correlated to the Louisiana Grade Level Expectations for English Language Arts Grade 11

correlated to the Louisiana Grade Level Expectations for English Language Arts Grade 11

McDougal Littell Language Network Grade 11 correlated to the Louisiana Grade-Level Expectations English Language Arts Eleventh and Twelfth Grades Reading and Responding Standard 1 1. Extend basic and technical vocabulary using a variety of strategies, including: analysis of an author s word choice 377, 554, 568 use of related forms of words 548-550, 551-553 analysis of analogous statements (ELA-1-H1) 546-547 2. Analyze the significance of complex literary and rhetorical devices in American, British, or world texts, including: apostrophes rhetorical questions Opportunities to address this objective can be found on the following pages: 119, 321, 322, 394. metaphysical conceits implicit metaphors (metonymy and synecdoche) (ELA-1-H2) 285, 338-339, 369 1

3. Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including: fiction/nonfiction 383-384, 390-391, 399-400, 407-408, 415, 419, 421, 425-426, 435-436, 442, 445-446 drama/poetry 258, 440, 441 public documents Opportunities to address this objective can be found in teacherprovided materials. film/visual texts 518, 522, 523, 527 debates/speeches (ELA-1-H3) 413, 433, 501, 510-511 4. Evaluate ways in which the main idea, rationale or thesis, and information in complex texts, including consumer, workplace, public, and historical documents, represent a view or comment on life (ELA-1-H4) 383-384, 387, 391-392, 395, 399-400, 407-408, 419, 425-426, 431, 445-446, 624-625, 626-627, 632-633 Standard 6 5. Analyze and critique the impact of historical periods, diverse ethnic groups, and major influences (e.g., philosophical, political, religious, ethical, social) on American, British, or world literature in oral and written responses (ELA-6-H1) Opportunities to address this objective can be found on the following pages: 565-566 Add l TE: 523 6. Analyze and explain the significance of literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literature (ELA-6-H2) 2

7. Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including: essays and memoirs by early and modern essay writers 387, 388, 403, 431, 624-625, 628-629, 632-633 epic poetry such as Beowulf forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue drama, including ancient, Renaissance, and modern comedies and tragedies short stories, novellas, and novels 404, 442 biographies and autobiographies Opportunities to address this objective can be found on the following pages: 247, 467, 468 Add l TE: 372 speeches (ELA-6-H3) 70, 124, 505-506 8. Analyze in oral and written responses the ways in which works of ancient, American, British, or world literature represent views or comments on life, for example: an autobiography/diary gives insight into a particular time and place Opportunities to address this objective can be found on the following pages: 467, 468 the pastoral idealizes life in the country the parody mocks people and institutions Opportunities to address this objective can be found on the following page: 372 an allegory uses fictional figures to express truths about human experiences (ELA-6-H4) 3

Standard 7 9. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example: interpreting and evaluating presentation of events and information 398-405, 448, 468, 481, 491-493, 502 evaluating the credibility of arguments in nonfiction works 425-426, 431, 448, 468, 481, 491-493, 632-633 making inferences and drawing conclusions 398-405, 455, 492, 494-495, 501 evaluating the author s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas) 398-405, 368, 399-400, 435-436 comparing and contrasting major periods, themes, styles, and trends within and across texts Opportunities to address this objective can be found on page 377 and in The Language of Literature. making predictions and generalizations about ideas and information 382-386, 398-405, 491-492, 495, 501 critiquing the strengths and weaknesses of ideas and information 425-426, 448, 468, 481 synthesizing (ELA-7-H1) 455 4

10. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: school library catalogs 464-465 online databases 464-465 electronic resources 469-470 Internet-based resources (ELA-7-H2) 469-470 11. Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world literature (ELA-7-H2) 12. Analyze and evaluate works of American, British, or world literature in terms of an author s life, culture, and philosophical assumptions (ELA-7-H3) 13. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including: identifying cause-effect relationships 326, 429 raising questions 401, 447-448, 500, 508 reasoning inductively and deductively 491-492 Add l TE: 428 generating a theory or hypothesis 444-459 5

skimming/scanning An opportunity to address this objective may arise from asking students to skim and scan possible source material to be used in preparation of a research paper. See the following pages: 448-449 distinguishing facts from opinions and probability (ELA-7-H4) 482-484, 497 Writing Standard 2 14. Develop complex compositions, essays, and reports that include the following: a clearly stated central idea/thesis statement 296, 320, 324, 382-389, 398-405, 406-413, 424-433, 444-459 a clear, overall structure (e.g., introduction, body, appropriate conclusion) 318-320, 321-322, 327, 330, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction) 310-311, 326, 327, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 transitional words, phrases, and devices that unify throughout (ELA-2-H1) 310, 315, 325, 330, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 15. Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include the following: word choices appropriate to the identified audience and/or purpose 284, 294, 359-361, 366-367, 372, 377, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459, 554 vocabulary selected to clarify meaning, create images, and set a tone 292, 297, 325, 359-361, 366-367, 371-373, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459, 556 6

information/ideas selected to engage the interest of the reader 292, 334-335, 336-337, 338-339, 340-341, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 clear voice (individual personality) (ELA-2-H2) 294, 356-358, 377, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 16. Develop complex compositions using writing processes such as the following: selecting topic and form (e.g., determining a purpose and audience) 292, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) 292-293, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 drafting 293, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 conferencing with peers and teachers 293, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 revising for content and structure based on feedback 294, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 proofreading/editing to improve conventions of language 294-295, 302, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 publishing using available technology (ELA-2-H3) 295, 298, 299-301, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 7

