11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
This continuum is to be used as a MINIMUM guideline for compliance with local content standards and State standards; however, teachers may want to
supplement this information as long as all local and State standards from the following pages are completely met by the end of the course. The suggested
teaching schedule must be followed in order. This continuum of skills is used as a documentation source for coverage of the State required content standards. A
copy of this continuum of skills must be attached to your lesson plan book so that you can enter dates as the standards are taught.
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Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Week 1
Summer Reading Reminder: Summer reading testing will commence during first three
weeks of school.
--Rules
--Routines
--Procedures
should be modeled, practiced, and implemented
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
2010 Alabama
Course of Study:
English Language
Arts,
Limestone County
English Language
Arts Continuum of
Skills for Gr. 11,
Holt McDougal
Literature,
Writing with
Power, and the
ACT Quality Core
Website
Abbreviation Key:
RL: Reading Literature
Ex. [RL. 11-12.1] (Reading Literature. Grades 11-12. Standard 1.)
RI: Reading Informational Text
Ex. [RI. 11-12.1] (Reading Literature. Grades 11-12. Standard 1.)
W: Writing
Ex. [W. 11-12.1e] (Writing. Grades 11-12. Standard 1e.)
SL: Speaking and Listening
Ex. [SL. 11-12.1a] (Speaking and Listening. Grades 11-12. Standard 1a.)
L: Language
Ex. [L.11-12.2a] (Language. Grade 11-12. Standard 2a)
Novel Assignment: Standard English 11 – 4 novels during the year
Novel Assignment Advanced English 11 – 6 novels during the year
Note: This schedule covers the most commonly used literature selections and
the English grammar and writing chapters. As it is written, this continuum
covers all of the standards. Teachers may choose to use other selections or to
omit a selection as long as all of the standards are covered.
11th Grade English Language Arts
Revised July 2013
1
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
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Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Week 2 and 3
8
X
17
X
8
X
17
X
16
3
X
X
Unit 4 – Regionalism and Naturalism
“Introduction,” “Capturing the American Landscape,” “Connecting Literature, History,
and Culture,” and “Setting in Regional Literature
Reading Standards
“Questions of the Times,” pp. 640-641
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Holt McDougal
Unit 4 Introduction,
pp. 640-655
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
“Capturing the American Landscape,” pp. 642-651
Reading Standards
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
“Questions of the
Times,” pp. 640641
Holt McDougal
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
“Connecting Literature, History, and Culture,” 652-653
Reading Standards
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. [RI.11-12.7]
“Setting in Regional Literature,” 656-657
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“Questions of the
Times,” pp. 640641
“Capturing the
American
Landscape,”
pp. 642-651
“Capturing the
American
Landscape,”
pp. 642-651
Holt McDougal
“Connecting
Literature, History,
and Culture,”
pp. 652-653
“Setting in Regional
2
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
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Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
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X
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Language Standards (Literature)
Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Literature,” pp. 656657
“Setting in Regional
Literature,” pp. 656657
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
37
X
5
38.d
6
37.d
Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
“Setting in Regional
Literature,” pp. 656657
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
11th Grade English Language Arts
Revised July 2013
3
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
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Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Regionalism and Local Color
“The Autobiography of Mark Twain,” pp. 658-672
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
Language Standards (Literature)
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
3
X
4
X
5
X
1
X
15
X
39
X
39
X
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the
text. [L.11-12.5a]
38
X
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
38
X
-a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Holt McDougal
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
4
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
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L
38
X
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]
38
X
38
X
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary). [L.11-12.4d]
40
X
29
X
15
X
37
X
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
Speaking and Listening Standards (Literature)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
Regionalism and Local Color
“Life on the Mississippi,” pp. 673-682
Reading Standards
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
Language Standards (Literature)
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
“The Autobiography
of Mark Twain,”
pp. 658-672
Holt McDougal
“Life on the
Mississippi,”
pp.673-682
“Life on the
Mississippi,”
5
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
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C
A
L
35
X
39
X
39
X
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the
text. [L.11-12.5a]
39
X
b. Analyze nuances in the meaning of words with similar denotations.
[L.11-12.5b]
listening. [L.11-12.3]
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam
Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. [L.1112.1b]
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
Regionalism and Local Color
“The Notorious Jumping Frog of Calaveras County,” – pp. 683-693
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Language Standards (Literature)
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
3
X
4
X
35
X
39
X
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
39
X
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the
text. [L.11-12.5a]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
pp.673-682
“Life on the
Mississippi,”
pp.673-682
“Life on the
Mississippi,”
pp.673-682
“Life on the
Mississippi,”
pp.673-682
“Life on the
Mississippi,”
pp.673-682
Holt McDougal
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
6
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
39
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X b. Analyze nuances in the meaning of words with similar denotations.
[L.11-12.5b]
38
X
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
38
X
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
38
X
40
X
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
36
X
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
“The Notorious
Jumping Frog,”
pp. 683-693
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
11th Grade English Language Arts
Revised July 2013
7
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Writing Standards
Chapter 1 – “A Community of Writers,” pp. 2-37
c. Use words, phrases, and clauses 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. [W.11-12.1c]
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.1d]
c. 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. [W.11-12.2c]
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed. [SL.11-12.1b]
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.1112.1c]
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
19
X
19
X
20
X
20
X
20
X
22
X
23
X
28
X
29
X
29
X
29
X
29
X
11th
Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
8
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
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E
L
O
C
A
L
31
X
32
X
34
X
35
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
[SL.11-12.1d]
Evaluate a speaker’s 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.
