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A Correlation of

Pearson Common Core Literature

Grade 11, ©2015

To the

Pennsylvania Core Standards

for English Language Arts Grade 11

A Correlation of Pearson Common Core Literature, Grade 11, ©2015 to the Pennsylvania Core Standards for English Language Arts

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Pearson Common Core Literature ©2015 meets the objectives of the Pennsylvania Core Standards for English Language Arts. Correlation page references are to the Teacher’s Edition and Student Edition and are cited by activity and page number.

Pearson Common Core Literature ©2015 is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary.

The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text with related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis.

Additionally, an instructional focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources.



Table of Contents

1.2 Reading Informational Text .......................................................................... 4 1.3 Reading Literature ........................................................................................ 8 1.4 Writing ........................................................................................................ 12 1.5 Speaking and Listening ............................................................................... 20



Pennsylvania Core Standards for English Language Arts


Grade 11, ©2015 1.2 Reading Informational Text Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Grades 11–12 Key Ideas and Details Main Idea CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.

SE/TE: Comprehending Complex Texts, lviii–lxiii; Summarize to Identify Main Idea, 168, 176; Common Core Assessment Workshop: Analyze the Development of Central Ideas, 204; Main idea and Supporting Details, 1102, 1110, 1113; Compare Central Idea or Theme, 1408, 1421; Analyze Writer's Perspective, 178, 179, 181, 184, 186, 187, 682; Determine Essential Message, determine, 552, 557; Compare Writer's Views/Insights, 536, 543

Key Ideas and Details Text Analysis CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.

SE/TE: Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii; Analyzing Legal Meanings and Reasoning, lxviii–lxix; Preparing to Read Complex Texts (nonfiction): Analyze Philosophical Assumptions, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Analyze Political Assumptions, 98, 108, 982, 998; Summarize, 168, 176; Analyze Writer's Perspective, 178, 179, 181, 184, 186, 187, 682; Writer's Purpose, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Determine Essential message, 552, 557; Writer's Views/Insights, 536, 543; Informational Texts: Draw Inferences, 764–771; Main Idea and Supporting Details, 1102, 1110, 1113; Draw conclusions and make inferences, 1398, 1393, 1407; Before You Read, 1408





Grade 11, ©2015 CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.

SE/TE: Analyze Cause and Effect, 139, 152, 858, 861, 865; Comparing Autobiographies Past and Present, 157–165; Analyze Patterns of Organization, 1094, 1098, 1101; Expository Essay, 1375, 1376, 1381; Comparison-and-Contrast Essay, 1392, 1397; Compare Writer’s Insights, 536, 543

Craft and Structure Point of View CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.

SE/TE: Analyze Philosophical Assumptions, 40, 43, 45; Author’s Purpose, 56, 62, 64, 66; Sermon, 84, 92; Critique the Appeal to Audience, 98, 105, 108; Primary Sources: Analyzing a Writer’s Perspective, 178, 179, 186; Identify the Writer’s Purpose, 242–254; Author’s Purpose for Writing, 552, 557, 928, 933, 934, 937; Point of view, 1424, 1439

Craft and Structure Text Structure CC.1.2.11–12.E 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.

SE/TE: Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxv–lxvii; Exploration Narrative, 46, 50, 51, 55; Speech Is Power, 96–97; Persuasive Speeches and Rhetorical Devices, 98, 102, 108; Analyze Organizational Patterns, analyze, 1094, 1098, 1101; Organizational Structure: Argument/Support, 1102, 1113; Analyzing Functional and Expository Texts, 128–133; Primary Sources, 1000–1007; Analyzing Arguments and Expository Texts, 1250–1255; Defining Essays, 1374–1375; Comparison-and-Contrast Essay, 1392, 1397; Reflective Essay, 1408, 1413, 1414, 1418, 1421





Grade 11, ©2015 Craft and Structure Vocabulary CC.1.2.11–12.F Evaluate how words and phrases shape meaning and tone in texts.

