August 2012
1
Buncombe County Schools
Learning Targets for ELA Common Core State Standards
2012-2013
Grade 11 Reading Literature
Grade Specific
Standard
Learning Targets
(I can statements)
Activities/Strategies
(What strategies/activities
could we use to teach this
learning target?)
Resources
(What text could we
use to teach this
learning target?)
RL1. 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.
1a. I can use evidence
from the text to defend
my conclusion of
literal and inferential
understandings.
-Quote journal (give
theme, find quotes to
support)
-Huck
-Gatsby
-Their Eyes
-Poster that gives quotes
and images
Any Buncombe
County Schools
Approved high school
texts
1b. I can recognize
where an author
purposefully leaves
events open-ended or
vague.
-Exit ticket response
Formative Assessment
Suggestions
(What are ways to
formatively check for
understanding while
teaching this learning
target?)
-Exit ticket response
-Quote quiz that student
work in groups to give
significance of the quotes
-Quote/speaker matching
Essay Rubric
Literary Analysis Essay
Wiki Page
-Myths
-The Crucible
-various short stories
and poems
August 2012
RL2. 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.
2
2a. I can recognize
more than one theme
or central idea in a
text.
2b. I can explain the
interactions between
two or more themes or
central ideas.
2c. I can explain how
themes or central ideas
interact and create
complexity and
richness of the text.
2d. I can objectively
summarize the text
with increased
precision.
3a. I can analyze the
impact of the author’s
choices of literary
elements (setting, plot,
characterization.)
RL3. Analyzing
the impact of the
author’s choices
and regarding
how to develop
and relate
elements of a
3b. I can explain how
story or drama
the author’s choices of
(e.g., where a story
-Class discussion
-Thinking map (tree map
that they categorize ideas
from given list)
-Nathaniel Hawthorne -Conflict t-chart
short stories“Minister’s Black Veil” -Class discussion
-Poe
-Pinpoint patterns (senses,
colors, symbols) in
text…leading to theme
-Emerson/Thoreau
-Conflict t-chart
Any Buncombe
County Schools
Approved high school
texts
Write an objective
summary of the text
-T-chart (name device,
give quote, significance)
-Flow (or flee) chart
showing plot
-Symbolic portraits of a
character
-Thumbs up/down on
themes
Objective Summary Rubric
-F451
-Gatsby
-Exit ticket
-Their Eyes
-Journal entries
-Huck
-T-chart
-Crucible
-Character intro activities
(interviews, choose your
August 2012
is set, how the
action is ordered,
how the characters
are introduced
and developed).
3
literary elements
impact and affect the
development of the
text.
Characterization chart
Chalk Talk
Double Entry journal
RL4. 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
multiple
meanings or
language that is
particularly fresh,
engaging, or
beautiful.
(Include
Shakespeare as
well as other
authors.)
4a. I can use context
clues to determine the
author’s intention
when using a word
with multiple
meanings.
-Word wall
-T-chart
-Frayer Model
-Class discussion
4b. I can analyze how
the author’s word
choice produces a
particular tone or
effect.
4c. I can select
passages (or sentences)
in my reading that
contain powerful or
beautiful language.
-Search and find:
highlight important
aspects of a text
Teacher modeling and
whole class discussion as
to what constitutes
"beautiful" and
"powerful."
-Catcher in the Rye
-Various short stories
Any Buncombe
County Schools
Approved high school
texts
-Bradford
-Any bias work
-Red Cloud
-Transcendentalist
-Crucible
-F45
- Any Buncombe
County Schools
Approved high school
texts
own adventure in dealing
with choices made)
-Exit ticket
-Journal entries
August 2012
RL5. 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.
4
5a. I can identify the
author’s use of
different structural
techniques in specific
parts of a text (plot,
flashback,
foreshadowing,
resolution and other
literary terms).
-sticky notes to locate in
the text
-Crucible: why is it a
play and not a prose
piece?
-Class discussion
-T chart (lit device, quote,
significance/analysis)
-Our Town
-drafting formal literary
analysis
-journal entry
-Poe
-Class discussion
-Romanticism
5b. I can analyze how
the author’s choice in
structure affects the
meaning of the text
and contributes to the
aesthetic appeal.
-Rewriting text to show
alternative aspects
-Gatsby
-exit tickets
-turn and talk
Using artistic mediums to
create symbols
representative of the
literature.
Teaching them interesting
cultural symbols.
RL6. Analyze a
case in which
grasping point of
view requires
distinguishing
what is directly
stated in a text
from what is
6a. Upon determining
point of view, I can
differentiate between
what is stated and
what is meant by an
author/narrator.
6b.I can identify when
-T chart
-Huck
-Political cartoon exit ticket
-Political cartoons group
analysis
-Catcher
-RAFT writing
-Gatsby
-Skit
-Franklin
-Write your own satire
-Video examples- watch,
journal about specific
examples, discuss
August 2012
really meant (e.g.,
satire, sarcasm,
irony, or
understatement).
RL7. 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.)
5
literary devices such as
irony, satire, and
-KWL chart
sarcasm are being used
and construct the true -Tree Map
meaning of a text from
them.
7. I can examine
various interpretations
of a source text
distinguishing the
similarities and
differences.
-T chart
-Double Bubble Thinking
Map
-Crucible
-Satirical pamphlets
-Their Eyes
-various short stories
- Any Buncombe
County Schools
Approved high school
texts
-Crucible
-Defending your character
picture
-Our Town
-journal writing
-Their Eyes
-Character comparison
picture
-Poe short stories and
audio biography
-journal writing
-Scarlet Letter
-Discuss on artistic
liberties in film versions of
literature
August 2012
6
RL8.
Not applicable to
literature
RL9. Demonstrate
knowledge of 18th,
19th-, and early
20th-century
foundational
works of
American
literature,
including how
two or more texts
from the same
period treat
similar themes or
topics.
9a. I can explain how
history influences the
text.
-T chart (3 columns)
9b. I can compare and
contrast how texts
from the same time
period address or
present similar themes
or topics.
-Foldable
-Sentence summary
-Tree Map
-emulating writing style in
a short sample
RL10. By the end
of grade 11, read
and comprehend
literature,
including stories,
dramas, and
poems, in the
grades 11-CCR
text complexity
band proficiently,
10a. I can apply
appropriate reading
strategies to
comprehend difficult
texts using the teacher
as a resource when
necessary.
-Double bubble
TBA from list that
Debbie has shared
with us (see attached)
-Discussion
-exit slip
- feature analysis chart
- SOAPSTone
10b. I will show
growth in my reading
-Scaffolding with
Thinking Maps
-Poe poem to Poe
short story
-Write your own summary
-Cartoon recreation
-Translation versions
-Hawthorne short
story to Scarlet Letter
-Native American
myths to Bradford
-Transcendentalism
Self assessment
August 2012
with scaffolding
as needed at the
high end of the
range.
7
ability by attempting
texts of increasing
difficulty.