[SL.11-12.3]
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. [SL.11-12.4]
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific
expectations.) [SL.11-12.6]
Language Standards
Chapter 14 “The Sentence Base,” pp. 654-679
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power,
Ch. 1, pp. 2-37
Writing with Power
Writing with Power,
Ch. 14, pp. 654679
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
11th Grade English Language Arts
Revised July 2013
9
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
6
36
X
37
X
40
X
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
39.a
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
Writing with Power,
Ch. 14, pp. 654679
Writing with Power,
Ch. 14, pp. 654679
Writing with Power,
Ch. 14, pp. 654679
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
Weeks 4 and 5
Regionalism and Local Color
11th
Grade English Language Arts
Holt McDougal
Revised July 2013
10
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
“The Outcasts of Poker Flats,” pp. 696-711
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Language Standards (Literature)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
1
X
2
X
3
X
4
X
38
X
38
X
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]
39
X
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
39
X
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the
text. [L.11-12.5a]
39
X
b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
37
X
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
11
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
40
X
29
X
29
X
29
X
29
X
29
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
Speaking and Listening Standards (Literature)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed. [SL.11-12.1b]
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
[SL.11-12.1c]
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
[SL.11-12.1d]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“The Outcasts of
Poker Flats,”
pp. 696-711
Holt McDougal
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
“The Outcasts of
Poker Flats,”
pp. 696-711
12
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
1
X
3
X
38
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
“A Wagner Matinee,” pp. 716-728
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Language Standards (Literature)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
38
36
X
a. Observe hyphenation conventions. [L.11-12.2a]
40
X
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Holt McDougal
“A Wagner
Matinee,” pp. 716728
“A Wagner
Matinee,” pp. 716728
“A Wagner
Matinee,” pp. 716728
“A Wagner
Matinee,” pp. 716728
“A Wagner
Matinee,” pp. 716728
“A Wagner
Matinee,” pp. 716728
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
2
X
The Rise of Naturalism
“The Open Boat,” pp. 734-760
Reading Standards
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“The Open Boat,”
pp. 734-760
13
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
3
4
6
38
38
38
35
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
X Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
X Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Language Standards (Literature)
X Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
X a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
X d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary). [L.11-12.4d]
X Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“The Open Boat,”
pp. 734-760
“The Open Boat,”
pp. 734-760
“The Open Boat,”
pp. 734-760
“The Open Boat,”
pp. 734-760
“The Open Boat,”
pp. 734-760
“The Open Boat,”
pp. 734-760
“The Open Boat,”
pp. 734-760
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d
Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
11th Grade English Language Arts
Revised July 2013
14
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
6
37
X
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
39.a
“The Open Boat,”
pp. 734-760
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
40
X
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
“The Open Boat,”
pp. 734-760
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
10
X
11
X
“The Wreck of the Commodore,” pp. 762-767
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine two or more central ideas of a text and analyze their development over the course of
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“The Wreck of the
Commodore,”
pp. 762-767
“The Wreck of the
15
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
14
X
17
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text. [RI.11-12.2]
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.
[RI.11-12.5]
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
Writing Standards
Unit 2 – “Developing Style and Voice,” pp. 38-79
c. Use words, phrases, and clauses 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. [W.11-12.1c]
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.1d]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. [W.11-12.2]
c. 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. [W.11-12.2c]
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
a. 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. [W.11-12.3a]
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters. [W.11-12.3b]
c. 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). [W.11-12.3c]
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
19
X
19
X
20
X
20
X
20
X
20
X
21
X
21
X
21
X
21
X
11th
Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Commodore,”
pp. 762-767
“The Wreck of the
Commodore,”
pp. 762-767
“The Wreck of the
Commodore,”
pp. 762-767
Writing with Power
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
16
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
22
X
23
X
24
X
27
X
28
X
30
X
33
X
35
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
picture of the experiences, events, setting, and/or characters. [W.11-12.3d]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
[W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of twentiethand twenty-first-century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”). [W.11-12.9a]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Language Standards
Chapter 15 “Phrases,” pp. 680-707
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power,
Ch. 2, pp. 38-79
Writing with Power
Writing with Power,
Ch. 15 , pp. 680707
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
11th Grade English Language Arts
Revised July 2013
17
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
Gr. Standard
Number
3
4
36
X
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Content
37.f
38.g
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
Writing with Power,
Ch. 15, pp. 680707
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
11th Grade English Language Arts
Revised July 2013
18
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Weeks 6-7
2
X
3
X
4
X
8
X
38
X
38
X
38
X
39
X
40
X
The Rise of Naturalism
“The Law of Life,” pp. 768-778
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Language Standards (Literature)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]
b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
“The Law of Life,”
pp. 768-778
19
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
1
X
2
X
5
X
8
X
11
X
14
X
15
X
16
X
37
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
A New Role for Women
“The Story of an Hour,” pp. 782-789
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text. [RI.11-12.2]
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.
[RI.11-12.5]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
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. [RI.11-12.7]
Language Standards (Literature)
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Holt McDougal
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
“The Story of an
Hour,” pp. 782-789
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
11th Grade English Language Arts
Revised July 2013
20
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
3
X
4
X
6
X
38
X
38
X
38
X
39
X
40
X
A New Role for Women
“April Showers,” pp. 820-832
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Language Standards (Literature)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable).
[L.11-12.4b]
b. Analyze nuances in the meaning of words with similar denotations.
[L.11-12.5b]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
Holt McDougal
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
“April Showers,”
pp. 820-832
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
11th Grade English Language Arts
Revised July 2013
21
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
3
1
X
2
X
3
X
4
X
6
X
10
X
16
X
35
X
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Number
39.a
Choose words and phrases for effect.* [L.3.3a]
“Assessment Practice,” p. 846-857 – Unit 4
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
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. [RI.11-12.7]
Language Standards (Literature)
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
Holt McDougal
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
11th Grade English Language Arts
Revised July 2013
22
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
Number
37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
3
4
38
X
38
X
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
Writing Standards
Chapter 3 – “Structuring Your Writing,” pp. 80-129
19
X
19
X
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
11th Grade English Language Arts
Revised July 2013
“Assessment
Practice,” pp. 846857
“Assessment
Practice,” pp. 846857
Writing with Power
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
23
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
19
19
19
20
20
20
20
20
20
22
23
28
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X b. 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.
[W.11-12.1b]
X c. Use words, phrases, and clauses 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. [W.11-12.1c]
X e. Provide a concluding statement or section that follows from and supports the argument
presented. [W.11-12.1e]
X a. 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.
[W.11-12.2a]
X b. 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
audience’s knowledge of the topic. [W.11-12.2b]
X c. 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.