SE/TE: Recognize Signal words, 46, 49, 54, 55; Loaded Words, 97, 1260; Analyze Word Choice, 110, 114, 120; Figurative Language, 364, 369; Figurative Expressions, 376, 382, 385, 390; Humor, 569, 582; Comparing American Humor Past and Present, 587–593; Humorous Essay, 858, 860, 865; Dialogue and Dialect, 928, 937; Idioms, 1376, 1381; Analyzing Functional and Expository Texts (understanding the language of specialized concepts), 1442–1447

Integration of Knowledge and Ideas Diverse Media CC.1.2.11–12.G 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.

SE/TE: Analyzing Functional and Expository Texts, 392–397; Primary Sources, 1000–1007; Speaking and Listening: Analyze a Nonprint Political Advertisement, 952–953; Analyze and Evaluate Entertainment Media, 1264–1265; Compare Print News Coverage, 1456–1457; Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292

Integration of Knowledge and Ideas Evaluating Arguments CC.1.2.11–12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments.

SE/TE: Analyzing Legal Meanings and Reasoning, lxviii–lxix; Analyze Political Assumptions, 98, 108; Analyze Persuasion, 110, 113, 120; Organizational Structure of the Argument, 1102, 1113

Integration of Knowledge and Ideas Analysis Across Texts CC.1.2.11–12.I Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.

SE/TE: Analyze Foundational U.S. Documents, 98, 108, 110, 115, 139, 147, 150, 152, 168, 175, 176, 518–524, 538, 1104; Primary Sources, 242–254, 492–504, 614–623





Grade 11, ©2015 Vocabulary Acquisition and Use CC.1.2.11–12.J 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.

SE/TE: Building Academic Vocabulary, xlviii–lv; Recognize Signal words, 46, 49, 54, 55; Loaded Words, 97, 1260; Analyze Word Choice, 110, 114, 120; Figurative Language, 364, 369; Figurative Expressions, 376, 382, 385, 390; Humor, 569, 582; Comparing American Humor Past and Present, 587–593; Humorous Essay, 858, 860, 865; Dialogue and Dialect, 928, 937; Idioms, 1376, 1381; Analyzing Functional and Expository Texts (understanding the language of specialized concepts), 1442–1447

CC.1.2.11–12.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.

SE/TE: Multiple-Meaning Words, 439, 663, 1069, 1345; Vocabulary Acquisition and Use, 67, 121, 153, 391, 529, 623, 1255, 1422, 1440; Use Context Clues (reading strategy), 84, 90, 92

Range of Reading CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

SE/TE: Comprehending Complex Texts, lviii–lix; Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Preparing to Read Complex Texts, 207, 459, 687, 1274, 1467





Grade 11, ©2015 1.3 Reading Literature Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Key Ideas and Details Theme CC.1.3.11–12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

SE/TE: Close Reading Focus, 18, 1026, 1334; Comparing Literary Works: Multiple Themes, 901, 908; Poetry of Cultural Identity, 913, 919; Social Commentary, 1346, 1355; Themes, 1408, 1421; Common Core Assessment Workshop: Analyze the Development of Theme and Central Ideas, 204; Analyze Development of Theme, 960; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334; Writing an Objective Summary, lvi–lvii

Key Ideas and Details Text Analysis CC.1.3.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.

SE/TE: Comprehending Complex Texts, lviii–lix; Reading Strategies (Preparing to read complex texts): Draw Inferences, 270, 275, 277, 279, 764, 285, 1346, 1355; Break down Long Sentences, 291, 298, 304, 308, 313, 318; Determine Essential Message, 334, 342, 349, 356; Analyze Philosophical Argument, 626, 633, 784, 793; Clarify Meaning, 650, 659, 660, 662; Paraphrase, 778, 781, 783; Draw Conclusions, 1010, 1015, 1020, 1024; Cause and Effect, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Draw Inferences About Characters, 728, 737, 739, 745, 747, 750, 753; Analyze Patterns of Symbolism, 756, 761, 762; Clarify ambiguity, 814; Before You Read, 982; Draw conclusions, 1010, 1015, 1020, 1024; Comparing Political Drama Past and Present, 1239; Interpreting, 1334, 1342, 1344; Identify Key Details, 1360





