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School City of Hobart |
| Vocabulary |
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Word Recognition, Fluency, Vocabulary
The learner will be able to apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.
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11.1.1
The learner will be able to trace the history of significant terms used in political science and history. Example: Understand the historical and current meanings of words, such as democracy, political party, and legislature. .
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11.1.2
The learner will be able to apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology. Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism. .
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11.1.3
The learner will be able to analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear. .
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| Reading Operations |
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Reading Comprehension
The learner will be able to read and understand grade-level-appropriate material. They analyze the organizational patterns and evaluate authors' arguments and positions. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 11, in addition to regular classroom reading, students read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, technical resources, and online information.
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11.2.1
The learner will be able to analyze both the features and the rhetorical (communication) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Example: Evaluate a famous political speech, such as Martin Luther King, Jr.'s "I Have a Dream" speech or Colin Powell's "Sharing the American Dream" speech, and describe the rhetorical devices used to capture the audience's attention and convey a unified message. .
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11.2.2
The learner will be able to analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Example: Read The Assassination of Lincoln: History and Myth by Lloyd Lewis and John Wilkes Booth: A Sister's Memoir by Asia Booth Clarke and evaluate how each communicates information to the reader and which style is more effective for the reader. .
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11.2.3
The learner will be able to verify and clarify facts presented in several types of expository texts by using a variety of consumer, workplace, and public documents. Example: Check information learned in a driver's training course with information in the printed Indiana Driver's Manual. .
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11.2.4
The learner will be able to make reasonable assertions about an author's arguments by using elements of the text to defend and clarify interpretations. Example: Read Stephen Crane's The Red Badge of Courage and Alfred Kazin's critique of the novel in the Bantam edition. Make a judgment about Kazin's critique of the novel and support agreement or disagreement with the critique by citing evidence from the novel. .
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11.2.5
The learner will be able to analyze an author's implicit and explicit assumptions and beliefs about a subject. Example: Relate core concepts in self-government as they are conveyed by the Bill of Rights, the Declaration of Independence, and the U.S. Constitution. Discuss how these concepts and ideals continue in American society today. .
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11.2.6
The learner will be able to critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Example: Evaluate documents in support of and against an issue, such as building a new sports complex in the community. Address such issues as how supporters of an issue try to persuade readers by asserting their authority on the issues and appealing to reason and emotion among readers. .
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Literary Response and Analysis
The learner will be able to read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They conduct in-depth analyses of recurrent themes. The selections in the Indiana Reading List (available online at www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
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11.3.1
The learner will be able to analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. · Satire: using humor to point out weaknesses of people and society · Parody: using humor to imitate or mock a person or situation · Allegory: using fictional figures and actions to express truths about human experiences · Pastoral: showing life in the country in an idealistic - and not necessarily realistic - way Example: Read and evaluate the short story, "The Celebrated Jumping Frog of Calaveras County," by Mark Twain, as an example of Twain's gentle satirizing of human behavior. .
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11.3.2
The learner will be able to analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Example: Analyze the development of the theme of self-reliance, as shown in works such as "Self-Reliance" by Ralph Waldo Emerson and "Floyd Patterson: The Essence of a Competitor" by Joyce Carol Oates. .
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11.3.3
The learner will be able to analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both. Example: Analyze the impact of the author's style in works such as "I Will Fight No More Forever" by Chief Joseph. .
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11.3.4
The learner will be able to analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions. Example: Respond to and compare a variety of poems that serve as examples of the poem's power, such as Robert Browning's "My Last Duchess," Elizabeth Bishop's "Fish," Robert Frost's "Out, Out...," and Amy Lowell's "Patterns." .
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11.3.5
The learner will be able to analyze recognized works of American literature representing a variety of genres and traditions that: · trace the development of the major periods of American literature. · contrast the major themes, styles, and trends in different periods. · evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom's Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan. .
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11.3.6
The learner will be able to analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings. Example: Evaluate the themes developed by works such as A Raisin in the Sun by Lorraine Hansberry and The Crucible or Death of a Salesman by Arthur Miller. .