[W.11-12.2c]
X d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
X e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
X f. 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). [W.1112.2f]
X Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
X Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
X Write routinely over extended time frames, including time for research, reflection, and revision
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
24
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
30
X
33
X
35
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Language Standards
Chapter 16 – “Clauses,” pp. 708-737
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power
Writing with Power
Ch. 16, pp. 708737
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
11th Grade English Language Arts
Revised July 2013
25
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
correcting misplaced and dangling modifiers.*[L.7.1c]
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
8
36
X
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
36.e
Writing with Power
Ch. 16, pp. 708737
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
Weeks 8 and 9
8
X
17
X
8
X
Unit 5: The Harlem Renaissance & Modernism
1910-1940, pp. 860-877
“Questions of the Times,” pp. 862-863
Reading Standards
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
“The Harlem Renaissance and Modernism 1910-1940: A Changing Awareness” p. 864-873
Reading Standards
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“Questions of the
Times,” pp. 862863
“Questions of the
Times,” pp. 862863
Holt McDougal
“The Harlem
Renaissance and
Modernism 1910-
26
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
17
16
29
L
O
C
A
L
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
X
“Connecting Literature, History, and Culture,” pp. 874-875
Reading Standards
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. [RI.11-12.7]
X
“The Legacy of the Era,” pp. 876-877
Speaking and Listening Standard
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
4
X
5
X
The Harlem Renaissance
“Selected Poetry by Langston Hughes,” pp. 880-885
(“Harlem,” p. 880; “The Negro Speaks of Rivers,” p. 882; “I,Too,” p. 883, “The Weary
Blues,” p. 884)
Reading Standards
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
1940: A Changing
Awareness,”
pp. 864-873
“The Harlem
Renaissance and
Modernism 19101940: A Changing
Awareness,”
pp. 864-873
Holt McDougal
“Connecting
Literature, History,
and Culture,”
pp. 874-875
Holt McDougal
“The Legacy of the
Era,” pp. 876-877
Holt McDougal
“Selected Poetry by
Langston Hughes,”
pp. 880-885
“Selected Poetry by
Langston Hughes,”
pp. 880-885
27
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
5
X
8
X
4
X
8
X
4
X
19
X
19
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
The Harlem Renaissance
“My City” and “If We Must Die,” pp. 886-891
Reading Standards
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
The Harlem Renaissance
“Any Human to Another,” pp. 892-894, 897
Reading Standards
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
“Storm Ending,” p, 895, 897
Reading Standards
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Writing Standards
Chapter 3 – “Structuring Your Writing,” pp. 80-129, Cont’d.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Holt McDougal
“My City” and “If
We Must Die,”
pp. 886-891
“My City” and “If
We Must Die,”
pp. 886-891
Holt McDougal
“Any Human to
Another,” pp. 892894, 897
“Any Human to
Another,” pp. 892894, 897
“Storm Ending,”
pp. 895, 897
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
28
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
19
19
19
20
20
20
20
20
20
22
23
28
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X b. 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.
[W.11-12.1b]
X c. Use words, phrases, and clauses 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. [W.11-12.1c]
X e. Provide a concluding statement or section that follows from and supports the argument
presented. [W.11-12.1e]
X a. 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.
[W.11-12.2a]
X b. 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
audience’s knowledge of the topic. [W.11-12.2b]
X c. 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. [W.11-12.2c]
X d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
X e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
X f. 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). [W.1112.2f]
X Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
X Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
X Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
29
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
and audiences. [W.11-12.10]
30
X
33
X
35
X
Speaking and Listening Standards
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Language Standards
Chapter 16 – “Clauses,” pp. 708-737
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
Writing with Power
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power,
Ch. 3, pp. 80-129
Writing with Power
Writing with Power
Ch. 16, pp. 708737
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
11th Grade English Language Arts
Revised July 2013
30
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
36
L
O
C
A
L
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power
Ch. 16, pp. 708737
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
Weeks 10-11
4
X
8
X
10
X
11
X
“A Black Man Talks of Reaping,” pp.896-897
Reading Standards
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
The Harlem Renaissance
“How It Feels to Be Colored Me,” pp.898-907
Reading Standards
. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text. [RI.11-12.2]
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“A Black Man Talks
of Reaping,”
pp.896-897
“A Black Man Talks
of Reaping,”
pp.896-897
Holt McDougal
“How It Feels to Be
Colored Me,”
pp.898-907
“How It Feels to Be
Colored Me,”
pp.898-907
31
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
14
18
38
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X 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.
[RI.11-12.5]
X By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and
Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the
high end of the range. [RI.11-12.10]
Language Standards (Literature)
X Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
38
X
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
38
X
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]
37
X
35
X
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“How It Feels to Be
Colored Me,”
pp.898-907
“How It Feels to Be
Colored Me,”
pp.898-907
“How It Feels to Be
Colored Me,”
pp.898-907
“How It Feels to Be
Colored Me,”
pp.898-907
“How It Feels to Be
Colored Me,”
pp. 898-907
“How It Feels to Be
Colored Me,”
pp. 898-907
“How It Feels to Be
Colored Me,”
pp. 898-907
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
11th Grade English Language Arts
Revised July 2013
32
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
6
35
X
40
X
8
X
17
X
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
37.f
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
“Perspectives on the Harlem Renaissance,” pp. 915
Reading Standards
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
“How It Feels to Be
Colored Me,”
pp. 898-907
“How It Feels to Be
Colored Me,”
pp. 898-907
Holt McDougal
“Perspectives on
the Harlem
Renaissance,”
pp. 915
“Perspectives on
the Harlem
Renaissance,”
pp. 915
Speaking and Listening Standards (Literature)
11th Grade English Language Arts
Revised July 2013
33
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
32
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X 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. [SL.11-12.4]
16
X
29
X
33
X
“Jump at the Sun,” pp. 916-919
Reading Standards
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. [RI.11-12.7]
Speaking and Listening Standards
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Writing Standard
Ch. 5 “Descriptive Writing,” pp. 158-183
c. Use words, phrases, and clauses 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. [W.11-12.1c]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. [W.11-12.2]
c. 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.
[W.11-12.2c]
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
Produce clear and coherent writing in which the development, organization, and style are
19
X
20
X
20
X
20
X
20
X
22
X
11th
Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Perspectives on
the Harlem
Renaissance,”
pp. 915
“Jump at the Sun,”
pp. 916-919
“Jump at the Sun,”
pp. 916-919
“Jump at the Sun,”
pp. 916-919
Writing with Power
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
34
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
23
X
24
X
27
X
28
X
37
37
X
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.11-12.9]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
(None listed for Ch. 5)
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Writing with Power,
Ch. 5, pp.158-183
Language Standards
Ch. 17 “Using Verbs,” pp. 738-777
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
Writing with Power,
Ch. 17, pp. 738777
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
Writing with Power,
Ch. 17, pp. 738777
Weeks 12-13
11th Grade English Language Arts
Revised July 2013
35
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
The New Poetry
“Richard Cory,” “Miniver Cheevy,” and “Lucinda Matlock,” pp. 920-927
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
3
X
6
X
Analyze a case in which grasping point of view requires distinguishing what is directly stated in
a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
8
X
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
4
X
5
X
3
X
The New Poetry
“Chicago” and “Grass,” pp. 928-933
Reading Standards
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
“M oder ni sm ,” pp. 934-935
Reading Standards
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
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Holt McDougal
“Richard Cory,”
“Miniver Cheevy,”
and “Lucinda
Matlock,” pp. 920927
“Richard Cory,”
“Miniver Cheevy,”
and “Lucinda
Matlock,” pp. 920927
“Richard Cory,”
“Miniver Cheevy,”
and “Lucinda
Matlock,” pp. 920927
Holt McDougal
“Chicago” and
“Grass,” pp. 928933
“Chicago” and
“Grass,” pp. 928933
Holt McDougal
“Modernism,”
pp. 934-935
36
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
5
X
8
X
1
X
4
X
6
19
X
19
X
19
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
introduced and developed). [RL.11-12.3]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
The New Poetry
“Selected Poetry” by Robert Frost, pp. 936-942
“Acquainted with the Night,” “Nothing Gold Can Stay,” and “Out, Out--”
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Writing Standards
Ch. 7 – “Expository Writing,” pp. 234-281
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
b. 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. [W.1112.1b]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Modernism,”
pp. 934-935
“Modernism,”
pp. 934-935
Holt McDougal
“Selected Poetry,”
by Robert Frost,
pp. 936-942
“Selected Poetry,”
by Robert Frost,
pp. 936-942
“Selected Poetry,”
by Robert Frost,
pp. 936-942
Writing with Power
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
37
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
19
19
20
20
20
20
20
20
20
22
23
24
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X c. Use words, phrases, and clauses 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. [W.11-12.1c]
X e. Provide a concluding statement or section that follows from and supports the argument
presented. [W.11-12.1e]
X Write informative or explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. [W.11-12.2]
X a. 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.
