Standard 2: Comprehension - The student will interact with the words and concepts on
the page to understand what the writer has said.

Read and understand grade-level-appropriate material. Analyze the organizational patterns and
evaluate authors’ argument and positions. At Grade 11, in addition to regular classroom reading,
read a wide variety of classic and contemporary literature, poetry, magazines, newspapers,
reference materials, and online information as well as expository (informational and technical)
texts.

1. Literal Understanding

2. Inferences and Interpretation

3. Summary and Generalization

4. Analysis and Evaluation

Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.

Read and respond to grade-level-appropriate historically or culturally significant works of
British, American, or world literature. Conduct in-depth analysis of themes, styles, and trends of
these works across historical periods. Participate productively in self-directed work teams to
create observable products.

1. Literary Genres - Demonstrate a knowledge of and an appreciation for various forms
of literature.

2. Literary Elements - Demonstrate knowledge of literary elements and techniques and
show how they affect the development of a literary work.

3. Figurative Language and Sound Devices - Identify figurative language and sound
devices and analyze how they affect the development of a literary work.

4. Literary Works - Read and respond to historically and culturally significant works of
literature.

Standard 4: Research and Information - The student will conduct research and organize
information.

1. Accessing Information - Select the best source for a given purpose.

2. Interpreting Information - Analyze and evaluate information from a variety of
sources.


Writing/Grammar/Mechanics and Usage: The student will express ideas effectively in
written modes for a variety of purposes and audiences.


Write coherent and focused texts that show a well-defined point of view and tightly reasoned
argument. The writing demonstrates progression through the stages of the writing process.
Work independently and in self-directed work teams to edit and revise.

Standard 1: Writing Process - The student will use the writing process to write
coherently.

1. Use a writing process to develop and refine composition skills.

2. Demonstrate an understanding of the elements of discourse, such as purpose, speaker,
audience, and form when completing narrative expository, persuasive, or descriptive
writing assignments.

3. Use language in creative and vivid ways to establish a specific tone.

4. Use point of view, characterization, style, and related elements for specific rhetorical
(communication) and aesthetic (artistic) purposes.

5. Structure ideas and arguments in a sustained and persuasive way and support them
with precise and relevant examples.

6. Evaluate own writing and others’ writing to highlight the individual voice, improve
sentence variety and style, and enhance subtlety of meaning and tone in ways that are
consistent with the purpose, audience, and form of writing.

Standard 2: Modes and Forms of Writing - The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive,
and reflective modes.

At Grade 11, continue to combine the rhetorical strategies of narration, exposition, persuasion,
reflection, and description to produce text of at least 1,500 words. Refine reflective
compositions and historical investigation reports and become familiar with forms of job
applications and résumés. Deliver multimedia presentations on varied topics. Demonstrate a
command of Standard English and the research, organization, and drafting strategies outlined in
the writing process. Writing demonstrates an awareness of the audience (intended reader) and
purpose for writing.

1. Write fictional, biographical or autobiographical narratives.

2. Write job applications and resumes.

3. Write historical investigations.

4. Write reflective, persuasive, and argumentative compositions.

5. Write responses to literature.

6. Write for different purposes and to a specific audience or person, adjusting tone and
style as necessary to make writing interesting. Continue to produce other writing
forms introduced in earlier grades
.
7. Write documented papers incorporating the techniques of Modern Language
Association (MLA) or similar parenthetical styles.


Standard 3: Grammar/Usage and Mechanics -The student will demonstrate appropriate
practices in writing by applying Standard English conventions to the
revising and editing stages of writing. Work independently and in self-
directed work teams to edit and revise.

1. Standard English Usage - Demonstrate correct use of Standard English in speaking
and writing.

2. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.

3. Sentence Structure - Demonstrate appropriate sentence structure in writing.

4. Apply appropriate manuscript conventions in writing including title page
presentation, pagination, spacing and margins, and integration of sources and support
material, by citing sources within the text, using direct quotations, and paraphrasing.

Oral Language/Listening and Speaking - The student will demonstrate thinking skills in
listening and speaking.

Formulate thoughtful judgments about oral communication. Deliver focused and coherent
presentations that convey clear and distinct perspectives and solid reasoning. Deliver polished
formal and extemporaneous presentations that combine the traditional speech strategies of
narration, exposition, persuasion, and description. Use gestures, tone, and vocabulary
appropriate to the audience and purpose. Use the same Standard English conventions for oral
speech that are used in writing. Participate independently and in groups to create oral
presentations.

Standard 1: Listening - The student will listen for information and for pleasure.

1. Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening
to interpret, respond and evaluate speaker’s messages.

2. Use effective strategies for listening that prepare for listening, identify the types of
listening, and adopt appropriate strategies.

3. Listen and respond appropriately to presentations and performances of peers or
published works such as original essays or narratives, interpretations of poetry, and
individual or group performances.

4. Use effective strategies to evaluate own listening such as asking questions for
clarification, comparing and contrasting interpretations with others, and researching
points of interest or contention.

5. Use effective listening to provide appropriate feedback in a variety of situations such
as conversations and discussions and informative, persuasive, or artistic presentations.

Standard 2: Speaking - The student will express ideas and opinions in group or
individual situations.

1. Use a variety of verbal and nonverbal techniques in presenting oral messages such as
pitch and tone of voice, posture, and eye contact, and demonstrate poise and control
while presenting.

2. Use logical, ethical, and emotional appeals that enhance a specific tone and purpose.

3. Evaluate when to use different kinds of effects (including visuals, music, sound, and
graphics) to create effective presentations.

4. Ask clear questions for a variety of purposes and respond appropriately to the
questions of others.

Visual Literacy: The student will interpret, evaluate, and compose visual messages.


Standard 1: Interpret Meaning - The student will interpret and evaluate the various
ways visual image-makers including graphic artists, illustrators, and news
photographers represent meaning.

1. Use a range of strategies to interpret visual media (e.g., draw conclusions, make
generalizations, synthesize material viewed, refer to images or information in visual
media to support point of view).

2. Describe how editing shapes meaning in visual media (e.g., omission of alternative
perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or
information in order to serve particular interests).

Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such
as film, as compared with print messages.

1. Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts)
to evaluate informational media (e.g., Web sites, documentaries, news programs.

2. Identify the rules and expectations about genre that can be manipulated for particular
effects or purposes (e.g., combining or altering conventions of different genres, such
as presenting news as entertainment; blurring of genres, such as drama-
documentaries).

Standard 3: Compose Visual Messages - The student will create a visual message that
effectively communicates an idea.

1. Design and develop genres such as nightly news, news magazines, and documentaries
and identify the unique properties of each.

2. Compare, contrast, and critique various media coverage of the same events such as in
newspapers, television, and on the Internet, and compose a study of the results.