Grade 11, ©2015 Key Ideas and Details Literary Elements CC.1.3.11–12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

SE/TE: Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Gothic literature, 291, 296, 299, 301, 302, 306, 309, 312, 314, 315, 318, 322, 323, 326, 327, 328, 330; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Setting, 594, 611, 640, 648, 797, 1080, 1083, 1084, 1086, 1091; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308; Point of view, 478, 481, 488, 490, 650, 662, 796, 1424, 1439, 1450; Conflict, 814, 1160; Flashback, 832; Archetype, 846; Tragedy, 1216; Before You Read, 506; also see: Common Core Assessment Workshop: Analyze the Development of a Story, 456, Analyze Characterization in a Story, 684, Analyze Story Elements, 1272

Craft and Structure Point of View CC.1.3.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.

SE/TE: Point of view, 478, 481, 488, 490, 650, 662; also see: Humor, 569, 574, 578, 579, 582, 587; Allegory, 756, 762, 1216; Paradox, 407; Satire, 772, 776, 1382, 1390; Nuances in Meaning, 1356; Satirical Essay, 1375





Grade 11, ©2015 Craft and Structure Text Structure CC.1.3.11–12.E Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole.

SE/TE: Pattern of Organization, 478, 484, 490; Structure/meaning, evaluate, 772, 776; Clarify Sequence, 832; Stanza Structure, 922, 927; Plot, 1026, 1032, 1037, 1038; Cause-and-Effect, 1080, 1085, 1086, 1088, 1091; Identify the Text Structure, 1123, 1158; also see: Syntax, 74, 79, 448, 516, 778, 796, 1374; Couplets, 122, 127; Metaphor, 80; Meter, 256, 263, 268; Rhyme, 407, 411, 414; Epic Poetry, 424, 438; Spirituals, 530; Formal Verse, 634, 639; Dramatic Monologue, 706, 709, 710; Hero’s Quest, 846; Effects of Repetition, 866, 870, 871, 1062; Blank Verse, 872, 875, 877, 883, 886; Conflict, 1160; Plot Devices, 1296, 1299, 1300, 1303, 1308; Author’s Style, 1324, 1328, 1330, 1332; Free Verse, 1356, 1360; Tragedy, 1116, 1216, 1221, 1223, 1227, 1231, 1232, 1234

Craft and Structure Vocabulary CC.1.3.11–12.F Evaluate how words and phrases shape meaning and tone in texts.

SE/TE: Vocabulary Acquisition and Use, 515, 583, 612, 649, 727, 777, 794, 831, 845, 887, 909, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1322, 1345, 1361, 1391

Integration of Knowledge and Ideas Sources of Information CC.1.3.11–12.G 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.)

SE/TE: Speaking and Listening: Oral Interpretation of Literary Work, 676–677: Arthur Miller’s Stars, 1122; Speaking and Listening: Analyzing Interpretations (view productions of “The Crucible”), 1185





Grade 11, ©2015 Integration of Knowledge and Ideas CC.1.3.11–12.H Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.

SE/TE: Before You Read, 122, 226, 291, 407, 424, 506, 569, 626, 640, 718, 728, 784, 798, 872, 901, 922; Snapshot of the Period, 2–3, 210–211, 462–463, 690–691, 966–967, 1278–1279; Historical Background, 4–5, 212–213, 464–465, 692–693, 968–969, 1280–1281; Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291

Vocabulary Acquisition and Use CC.1.3.11–12.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐ level reading and content, choosing flexibly from a range of strategies and tools.

SE/TE: Multiple-Meaning Words, 439, 663, 1069, 1345; Vocabulary Acquisition and Use, 515, 583, 612, 649, 727, 777, 794, 831, 845, 887, 909, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1322, 1345, 1361, 1391

CC.1.3.11–12.J 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.

