English Language Arts Grade 11: Side-by-Side Comparison … · and Louisiana Grade Level...

Southwest Educational Development Laboratory (November 2005) 1

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS)and Louisiana Grade Level Expectations (GLEs)

ENGLISH LANGUAGE ARTS: Grade 11

TEKS Comments Louisiana GLE

(11.1) Writing/Purposes. The student writes in avariety of forms, including business, personal,literary, and persuasive texts, for various audiencesand purposes.

(11.1.A) write in various forms with particularemphasis on business forms such as a report, memo,narrative or procedure, summary/abstract, andresumé;

17. Use the various modes to write complex compositions, including:- definition essay- problem/solution essay- a research project- literary analyses that incorporate research- cause-effect essay- process analyses- persuasive essays (ELA-2-H4)

20. Write for various purposes, including:- interpretations/explanations that connect life experiences to works ofAmerican, British, and world literature- functional documents (e.g., resumes, memos, proposals) (ELA-2-H6)

(11.1.B) write in a voice and style appropriate toaudience and purpose;

15. Develop complex compositions on student- or teacher-selectedtopics that are suited to an identified audience and purpose and thatinclude the following:- word choices appropriate to the identified audience and/or purpose- vocabulary selected to clarify meaning, create images, and set a tone- information/ideas selected to engage the interest of the reader- clear voice (individual personality) (ELA-2-H2)

19. Extend development of individual style to include the following:- avoidance of overused words, clichés, and jargon- a variety of sentence structures and patterns- diction that sets tone and mood- vocabulary and phrasing that reflect the character and temperament(voice) of the writer (ELA-2-H5)

(11.1.C) organize ideas in writing to ensurecoherence, logical progression, and support forideas.

14. Develop complex compositions, essays, and reports that includethe following:- a clearly stated central idea/thesis statement- a clear, overall structure (e.g., introduction, body, appropriateconclusion)- supporting paragraphs organized in a logical sequence (e.g., spatialorder, order of importance, ascending/descending order, chronologicalorder, parallel construction)- transitional words, phrases, and devices that unify throughout (ELA-2-H1)



- supporting paragraphs organized in a logical sequence (e.g., spatialorder, order of importance, ascending/descending order, chronologicalorder, parallel construction)- transitional words, phrases, and devices that unify throughout (ELA-2-H1)

(11.2) Writing/Writing Processes. The student usesrecursive writing processes when appropriate.

(11.2.A) use prewriting strategies to generate ideas,develop voice, and plan;

16. Develop complex compositions using writing processes such asthe following:- selecting topic and form (e.g., determining a purpose and audience)- prewriting (e.g., brainstorming, clustering, outlining, generating mainidea/thesis statements)- drafting- conferencing with peers and teachers- revising for content and structure based on feedback- proofreading/editing to improve conventions of language- publishing using available technology (ELA-2-H3)

(11.2.B) develop drafts both alone and collaborativelyby organizing and reorganizing content and byrefining style to suit occasion, audience, andpurpose;


(11.2.C) proofread writing for appropriateness oforganization, content, style, and conventions;


(11.2.D) frequently refine selected pieces to publishfor general and specific audiences;




- prewriting (e.g., brainstorming, clustering, outlining, generating mainidea/thesis statements)- drafting- conferencing with peers and teachers- revising for content and structure based on feedback- proofreading/editing to improve conventions of language- publishing using available technology (ELA-2-H3)

39. Use word processing and/or technology to draft, revise, andpublish various works, including:- functional documents (e.g., requests for information, resumes, lettersof complaint, memos, proposals), using formatting techniques thatmake the document user friendly- analytical reports that include databases, graphics, and spreadsheets- research reports on high-interest and literary topics (ELA-5-H4)

(11.2.E) use technology for aspects of creating,revising, editing, and publishing texts.



(11.3) Writing/Grammar/Usage/Conventions/Spelling.The student relies increasingly on the conventionsand mechanics of written English, including the rulesof usage and grammar, to write clearly andeffectively.

