STRAND: 1. READING

STANDARD: The student uses the reading process effectively and constructs meaning from a wide range of texts.

11th Standard

GOAL: 1. 1. 4. The student uses the reading process effectively

OBJECTIVE

ACADEMIC OUTCOMES

 1.1.4.1. Selects and uses prereading strategies that are appropriate to the text, such as discussion, making predictions, brainstorming, generating questions, and previewing, to anticipate content, purpose, and organization of a reading selection.

 1.1.4.1.a. Employs techniques for initiating comprehension such as previewing the entire selection, building background, making historical and thematic connections, focusing on literary elements, and responding in a writer's notebook.

 1.1.4.2. Selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

 1.1.4.2.a. Uses specific reading strategies, such as questioning, predicting, clarifying, summarizing, evaluating, and connecting, to comprehend meaning from various sources.

 1.1.4.3. Refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings.

 1.1.4.3.a. Expands vocabulary by using synonym and antonym connections, analogies, common roots, suffixes and prefixes, etymology, and textual context clues effectively.

 1.1.4.4. Applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.

 1.1.4.4.a. Applies reading and analytical techniques, such as scrutinizing questions, recognizing distracters, interpreting, drawing implications, and formulating original metaphors to synthesize information for creating meaningful responses.

GOAL: 1.2.4. The student constructs meaning from a wide range of texts.

 1.2.4.1. Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material.

 1.2.4.1.a. Identifies the method and style through which the main idea is developed to create theme.

 1.2.4.2. Determines the author's purpose and point of view and their effects on the text.

 1.2.4.2.a. Identifies the methods through which mood and atmosphere reinforce the author's purpose and point of view.

 1.2.4.3. Describes and evaluates personal preferences regarding fiction and nonfiction.

 1.2.4.3.a Identifies characteristics of fiction and nonfiction and the impact of each genre on the reader.

 1.2.4.4. Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.

 1.2.4.4.a. Draws logical conclusions and makes logical inferences by using prior knowledge and synthesizing new information.

 1.2.4.5. Identifies devices of persuasion and methods of appeal and their effectiveness.

 1.2.4.5. Identifies persuasive elements and their use in fiction and nonfiction.

 1.2.4.6. Selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.

 1.2.4.6.a. Employs available facilities and technology to gather information from research information employing an effective data recording system and supplying appropriate MLA documentation.

 1.2.4.7. Analyzes the validity and reliability of primary source information and uses the information appropriately.

 1.2.4.7.a. Effectively employs various analytical techniques, such as evaluating authoritative source documentation, to accomplish meaningful comprehension.

 1.2.4.8. Synthesizes information from multiple sources to draw conclusions.

 1.2.4.8.a. Examines varying reading selections to formulate opinions regarding commonalties.

STANDARD: The student uses writing processes effectively and writes to communicate ideas and information effectively.

11th Standard

GOAL: 2. 1. 4. The student uses writing processes effectively.

OBJECTIVE

ACADEMIC OUTCOMES

2.1.4.1. Selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines.

2.1.4.1.a. Employs organizational strategies such as analyzing a task, making a writing plan, and understanding a rubric, to initiate writing.

2.1.4.2. Drafts and revises writing that is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

2.1.4.2.a. Drafts and revises multi-paragraph essays and a documented position paper on some aspect of American culture that are focused around a properly formatted thesis statement with unifying element and controlling idea; logically developed through the use of a strong opening and relevant details and/or examples, and/or pertinent textual citations connected by thoughtful transitions; organized and concluded in a logical fashion, and edited for sentence structure, usage, and mechanics.

2.1.4.3. Produces final documents that have been edited for correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.

2.1.4.3.a. Produces multi-paragraph essays that have been edited for the following principles of language: recognizing and using the parts of speech; recognizing and using sentence elements; recognizing and employing standard principles of agreement; recognizing and writing the four sentence types; recognizing and employing standard conventions regarding mechanics of language; recognizing and employing accurate coordination and subordination; maintaining clear reference and voice; using parallel structure; and that exhibit an understanding of correct formatting requirements.