SE/TE: Building Academic Vocabulary, xlviii–lv; Poetry, 402–403; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative Language, 364, 369, 403, 449; Rhyme, 407; Epic Poetry, 424–425; Tone, 772, 776; Author’s Style, 778, 1324; Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Simile, 784, 793, 1050, 1055; Personification, 784, 866, 871; Close Reading Focus, 798, 1056, 1062, 1346; Gather Vocabulary Knowledge, 913; Connotation, 909, 1050; Imagery, 1364; Vocabulary, 530, 706, 718, 756, 778

Range of Reading CC.1.3.11–12.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

SE/TE: Comprehending Complex Texts, lviii–lix; Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Preparing to Read Complex Texts, 207, 459, 687, 1274, 1467





Grade 11, ©2015 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Informative/ Explanatory CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

SE/TE: Common Core Workshop: writing an objective summary, lvi–lvii; Writing Workshop: write a reflective essay, 440–447, historical investigation report (write a research report), 664–675, write a multimedia presentation (argument), 944–951; Text Set Workshop (writing), 956a–956b, 1268a–1268b, 1460a–1460b; Writing (explanatory and informative texts), 79, 83, 109, 268, 373, 421, 491, 515, 529, 543, 557, 584, 593, 727, 754, 763, 777, 783, 794, 807, 865, 871, 910, 919, 927, 999, 1025, 1055, 1069, 1101, 1159, 1249, 1332, 1345, 1355, 1369, 1381, 1397, 1422; Speaking and Listening: analyze the literature, 676; Performance Tasks: Writing essays, 204, 456, 684, 960, 1272, 1464; Research Task: Write a biographical narrative, 255, Write a research report on women and the Civil War, 505

Informative/Explanatory Focus CC.1.4.11–12.B Write with a sharp, distinct focus identifying topic, task, and audience.

SE/TE: Writing Workshop: choosing your topic, 441, start with a strong lead, 442, choose/narrow, 665, thesis, 666, organization method, 667, outline and opening image, 946, effective organization, 1258; Writing, 109, 154, 286, 320, 421, 515, 529, 543, 557, 584, 612, 777, 794, 831, 1025, 1039, 1078, 1101, 1159, 1236, 1345





Grade 11, ©2015 Informative/Explanatory Content CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.

SE/TE: Writing Workshop: focus on research, 440, gathering details, 441, providing elaboration, 442, evidence, factual, 665, elaboration, outline, 666, organization method, 667, gathering details, 1257; Writing Workshop: Multimedia Presentation, 944–951; Publishing and Presenting, 447, 675; Research Task: Construct an illustrated timeline, 187, Create a Computer Slide Show, 1008; also see: Writing, 55, 67, 79, 83, 241, 286, 373, 421, 441, 442, 491, 529, 557, 584, 593, 612, 663, 665, 727, 754, 763, 777, 783, 807, 865, 871, 910, 927, 999, 1025, 1039, 1069, 1159, 1236, 1309, 1322, 1332, 1361

Informative/Explanatory Organization CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

SE/TE: Writing Workshop: organize ideas, 442, revising overall structure, 444, outline, 666, organization method, 667, effective organization, 1258, revising overall structure, 1260, using parallelism, 1261; Writing: introduction / body / conclusion, 154, 373, 529, 557, 584, 754, 777, 865, 910, 999, 1025, 1101, 1236, 1422; Writing: transitions/connections, 286, 320, 543, 763, 887, 948, 1078, 1114, 1260, 1345, 1391

Informative/Explanatory Style CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition. • Use precise language, domain‐ specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

SE/TE: Writing Workshop: revising sentence openers, 444, developing your style, 445, word choice, 668; Writing: word choice, 55, 67, 83, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Language, 121, 663, 1452





Grade 11, ©2015 Informative/Explanatory Conventions of Language CC.1.4.11–12.F Demonstrate a grade‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

SE/TE: Writing Workshop: revising your sentences, 444; Editing and Proofreading (informative/explanatory writing), 447, 675; Model (conventions), 421, 491, 754, 763, 999, 1069; also see: Writing Conventions, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323

Opinion/Argumentative CC.1.4.11–12.G Write arguments to support claims in an analysis of substantive topics.

