11RL-Key+Ideas+&+Details

RL.11.1. 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. RL.11.2. 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.11.3. 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). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== AS: RL. 11.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL. 11.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL. 11.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. MP.1: Makes sense of problems and perseveres in solving them. || HS.SI.1 Evaluate resources needed to solve a problem. HS.SI.2 Evaluate resources for point of view, bias, values, or intent of information. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== RL. 11.1 Understand RL. 11.2 Analyze RL. 11.3 Evaluate || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * RL. 11.1**
 * Read and comprehend grade-level text.
 * Review literary terms relating to poetry, drama, and fiction.
 * Review textual evidence.
 * Examine patterns within a text, focusing on words, syntax, etc.
 * Make a judgment regarding the explicit and implicit patterns in a text.
 * Formulate a response that links evidence to judgment.
 * Analyze sections of text that are unclear.
 * Justify how evidence supports claim or judgment.
 * 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. 11.2 **
 * Review theme.
 * Explain unbiased summary.
 * Define //universal theme// and its application.
 * Read and comprehend grade-level text.
 * Examine patterns throughout the text, focusing on theme development.
 * Show the development of each theme throughout the course of the text.
 * Determine two or more theme statements based on specific details located in the text.
 * Evaluate two or more themes within the text to determine their relationship and how they interact together to produce the text.
 * Formulate an unbiased/independent response regarding the theme or central idea.
 * 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. 11.3 **
 * Read and comprehend grade-level text.
 * Analyze plot structure.
 * Evaluate how author’s choice of structural devices impacts plot development, elements (such as climax, motivation, and conflict), setting, and characters.
 * Justify the effectiveness of the author’s choices.
 * 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.)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== Ambiguity Inference Implicit Explicit Syntax Claim Judgment Tone Mood
 * RL. 11.1 **

Theme Universal theme Central idea Objective Unbiased Analysis Conflict (internal and external) Point-of-view Characterization (direct and indirect) Summary Paraphrase
 * RL. 11.2 **

Elements of plot structure (i.e. setting, conflict, character, climax) Motivation Tone Mood Syntax Diction Structure Theme Rhetorical and/or literary terms as related to piece(s) of literature (i.e. plot, foreshadowing, characterization, syntax, fallacy, logic, etc.)
 * RL. 11.3 **

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== How to Write a Character Analysis: [] ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
[] Sparknotes: []

TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * RL. 11.1**
 * Mark Twain and American Humor In this three-part lesson, students examine structure and characterization in the short story and consider the significance of humor through a study of Mark Twain's "The Notorious Jumping Frog of Calaveras County." Students will analyze the use of literary conventions and devices to develop character and point of view in the short story; investigate the purposes and significance of literary humor; and examine Mark Twain's storytelling style in relation to that of other American humorists.
 * RL. 11.2**
 * Practical Criticism Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet we can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The goals of this lesson plan, from EDSITEment, are to analyze the verbal devices through which poems make meaning; to compare one's personal interpretation of a poem with the personal interpretations of others; and to develop standards of literary judgment.


 * RL. 11.3**
 * Perspective on the Slave Narrative This lesson plan introduces students to one of the most widely-read genres of 19th-century American literature and an important influence within the African American literary tradition even today. The lesson focuses on the Narrative of William W. Brown, An American Slave (1847), which, along with the Narrative of the Life of Frederick Douglass (1845), set the pattern for this genre and its combination of varied literary traditions and devices. To help students recognize the complex nature of the slave narrative, the lesson explores Brown's work from a variety of perspectives.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===