GOAL: 2. 2. 4. The student writes to communicate ideas and information effectively.

2.2.4.1. Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.

2.2.4.1.a Produces a technical document (such as article, case study, summary, précis of technical article) and produces a one of the following: a survey and an accompanying report, a graph and an accompanying report, or a chronology and an accompanying report.

2.2.4.2. Organizes information using appropriate systems.

2.2.4.2.a. Composes correctly formatted outlines to write multi-paragraph essays.

2.2.4.3. Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

2.2.4.3.a. Uses the writing process to produce a technical document, a comparison/contrast essay, a literary analysis, a poem, and a creative piece of writing of another genre (short story, personal anecdote, script, essay, etc.).

2.2.4.4. Selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.

2.2.4.4.a. Uses available facilities and technology to write for classroom presentation a visually supported, documented position paper on some aspect of American culture.

STRAND: 3. LISTENING, VIEWING, AND SPEAKING

11TH  Standard

GOAL: 3. 1. 4. The student uses listening strategies effectively.

OBJECTIVE

ACADEMIC OUTCOMES

3.1.4.1. Selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

3.1.4.1.a Participates effectively in classroom discussions and collaborative learning situations.

3.1.4.2. Describes, evaluates, and expands personal preferences in listening to fiction, drama, literary nonfiction, and informational presentations.

3.1.4.2.a Explains and evaluates literary listening preferences during group discussions and responds to other group members' preferences.

3.1.4.3. Uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.

3.1.4.3.a Participates actively in class or small group discussions by appropriately building upon and/or adding to ideas presented by previous speakers.

3.1.4.4. Identifies bias, prejudice, or propaganda in oral messages.

3.1.4.4.a. Identifies oral propaganda techniques and strategies and their impact on the audience.

GOAL: 3.2.4. The student uses viewing strategies effectively.

3.2.4.1. Determines main concept and supporting details in order to analyze and evaluate non-print media messages.

3.2.4.1.a. Recognizes connections between artwork and literature and evaluates the differing impacts between the two media.

3.2.4.2. Understands factors that influence the effectiveness of nonverbal cues used in non-print media, such as the viewer's past experiences and preferences, and the context in which the cues are presented.

3.2.4.2.a. Develops a critical awareness based on the ability to distinguish exploitation from non-biased communication.

GOAL: 3. 3. 4. The student uses speaking strategies effectively.

3.3.4.1. Uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

3.3.4.1.a. Incorporates appropriate standards of oral communication in formal and informal presentations.

3.3.4.2. Selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations.

3.3.4.2.a. Incorporates strategies of oral communication in classroom discussions and collaborative learning situations.

3.3.4.3. Uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.

3.3.4.3.a. Uses relevant details and ancillary technological products where available to support an oral presentation on an aspect of American culture.

3.3.4.4. Applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.

3.3.4.4.a. Incorporates appropriate standards of oral communication in classroom scenarios.

3.3.4.5. Develops and sustains a line of argument and provides appropriate support.

3.3.4.5.a. Develops a method of defending a position with valid oral evidence.

STRAND: 4 - LANGUAGE

11TH Standard

GOAL: 4. 1. 4. The student understands the nature of language.

OBJECTIVE

ACADEMIC OUTCOMES

4.1.4.1. Applies an understanding that language and literature are primary means by which culture is transmitted.

4.1.4.1.a Recognizes how the development of American language reflects the changing American culture.

4.1.4.2. Makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.

4.1.4.2.a. Uses language that demonstrates respect for cultural differences and exhibits compassion for others.

4.1.4.3. Understands that there are differences among various dialects of English.

4.1.4.3.a. Recognizes dialect its effect on the tone of a literary selection

GOAL: 4. 2. 4. The student understands the power of language.