SE/TE: Common Core Workshop: Composing an Argument, lxx–lxxi; Writing Process: write a multimedia presentation (argument), 944–951, write a persuasive essay, 1256–1263; Timed Writing: essay, 133, 397, 562, 1255; Research Task: persuasive article, 1407; Speaking and Listening: advertising campaign, 1363; Writing, 121, 127, 1114, 1447; Speaking and Listening: write and deliver a persuasive speech, 448–449; Writing to Sources, 93, 357, 391, 612, 639, 663, 715, 831, 887, 1183, 1215, 1322, 1363, 1391, 1407; Text Set Workshop (writing), 452a–452b, 680a–680b, 956a–956b, 1268a–1268b, 1460a–1460b

Opinion/Argumentative Focus CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic, task, and audience. • Introduce the precise, knowledgeable claim.

SE/TE: Common Core Workshop: Composing an Argument (introducing the claim), lxx–lxxi; Writing Process: outline, 944, model of introducing a claim, 950, state position, 1256, introduction and organization, 1258; Writing to Sources, 357, 1215, 1391; Timed Writing: essay, 397, 562





Grade 11, ©2015 Opinion/Argumentative Content CC.1.4.11–12.I Distinguish the claim(s) from alternate or opposing claims; 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.

SE/TE: Common Core Workshop: Composing an Argument (developing the claim), lxx–lxxi; Writing Process: write a multimedia presentation (sources and gathering materials), 944–945, providing elaboration, 946, 1258, evidence, 1257, faulty logic and weak reasoning, 1260; Writing: opinion, form/summarize/support, 357, 373, 663, 1322, arguments, 391, 612, 666, 1215, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, evidence, 1183, 1257, counterargument, 1215

Opinion/Argumentative Organization CC.1.4.11–12.J Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Common Core Workshop: Composing an Argument (introducing the claim), lxx–lxxi; Writing Process: outline, 944, cohesion and clarifying relationships, 948, relationships between elements, 950, state position, 1256, introduction / body / conclusion, 1258, transitional words/phrases, 1260; Writing: summary in conclusion, 357, position, support/outline, 391, conclude by restating, 1215; Timed Writing: essay, 397, 562

Opinion/Argumentative Style CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition. • Use precise language, domain‐ specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

SE/TE: Writing Workshop: keeping your narration lively, 946, developing your style, 949, maintain formal style and tone, 1258, professional models (Miller), 1259, peer review, use, 1260, developing your style, 1261; Writing: argument, 1114





Grade 11, ©2015 Opinion/Argumentative Conventions of Language CC.1.4.11–12.L Demonstrate a grade‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

SE/TE: Editing and Proofreading (opinion/argumentative writing), 951, 1263; Model (conventions), 1322; also see: Writing Conventions, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323

Narrative CC.1.4.11–12.M Write narratives to develop real or imagined experiences or events.

SE/TE: Writing Workshop: autobiographical narrative, 188–195, short story, 1448–1455; Writing: play, 30, short story, update, 241, reflective essay, 633, outline for short story, 649, monologue, 845, sequel, 857, reflective essay, 937, radio play, 1092, short story (retell) from different point of view, 1309, autobiographical essay, 1361, memoir, 1440

Narrative Focus CC.1.4.11–12.N Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.

SE/TE: Writing Workshop: insight, 188, narrowing your topic, find the turning point, 189, begin with a strong lead, 190, use subordination to give characters depth, 192, main character and plot, 1448, focus on a conflict, 1449, establish point of view, 1450, show instead of tell, 1452; Writing: short story, update, 241, outline for short story, 649, sequel, 857, reflective essay, 937, short story (retell) from different point of view, 1309, memoir, 1440

Narrative Content CC.1.4.11–12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.

