Indiana Learning Standards for English Language Arts — Grade 11


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11-12.ML.1

Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

11-12.ML.2.1

Evaluate the intersections and conflicts between visual and verbal messages, and recognize how visual techniques or design elements carry or influence messages in various media.

11-12.ML.2.2

Analyze the impact of the media on the public, including identifying and analyzing rhetorical and logical fallacies.

11-12.RL.1

Read a variety of literature within a range of complexity appropriate for grades 11-CCR. By the end of grade 11, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 12, students interact with texts proficiently and independently.

11-12.RL.2.1

Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text, including determining where the text leaves matters uncertain.

11-12.RL.2.2

Compare and contrast the development of similar themes or central ideas across two or more works of literature and analyze how they emerge and are shaped and refined by specific details.

11-12.RL.2.3

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).

11-12.RL.2.4

Students are expected to build upon and continue applying concepts learned previously.

11-12.RL.3.1

Analyze and evaluate how an authors choices concerning how to structure specific parts of a work of literature (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.

11-12.RL.3.2

Analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended (e.g., satire, sarcasm, irony, or understatement) in order to understand the point of view.

11-12.RL.4.1

Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text and the impact of the interpretations on the audience.

11-12.RL.4.2

Analyze and evaluate works of literary or cultural significance in history (American, English, or world) and the way in which these works have used archetypes drawn from myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topics.

11-12.RN.1

Read a variety of nonfiction within a range of complexity appropriate for grades 11-CCR. By the end of grade 11, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 12, students interact with texts proficiently and independently.

11-12.RN.2.1

Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text, including determining where the text leaves matters uncertain.

11-12.RN.2.2

Compare and contrast the development of similar central ideas across two or more texts and analyze how they emerge and are shaped and refined by specific details.

11-12.RN.2.3

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 a text.

11-12.RN.3.1

Students are expected to build upon and continue applying concepts learned previously.

11-12.RN.3.2

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.

11-12.RN.3.3

Determine an authors perspective or purpose in a text in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences, anticipates and addresses reader concerns and counterclaims), analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

11-12.RN.4.1

Delineate and evaluate the arguments and specific claims in seminal U.S. and world texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

11-12.RN.4.2

Synthesize and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.

11-12.RN.4.3

Analyze and synthesize foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

11-12.RV.1

Acquire and use accurately general academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

11-12.RV.2.1

Use context to determine or clarify the meaning of words and phrases.

11-12.RV.2.2

Students are expected to build upon and continue applying concepts learned previously.

11-12.RV.2.3

Analyze nuances in the meaning of words with similar denotations.

11-12.RV.2.4

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

11-12.RV.2.5

Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage.

11-12.RV.3.1

Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the cumulative impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

11-12.RV.3.2

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.

11-12.RV.3.3

Interpret figures of speech (e.g., paradox) in context and analyze their role in the text.

11-12.SL.1

Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

11-12.SL.2.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others ideas and expressing personal ideas clearly and persuasively.

11-12.SL.2.2

Stimulate a thoughtful, well-reasoned debate and exchange of ideas by referring to specific evidence from materials under study and additional research and resources.

11-12.SL.2.3

Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

11-12.SL.2.4

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.

11-12.SL.2.5

Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task.

11-12.SL.3.1

Integrate multiple sources of information presented in diverse media and formats (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

11-12.SL.3.2

Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

11-12.SL.4.1

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

11-12.SL.4.2

Create engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

11-12.SL.4.3

Students are expected to build upon and continue applying concepts learned previously.

11-12.W.1

Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts.

11-12.W.2

Students are expected to build upon and continue applying concepts learned previously.

11-12.W.3.1

Write arguments in a variety of forms that 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. 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 audiences knowledge level, concerns, values, and possible biases. Use effective transitions 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. Establish and maintain a consistent style and tone appropriate to purpose and audience. Provide a concluding statement or section that follows from and supports the argument presented.

11-12.W.3.2

Write informative compositions in a variety of forms that Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Choose language, content-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy. Establish and maintain a style appropriate to the purpose and audience. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

11-12.W.3.3

Write narrative compositions in a variety of forms that Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. Create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

11-12.W.4

Apply the writing process to Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent. Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

11-12.W.5

Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study. Formulate an inquiry question, and refine and narrow the focus as research evolves. Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources. Assess the strengths and limitations of each source in terms of the task, purpose, and audience. Synthesize and integrate information into the text selectively to maintain the flow of ideas. Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., MLA, APA) for citation. Present information, choosing from a variety of formats.

11-12.W.6.1

Demonstrate command of English grammar and usage, focusing on

11-12.W.6.1a

Pronouns Students are expected to build upon and continue applying conventions learned previously.

11-12.W.6.1b

Verbs Students are expected to build upon and continue applying conventions learned previously.

11-12.W.6.1c

Adjectives and Adverbs Students are expected to build upon and continue applying conventions learned previously.

11-12.W.6.1d

Phrases and Clauses Students are expected to build upon and continue applying conventions learned previously

11-12.W.6.1e

Usage Students are expected to build upon and continue applying conventions learned previously.

11-12.W.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on

11-12.W.6.2a

Capitalization Students are expected to build upon and continue applying conventions learned previously.

11-12.W.6.2b

Punctuation Students are expected to build upon and continue applying conventions learned previously.

11-12.W.6.2c

Spelling Students are expected to build upon and continue applying conventions learned previously.