FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
CCRS / QUALITYCORE / CONTENT STANDARDS / EVIDENCE OF STUDENT ATTAINMENT / RESOURCES
9
18
28
29
35
40 / A.1.a-c
A.2.a-d
ALL
B.1.a-d
B.2.a-e
B.3.a-e
E.c
A.7.b
D.1.a-e
D.2.a-g
B.4.a-d
B.5.a-f
A.8.a-e, h
B.1.c
B.3.d
B.4.e-g / ELEVENTH GRADE
READING LITERATURE:
By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11.10]
READING INFORMATIONAL TEXTS:
By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11.10]
WRITING STANDARDS:
Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11.10]
SPEAKING AND LISTENING:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners onGrade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. [SL.11.1]
KNOWLEDGE AND LANGUAGE:
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.11.1]
VOCABULARY ACQUISITION AND USE:
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. [L.11.6] / With scaffolding as needed, students:
· read and actively engage in comprehending appropriately complex stories and poetry
Students, with scaffolding as needed:
· read and actively engage in comprehending appropriately complex informational texts
With practice and support, students:
· produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
· be prepared by reading or researching required materials
· refer to evidence in order to explore and initiate discussions with ideas gained from preparation
· promote civil, democratic discussions
· set clear goals and deadlines, and establish roles in doing so
· propel conversations by posing questions that probe reasoning and evidence to ensure for a full range of topical positions
· contribute relevant evidence, observations, and ideas
· recognize and respond thoughtfully to new information expressed by others
· synthesize comments, claims and evidence from all sides of an issue.
· resolve contradictions
· determine when more research is needed to complete a task
Depending on the intended audience and purpose, students:
· demonstrate command of the conventions of standard English grammar when writing or speaking
· understand that usage is affected by conventions, can change over time, and become contested
· resolve contested language through the use of references materials such as dictionaries of usage as necessary
Students:
· acquire and use general appropriate vocabulary and academic words and phrases which are sufficient for reading, writing, speaking, and listening at the college and career readiness level
Students:
· demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression
FIRST SIX WEEKS
35
36 / B.4.a-d
B.5.a-f
B.5.a-f
B.6.a-c / I. Language
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.11.1]
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [L.11.2]
a. Capitalization
b. Punctuation
- Commas for items in a series, direct address, nonrestrictive appositives and phrases including parenthetical expressions, introductory adverb clauses, nominative absolutes, and direct quotations
- Apostrophe to show possession
- Periods for abbreviations
- Underlining or italicizing titles
- Quotation marks for direct quotations and titles
- Ellipses
- Parentheses
- Hyphens including suspended hyphens
- Slashes
- Colons
- Semicolons
c. Grammar, usage, and spelling
- Subject-verb agreement including in subjunctive mood and with noun clause as subject
- Noun and verb forms
- Pronoun-antecedent agreement
- Avoidance of double negatives, fragments, run-ons, comma splices, shifts in verb tense, passive voice, redundancy, ambiguity, stilted or artificial language, and homonym confusion
- Appropriate subordination
- Placement or modifiers
- Pronoun case, number, and gender
- Parallelism of all types
- Use of numerals versus words / Depending on the intended audience and purpose, students:
· demonstrate command of the conventions of standard English grammar when writing or speaking
· understand that usage is affected by conventions, can change over time, and become contested
· resolve contested language through the use of references materials such as dictionaries of usage as necessary
Depending on the intended audience and purpose, students:
· apply conventions of standard English, capitalization, punctuation, and spelling when writing
The student's writing is easily understood by the intended audience because of appropriate standard English, capitalization, punctuation, and spelling usage (e.g., hyphenation conventions). / Elements of Writing
22
23 / B.1.a-d
B.3.a-d
B.1.a-d
B.3.a-b, d-e
B.4.f / II. The Writing Process
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21.) [W.11.4]
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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11.5]
I. Review the steps of the writing process.
a. Prewriting
- Clustering, freewriting, brainstorming, listing, questioning
- Choose an appropriate topic
- Organizing/outlining
b. Draft a composition.
