Grade 11-12: English Language Arts
Common Core Standards / Converted/Unpacked StandardsReading Literature
CC.11-12.R.L.1 Key Ideas and Details: 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. / I can locate and summarize strong and thorough evidence in the text to support my analysis of what the text says. [RL.11-CCR.1]
I can distinguish between what the text explicitly states versus what the text suggests implicitly. [RL.11-CCR.1]
I can draw conclusions based on what the text suggests implicitly. [RL.11-CCR.1]
I can determine where the text leaves matters uncertain or is ambiguous. [RL.11-CCR.1]
CC.11-12.R.L.2 Key Ideas and Details: 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. / I can determine multiple central ideas of a text and describe how each section develops each idea central idea. [RL.11-CCR.2]
I can analyze how central ideas of a text are shaped, refined, and complicated by specific details. [RL.11-CCR.2]
I can summarize what the text says without including my own opinion about the subject matter. [RL.11-CCR.2]
CC.11-12.R.L.3 Key Ideas and Details: 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). / I can analyze the specific choices an author makes to develop and relate elements of a story, and discuss the impact these choices have on the overall work. [RL.11-CCR.3]
I can trace how complex characters develop over the course of a text. [RL.11-CCR.2], [RL.11-CCR.3]
I can analyze how complex characters interact with other characters over the course of a text. [RL.11-CCR.2], [RL.11-CCR.3]
I can describe how complex characters advance the plot or develop the theme. [RL.11-CCR.2], [RL.11-CCR.3]
CC.11-12.R.L.4 Craft and Structure: 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. / I can determine the meanings of words and phrases as they are used in a text. [RL.11-CCR.4]
I can distinguish between the figurative and connotative meanings of words as they are used in a text. [RL.11-CCR.4]
I can analyze and understand how an author’s specific word choice affects the meaning and tone of a text, and how the language used deepens a reader’s connection to a scene or moment. [RL.11-CCR.4]
CC.11-12.R.L.5 Craft and Structure: 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. / I can analyze how structural elements of a text function to shape the overall meaning and aesthetic impact of a text. [RL.11-CCR.5]
I can analyze how the the author’s choices concerning how to structure portions of a text impact a reader. [RL.11-CCR.5]
Common Core Standards / Converted/Unpacked Standards
Reading Literature
CC.11-12.R.L.6 Craft and Structure: 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). / I can analyze and understand point of view by distinguishing what a narrator or character has explicitly stated in a text from the (true) implied meaning. [RL.11-CCR.6]
I can recognize satire, sarcasm, irony, and understatement in a text. [RL.11-CCR.6]
CC.11-12.R.L.7 Integration of Knowledge and Ideas: 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.) / I can analyze multiple interpretations of a story, drama, or poem. [RL.11-CCR.7]
I can evaluate how each interpretation of a story, drama, or poem treats the source text. [RL.11-CCR.7]
CC.11-12.R.L.9 Integration of Knowledge and Ideas: 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. / I can analyze how several foundational works of American literature address a similar theme or topic. [RL.11-CCR.9]
I can analyze how several foundational works of American literature from the same time period address a similar theme or topic. [RL.11-CCR.9]
I can analyze how foundational works of American literature reflect or reject the values commonly associated with the time period in which they were created. [RL.11-CCR.9]
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. / I can distinguish between portions of a text that I understand versus portions that I don’t understand. [RL.11-CCR.10]
I can use various reading and note-taking strategies that will help me locate portions of a text that are difficult for me. [RL.11-CCR.10]
I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me. [RL.11-CCR.10]
I can seek out additional resources to help me understand complicated texts. [RL.11-CCR.10]
Reading Informational Text
CC.11-12.R.I.1 Key Ideas and Details: 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. / I can locate and summarize strong and thorough evidence in the text to support my analysis of what the text says. [RI.11.CCR-1]
I can distinguish between what the text explicitly states versus what the text suggests implicitly. [RI.11.CCR-1]
I can draw conclusions based on what the text suggests implicitly. [RI.11.CCR-1]
I can determine where the text leaves matters uncertain or is ambiguous. [RI.11.CCR-1]
Common Core Standards / Converted/Unpacked Standards
Reading for Information
CC.11-12.R.I.2 Key Ideas and Details: 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. / I can determine multiple central ideas of a text and describe how each section develops each idea central idea. [RI.11.CCR-2]
I can analyze how central ideas of a text are shaped, refined, and complicated by specific details. [RI.11.CCR-2], [RI.11.CCR-2]
I can summarize what the text says without including my own opinion about the subject matter. [RI.11.CCR-2]
CC.11-12.R.I.3 Key Ideas and Details: 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. / I can analyze how a complex set of ideas or sequence of events develops over the course of a text. [RI.11.CCR-2], [RI.11.CCR-3]
I can explain how specific individuals, ideas, or events interact and develop over the course of the text.