(11.3.A) produce legible work that shows accuratespelling and correct use of the conventions ofpunctuation and capitalization such as italics andellipses;

23. Apply standard rules of mechanics and punctuation, including:- parentheses- brackets- dashes- commas after introductory adverb clauses and long introductoryphrases- quotation marks for secondary quotations- internal capitalization



punctuation and capitalization such as italics andellipses;

- brackets- dashes- commas after introductory adverb clauses and long introductoryphrases- quotation marks for secondary quotations- internal capitalization- manuscript form (ELA-3-H2)

(11.3.B) demonstrate control over grammaticalelements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

21. Apply standard rules of sentence formation, including parallelstructure (ELA-3-H2)

22. Apply standard rules of usage, for example:- avoid splitting infinitives- use the subjunctive mood appropriately (ELA-3-H2)

(11.3.C) compose increasingly more involvedsentences that contain gerunds, participles, andinfinitives in their various functions;

Implied 22. Apply standard rules of usage, for example:- avoid splitting infinitives- use the subjunctive mood appropriately (ELA-3-H2)

(11.3.D) produce error-free writing in the final draft;and

Implied 16. Develop complex compositions using writing processes such asthe following:- selecting topic and form (e.g., determining a purpose and audience)- prewriting (e.g., brainstorming, clustering, outlining, generating mainidea/thesis statements)- drafting- conferencing with peers and teachers- revising for content and structure based on feedback- proofreading/editing to improve conventions of language- publishing using available technology (ELA-2-H3)

(11.3.E) use a manual of style such as ModernLanguage Association (MLA), AmericanPsychological Association (APA), and The ChicagoManual of Style (CMS).

40. Use selected style guides to produce complex reports that includethe following:- credit for sources (e.g., appropriate parenthetical documentation andnotes)- standard formatting for source acknowledgment (ELA-5-H5)

(11.4) Writing/Inquiry/Research. The student useswriting as a tool for learning.

(11.4.A) use writing to formulate questions, refinetopics, and clarify ideas;

Implied 37. Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including:- formulating clear research questions- evaluating the validity and/or reliability of primary and/or secondarysources- using graphic organizers (e.g., outlining, charts, timelines, webs)- compiling and organizing information to support the central ideas,concepts, and themes of a formal paper or presentation- preparing annotated bibliographies and anecdotal scripts (ELA-5-H3)



concepts, and themes of a formal paper or presentation- preparing annotated bibliographies and anecdotal scripts (ELA-5-H3)

(11.4.B) use writing to discover, organize, andsupport what is known and what needs to be learnedabout a topic;

38. Write extended research reports (e.g., historical investigations,reports about high interest and library subjects) which include thefollowing:- researched information that supports main ideas- facts, details, examples, and explanations from sources- graphics when appropriate- complete documentation (e.g., endnotes or parenthetical citations,works cited lists or bibliographies) consistent with a specified styleguide (ELA-5-H3)

(11.4.C) compile information from primary andsecondary sources in systematic ways usingavailable technology;

Implied 35. Locate, analyze, and synthesize information from a variety ofcomplex resources, including:- multiple print texts (e.g., encyclopedias, atlases, library catalogs,specialized dictionaries, almanacs, technical encyclopedias, andperiodicals)- electronic sources (e.g., Web sites or databases)- other media (e.g., community and government data, television andradio resources, and audio and visual materials) (ELA-5-H2)

37. Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including:- formulating clear research questions- evaluating the validity and/or reliability of primary and/or secondarysources- using graphic organizers (e.g., outlining, charts, timelines, webs)- compiling and organizing information to support the central ideas,concepts, and themes of a formal paper or presentation- preparing annotated bibliographies and anecdotal scripts (ELA-5-H3)

(11.4.D) represent information in a variety of wayssuch as graphics, conceptual maps, and learninglogs;


(11.4.E) use writing as a study tool to clarify andremember information;

Implied, Not SpecificallyAddressed (NSA)

20. Write for various purposes, including:- interpretations/explanations that connect life experiences to works ofAmerican, British, and world literature- functional documents (e.g., resumes, memos, proposals) (ELA-2-H6)



- functional documents (e.g., resumes, memos, proposals) (ELA-2-H6)

(11.4.F) compile written ideas and representationsinto reports, summaries, or other formats and drawconclusions;


(11.4.G) analyze strategies that writers in differentfields use to compose.

