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11th Grade Student Proficiency Levels: Standard 3 Critical Rdg

Page history last edited by Jason Stephenson 5 years, 6 months ago

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11th Grade Introduction

11th Grade Proficiency Levels

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

 

 

 

Understanding 

Objectives 

 

Approaching 

11.3.R.1

Students can evaluate how an author’s historical, cultural, and/or global perspectives affect their stylistic and organizational choices.

 

 
 

11.3.R.1

Students will evaluate the extent to which historical, cultural, and/or global perspectives affect author's’ stylistic and organizational choices in grade-level literary and informational genres.

    

Developing 

11.3.R.1

Students can identify and interpret how an author’s historical, cultural, and/or global perspectives affect their stylistic and organizational choices.

 

11.3.R.1

Students can discuss how an author’s historical, cultural, and/or global perspectives affect their stylistic and organizational choices

11.3.R.2

Students can identify points of view and perspectives in more than one text and explain how multiple points of view contribute to the meaning of a work.

 

 

11.3.R.2

Students can analyze points of view and perspectives in more than one text and explain how multiple points of view contribute to the meaning of a work.

 

11.3.R.2

Students can evaluate points of view and perspectives in more than one text and explain how multiple points of view contribute to the meaning of a work. 

11.3.R.2

Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work. 

11.3.R.3

Students can analyze how key literary elements contribute to the meaning of a text:

  • theme

  • archetypes

 

 

11.3.R.3

Students can analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts with guidance:

  • theme

  • archetypes

 

11.3.R.3

Students can analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts:

  • theme

  • archetypes

11.3.R.3

Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts:

  • theme

  • archetypes

11.3.R.4

Students can identify literary devices to support interpretations of literary texts:

  • imagery

  • symbolism

  • tone

  • irony

11.3.R.4

Students can evaluate literary devices to support interpretations across literary texts with guidance:

  • imagery

  • symbolism

  • tone

  • irony

11.3.R.4

Students can evaluate literary devices to support interpretations of texts, including comparisons across texts:

  • imagery

  • tone

  • symbolism

  • irony

11.3.R.4

Students will evaluate literary devices to support interpretations of texts, including comparisons across texts:

  • imagery

  • tone

  • symbolism

  • irony

 

 

 

11.3.R.5

Students can identify how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints with support.

11.3.R.5

Students can compare/contrast how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints.

11.3.R.5

Students can evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints.

 

11.3.R.5

Students will evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints.

 

11.3.R.6

Students can analyze the structures of multiple texts/content and infer connections between the texts.

11.3.R.6

Students can analyze the structures of multiple texts/content and provide textual evidence to support inferred connections with guidance.

 

11.3.R.6

Students can analyze the structures of multiple texts/content and provide textual evidence to support inferred connections.

 

11.3.R.6

Students will comparatively analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/counterclaims/evidence) and content by inferring connections among multiple texts and providing textual evidence to support their inferences.

 

11.3.R.7

Students can make connections (e.g., thematic links, literary analysis) across multiple texts.

11.3.R.7

Students can make connections (e.g., thematic links, literary analysis) across multiple texts and provide textual evidence to support their inferences with guidance.

11.3.R.7

Students can make connections (e.g., thematic links, literary analysis) across multiple texts and provide textual evidence to support their inferences.

11.3.R.7

Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.

 
    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 

Developing 
Approaching 
  • Students dissect portions of extracted text in an effort to analyze similarities and differences in concepts and themes.

  • For example, students analyze the language used within the opening of The Declaration of Independence:

    • When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.”

  • Compare and contrast with the opening of The Declaration Of Sentiments And Resolutions Seneca Falls Conference:

    • When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

  • Students work individually or in pairs to compare and contrast selected language to determine author’s purpose and tone.

Understanding 
  • After developing an understanding of authorship, students read a complex text and engage in objective discussions at predetermined intervals. Students utilize Questioning the Author strategies to enrich and advance the discussion. 

Deeper

Acquisition 

  • Students write a summary or essay that cites the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  • Students answer and receive feedback on text dependent questions.

  • Students engage in a variety of discussions &/or Socratic questioning to display competency with regards to this standards.

  • Students prepare a visual representation illustrating and citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences that may be drawn.

  • Students engage in formal and informal presentations regarding authorial evaluation.

 

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11th Grade Introduction

11th Grade Proficiency Levels

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