SE/TE: Writing Workshop: find the turning point, 189, order your events, 190, create a story chart, 1449, using punctuation in dialogue, 1453, 1455; Writing: organize details chronologically, 633, monologue, 845, reflective essay, 937, radio play, 1092, short story (retell) from different point of view & use of flashbacks, 1309





Grade 11, ©2015 Narrative Organization CC.1.4.11–12.P Create a smooth progression of experiences or events using 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; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: Writing Workshop: make memory notes, find the turning point, 189, order your events & resolution, 190, revising your overall structure & connect the past to the present, 192, create a story chart, 1449, establish tense, 1450, revising overall structure, 1452; Writing: organize details chronologically, 633, outline for short story, 649, sequel, 857, use of flashbacks, 1309

Narrative Style CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing. • Use parallel structure. • Use various types of phrases and clauses to convey specific meanings and add variety and interest. • Use precise language, domain‐ specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

SE/TE: Writing Workshop: revising your sentences, 192, improving word choice, 193, descriptions, 1450, show instead of tell, revise word choice, & revise to add sensory language, 1452; Writing: short story, update, 241, poem, 439, outline for short story, 649, monologue, 845, sequel, 857, radio play, 1092, short story (retell) from different point of view, 1309, memoir, 1440

Narrative Conventions of Language CC.1.4.11–12.R Demonstrate a grade‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

SE/TE: Editing and Proofreading (narrative writing), 195, 1455; Model (conventions), Model (conventions), 30; also see: Writing Conventions, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323





Grade 11, ©2015 Response to Literature CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.

SE/TE: Text Set Workshop: From Text to Understanding, 452a–452b, 680a–680b, 956a–956b, 1268a–1268b, 1460a–1460b; Timed Writing, 165, 593, 919; Research Task: research, 771; Common Core Assessment Workshop: Writing about literature and informational texts, 204, 456, 684, 960, 1272, 1464; Writing: response to literature, 154, 910, 1078, character study, 357, critical essay, 491, 807, 887, essay in response to criticism, 515, character types essay, 593, character analysis, 715, essay about historical context, 763, approaches to literary criticism, 777, 1069, critical review, 831, 1322, poetry essay, 871, 1055, essay of interpretation, 1025

Production and Distribution of Writing Writing Process CC.1.4.11–12.T 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.

SE/TE: Writing Workshop: Prewriting, 189, 441, 665, 945, 1257, 1449, Drafting, 190, 442, 666, 946, 1258, 1450, Revising, 192, 444, 948, 1260, 1452, Editing and Proofreading, 195, 447, 675, 1263, 1455, Publishing and Presenting, 195, 447, 675, 951, 1263, 1455; Writing Lesson (prewriting, drafting, revising), 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440

Technology and Publication CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.

SE/TE: Writing Workshop: Multimedia Presentation, 944–951; Publishing and Presenting, 195, 447, 675, 1263, 1455; Research Task: Construct an illustrated timeline, 187; Create a Computer Slide Show, 1008; Writing Lesson: Electronic Slide Presentation, 535; Formal Oral Presentation, 565; Multi-Genre Response to Literature, 910; Multi-Genre Response to Poetry, 1078; Ad Campaign, 1363





Grade 11, ©2015 Conducting Research CC.1.4.11–12.V Conduct short as well as more sustained research projects to answer a question (including a self‐ generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Workshop: Historical Investigation Report, 664–675, multimedia presentation, 944–951, focus on research, 1256, gathering details, 1257; Text Set Workshop: research, 200b, 452b, 680b, 956b, 1268b, 1460b; Research Task: research, 187, 255, 505, 624, 771, 1008, 1407; Writing to Sources, 67, 177, 763, 1381; Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407

Credibility, Reliability, and Validity of Sources CC.1.4.11–12.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Conducting Research, lxxii; Writing Workshop: details, gather, 665, sources, 666, citations, 668, professional models: using research (painter), 669, plagiarism, avoid, 670, works-cited list (MLA style), 671, multimedia presentation, 944–951, focus on research, 1256, gathering details, 1257; Research Task: research, 187, 255, 505, 624, 771, 1008, 1407; Reading for Information: analyzing functional and expository texts, 558–562, 938–943; Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292