Implied, NSA 41. Analyze and synthesize information found in various complexgraphic organizers, including detailed maps, comparative charts,extended tables, graphs, diagrams, cutaways, overlays, and sidebars(ELA-5-H6)

(11.5) Writing/Evaluation. The student evaluateshis/her own writing and the writings of others.

(11.5.A) evaluate writing for both mechanics andcontent;


(11.5.B) respond productively to peer review ofhis/her own work.

Implied 16. Develop complex compositions using writing processes such asthe following:- selecting topic and form (e.g., determining a purpose and audience)- prewriting (e.g., brainstorming, clustering, outlining, generating mainidea/thesis statements)- drafting- conferencing with peers and teachers- revising for content and structure based on feedback- proofreading/editing to improve conventions of language- publishing using available technology (ELA-2-H3)

(11.6) Reading/Word Identification/Vocabularydevelopment. The student acquires an extensivevocabulary through reading and systematic wordstudy.



(11.6.A) expand vocabulary through wide reading,listening, and discussing;

Implied 1. Extend basic and technical vocabulary using a variety of strategies,including:- analysis of an author’s word choice- use of related forms of words- analysis of analogous statements (ELA-1-H1)

(11.6.B) rely on context to determine meanings ofwords and phrases such as figurative language,connotation and denotation of words, analogies,idioms, and technical vocabulary;


(11.6.C) apply meanings of prefixes, roots, andsuffixes in order to comprehend;


(11.6.D) research word origins as an aid tounderstanding meanings, derivations, and spellingsas well as influences on the English language;


(11.6.E) use reference material such as glossary,dictionary, thesaurus, and available technology todetermine precise meaning and usage;


(11.6.F) discriminate between connotative anddenotative meanings and interpret the connotativepower of words;


(11.6.G) read and understand analogies. Implied 1. Extend basic and technical vocabulary using a variety of strategies,including:- analysis of an author’s word choice- use of related forms of words- analysis of analogous statements (ELA-1-H1)

(11.7) Reading/Comprehension. The studentcomprehends selections using a variety of strategies.

(11.7.A) establish and adjust purpose for readingsuch as to find out, to understand, to interpret, toenjoy, and to solve problems;

NSA 4. Evaluate ways in which the main idea, rationale or thesis, andinformation in complex texts, including consumer, workplace, public,and historical documents, represent a view or comment on life (ELA-1-H4)



such as to find out, to understand, to interpret, toenjoy, and to solve problems;

information in complex texts, including consumer, workplace, public,and historical documents, represent a view or comment on life (ELA-1-H4)

(11.7.B) draw upon his/her own background toprovide connection to texts;

Implied 4. Evaluate ways in which the main idea, rationale or thesis, andinformation in complex texts, including consumer, workplace, public,and historical documents, represent a view or comment on life (ELA-1-H4)

(11.7.C) monitor his/her own reading strategies andmake modifications when understanding breaksdown such as by rereading, using resources, andquestioning;


(11.7.D) construct images such as graphic organizersbased on text descriptions and text structures;

NSA

(11.7.E) analyze text structures such ascompare/contrast, cause/effect, and chronologicalorder for how they influence understanding;

9. Demonstrate understanding of information in American, British, andworld literature using a variety of strategies, for example:- interpreting and evaluating presentation of events and information- evaluating the credibility of arguments in nonfiction works- making inferences and drawing conclusions- evaluating the author’s use of complex literary elements, (e.g.,symbolism, themes, characterization, ideas)- comparing and contrasting major periods, themes, styles, and trendswithin and across texts- making predictions and generalizations about ideas and information- critiquing the strengths and weaknesses of ideas and information- synthesizing (ELA-7-H1)

12. Analyze and evaluate works of American, British, or world literaturein terms of an author’s life, culture, and philosophical assumptions(ELA-7-H3)

(11.7.F) produce summaries of texts by identifyingmain ideas and their supporting details;




- synthesizing (ELA-7-H1)

13. Analyze information within and across grade-appropriate print andnonprint texts using various reasoning skills, including:- identifying cause-effect relationships- raising questions- reasoning inductively and deductively- generating a theory or hypothesis- skimming/scanning- distinguishing facts from opinions and probability (ELA-7-H4)

(11.7.G) draw inferences such as conclusions,generalizations, and predictions and support themwith text evidence and experience;

