American Literature Semester One
District Assessment Connection for South Dakota Core StandardsAmerican Literature (V08)
Grade 11-12 Common Core State Standards for Reading
Reading Standards for Literature (RL)
|Key Ideas and Details
|11-12RL01. 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.||59, 60, 70, 79|
|11-12RL02. 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.||47, 61, 78, 80|
|11-12RL03. 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).||17, 18, 19, 71|
|Craft and Structure|
|11-12RL04. 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.)||39, 40, 41, 77|
|11-12RL05. 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.||45, 46, 55, 72|
|11-12RL06. 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).||57, 58, 64, 65|
|Integration of Knowledge and Ideas|
|11-12RL09. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational words of American literature, including how two or more texts from the same period treat similar themes or topics.||13, 48, 49, 50, 51, 52, 53|
|Range of Reading and Level of Text Complexity|
|11-12RL10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.||73, 74, 75, 76|
Reading Standards for Informational Text (RI)
|Key Ideas and Details
|11-12RI01. 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.||35, 36, 37, 38|
|11-12RI02. 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.||66, 67, 69|
|11-12RI03. 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.||68, 42, 43|
|Craft and Structure|
|11-12RI04. 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 Federalist No. 10).||31, 32, 33, 34|
|11-12RI05. 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.||27, 28, 29, 30|
|Conventions of Standard English|
|L11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
• 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.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Observe hyphenation conventions.
• Spell correctly.
|Knowledge of Language|
|L11-12.3. 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.
• Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
|24, 25, 26|
|L11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
• 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.
• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
• 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.
• Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the innferred meaning in context or in a dictionary).
|20, 21, 22, 23|
|L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
• Analyze nuances in the meaning of words with similar denotations.
|1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 54, 56, 62, 63|
| L.11-12.6. 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.
||14, 15, 16|
Grade 11 -12 Common Core State Standards for Writing
Writing Standards for Literature (RL)
|Text Types and Purposes
|11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.||Essay|
|11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.||Essay|
|11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-sructured event sequences.||Essay|
|Production and Distribution of Writing|
|11-12.4. 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 1-3 above.)||Essay|
|11-12.5. 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.||Essay|
TOTAL QUESTIONS = 80 questions
ESSAY = 20 points