[W.11-12.2a]
X b. 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
audience’s knowledge of the topic. [W.11-12.2b]
X c. 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. [W.11-12.2c]
X d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
X e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
X f. 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). [W.1112.2f]
X Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
[W.11-12.4]
X Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
X Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
38
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
27
X
28
X
30
X
33
X
35
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
[W.11-12.6]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Language Standards
Ch. 18 – “Using Pronouns,” pp. 778-813
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power,
Ch. 7, pp. 234-281
Writing with Power
Writing with Power,
Ch. 18, pp. 778813
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
11th Grade English Language Arts
Revised July 2013
39
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
6
35
X
35
X
36
X
37
X
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
37.f
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam
Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. [L.1112.1b]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
Writing with Power,
Ch. 18, pp. 778813
Writing with Power,
Ch. 18, pp. 778813
Writing with Power,
Ch. 18, pp. 778813
Writing with Power,
Ch. 18, pp. 778813
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
11th Grade English Language Arts
Revised July 2013
40
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
37
L
O
C
A
L
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 18, pp. 778813
Weeks 14-15
1
X
3
X
5
X
37
X
1
X
The New Poetry
“Death of the Hired Man,” pp. 943-951
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Language Standards (Literature)
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
The New Poetry
“In a Station of the Metro,” “Helen,” “Spring and All,” and “This is Just to Say,” pp. 952959
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“Death of the Hired
Man,” pp. 943-951
“Death of the Hired
Man,” pp. 943-951
“Death of the Hired
Man,” pp. 943-951
“Death of the Hired
Man,” pp. 943-951
Holt McDougal
“In a Station of the
Metro,” “Helen,”
“Spring and All,”
and “This is Just to
41
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
4
X
37
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Language Standards (Literature)
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
19
X
19
X
19
X
19
X
19
X
19
X
Writing Standards
Ch. 8 – “Writing to Persuade,” pp. 282-321
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
b. 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.
[W.11-12.1b]
c. Use words, phrases, and clauses 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. [W.11-12.1c]
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.1d]
e. Provide a concluding statement or section that follows from and supports the argument
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Say,” pp. 952-959
“In a Station of the
Metro,” “Helen,”
“Spring and All,”
and “This is Just to
Say,” pp. 952-959
“In a Station of the
Metro,” “Helen,”
“Spring and All,”
and “This is Just to
Say,” pp. 952-959
Writing with Power
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
42
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
20
X
20
X
22
X
23
X
24
X
27
X
28
X
30
X
33
X
37
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
presented. [W.11-12.1e]
c. 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. [W.11-12.2c]
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
[W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Language Standards
Ch. 19 – “Subject and Verb Agreement,” pp. 814-839
Apply knowledge of language to understand how language functions in different contexts, to
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power,
Ch. 8, pp. 282-321
Writing with Power
Writing with Power,
43
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
37
L
O
C
A
L
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
Ch. 19, pp. 814839
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
Writing with Power,
Ch. 19, pp. 814839
SUPPLEMENTAL
RESOURCES
Weeks 16-17
2
X
5
X
1
X
8
X
The New Poetry
“The Love Song of J. Alfred Prufrock,” pp. 968-975
Reading Standards
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
The Modern Short Story
“Winter Dreams,” pp. 976-1001
Reading Standards
11th Grade English Language Arts
Holt McDougal
“The Love Song of
J. Alfred Prufrock,”
pp. 968-975
“The Love Song of
J. Alfred Prufrock,”
pp. 968-975
“The Love Song of
J. Alfred Prufrock,”
pp. 968-975
“The Love Song of
J. Alfred Prufrock,”
pp. 968-975
Holt McDougal
Revised July 2013
44
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
2
3
4
38
38
36
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
X Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
X Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Language Standards (Literature)
X Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
X a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.[L.11-12.4a]
X Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
36
X
37
X
35
X
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
a. Observe hyphenation conventions. [L.11-12.2a]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
The following italicized standards from Grades 3-9 should have continued attention with
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
“Winter Dreams,”
pp. 976-1001
45
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
39
L
O
C
A
L
X
19
X
20
X
20
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
Writing Standards
Ch. 10 – “Summaries and Abstracts,” pp. 366-389
c. Use words, phrases, and clauses 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. [W.11-12.1c]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. [W.11-12.2]
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Winter Dreams,”
pp. 976-1001
Writing with Power
Writing with Power,
Ch. 10, pp. 366389
Writing with Power,
Ch. 10, pp. 366389
Writing with Power,
Ch. 10, pp. 366389
46
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
20
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
22
X
23
X
24
X
28
X
35
X
37
X
37
X
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
(None in this chapter)
Language Standards
Chapter 20 – “Using Adjectives and Adverbs,” pp. 840-859
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
PRIMARY
RESOURCES
Writing with Power,
Ch. 10, pp. 366389
Writing with Power,
Ch. 10, pp. 366389
Writing with Power,
Ch. 10, pp. 366389
Writing with Power,
Ch. 10, pp. 366389
Writing with Power,
Ch. 10, pp. 366389
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
Writing with Power
Writing with Power,
Ch. 20, pp. 840859
Writing with Power,
Ch. 20, pp. 840859
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
Writing with Power,
Ch. 20, pp. 840-
11th Grade English Language Arts
Revised July 2013
SUPPLEMENTAL
RESOURCES
47
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
reading. [L.11-12.3a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
859
Week 18
Review and Semester Tests
Weeks 19-20
1
X
4
X
10
X
13
X
16
X
37
X
40
X
The Modern Short Story
“In Another Country,” pp. 1008-1017
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]
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. [RI.11-12.7]
Language Standards (Literature)
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
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
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
48
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
phrase important to comprehension or expression. [L.11-12.6]
38
X
38
X
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
The M odern Story
“The Jilting of Granny Weatherall,” pp. 1034-1047
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
1
X
3
X
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
5
X
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
37
X
Language Standards (Literature)
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
11th Grade English Language Arts
Revised July 2013
“In Another
Country,” pp. 10081017
“In Another
Country,” pp. 10081017
Holt McDougal
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
49
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
38
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
38
X
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
38
X
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]
39
X
b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
2
X
9
X
36
X
37
X
The M odern Short Story
“A Worn Path,” pp. 1048-1063
Reading Standards
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems,
in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with
scaffolding as needed at the high end of the range. [RL.11-12.10]
Language Standards (Literature)
b. Spell correctly. [L.11-12.2b]
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
“The Jilting of
Granny
Weatherall,”
pp. 1034-1047
Holt McDougal
“A Worn Path,”
pp. 1048-1063
“A Worn Path,”
pp. 1048-1063
“A Worn Path,”
pp. 1048-1063
“A Worn Path,”
pp. 1048-1063
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
11th Grade English Language Arts
Revised July 2013
50
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
38
X
38
X
38
X
40
X
19
X
19
X
20
X
20
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
3 39.a
Choose words and phrases for effect.* [L.3.3a]
Writing Standards
Chapter 11 – “Research: Planning and Gathering Information,” pp. 390-433
a. 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. [W.11-12.1a]
b. 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.