3. Draw conclusions and make inferences about ideas and informationin complex texts in oral and written responses, including:- fiction/nonfiction- drama/poetry- public documents- film/visual texts- debates/speeches (ELA-1-H3)


13. Analyze information within and across grade-appropriate print andnonprint texts using various reasoning skills, including:- identifying cause-effect relationships- raising questions- reasoning inductively and deductively- generating a theory or hypothesis- skimming/scanning- distinguishing facts from opinions and probability (ELA-7-H4)

(11.7.H) use study strategies such as note taking,outlining, and using study-guide questions to betterunderstand texts;

Implied 13. Analyze information within and across grade-appropriate print andnonprint texts using various reasoning skills, including:- identifying cause-effect relationships- raising questions- reasoning inductively and deductively- generating a theory or hypothesis- skimming/scanning- distinguishing facts from opinions and probability (ELA-7-H4)



- raising questions- reasoning inductively and deductively- generating a theory or hypothesis- skimming/scanning- distinguishing facts from opinions and probability (ELA-7-H4)

27. Listen to detailed oral instructions and presentations and carry outcomplex procedures, including:- reading and questioning- writing responses- forming groups- taking accurate, detailed notes (ELA-4-H2)

(11.7.I) read silently with comprehension for asustained period of time.

Not Addressed (NA)

(11.8) Reading/Variety of Texts. The student readsextensively and intensively for different purposes andin varied sources, including American literature.

(11.8.A) read to be entertained, to appreciate awriter's craft, to be informed, to take action, and todiscover models to use in his/her own writing;

Implied 3. Draw conclusions and make inferences about ideas and informationin complex texts in oral and written responses, including:- fiction/nonfiction- drama/poetry- public documents- film/visual texts- debates/speeches (ELA-1-H3)

4. Evaluate ways in which the main idea, rationale or thesis, andinformation in complex texts, including consumer, workplace, public,and historical documents, represent a view or comment on life (ELA-1-H4)

7. Analyze and synthesize in oral and written responses distinctiveelements (e.g., structure) of a variety of literary forms and types,including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies- short stories, novellas, and novels- biographies and autobiographies- speeches (ELA-6-H3)



(11.8.B) read in varied sources such as diaries,journals, textbooks, maps, newspapers, letters,speeches, memoranda, electronic texts, and othermedia;



(11.8.C) read American and other world literature,including classic and contemporary works;

6. Analyze and explain the significance of literary forms, techniques,characteristics, and recurrent themes of major literary periods inancient, American, British, or world literature (ELA-6-H2)


11. Analyze and evaluate the philosophical arguments presented inliterary works, including American, British, or world literature (ELA-7-H2)12. Analyze and evaluate works of American, British, or world literaturein terms of an author’s life, culture, and philosophical assumptions(ELA-7-H3)



(11.8.D) interpret the possible influences of thehistorical context on literary works.

5. Analyze and critique the impact of historical periods, diverse ethnicgroups, and major influences (e.g., philosophical, political, religious,ethical, social) on American, British, or world literature in oral andwritten responses (ELA-6-H1)

(11.9) Reading/Culture. The student reads widely,including American literature, to increase knowledgeof his/her own culture, the culture of others, and thecommon elements across cultures.

(11.9.A) recognize distinctive and sharedcharacteristics of cultures through reading;

Implied 5. Analyze and critique the impact of historical periods, diverse ethnicgroups, and major influences (e.g., philosophical, political, religious,ethical, social) on American, British, or world literature in oral andwritten responses (ELA-6-H1)


(11.9.B) compare text events with his/her own andother readers' experiences.

NSA

(11.10) Reading/Literary Response. The studentexpresses and supports responses to various typesof texts.

(11.10.A) respond to informational and aestheticelements in texts such as discussions, journalentries, oral interpretations, enactments, and graphicdisplays;

Approximates 4. Evaluate ways in which the main idea, rationale or thesis, andinformation in complex texts, including consumer, workplace, public,and historical documents, represent a view or comment on life (ELA-1-H4)


(11.10.B) use elements of text to defend, clarify, andnegotiate responses and interpretations;

Approximates 7. Analyze and synthesize in oral and written responses distinctiveelements (e.g., structure) of a variety of literary forms and types,including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies and



including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies- short stories, novellas, and novels- biographies and autobiographies- speeches (ELA-6-H3)

(11.10.C) analyze written reviews of literature, film,and performance to compare with his/her ownresponses.

