationship to all capitalization rules.
W.1.5.11.F 11.L.2
E – Use capital letters correctly in all situations. C.E.3.1.2
Punctuation E – Demonstrate command of the conventions of standard English in relationship to punctuating correctly in all situations.
W.1.5.11.F 11.L.2 & C.E.3.1.3
E – Observe hyphenation conventions. 11.L.2a
Spelling E – Demonstrate command of the conventions of standard English in relationship to spelling.
W.1.5.11.F 11.L.2
E – Spell correctly. 11.L.2c & C.E.3.1.1
Knowledge of Language
E – 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.
11.L.3
E – Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
11.L.3a
Harbor Creek School District
Grade Eleven Speaking and Listening 2/2/2012
Grade 11 – Speaking and Listening
Major Understandings
Concepts Time Frame Skills Assessment Standard
Speaking and Listening
Listen, contribute
and participate in collaborative discussions.
Quarters 1-4
E – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building others’ ideas and expressing one’s own clearly and persuasively.
Formative and Summative Assessment
CC: 11.SL.1 PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E
E – 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.
CC: 11.SL.1c PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E
E – 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.
CC: 11.SL.1d PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E
E – 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.
CC: 11.SL.1a PA: 1.6.11.D
E – Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CC: 11.SL.1b PA: 1.6.11.D
E – Integrate multiple sources of information presented in diverse media or formats (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.
CC: 11.SL.2
E – 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.
CC: 11.SL.3 PA: 1.6.11.D
Harbor Creek School District
Grade Eleven Speaking and Listening 2/2/2012
Major Understandings
Concepts Time Frame Skills Assessment Standard
Speaking and Listening
Listen, contribute
and participate in collaborative discussions.
Quarters 1-4
E – Listen to selections of literature (fiction and nonfiction). Relate them to previous knowledge.
Predict solutions to identified problems.
Summarize and reflect on what has been learned.
Identify and define new words and concepts.
Analyze and synthesize the selections relating them to other selections heard or read.
Formative and Summative Assessment
PA: 1.6.11.B
Present and
speak using
skills to
provide
information
and in an
impromptu
situation.
E – 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.
CC: 11.SL.4
E – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CC: 11.SL.6 PA: 1.6.11.C PA: 1.6.11.D
E – Adjust sentence structure, stress, volume, inflection, and speed to provide emphasis to ideas or to influence the audience.
PA: 1.6.11.C E – Use effective eye contact, posture, and movement.
E – Speak within a given time limit.
E – Adjust tone and involvement to encourage equitable participation.
PA: 1.6.11.D
E – Read aloud for meaning with correct inflection and volume. PA: 1.6.11.C
Presentation of
Knowledge of Ideas
E – Make strategic use of digital media (e.g., textual, graphical, visual, and interactive elements) in presentations to enhance understandings of findings, reasoning, and evidence and to add interest.
CC: 11.SL.5 PA: 1.6.11.F
E – Create a visual for a presentation.
E – Evaluate the role of the media in focusing attention and forming opinions.