[W.11-12.1b]
b. 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
audience’s knowledge of the topic. [W.11-12.2b]
c. 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. [W.11-12.2c]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“A Worn Path,”
pp. 1048-1063
“A Worn Path,”
pp. 1048-1063
“A Worn Path,”
pp. 1048-1063
“A Worn Path,”
pp. 1048-1063
Writing with Power
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
51
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
25
L
O
C
A
L
X
26
X
27
X
27
X
29
X
29
X
29
X
30
X
31
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
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. [W.11-12.7]
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. [W.11-12.8]
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.11-12.9]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Speaking and Listening Standards
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
[SL.11-12.1c]
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Evaluate a speaker’s 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.
[SL.11-12.3]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
52
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
32
33
34
35
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X 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. [SL.11-12.4]
X Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
X Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific
expectations.) [SL.11-12.6]
X
Language Standards
“A Writer’s Glossary of Usage,” pp. 860-887
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power,
Ch. 11, pp. 390433
Writing with Power
Writing with Power,
Usage Glossary,
pp. 860-887
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
11th Grade English Language Arts
Revised July 2013
53
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
correcting misplaced and dangling modifiers.*[L.7.1c]
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L.11-12.1a]
8
35
X
35
X
36
X
36
X
37
X
37
X
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
36.e
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam
Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. [L.1112.1b]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
b. Spell correctly. [L.11-12.2b]
Writing with Power,
Usage Glossary,
pp. 860-887
Writing with Power,
Usage Glossary,
pp. 860-887
Writing with Power,
Usage Glossary,
pp. 860-887
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
Writing with Power,
Usage Glossary,
pp. 860-887
Writing with Power,
Usage Glossary,
pp. 860-887
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
Writing with Power,
11th Grade English Language Arts
Revised July 2013
54
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Usage Glossary,
pp. 860-887
Weeks 21-22
3
X
4
X
5
X
37
X
38
X
38
X
38
X
The Modern Short Story
“A Rose for Emily,” pp. 1064-1077
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Language Standards (Literature)
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
11th Grade English Language Arts
Revised July 2013
“A Rose for Emily,”
pp. 1064-1077
“A Rose for Emily,”
pp. 1064-1077
“A Rose for Emily,”
pp. 1064-1077
“A Rose for Emily,”
pp. 1064-1077
“A Rose for Emily,”
pp. 1064-1077
“A Rose for Emily,”
pp. 1064-1077
“A Rose for Emily,”
pp. 1064-1077
55
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]
1
X
6
X
10
X
11
X
15
X
18
X
37
X
The Modern Short Story
“The Life You Save May Be Your Own,” pp. 1078-1090
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Journalism as Literature
“A New Kind of War,” pp. 1094-1103
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text. [RI.11-12.2]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and
Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the
high end of the range. [RI.11-12.10]
Language Standards (Literature)
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
“The Life You Save
May Be Your Own,”
pp. 1078-1090
“The Life You Save
May Be Your Own,”
pp. 1078-1090
Holt McDougal
“A New Kind of
War,” pp. 10941103
“A New Kind of
War,” pp. 10941103
“A New Kind of
War,” pp. 10941103
“A New Kind of
War,” pp. 10941103
“A New Kind of
War,” pp. 10941103
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
11th Grade English Language Arts
Revised July 2013
56
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
19
X
19
X
19
X
20
X
20
X
22
X
24
X
25
X
26
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Writing Standards
Chapter 12 – “Research: Synthesizing, Organizing, and Presenting,” pp. 434-465
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
b. 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.
[W.11-12.1b]
b. 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
audience’s knowledge of the topic. [W.11-12.2b]
c. 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. [W.11-12.2c]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
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. [W.11-12.7]
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
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434-465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
57
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
27
X
27
X
28
X
29
X
29
X
35
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
for citation. [W.11-12.8]
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.11-12.9]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed.