[RI.11.CCR-3]
CC.11-12.R.I.4 Craft and Structure: 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). / I can determine the meanings of words and phrases as they are used in a text. [RI.11-CCR.4]
I can distinguish between the figurative and connotative meanings of words as they are used in a text. [RI.11-CCR.4]
I can analyze and understand how an author uses and refines the meaning of a key term or terms over the course of a text. [RI.11-CCR.4]
CC.11-12.R.I.5 Craft and Structure: 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. / I can analyze how structural elements of a text are employed in an author’s exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-CCR.5]
I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-CCR.5]
CC.11-12.R.I.6 Craft and Structure: 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. / I can determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective. [RI.11-CCR.6]
I can analyze how style and content contribute to the power, persuasiveness or beauty of the text. [RI.11-CCR.6]
CC.11-12.R.I.7 Integration of Knowledge and Ideas: 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. / I can synthesize multiple sources of information presented in different media or formats. [RI.11-CCR.7]
I can analyze and evaluate print and non-print elements of a text. [RI.11-CCR.7]
CC.11-12.R.I.8 Integration of Knowledge and Ideas: 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). / I can understand the premises, purposes, and arguments in works of public advocacy, and analyze how these elements convey meaning. [RI.11-CCR.8]
I can delineate and evaluate the reasoning in seminal U.S. texts such as legal and constitutional documents. [RI.11-CCR.8]
CC.11-12.R.I.9 Integration of Knowledge and Ideas: 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. / I can identify rhetorical strategies employed in seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance. [RI.11-CCR.9]
I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. [RI.11-CCR.9]
CC.11-12.R.I.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. / can distinguish between portions of a text that I understand versus portions that I don’t understand. [RI.11-CCR.10]
I can use various reading and note-taking strategies that will help me locate portions of a text that are difficult for me. [RI.11-CCR.10]
I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me. [RI.11-CCR.10]
I can seek out additional resources to help me understand complicated texts. [RI.11-CCR.10]
Reading Fundamentals
None
Writing
CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. / I can write arguments where I make knowledgeable claims based on my analysis of a substantive topic or text. [W.11-CCR.1]
I can write arguments using valid reasoning and relevant and sufficient evidence. [W.11-CCR.1]
CC.11-12.W.1.a Text Types and Purposes: 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. / I can introduce claims and evidence and establish clear relationships among them, including how each connects and supports the central argument. [W.11-CCR.1.a]
CC.11-12.W.1.b Text Types and Purposes: 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. / I can develop claims fairly, supplying evidence in a way that accurately reflects my audience’s knowledge level, concerns, values, and possible biases. [W.11-CCR.1]
I can address and develop counterclaims fairly, pointing out the strengths and, ultimately, limitations of them to strengthen my central argument. [W.11-CCR.1.b]
CC.11-12.W.1.c Text Types and Purposes: 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. / I can create and maintain flow in my arguments using words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims, evidence, reasons, and counterclaims. [W.11-CCR.1.c]
CC.11-12.W.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / I can maintain a formal style and objective tone appropriate for the task and audience. [W.11-CCR.1.d]
I can attend to the proper conventions of the discipline in which I’m writing, including incorporating and citing evidence and sources appropriate to the specific discipline. [W.11-CCR.1d]
CC.11-12.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented. / I can provide a concluding statement or section that supports and further strengthens the argument because I addressed both claims and counterclaims prior to the conclusion. [W.11-CCR.1.e]