- Outlining/organization: thesis statement, controlling ideas, plan of development
- Appropriate introduction, logical progression, satisfactory conclusion
- Appropriate transitional words and phrases
- Variety in phrasing and sentence structure: verbal phrases, simple compound, complex, and compound-complex sentences
- Unity, coherence
c. Proofreading, Editing, and Revising
d. Publishing / Students:
· are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
· apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)
Students develop and strengthen writing by:
· planning
· revising
· editing
· rewriting
· trying a new approach to best address purpose and audience. / Elements of Writing,
Pages 22-41
Pages 96-119
1
2
3
4
5
6
7
29 / A.1.b
A.2.a-d
A.5.f-h
A.6.c
A.7.a-c
A.1.b-c
A.2.a, c-e
A.3.a
A.5.a, c, f, h
A.2.a-d
A.4.a-c
A.5.b-h
A.3.c-d
A.5.a, e, g
A.5.a-h
A.6.a-d
D.1.b-c
A.4.b
A.7.a-c
A.7.a-b
D.1.a-d
D.2.a-g / III. Reading: American Novel
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. [RL.11.1]
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. [RL.11.2]
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). [RL.11.3]
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.) [RL.11.4]
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. [RL.11.5]
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11.6]
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.) [RL.11.7]
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts. And issues, building on others’ ideas and expressing their own clearly and persuasively. [SL.11.1]
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.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
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.
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. / Students use writing and/or speaking to:
· analyze the meaning of a variety of types of texts by explaining explicit ideas and drawing inferences
· provide strong and thorough pieces of textual evidence to support analysis
· determine where the text is vague
Students use writing and/or speaking to:
· objectively summarize a text including an analysis of two or more central ideas or themes over the course of a text
· explain how the central ideas or themes work together to develop complexity
Students use writing and/or speaking to:
· analyze the impact of the author's choices regarding setting, structure and character development to develop the story
Students use writing and/or speaking to:
· determine the meaning of words and phrases based on how they are used in a text
· understand figurative and connotative meanings
· analyze the overall impact of word choices on meaning and tone
· analyze the impact of words with multiple meanings
· notice the impact of language chosen to enhance beauty engagement from a variety of sources including Shakespeare
Students use writing and/or speaking to:
· analyze how an author's choices in regard to structuring specific parts of a text contribute to overall structure and aesthetic impact of a text
Students:
· grasp a particular point of view by distinguishing between what was stated directly and what was meant through the use of satire, sarcasm, irony, or understatement.
Students use writing and/ or speaking to:
· analyze multiple interpretations of a work (e.g. story, drama, poem)
· evaluate the medium's interpretation of the source text including those of both Shakespeare and American dramatists
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
· be prepared by reading or researching required materials
· refer to evidence in order to explore and initiate discussions with ideas gained from preparation
· promote civil, democratic discussions
· set clear goals and deadlines, and establish roles in doing so
· propel conversations by posing questions that probe reasoning and evidence to ensure for a full range of topical positions
· contribute relevant evidence, observations, and ideas
· recognize and respond thoughtfully to new information expressed by others
· synthesize comments, claims and evidence from all sides of an issue.
· resolve contradictions
· determine when more research is needed to complete a task / Suggested Novels: (Choose One)
Uncle Tom’s Cabin
The Awakening
The Great Gatsby
Of Mice and Men
To Kill a Mockingbird
The Old Man and the Sea
The Grapes of Wrath
The Sun Also Rises
Gone with the Wind
For Whom the Bell Tolls
Suggested Activities:
Literature Circles
http://www.scholastic.com/teachers/lesson-plan/literature-circles-high-school-reluctant-readers
http://www.teachingliterature.org/teachingliterature/chapter 5/activities.htm
Novel Study Activities
http://www.scsk12.org/SCS/curriculum_guides/Language_Arts/7EQ4Part2_files/Novel%20Project%20Ideas.pdf
Assorted Discussion Strategies
http://www.fresno.k12.ca.us/divdept/sscience/siop/siop_docs/InstructionalStrategiesActivities.pdf
SECOND SIX WEEKS
1
2
3
4
5
6
7
16
29
39 / A.1.b
A.2.a-d
A.5.f-h
A.6.c
A.7.a-c
A.1.b-c
A.2.a, c-e
A.3.a
A.5.a, c, f, h
A.2.a-d
A.4.a-c
A.5.b-h
A.3.c-d
A.5.a, e, g
A.5.a-h
A.6.a-d
D.1.b-c
A.4.b
A.7.a-c
B.1.d
C.c
E.a
A.7.a-b
D.1.a-d
D.2.a-g
A.8.a-b, f
B.2.a
B.4.e-g
B.5.a / I. Reading
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. [RL.11.1]
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. [RL.11.2]
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). [RL.11.3]
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.) [RL.11.4]