Approximates 7. Analyze and synthesize in oral and written responses distinctiveelements (e.g., structure) of a variety of literary forms and types,including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies- short stories, novellas, and novels- biographies and autobiographies- speeches (ELA-6-H3)

(11.11) Reading/Literary Concepts. The studentanalyzes literary elements, for their contributions tomeaning in literary texts.

(11.11.A) compare and contrast aspects of texts suchas themes, conflicts, and allusions both within andacross texts;


6. Analyze and explain the significance of literary forms, techniques,characteristics, and recurrent themes of major literary periods inancient, American, British, or world literature (ELA-6-H2)




within and across texts- making predictions and generalizations about ideas and information- critiquing the strengths and weaknesses of ideas and information- synthesizing (ELA-7-H1)

(11.11.B) analyze relevance of setting and time frameto text's meaning;


(11.11.C) describe the development of plot andidentify conflicts and how they are addressed andresolved;


(11.11.D) analyze the melodies of literary language,including its use of evocative words and rhythms;

Implied 7. Analyze and synthesize in oral and written responses distinctiveelements (e.g., structure) of a variety of literary forms and types,including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies- short stories, novellas, and novels- biographies and autobiographies- speeches (ELA-6-H3)

2. Analyze the significance of complex literary and rhetorical devices inAmerican, British, or world texts, including:- apostrophes- rhetorical questions- metaphysical conceits- implicit metaphors (metonymy and synecdoche) (ELA-1-H2)

(11.11.E) connect literature to historical contexts,current events, and his/her own experiences;

4. Evaluate ways in which the main idea, rationale or thesis, andinformation in complex texts, including consumer, workplace, public,and historical documents, represent a view or comment on life (ELA-1-H4)



and historical documents, represent a view or comment on life (ELA-1-H4)

8. Analyze in oral and written responses the ways in which works ofancient, American, British, or world literature represent views orcomments on life, for example:- an autobiography/diary gives insight into a particular time and place- the pastoral idealizes life in the country- the parody mocks people and institutions- an allegory uses fictional figures to express truths about humanexperiences (ELA-6-H4)

(11.11.F) understand literary forms and terms suchas author, drama, biography, myth, tall tale, dialogue,tragedy and comedy, structure in poetry, epic, ballad,protagonist, antagonist, paradox, analogy, dialect,and comic relief as appropriate to the selectionsbeing read.

Implied 7. Analyze and synthesize in oral and written responses distinctiveelements (e.g., structure) of a variety of literary forms and types,including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies- short stories, novellas, and novels- biographies and autobiographies- speeches (ELA-6-H3)


(11.12) Reading/Analysis/Evaluation. The studentreads critically to evaluate texts and the authority ofsources.

(11.12.A) analyze the characteristics of clearly writtentexts, including the patterns of organization, syntax,and word choice;

Implied 7. Analyze and synthesize in oral and written responses distinctiveelements (e.g., structure) of a variety of literary forms and types,including:- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies



- essays and memoirs by early and modern essay writers- epic poetry such as Beowulf- forms of lyric and narrative poetry such as the ballad, sonnets,pastorals, elegies, and the dramatic monologue- drama, including ancient, Renaissance, and modern comedies andtragedies- short stories, novellas, and novels- biographies and autobiographies- speeches (ELA-6-H3)

(11.12.B) evaluate the credibility of informationsources, including how the writer's motivation mayaffect that credibility;


36. Analyze the usefulness and accuracy of sources by determiningtheir validity (e.g., authority, accuracy, objectivity, publication date,coverage) (ELA-5-H2)

(11.12.C) recognize logical, deceptive, and/or faultymodes of persuasion in texts.

Implied 9. Demonstrate understanding of information in American, British, andworld literature using a variety of strategies, for example:- interpreting and evaluating presentation of events and information- evaluating the credibility of arguments in nonfiction works- making inferences and drawing conclusions- evaluating the author’s use of complex literary elements, (e.g.,symbolism, themes, characterization, ideas)- comparing and contrasting major periods, themes, styles, and trendswithin and across texts- making predictions and generalizations about ideas and information- critiquing the strengths and weaknesses of ideas and information- synthesizing (ELA-7-H1)

13. Analyze information within and across grade-appropriate print andnonprint texts using various reasoning skills, including:- identifying cause-effect relationships- raising questions- reasoning inductively and deductively


(11.13) Reading/Inquiry/Research. The student readsin order to research self-selected and assignedtopics.



