Standard
Knowledge
Reasoning
Standard 1: 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.
Recognize strong
and thorough textual
evidence within the
text.
Identify the textual
evidence that
supports analysis of
what the text says
explicitly.
I can, while reading,
make note of
significant
information/
quotes/passages
presented.
I can select the
information/ quote/
passage that
supports my claim.
Explain inferences
drawn from the text.
I can make guesses
about the text and
support my
reasoning.
Interpret how the
text uses ambiguity
or leaves matters
uncertain.
I can understand
the author’s choices
and their impact on
the reader.
Cite strong and
thorough textual
evidence to support
the text (explicit and
inferred).
I can find
evidence/quotes/
passages from the
text to support my
ideas.
Performance
Skill
Product
Standard 2: Determine two or more themes of a text and analyze their
development over the course of a text including how they interact and build
on one another to produce a complex account; provide an objective
summary of the text.
Identify two or more
themes of a text.
I can recognize the
central message the
author conveys.
Explain how themes
build on each other
to create complexity.
I can trace the
themes through a
text and understand
how they connect
and/or change.
Write an objective
summary.
Standard 3: Analyze the impact of the author’s choice 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).
Analyze how the
text develops two or
more central ideas
or themes
throughout a text.
I can break apart
two or more central
messages or ideas
in a text and
determine the
author’s purpose.
Interpret how the
text supports the
themes or central
ideas to produce a
complex account of
the text.
I can explain the
main ideas of a text
without including any
opinions.
I can identify how
the author’s choice
of details
(characterization,
setting, mood,
figurative language,
etc. ) supports the
central message of
the text.
Explain the
development of plot.
Determine the
author’s intended
purpose/theme.
I can use the plot
diagram to show the
major events of the
text.
Explain how
characters are
developed.
I can find the details
an author provides
and draw
I can explain why
the author wrote the
text and identify the
central message of
the text.
Analyze which story
elements are most
significant and how
they relate to one
another in
conclusions about
the characters.
achieving
purpose/theme.
Explain the
development of the
setting.
I can identify literary
elements (setting,
characterization,
plot, tone/mood,
etc.) and determine
how they work
together to create
the central idea and
author’s purpose.
I can find the details
the author provides
and draw
conclusions about
the setting.
Standard 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.
Identify:
-- words and
phrases
-- figurative words
and phrases
-- connotative words
and phrases
-- words that impact
meaning and tone
-- multiple meaning
words
-- language that is
fresh, engaging, or
beautiful
in a text
I can identify words
and phrases that
impact meaning and
tone.
I can identify the
multiple meanings of
words including the
connotations and
denotations.
I can identify
language that is
fresh, engaging, or
beautiful.
Determine the:
-- meanings of
words and phrases
-- figurative
meanings of words
and phrases
-- connotative
meanings of words
and phrases
as they are used in
a text
I can determine the
meanings of words
and phrases in
context and their
impact on meaning
and tone.
I can determine the
figurative meaning
of words and
phrases and the
multiple meanings
they may imply.
I can determine the
connotative and
denotative
meanings of words
and phrases as
I can identify
figurative words and
phrases.
they are used in a
text.
Analyze the impact
of specific words on
meaning and tone
including:
-- words with
multiple meanings
-- language that is
particularly fresh,
engaging, or
beautiful
I can analyze
specific words’
impact on meaning
and tone
Standard 5: Analyze how an author’s choices concerning how to structure
specific parts of a text (e.g., the choice of where begin or end a story, the
choice to provide a comedic or tragic resolution) contribute its overall
structure and meaning as well as its aesthetic impact.
Identify the author’s
specific style choices
I can identify the
author’s style choice.
Identify aesthetic
impact:
-- (e.g., historical
context
-- emotional appeal
-- and artistic
appeal)
Analyze how the
author’s choices
contribute to the: -overall structure
-- meaning
-- aesthetic
I can analyze how
the author’s choices
impact the overall
structure, meaning,
and the reader’s
emotional reaction
to the text.
I can identify the
emotional and
artistic appeal that
these style choices
evoke.
Standard 6: Analyze a case in which grasping a point of view requires
distinguishing what is directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement.)
Define:
-- denotation/
connotation
Compare/ Contrast
what is directly
stated in a text
-- literal/ non-literal
meaning
-- satire
-- sarcasm
-- irony
-- understatement
I can define:
--denotation/
connotation
-- literal/ non-literal
meaning
-- satire
-- sarcasm
-- irony
-- understatement
Identify examples,
such as:
-- satire
-- sarcasm
-- irony
-- understatement
from the text
I can identify
examples of:
-- satire
-- sarcasm
-- irony
-- understatement
from the text
Standard 7: 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 (including at least
one play by Shakespeare and one play by an American dramatist).
Understand source
text.
I can understand the
text.
Understand 2 or
(e.g., satire,
sarcasm, irony, or
understatement)
with the implied or
inferred meaning.
I can compare and
contrast what is
directly stated in a
text according to its
implied or inferred
meaning.
Using the non-literal
interpretation,
identify the author’s
point of view
I can use non-literal
interpretation and
identify the author’s
point of view.
Analyze how
knowing the
author’s point of
view helps the
reader identify the
true meaning of the
text.
I can analyze how
the author’s point of
view helps/ guides
the reader to
identify the
meaning of the text.
Explain multiple
interpretations:
*recorded/live play
* recorded novel
* recorded poem
of (story, drama,
poem) analyzing
more interpretations
of text: (story,
drama, poem).
I can understand two
or more
interpretations of
text.
how each interprets
source text
(including at least
one play by
Shakespeare and
one play by an
American
dramatist).
I can compare/
contrast various
versions(videos,
film, voice
recording, live
performance, etc.)
of a source text and
break apart how
each is influenced
by the original text.
Standard 8: Not applicable to literature
Standard 9: Demonstrate knowledge of eighteenth-, nineteenth- and early
twentieth-century foundational works of American literature, including how
two or more texts from the same period treat similar themes or topics.
Describe the
historical context of
(18th, 19th, or 20th)
century
Determine the
theme or themes of
foundational
American Literature
I can describe the
historical context of
(18th, 19th, or 20th)
century
I can determine the
theme or themes of
foundational
American Literature
Identify foundational
works of (18th, 19th,
or 20th) century
Compare/ contrast
the treatment of
similar themes from
two or more texts
from the (18th,
19th, or early 20th)
century
I can identify
foundational works
of (18th, 19th, or
20th) century
Distinguish between
theme and topic
I can distinguish
I can compare/
contrast similar
themes from two or
more texts from the
(18th, 19th, or early
between theme and
topic
20th) century
Compare/ contrast
the treatment of
similar topics from
two or more texts
from the (18th,
19th, or early 20th)
century
I can compare/
contrast similar
topics from two or
more texts from the
(18th, 19th, or early
20th) century
Standard 10: By the end of grade 11, read and comprehend literature,
including stories, dramas, and poems, in grades 11-CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Identify/ understand
in literary text:
-- key ideas and
details
-- craft and structure
-- integration of
knowledge and
ideas
at appropriate
complexity
(qualitative,
quantitative and
reader task) as seen
in standards 1-9
I can read literary
texts independently
and proficiently
Comprehend in
literary text:
-- key ideas and
details
-- craft and
structure
-- integration of
knowledge and
ideas
at appropriate CCR
complexity
(qualitive,
quantative and
reader task) as
seen in standards
1-9, independently
and proficiently
I can comprehend
literary texts
independently and
proficiently