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11.3.7
The learner will be able to analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Example: Analyze and evaluate how Martin Luther King, Jr.'s use of biblical, philosophical, and political references in "Letter from Birmingham Jail" advance the purpose of his essay. Read selected essays by Susan B. Anthony and Eleanor Roosevelt, and analyze the authors' respective assumptions about women's suffrage, gender equity, and women's place in organized labor. .
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11.3.8
The learner will be able to analyze the philosophical arguments presented in literary works to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. Example: Read Herman Melville's Billy Budd or Richard Wright's Native Son and debate whether any one work offers a defensible philosophical argument about capital punishment. .
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| Writing |
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Writing Process
The learner will be able to write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, and revising).
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11.4.1
The learner will be able to discuss ideas for writing with classmates, teachers, and other writers.
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11.4.2
The learner will be able to demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.
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11.4.3
The learner will be able to use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes.
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11.4.4
The learner will be able to structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
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11.4.5
The learner will be able to enhance meaning by using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
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11.4.6
The learner will be able to use language in creative and vivid ways to establish a specific tone.
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11.4.7
The learner will be able to develop presentations by using clear research questions and creative and critical research strategies, such as field studies, oral histories, interviews, experiments, and Internet sources.
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11.4.8
The learner will be able to use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.
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11.4.9
The learner will be able to use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
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11.4.10
The learner will be able to review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
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11.4.11
The learner will be able to edit and proofread one's own writing, as well as that of others, using an editing checklist.
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11.4.12
The learner will be able to revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
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Writing Applications
The learner will be able to continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 - Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, Grade 11 students use the writing strategies outlined in Standard 4 - Writing Process. .
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11.5.1
The learner will be able to write fictional, autobiographical, or biographical narratives that: · narrate a sequence of events and communicate their significance to the audience. · locate scenes and incidents in specific places. · describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue (what the character says silently to self) to show the character's feelings. · pace the presentation of actions to accommodate changes in time and mood. Example: Read several short essays by writers on the practice of writing, such as an excerpt from Anne Lamott's Bird by Bird or essays by Wallace Stegner or the first chapter of Eudora Welty's One Writer's Beginnings. Write an essay on how reading and/or writing have been significant in your life. .
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11.5.2
The learner will be able to write responses to literature that: · demonstrate a comprehensive understanding of the significant ideas in works or passages. · analyze the use of imagery, language, universal themes, and unique aspects of the text. · support important ideas and viewpoints through accurate and detailed references to the text and to other works. · demonstrate an understanding of the author's style and an appreciation of the effects created. · identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Example: After reading "The Fall of the House of Usher" by Edgar Allan Poe (an example of observer narration), "The Prison" by Bernard Malamud (an example of single character point of view), and "The Boarding House" by James Joyce (an example of the multiple character point of view), analyze in an essay how the authors' choices of literary narrator made a difference in the response of the reader. Reference examples from throughout the works in support of a position. .
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11.5.3
The learner will be able to write reflective compositions that: · explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. · draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. · maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. Example: Select a quotation that is particularly meaningful. Explain the significance of the quotation. .
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11.5.4
The learner will be able to write historical investigation reports that: · use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. · analyze several historical records of a single event, examining critical relationships between elements of the topic. · explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation. · include information from all relevant perspectives and take into consideration the validity and reliability of sources. · include a formal bibliography. Example: Compose an essay on Alexis de Tocqueville's 1830s observations on American political and social life. Examine other historical documents to determine how accurate and perceptive de Tocqueville's analysis was, and how his views of society reflect the United States today. e .
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11.5.5
The learner will be able to write job applications and résumés that: · provide clear and purposeful information and address the intended audience appropriately. · use varied levels, patterns, and types of language to achieve intended effects and aid comprehension. · modify the tone to fit the purpose and audience. · follow the conventional style for that type of document (a résumé or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document. Example: Write a résumé outlining job experience, extracurricular activities, and other skills. Format the document so that the information is clearly represented for the intended audience. .