[SL.11-12.1b]
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
[SL.11-12.1d]
Language Standards
Chapter 21 – “Capital Letters," pp. 888-913
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power
Writing with Power,
Ch. 21, pp. 888913
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
11th Grade English Language Arts
Revised July 2013
58
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
person.*[L.6.1c]
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
6
36
X
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
37.e
Writing with Power,
Ch. 21, pp. 888913
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
Weeks 23-24
Unit 5 – “Assessment Practice,”
pp. 1130-1141
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
1
X
3
X
11th
Grade English Language Arts
Revised July 2013
Holt McDougal
“Assessment
Practice,” pp. 11301141
“Assessment
59
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
4
X
6
X
10
X
15
X
16
X
38
X
8
X
17
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
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. [RI.11-12.7]
Language Standards (Literature)
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
Unit 6 – Contemporary Literature: 1940 to Present, pp. 1144-1161
“Questions of the Times,” pp. 1146-1147
Reading Standards
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
Contemporary Literature: 1940-Present
“New Perspectives,” pp. 1148-1157
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Practice,” pp. 11301141
“Assessment
Practice,” pp. 11301141
“Assessment
Practice,” pp. 11301141
“Assessment
Practice,” pp. 11301141
“Assessment
Practice,” pp. 11301141
“Assessment
Practice,” pp. 11301141
“Assessment
Practice,” pp. 11301141
Holt McDougal
“Questions of the
Times,” pp. 11461147
“Questions of the
Times,” pp. 11461147
60
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
8
X
17
X
16
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Reading Standards
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how
they address related themes and concepts. [RI.9-10.9]
“Connecting Literature, History, and Culture,” pp. 1158-1159
Reading Standards
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. [RI.11-12.7]
Responses to War
“Why Soldiers Won’t Talk” and “The Death of the Ball Turret Gunner,” pp. 1170-1177
Reading Standards
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
4
X
11
X
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text. [RI.11-12.2]
13
X
. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“New
Perspectives,”
pp. 1148-1157
“New
Perspectives,”
pp. 1148-1157
“Connecting
Literature, History,
and Culture,”
pp. 1158-1159
Holt McDougal
“Why Soldiers
Won’t Talk” and
“The Death of the
Ball Turret
Gunner,” pp. 11701177
“Why Soldiers
Won’t Talk” and
“The Death of the
Ball Turret
Gunner,” pp. 11701177
“Why Soldiers
Won’t Talk” and
“The Death of the
Ball Turret
Gunner,” pp. 1170-
61
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
14
X
37
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
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.
[RI.11-12.5]
Language Standards (Literature)
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
19
X
19
X
19
X
20
X
20
X
Writing Standards
Ch. 12 – “Research: Synthesizing, Organizing, and Presenting,” pp. 434-465, Cont’d.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
b. 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. [W.1112.1b]
b. 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
audience’s knowledge of the topic. [W.11-12.2b]
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
1177
“Why Soldiers
Won’t Talk” and
“The Death of the
Ball Turret
Gunner,” pp. 11701177
“Why Soldiers
Won’t Talk” and
“The Death of the
Ball Turret
Gunner,” pp. 11701177
Writing with Power
Writing with Power,
Ch. 12,
pp. 434-465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
62
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
22
X
24
X
25
X
26
X
27
X
27
X
28
X
29
X
29
X
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
[W.11-12.4]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
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. [W.11-12.7]
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. [W.11-12.8]
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.11-12.9]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed. [SL.11-12.1b]
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434-
63
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
additional information or research is required to deepen the investigation or complete the task.
[SL.11-12.1d]
35
X
36
X
Language Standards
Ch. 22 – “End Marks and Commas,” pp. 914-941
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
465
Writing with Power
Writing with Power,
Ch. 22, pp. 914941
Writing with Power,
Ch. 22, pp. 914941
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
11th Grade English Language Arts
Revised July 2013
64
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
36
L
O
C
A
L
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
a. Observe hyphenation conventions. [L.11-12.2a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 22, pp. 914941
Weeks 25-26
Responses to War
“Adam” and an excerpt from “Survival in Auschwitz,” pp. 1178-1193
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
3
X
4
X
11
X
12
X
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 the text. [RI.11-12.3]
15
X
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text. [RI.11-12.2]
11th Grade English Language Arts
Revised July 2013
“Adam” and
“Survival in
Auschwitz,”
pp. 1178-1193
“Adam” and
“Survival in
Auschwitz,”
pp. 1178-1193
“Adam” and
“Survival in
Auschwitz,”
pp. 1178-1193
“Adam” and
“Survival in
Auschwitz,”
pp. 1178-1193
“Adam” and
“Survival in
Auschwitz,”
pp. 1178-1193
65
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
16
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X 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. [RI.11-12.7]
3
X
5
X
19
X
19
X
19
X
20
X
20
X
22
X
“Ambush,” pp. 1194-1200
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Writing Standards
Ch. 12 – “Research: Synthesizing, Organizing, and Presenting,” pp. 434-465, Cont’d.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. [W.11-12.1]
a. 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. [W.11-12.1a]
b. 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.
[W.11-12.1b]
b. 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
audience’s knowledge of the topic. [W.11-12.2b]
c. 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. [W.11-12.2c]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Adam” and
“Survival in
Auschwitz,”
pp. 1178-1193
“Ambush,”
pp. 1194-1200
“Ambush,”
pp. 1194-1200
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
66
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
24
X
25
X
26
X
27
X
27
X
28
X
29
X
29
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
[W.11-12.4]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
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. [W.11-12.7]
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. [W.11-12.8]
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.11-12.9]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed. [SL.11-12.1b]
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
[SL.11-12.1d]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Writing with Power,
Ch. 12, pp. 434465
Language Standards
Ch. 23 – “Other Punctuation,” pp. 942-993
11th Grade English Language Arts
Revised July 2013
67
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
35
36
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
X
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 23, pp. 942993
Writing with Power,
Ch. 23, pp. 942-993
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
11th Grade English Language Arts
Revised July 2013
68
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
6
36
X
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
a. Observe hyphenation conventions. [L.11-12.2a]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
38.a
Writing with Power,
Ch. 23, pp. 942993
Weeks 27-28
Reading Standards
Civil Rights and Protest Literature
“Letter from Birmingham Jail,” and “Ballad of Birmingham,” pp. 1202-1215
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
10
X
13
X
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]
15
X
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
37
X
Language Standards (Literature)
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
69
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
38
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
38
X
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
39
X
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
3
X
8
X
11
X
Text Analysis Workshop
“Voice in Contemporary Literature,” 1260-1261
Reading Standards
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
A Mosaic of American Voices
“Mother Tongue,” pp. 1262-1271
Reading Standards
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
“Letter from
Birmingham Jail”
and “Ballad of
Birmingham,”
pp. 1202-1217
“Voice in
Contemporary
Literature,”
pp.1260-1261
“Voice in
Contemporary
Literature,”
pp. 1260-1261
“Mother Tongue,”
pp. 1262-1271
70
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
12
X
15
X
36
X
37
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
provide an objective summary of the text. [RI.11-12.2]
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 the text. [RI.11-12.3]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
Language Standards (Literature)
a. Observe hyphenation conventions. [L.11-12.2a]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Mother Tongue,”
pp. 1262-1271
“Mother Tongue,”
pp. 1262-1271
“Mother Tongue,”
pp. 1262-1271
“Mother Tongue,”
pp. 1262-1271
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
Additional Objectives for this selection (W 2a-b, W 4)
14
X
16
X
“Census Date: The U.S. Population,” pp. 1272-1277
Reading Standards
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.