(11.13.A) generate relevant, interesting, andresearchable questions;


(11.13.B) locate appropriate print and non-printinformation using text and technical resources,including databases and the Internet;

34. Select and critique relevant information for a research project usingthe organizational features of a variety resources, including:- print texts (e.g., prefaces, appendices, annotations, citations,bibliographic references)- electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1)

35. Locate, analyze, and synthesize information from a variety ofcomplex resources, including:- multiple print texts (e.g., encyclopedias, atlases, library catalogs,specialized dictionaries, almanacs, technical encyclopedias, andperiodicals)- electronic sources (e.g., Web sites or databases)- other media (e.g., community and government data, television andradio resources, and audio and visual materials )(ELA-5-H2)

(11.13.C) use text organizers such as overviews,headings, and graphic features to locate andcategorize information;


(11.13.D) produce reports and research projects invarying forms for audiences;





40. Use selected style guides to produce complex reports that includethe following:- credit for sources (e.g., appropriate parenthetical documentation andnotes)- standard formatting for source acknowledgment (ELA-5-H5)

(11.14.E) draw conclusions from informationgathered.



41. Analyze and synthesize information found in various complexgraphic organizers, including detailed maps, comparative charts,extended tables, graphs, diagrams, cutaways, overlays, and sidebars(ELA-5-H6)

(11.14) Listening/Speaking/Critical Listening. Thestudent listens attentively for a variety of purposes.

(11.14.A) demonstrate proficiency in each aspect ofthe listening process such as focusing attention,interpreting, and responding;

Implied 27. Listen to detailed oral instructions and presentations and carry outcomplex procedures, including:- reading and questioning- writing responses- forming groups- taking accurate, detailed notes (ELA-4-H2)



- forming groups- taking accurate, detailed notes (ELA-4-H2)

(11.14.B) use effective strategies for listening such asprepares for listening, identifies the types of listening,and adopts appropriate strategies;

Implied 30. Use active listening strategies, including:- monitoring messages for clarity- selecting and organizing information- noting cues such as changes in pace (ELA-4-H4)

(11.14.C) demonstrate proficiency in critical,empathic, appreciative, and reflective listening;

Implied 30. Use active listening strategies, including:- monitoring messages for clarity- selecting and organizing information- noting cues such as changes in pace (ELA-4-H4)

(11.14.D) use effective strategies to evaluate his/herown listening such as asking questions forclarification, comparing and contrastinginterpretations with others, and researching points ofinterest or contention;

30. Use active listening strategies, including:- monitoring messages for clarity- selecting and organizing information- noting cues such as changes in pace (ELA-4-H4)

(11.14.E) use effective listening to provideappropriate feedback in a variety of situations suchas conversations and discussions and informative,persuasive, or artistic presentations.

Implied 33. Participate in group and panel discussions, including:- identifying the strengths and talents of other participants- acting as facilitator, recorder, leader, listener, or mediator- evaluating the effectiveness of participants’ performance (ELA-4-H6)

(11.15) Listening/Speaking/Purposes. The studentspeaks clearly and effectively for a variety ofpurposes.

(11.15.A) use the conventions of oral languageeffectively;

25. Uses standard English grammar, diction, anad syntax whenspeaking in formal presentations and informal group discussions (ELA-4-H1)

(11.15.B) use informal, standard, and technicallanguage effectively to meet the needs of purpose,audience, occasion, and task;

26. Select language appropriate to specific purposes and audiencesfor speaking, including:- delivering informational/book reports in class- conducting interviews/surveys of classmates or the general public- participating in class discussions (ELA-4-H1)

28. Organize and use precise language to deliver complex oraldirections or instructions about general, technical, or scientific topics(ELA-4-H2)

(11.15.C) communicate effectively in conversationsand group discussions while problem solving, andplanning;

26. Select language appropriate to specific purposes and audiencesfor speaking, including:- delivering informational/book reports in class- conducting interviews/surveys of classmates or the general public