Range of Writing CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

SE/TE: Common Core Workshop: Writing an Objective Summary, lvi–lvii; Composing an Argument, lxx–lxxi; Timed Writing, 133, 165, 333, 397, 919, 943, 1249, 1447; Writing Workshop, 188–195, 440–447, 664–675, 944–951, 1256–1263, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Common Core Performance Tasks: Writing, 204, 456, 684, 960, 1272, 1464





Grade 11, ©2015 1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Comprehension and Collaboration Collaborative Discussion CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions on grade‐level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: Speaking and Listening (Collaboration): Full-Class Discussion, 15; Discussion with Partner, 979; Interview, 980; Small-Group Discussion, 223, 475, 1291; Presentation and Discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685; Discussion Group, 961; Tips for Discussing Literature, R43; Speaking and Listening: Comprehension and Collaboration, 197, 449, 677, 953, 1265, 1457; Text Set Workshop, 452b, 680b, 956b, 1268b, 1460b

Comprehension and Collaboration Critical Listening CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.

SE/TE: Speaking and Listening: Evaluate a Persuasive Speech, 196–197; Analyze and Evaluate Entertainment Media, 1264–1265; Peer Evaluation for Persuasive Speech, 449; Collaboration: Respond Thoughtfully, 15; Make Sure All Opinions are Heard, 1291; Deliver and Analyze Oral Interpretation, 677; Text Set Workshop, 452b

Comprehension and Collaboration Evaluating Information CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, 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.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Speaking and Listening: Analyze a Nonprint Political Advertisement, 952–953; Entertainment Media Analysis, 1264–1265; Print Media Comparison, 1456–1457; Revising Your Selection of Media, 948; Integrating Media To Support Ideas, 949





Grade 11, ©2015 Presentation of Knowledge and Ideas Purpose, Audience, and Task CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: Speaking and Listening: Write and Deliver a Persuasive Speech, 448–449; Oral Interpretation of a Literary Work, 676–677; Writing Workshop: Multimedia Presentation, 944–951; Speaking and Listening: Oral Presentation, 16, 476, 1292; Media review, 135; Slide Presentation, 224; Formal Oral Presentation, 565; Presentation of Ideas, 703; Multimedia Presentation, 704; Interview, 980, Travel Directions, 1292, Presentation and Discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465; Present Your Ideas, 771; Deliver a Speech, 1263; Text Set Workshop, 680b, 956b, 1268b, 1460b

Presentation of Knowledge and Ideas Context CC.1.5.11–12E Adapt speech to a variety of contexts and tasks.

SE/TE: Speaking and Listening: Write and Deliver a Persuasive Speech, 448–449; Oral Interpretation of a Literary Work, 676–677; Writing Workshop: Multimedia Presentation, 944–951; Speaking and Listening: Oral Presentation, 16, 476; Media review, 135; Slide presentation, 224; Formal oral presentation, 565; Presentation of Ideas, 703; Multimedia presentation, 704; Interview, 980; Travel directions, 1292; Presentation and discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465; Read Aloud, 67; Deliver an Oral Presentation, 195





Grade 11, ©2015 Integration of Knowledge and Ideas Multimedia CC.1.5.11–12.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.

SE/TE: Speaking and Listening: Media review, 135; Slide Presentation, 224; Multimedia Presentation, 704; Multimedia Presentation, 944–951; Writing Lesson: Electronic Slide Presentation, 535; Multi-Genre Response to Literature, 910; Multi-Genre Response to Poetry, 1078; Ad Campaign, 1363

Conventions of Standard English CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content.

SE/TE: Speaking Conventions, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; also see: Speaking and Listening: Evaluate a Persuasive Speech, 196–197, Write and Deliver a Persuasive Speech, 448–449, Oral Interpretation of a Literary Work, 676–677, Writing Workshop: Multimedia Presentation, 944–951, Analyze and Evaluate Entertainment Media, 1264–1265

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