[RI.11-12.5]
Integrate and evaluate multiple sources of information presented in different media or formats
11th Grade English Language Arts
Revised July 2013
Holt McDougal
“Census Date: The
U.S. Population,”
pp. 1272-1277
“Census Date: The
71
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem. [RI.11-12.7]
Writing Standards
Practice for the ACT Benchmark Standards
www.act.org/qualitycore
35
X
Language Standards
Ch. 24 – “Spelling Correctly,” pp. 994-1021
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
U.S. Population,”
pp. 1272-1277
www.act.org/
qualitycore
Writing with Power
Writing with Power,
Ch. 24, pp. 9941021
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
11th Grade English Language Arts
Revised July 2013
72
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
36
L
O
C
A
L
X
36
X
40
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
b. Spell correctly. [L.11-12.2b]
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. [L.11-12.6]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 24, pp. 9941021
Writing with Power,
Ch. 24, pp. 9941021
Writing with Power,
Ch. 24, pp. 9941021
Weeks 29-30
“In Search of Our Mothers’ Gardens,” pp. 1278-1285
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
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.
[RI.11-12.5]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
Language Standards (Literature)
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
10
X
14
X
15
X
38
X
11th
Grade English Language Arts
Revised July 2013
Holt McDougal
“In Search of Our
Mothers’ Gardens,”
pp. 1278-1285
“In Search of Our
Mothers’ Gardens,”
pp. 1278-1285
“In Search of Our
Mothers’ Gardens,”
pp. 1278-1285
“In Search of Our
73
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
39
L
O
C
A
L
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
Mothers’ Gardens,”
pp. 1278-1285
“In Search of Our
Mothers’ Gardens,”
pp. 1278-1285
A Mosaic of American Voices
“Straw into Gold: The Metamorphosis of the Everyday,” pp. 1286-1293
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Holt McDougal
10
X
13
X
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]
14
X
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.
[RI.11-12.5]
10
X
13
X
PRIMARY
RESOURCES
A Mosiac of American Voices
“Adolescence—III” and “Testimonial,” pp. 1300-1305
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]
11th Grade English Language Arts
Revised July 2013
SUPPLEMENTAL
RESOURCES
“Straw into Gold:
The
Metamorphosis of
the Everyday,” pp.
1286-1293
“Straw into Gold:
The
Metamorphosis of
the Everyday,”
pp. 1286-1293
“Straw into Gold:
The
Metamorphosis of
the Everyday,”
pp. 1286-1293
Holt McDougal
“Adolescence—III”
and “Testimonial,”
pp. 1300-1305
“Adolescence—III”
and “Testimonial,”
pp. 1300-1305
74
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
2
X
4
X
9
X
13
X
16
X
18
X
35
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
“Assessment Practice,” pp. 1324-1335
Reading Standards
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems,
in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with
scaffolding as needed at the high end of the range. [RL.11-12.10]
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]
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. [RI.11-12.7]
By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and
Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the
high end of the range. [RI.11-12.10]
Language Standards (Literature)
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Holt McDougal
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
Number
3 37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
4
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
11th Grade English Language Arts
Revised July 2013
75
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
5
6
36
37
X
X
Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.11-12.2]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
38.d
37.d
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 36:
Gr. Standard
Content
Number
4
40.b
Choose punctuation for effect.*[L.4.3b]
5
39.a
Use punctuation to separate items in a series.*[L.5.2a]
6
38.a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.*[L.6.2a]
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. [L.11-12.3]
“Assessment
Practice,” pp. 13241335
“Assessment
Practice,” pp. 13241335
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 37:
Gr. Standard
Content
Number
11th Grade English Language Arts
Revised July 2013
76
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
38
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
6
39.b
Maintain consistency in style and tone.* [L.6.3b]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
Writing Standards
Practice for the ACT Benchmark Standards
www.act.org/qualitycore
Language Standards
“Guide to the 21st Century, Part I,” pp. 466-501
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
“Assessment
Practice,” pp. 13241335
www.act.org/
qualitycore
33
X
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest. [SL.11-12.5]
Writing with Power,
pp. 466-501
20
X
22
X
Writing with Power,
pp. 466-501
Writing with Power,
pp. 466-501
30
X
39
X
38
X
9
X
35
X
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems,
in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with
scaffolding as needed at the high end of the range. [RL.11-12.10]
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11-12.1]
Writing with Power,
pp. 466-501
Writing with Power,
pp. 466-501
Writing with Power,
pp. 466-501
Writing with Power,
pp. 466-501
Writing with Power,
pp. 466-501
The following italicized standards from Grades 3-9 should have continued attention with
increased rigor. For standard 35:
Gr. Standard
Content
11th Grade English Language Arts
Revised July 2013
77
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
L
O
C
A
L
Number
37.f
Ensure subject-verb and pronoun-antecedent agreement. * [L.3.1.f]
38.g
Correctly use frequently confused words (e.g., to, too, two;
there, their).*[L.4.1g]
5
38.d Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
6
37.d
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
6
37.e
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
6
37.f
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
6
39.a
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
7
36.d
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
8
36.e
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
9
36.c Use parallel structure.*[L.9-10.1a]
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.1d]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
3
4
19
X
39
X
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. [L.11-12.5]
Writing with Power,
pp. 466-501
Writing with Power,
pp. 466-501
Weeks 31-32
1
X
2
X
Themes Across Time
The Crucible, pp. 134-227
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RL.11-12.1]
Determine two or more themes or central ideas of a text and analyze their development over the
11th Grade English Language Arts
Revised July 2013
Holt McDougal
The Crucible,
pp. 134-227
The Crucible,
78
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
3
X
5
X
6
X
7
X
37
X
38
X
39
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. [RL.11-12.2]
Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). [RL.11-12.3]
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.) [RL.1112.7]
Language Standards
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style)
for guidance as needed; apply an understanding of syntax to the study of complex texts when
reading. [L.11-12.3a]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
“The Crucible and McCarthyism,” pp. 216-219
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
Integrate and evaluate multiple sources of information presented in different media or formats
10
X
15
X
16
X
11th
Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
pp. 134-227
The Crucible,
pp. 134-227
The Crucible,
pp. 134-227
The Crucible,
pp. 134-227
The Crucible,
pp. 134-227
The Crucible,
pp. 134-227
The Crucible,
pp. 134-227
The Crucible,
pp. 134-227
Holt McDougal
“The Crucible and
McCarthyism,”
pp. 216-219
“The Crucible and
McCarthyism,”
pp. 216-219
“The Crucible and
79
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
10
X
15
X
16
X
7
X
8
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem. [RI.11-12.7]
McCarthyism,”
pp. 216-219
“Timebends” by Arthur Miller, pp. 220-221
Reading Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. [RI.11-12.1]
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text. [RI.11-12.6]
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. [RI.11-12.7]
Holt McDougal
“Media Study: from The Crucible and a Movie Review,” pp. 222-225
Reading Standards
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.) [RL.1112.7]
Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
[RL.11-12.9]
Writing Standards
Ch. 4 “Personal Writing” and Ch. 9 “Writing About Literature”
21
X
19
X
PRIMARY
RESOURCES
Ch. 4 “Personal Writing,” pp. 130-157
Writing Standards
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. [W.11-12.3]
c. Use words, phrases, and clauses 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
11th Grade English Language Arts
Revised July 2013
SUPPLEMENTAL
RESOURCES
“Timebends,” by
Arthur Miller,
pp. 220-221
“Timebends,” by
Arthur Miller,
pp. 220-221
“Timebends,” by
Arthur Miller,
pp. 220-221
Holt McDougal
Media Study,
pp. 222-225
Media Study,
pp. 222-225
Writing with Power
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
80
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
20
X
20
X
20
X
21
X
21
X
21
X
21
X
21
X
22
X
23
X
27
X
28
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]
c. 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. [W.11-12.2c]
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
a. 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. [W.11-12.3a]
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters. [W.11-12.3b]
c. 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).