- participating in class discussions (ELA-4-H1)

33. Participate in group and panel discussions, including:- identifying the strengths and talents of other participants- acting as facilitator, recorder, leader, listener, or mediator- evaluating the effectiveness of participants’ performance (ELA-4-H6)

(11.15.D) use effective verbal and nonverbalstrategies in presenting oral messages;

29. Deliver presentations that include the following:- language, diction, and syntax selected to suit a purpose and impactan audience- delivery techniques including repetition, eye contact, and appeal toemotion suited to a purpose and audience- an organization that includes an introduction, relevant examples,and/or anecdotes, and a conclusion arranged to impact an audience(ELA-4-H3)

(11.15.E) ask clear questions for a variety ofpurposes and respond appropriately to the questionsof others;

30. Use active listening strategies, including:- monitoring messages for clarity- selecting and organizing information- noting cues such as changes in pace (ELA-4-H4)


(11.15.F) make relevant contributions inconversations and discussions.


(11.16) Listening/Speaking/Evaluation. The studentevaluates and critiques oral presentations andperformances.

(11.16.A) apply valid criteria to analyze, evaluate,and critique informative and persuasive messages;

Implied 32. Give oral and written analyses of media information, including:- identifying logical fallacies (e.g., attack ad hominem, false causality,overgeneralization, bandwagon effect) used in oral addresses- analyzing the techniques used in media messages for a particularaudience- critiquing a speaker's diction and syntax in relation to the purpose ofan oral presentation- critiquing strategies (e.g., advertisements, propaganda techniques,visual representations, special effects) used by the media to inform,persuade, entertain, and transmit culture (ELA-4-H5)




(11.16.B) apply valid criteria to analyze, evaluate,and critique literary performances;

Implied 32. Give oral and written analyses of media information, including:- identifying logical fallacies (e.g., attack ad hominem, false causality,overgeneralization, bandwagon effect) used in oral addresses- analyzing the techniques used in media messages for a particularaudience- critiquing a speaker's diction and syntax in relation to the purpose ofan oral presentation- critiquing strategies (e.g., advertisements, propaganda techniques,visual representations, special effects) used by the media to inform,persuade, entertain, and transmit culture (ELA-4-H5)


(11.16.C) use praise and suggestions of others toimprove his/her own communication;

Implied 33. Participate in group and panel discussions, including:- identifying the strengths and talents of other participants- acting as facilitator, recorder, leader, listener, or mediator- evaluating the effectiveness of participants’ performance (ELA-4-H6)

(11.16.D) identify and analyze the effect of aestheticelements within literary texts such as characterdevelopment, rhyme, imagery, and language

Approximates 2. Analyze the significance of complex literary and rhetorical devices inAmerican, British, or world texts, including:- apostrophes- rhetorical questions- metaphysical conceits- implicit metaphors (metonymy and synecdoche) (ELA-1-H2)

32. Give oral and written analyses of media information, including:- identifying logical fallacies (e.g., attack ad hominem, false causality,overgeneralization, bandwagon effect) used in oral addresses- analyzing the techniques used in media messages for a particularaudience- critiquing a speaker's diction and syntax in relation to the purpose ofan oral presentation- critiquing strategies (e.g., advertisements, propaganda techniques,visual representations, special effects) used by the media to inform,persuade, entertain, and transmit culture (ELA-4-H5)



(11.17) Listening/Speaking/Presentations. Thestudent prepares, organizes, and presentsinformative and persuasive messages.

(11.17.A) present and advance a clear thesis andlogical points, claims, or arguments to supportmessages;

31. Deliver oral presentations, including:- speeches that use appropriate rhetorical strategies- responses that analyze information in texts and media- persuasive arguments that clarify or defend positions (ELA-4-H4)

(11.17.B) choose valid proofs from reliable sources tosupport claims;

Implied 31. Deliver oral presentations, including:- speeches that use appropriate rhetorical strategies- responses that analyze information in texts and media- persuasive arguments that clarify or defend positions (ELA-4-H4)


(11.17.C) use appropriate appeals to support claimsand arguments;



(11.17.D) use language and rhetorical strategiesskillfully in informative and persuasive messages;



(11.17.E) make effective nonverbal strategies suchas pitch and tone of voice, posture, and eye contact;




emotion suited to a purpose and audience- an organization that includes an introduction, relevant examples,and/or anecdotes, and a conclusion arranged to impact an audience(ELA-4-H3)


(11.17.F) make informed, accurate, truthful, andethical presentations.