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11.5.6
The learner will be able to use varied and extended vocabulary, appropriate for specific forms and topics. Example: Use formal word choices for most writing. Write: The candidate criticized her opponent for changing his views on the issues. Avoid writing the informal: The candidate knocked her opponent for waffling on his views on the issues. Use informal writing only for certain types of informal writing situations, such as journals, informal essays, and creative writing: When it came to playing the game Clue, he was clueless. .
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11.5.7
The learner will be able to use precise technical or scientific language when appropriate for topic and audience. Example: Use the vocabulary of a particular trade, profession, or group only when writing for that type of specific audience. A home improvement store supervisor would write: The number 6 stick shed has 2-by and 4-by, poly, visqueen, and R-29. The same sentence without technical language is: The 2 by 4 and the 4 by 4 lumber is in warehouse shed number 6 with the polyester house wrap, 4 millimeter plastic sheeting, and R-29 Fiberglas insulation. .
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11.6.3
The learner will be able to apply appropriate manuscript conventions in writing including title page presentation, pagination, spacing and margins, and integration of source and support material, by citing sources within the text, using direct quotations, and paraphrasing.
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| Media |
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11.5.8
The learner will be able to deliver multimedia presentations that: · combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images. · select an appropriate medium for each element of the presentation. · use the selected media skillfully, editing appropriately, and monitoring for quality. · test the audience's response and revise the presentation accordingly. Example: Prepare a multimedia presentation about Indiana authors. Support the presentation with visual images and video clips. Create a literary map of Indiana, with visuals that have been found or created, showing authors' hometowns, photographs, and biographies. .
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11.7.9
The learner will be able to analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).
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11.7.10
The learner will be able to analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels.
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11.7.11
The learner will be able to interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).
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| Language Mechanics |
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Written English Language Conventions
The learner will be able to write using Standard English conventions.
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11.6.1
The learner will be able to demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
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11.6.2
The learner will be able to produce writing that shows accurate spelling and correct punctuation and capitalization.
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| Speaking |
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Listening and Speaking Skills
The learner will be able to formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.
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11.7.2
The learner will be able to use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect.
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11.7.3
The learner will be able to distinguish between and use various forms of logical arguments, including: · inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal). · syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others). .
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11.7.4
The learner will be able to use logical, ethical, and emotional appeals that enhance a specific tone and purpose.
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11.7.5
The learner will be able to use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.
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11.7.6
The learner will be able to use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity.
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11.7.7
The learner will be able to use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation.
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11.7.8
The learner will be able to evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions.
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11.7.13
The learner will be able to identify logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).
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11.7.14
The learner will be able to analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.
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11.7.15
The learner will be able to analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles’ radio broadcast War of the Worlds).
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11.7.16
The learner will be able to deliver reflective presentations that: -explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion. -draw comparisons between the specific incident and broader themes to illustrate beliefs or generalizations about life. -maintain a balance between describing the incident and relating it to more general, abstract ideas.
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11.7.17
The learner will be able to deliver oral reports on historical investigations that: -use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic). -analyze several historical records of a single event, examining each perspective on the event. -describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation. -include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic). -analyze several historical records of a single event, examining each perspective on the event. -describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation. -include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
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11.7.18
The learner will be able to deliver oral responses to literature that: -demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. -present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. -support important ideas and viewpoints through specific references to the text and to other works. -demonstrate an awareness of the author’s style and an appreciation of the effects created. -identify and assess the impact of ambiguities, nuances, and complexities within the text.
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11.7.19
The learner will be able to deliver multimedia presentations that: -combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. -select an appropriate medium for each element of the presentation. -use the selected media skillfully, editing appropriately and monitoring for quality. -test the audience’s response and revise the presentation accordingly.
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7.11.20
The learner will be able to recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet’s soliloquy “To Be or Not to Be”).
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| Listening |
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11.7.1
The learner will be able to summarize a speaker's purpose and point of view and ask questions to draw interpretations of the speaker's content and attitude toward the subject.
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11.7.12
The learner will be able to critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.
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