[W.11-12.3c]
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters. [W.11-12.3d]
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative. [W.11-12.3e]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
[W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States
documents of historical and literary significance [e.g., Roosevelt’s “Four Freedoms” speech,
King’s “Letter from a Birmingham Jail”]), including how they address related themes and
concepts. [W.11-12.9b]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 4, pp. 130-157
81
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
and audiences. [W.11-12.10]
Speaking and Listening Standards
30
33
Integrate multiple sources of information presented in diverse formats and media (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. [SL.11-12.2]
X Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest. [SL.11-12.5]
Writing with Power,
Ch. 4, pp. 130-157
Ch. 9 – “Writing About Literature,” pp. 322-365
Writing Standards
c. Use words, phrases, and clauses 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. [W.11-12.1c]
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic. [W.11-12.2d]
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.11-12.2e]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.) [W.11-12.4]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in
the Language strand in Grades K-11.) [W.11-12.5]
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.11-12.9]
a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of twentiethand twenty-first-century foundational works of American literature, including how two or more
Writing with Power
X
19
X
20
X
20
X
22
X
23
X
24
X
27
X
27
X
11th Grade English Language Arts
Revised July 2013
Writing with Power,
Ch. 4, pp. 130-157
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
82
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
28
X
30
X
33
X
24
X
29
X
29
X
29
X
29
X
29
X
30
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
texts from the same period treat similar themes or topics”). [W.11-12.9a]
Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Speaking and Listening Standards
Integrate multiple sources of information presented in diverse formats and media (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. [SL.1112.2]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Language Standards
“Guide to the 21st Century, Part II,” pp. 502-588
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed. [SL.11-12.1b]
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.1112.1c]
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
[SL.11-12.1d]
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power,
Ch. 9, pp. 322-365
Writing with Power
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
83
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
31
X
32
X
33
X
34
X
35
X
38
X
38
X
38
X
38
X
38
X
39
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
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. [SL.1112.2]
Evaluate a speaker’s 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. [SL.1112.3]
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. [SL.11-12.4]
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. [SL.11-12.5]
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific
expectations.) [SL.11-12.6]
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam
Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. [L.1112.1b]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]
b. Identify and correctly use patterns of word changes that indicate different meanings or parts
of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary). [L.11-12.4d]
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [L.11-12.5]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Writing with Power,
pp. 502-588
Weeks 33-34
11th
Grade English Language Arts
Revised July 2013
84
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
4
X
7
X
20
X
21
X
21
X
21
X
21
X
21
X
21
X
22
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
Reading Standards
The Twelfth Night
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]
Writing Standards
Ch. 6 – “Creative Writing,” pp. 184-233
c. 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. [W.11-12.2c]
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. [W.11-12.3]
a. 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. [W.11-12.3a]
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters. [W.11-12.3b]
c. 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).
[W.11-12.3c]
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters. [W.11-12.3d]
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative. [W.11-12.3e]
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 19-21 above.)
[W.11-12.4]
11th Grade English Language Arts
Revised July 2013
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
The Twelfth Night
The Twelfth Night
Writing with Power
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
85
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
27
28
24
29
29
29
31
32
34
Limestone County Schools Continuum of Skills
L
Alabama Course of Study Reference
O
Grade 11
C
English Language Arts
A
Teaching Schedule
L
X a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of twentiethand twenty-first-century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”). [W.11-12.9a]
X Write routinely over extended time frames, including time for research, reflection, and revision
and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.11-12.10]
Language Standards
“Guide to the 21st Century, Part III,” pp. 589-615
X Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
[W.11-12.6]
X Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
X a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
X c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
[SL.11-12.1c]
X Evaluate a speaker’s 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. [SL.1112.3]
X 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. [SL.11-12.4]
X Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific
expectations.) [SL.11-12.6]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power,
Ch. 6, pp. 184-233
Writing with Power
Writing with Power,
pp. 589-615
Writing with Power,
pp. 589-615
Writing with Power,
pp. 589-615
Writing with Power,
pp. 589-615
Writing with Power,
pp. 589-615
Writing with Power,
pp. 589-615
Writing with Power,
pp. 589-615
Weeks 35-36
11th Grade English Language Arts
Revised July 2013
86
DOCUMENTATION
DATES
11th Grade English Language Arts
Continuum of Skills
Holt McDougal Literature: American Literature, Grade 11, published by Holt McDougal
Writing with Power published by Perfection Learning Corporation
S
T
A
T
E
L
O
C
A
L
4
X
7
X
Limestone County Schools Continuum of Skills
Alabama Course of Study Reference
Grade 11
English Language Arts
Teaching Schedule
The Twelfth Night, Cont’d.
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.)
[RL.11-12.7]
PRIMARY
RESOURCES
SUPPLEMENTAL
RESOURCES
The Twelfth Night
The Twelfth Night
Weeks 37-38
Review and Semester Tests
11th Grade English Language Arts
Revised July 2013
87
DOCUMENTATION
DATES