(11.18) Listening/Speaking/Literary Interpretations.The student prepares, organizes, plans, and presentsliterary interpretations.

(11.18.A) make valid interpretations of a variety ofliterary texts;


(11.18.B) justify the choice of verbal and nonverbalperformance techniques by referring to the analysisand interpretations of the text;

NSA 31. Deliver oral presentations, including:- speeches that use appropriate rhetorical strategies- responses that analyze information in texts and media- persuasive arguments that clarify or defend positions (ELA-4-H4)

(11.18.C) present interpretations such as tellingstories, performing original works, and interpretingpoems and stories for a variety of audiences.


(11.19) Viewing/Representing/Interpretation. Thestudent understands and interprets visualrepresentations.



(11.19.A) describe how meanings are communicatedthrough elements of design, including shape, line,color, and texture;

NA

(11.19.B) analyze relationships, ideas, and culturesas represented in various media;

Implied 32. Give oral and written analyses of media information, including:- identifying logical fallacies (e.g., attack ad hominem, false causality,overgeneralization, bandwagon effect) used in oral addresses- analyzing the techniques used in media messages for a particularaudience- critiquing a speaker's diction and syntax in relation to the purpose ofan oral presentation

(11.19.C) distinguish the purposes of various mediaforms such as informative texts, entertaining texts,and advertisements.

Implied 32. Give oral and written analyses of media information, including:- identifying logical fallacies (e.g., attack ad hominem, false causality,overgeneralization, bandwagon effect) used in oral addresses- analyzing the techniques used in media messages for a particularaudience- critiquing a speaker's diction and syntax in relation to the purpose ofan oral presentation

(11.20) Viewing/Representing/Analysis. The studentanalyzes and critiques the significance of visualrepresentations.

(11.20.A) investigate the source of a mediapresentation or production such as who made it andwhy it was made;

Implied, NSA 32. Give oral and written analyses of media information, including:- identifying logical fallacies (e.g., attack ad hominem, false causality,overgeneralization, bandwagon effect) used in oral addresses- analyzing the techniques used in media messages for a particularaudience- critiquing a speaker's diction and syntax in relation to the purpose ofan oral presentation

(11.20.B) deconstruct media to get the main idea ofthe message's content;


(11.20.C) evaluate and critique the persuasivetechniques of media messages such as glitteringgeneralities, logical fallacies, and symbols;




an oral presentation

(11.20.D) recognize how visual and soundtechniques or design convey messages in mediasuch as special effects, editing, camera angles,reaction shots, sequencing, and music;


(11.20.E) recognize genres such as nightly news,newsmagazines, and documentaries and identify theunique properties of each;


(11.20.F) compare, contrast, and critique variousmedia coverage of the same event such as innewspapers, television, and on the Internet.


(11.21) Viewing/Representing/Production. Thestudent produces visual representations thatcommunicate with others.

(11.21.A) examine the effect of media on constructinghis/her own perception of reality;


(11.21.B) use a variety of forms and technologiessuch as videos, photographs, and web pages tocommunicate specific messages;


(11.21.C) use a range of techniques to plan andcreate a media text and reflect critically on the workproduced;


(11.21.D) create media products to include a seven-to ten-minute documentary, ad campaigns, politicalcampaigns, or video adaptations of literary texts toengage specific audiences;




to ten-minute documentary, ad campaigns, politicalcampaigns, or video adaptations of literary texts toengage specific audiences;

- speeches that use appropriate rhetorical strategies- responses that analyze information in texts and media- persuasive arguments that clarify or defend positions (ELA-4-H4)

(11.21.E) create, present, test, and revise a projectand analyze a response using data-gatheringtechniques such as questionnaires, groupdiscussions, and feedback forms.


English Language Arts Grade 11: Side-by-Side Comparison … · and Louisiana Grade Level...

Documents

Transcript of English Language Arts Grade 11: Side-by-Side Comparison … · and Louisiana Grade Level...