4.2.4.1. Understands specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities.

4.2.4.1.a. Recognizes the ways in which language has shaped the reactions, perspectives, and beliefs of American society.

4.2.4.2. Understands the subtleties of literary devices and techniques in the comprehension and creation of communication.

4.2.4.2.a. Recognizes the ways in which literary devices affect tone in selected works.

4.2.4.3. Recognizes production elements that contribute to the effectiveness of a specific medium.

4.2.4.3.a. Recognizes production elements that contribute to the effectiveness of mass media or art.

4.2.4.4. Effectively integrates multimedia and technology into presentations.

4.2.4.4.a Employs available technology to create visual supportive materials for oral presentations.

4.2.4.5. Critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

4.2.4.5.a. Recognizes the methods by which the non-print media are designed to influence and manipulate viewer choices.

4.2.4.6. Understands that laws control the delivery and use of media to protect the rights of authors and the rights of media owners.

4.2.4.6.a. Learns and applies appropriate MLA documentation.

GOAL: 5. 1. 4. The student understands the common features of a variety of literary forms.

11^th  Standard

OBJECTIVE

ACADEMIC OUTCOMES

 5.1.4.1. Identifies the characteristics that distinguish literary forms.

 5.1.4.1.a Finds examples of the characteristics of poetry, nonfiction, the short story, the novel, and drama.

 5.1.4.2 Understands why certain literary works are considered classics.

 5.1.4.2.a. Recognizes that classic works can be identified by such common elements as universality, structure, longevity, and mass appeal.

 5.1.4.3. Identifies universal themes prevalent in the literature of all cultures.

 5.1.4.3.a. Identifies universal themes in assigned literary selections.

 5.1.4.4. Understands the characteristics of major types of drama

 5.1.4.4.a. Identifies major elements of modern tragedy.

 5.1.4.5. Understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods.

 5.1.4.5.a. Discerns characteristics selections of American literature from the following literary periods:

 American Beginnings;

 Age of Reason and Revolution; Romanticism;

 Expanding America; Realism; Modernism, and

 Postwar Culture.

GOAL: 5. 2. 4. The student responds critically to fiction, nonfiction, poetry, and drama.

 5.2.4.1. Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.

 5.2.4.1.a. Recognizes the connections among plot, tone, setting, and diction in a literary selection.

 5.2.4.2. Understands the relationships between and among elements of literature, including characters, plot, setting, tone, point of view, and theme.

 5.2.4.2.a. Compares and contrasts the uses of various literary elements, especially irony and symbolism, in the novel, the drama, nonfiction, and short stories.

 5.2.4.3. Analyzes poetry for the ways in which poets inspire the reader to share emotions, such as the use of imagery, personification, and figures of speech, including simile and metaphor; and the use of sound, such as rhyme, rhythm, repetition, and alliteration.

 5.2.4.3.a. Attains an awareness of the evolution of poetic devices and structures in American literature that evolution.

 5.2.4.4. Understands the use of images and sounds to elicit the reader's emotions in both fiction and nonfiction.

 5.2.4.4.a. Recognizes sensory language and its impact on the reader.

 5.2.4.5. Analyzes the relationships among author's style, literary form, and intended impact on the reader.

 5.2.4.5.a. Compares the impacts of genre between or among two or more works with a common theme.

 5.2.4.6. Recognizes and explains those elements in texts that prompt a personal response, such as connections between one's own life and the characters, events, motives, and causes of conflict in texts.

 5.2.4.6.a. Relates the content of a literary selection to her or his own life.

 5.2.4.7. Examines a literary selection from several critical perspectives.

 5.2.4.7.a. Examines and synthesizes multiple literary analyses of the same literary selection.

 5.2.4.8. Knows that people respond differently to texts based on their background knowledge, purpose, and point of view.

 5.2.4.8.a Compares her or his reaction to a literary selection to that of a classmate.