17. Use the various modes to write complex compositions, including: definition essay Opportunities to address this objective can be found on the following pages: 382-389 problem/solution essay Opportunities to address this objective can be found on the following pages: 424-433 a research project 444-459 literary analyses that incorporate research 398-405 cause-effect essay Opportunities to address this objective can be found on the following pages: 326, 390-397 process analyses 414-417 persuasive essays (ELA-2-H4) 424-433 18. Develop writing/compositions using a variety of complex literary and rhetorical devices (ELA-2-H5) 338-339, 368-370, 382-389, 390-397, 398-405, 406-413, 414-423, 424-433, 434-443, 444-459 8

19. Extend development of individual style to include the following: avoidance of overused words, clichés, and jargon 279, 283, 354-355, 360, 363, 379, 386 a variety of sentence structures and patterns 33, 43, 47, 89, 98-99, 280-281, 294, 352-353, 356, 372, 457 diction that sets tone and mood 294, 359-361, 366-367, 371-373, 554 vocabulary and phrasing that reflect the character and temperament (voice) of the writer (ELA-2-H5) 294, 356-358, 359-361, 366-367, 368-370, 371-373, 377 20. Write for various purposes, including: interpretations/explanations that connect life experiences to works of American, British, and world literature 398-405 functional documents (e.g., resumes, memos, proposals) (ELA-2-H6) 414-417, 418-419, 420-421, 422-423 Writing/Proofreading Standard 3 21. Apply standard rules of sentence formation, including parallel structure (ELA-3-H2) 70, 357-358, 457 22. Apply standard rules of usage, for example: avoid splitting infinitives 61 use the subjunctive mood appropriately (ELA-3-H2) 119, 120, 125 9

23. Apply standard rules of mechanics and punctuation, including: parentheses 246, 256-257, 258-259, 262-263 brackets 257, 262 dashes 246-247, 258-259, 262-263 commas after introductory adverb clauses and long introductory phrases 226, 238, 249, 276 quotation marks for secondary quotations 253 internal capitalization 202, 221 manuscript form (ELA-3-H2) 299 24. Use a variety of resources (e.g., dictionaries, thesauruses, glossaries, technology) and textual features, (e.g., definitional footnotes, sidebars) to verify word spellings (ELA- 3-H3) 554-555 Add l TE: 294 10

Speaking and Listening Standard 4 25. Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions (ELA-4-H1) 389, 397, 413, 433, 443, 459, 505-506, 507-509, 510-511 26. Select language appropriate to specific purposes and audiences for speaking, including: delivering informational/book reports in class 405 conducting interviews/surveys of classmates or the general public 467, 471, 472-473, 513, 536 participating in class discussions (ELA-4-H1) 507-509, 512 Add l TE: 383-384, 391-392, 394, 399-400, 407-408, 415, 419, 421, 425-426, 429, 435-436, 440, 441, 445-446 27. Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning 502, 511 writing responses 501, 511 forming groups 507-509, 512 Add l TE: 401 taking accurate, detailed notes (ELA-4-H2) 511, 512 Add l TE: 501 11

28. Organize and use precise language to deliver complex oral directions or instructions about general, technical, or scientific topics (ELA-4-H2) 397, 433, 459, 503-504, 505-506 Add l TE: 414, 417 29. Deliver presentations that include the following: language, diction, and syntax selected to suit a purpose and impact an audience 389, 397, 413, 433, 443, 459, 505-506, 510-511 delivery techniques including repetition, eye contact, and appeal to emotion suited to a purpose and audience 389, 397, 413, 433, 443, 459, 505-506, 510-511 an organization that includes an introduction, relevant examples, and/or anecdotes, and a conclusion arranged to impact an audience (ELA-4-H3) 389, 397, 413, 433, 443, 459, 503-504, 505-506, 510-511 30. Use active listening strategies, including: monitoring messages for clarity 500-502 selecting and organizing information 500-502 noting cues such as changes in pace (ELA-4-H4) 500, 502 31. Deliver oral presentations, including: speeches that use appropriate rhetorical strategies 405, 413, 433, 510-511 responses that analyze information in texts and media 405, 459, 535-538 persuasive arguments that clarify or defend positions (ELA-4-H4) 405, 413, 433, 510-511 12

32. Give oral and written analyses of media information, including: identifying logical fallacies (e.g., attack ad hominem, false causality, overgeneralization, bandwagon effect) used in oral addresses 485-487, 488-490, 520-521 analyzing the techniques used in media messages for a particular audience 522, 523, 524 critiquing a speaker's diction and syntax in relation to the purpose of an oral presentation 502, 534, 538 critiquing strategies (e.g., advertisements, propaganda techniques, visual representations, special effects) used by the media to inform, persuade, entertain, and transmit culture (ELA-4-H5) 517, 518, 519, 520-521, 522-524, 525, 526-527 33. Participate in group and panel discussions, including: identifying the strengths and talents of other participants 507 Add l TE: 438 acting as facilitator, recorder, leader, listener, or mediator 507-509, 512 Add l TE: 420 evaluating the effectiveness of participants performance (ELA-4-H6) 507 Add l TE: 427, 438 13

Information Resources Standard 5 34. Select and critique relevant information for a research project using the organizational features of a variety of resources, including: print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references) 464, 466-468 electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 464-465, 469-470, 476 35. Locate, analyze, and synthesize information from a variety of complex resources, including: multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) 464, 466-468 electronic sources (e.g., Web sites or databases) 464-465, 469-470, 476 other media (e.g., community and government data, television and radio resources, and audio and visual materials) (ELA-5-H2) 471-473, 504, 530-531, 535-537 36. Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-H2) 433, 448, 468, 470, 481, 502 14

37. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: formulating clear research questions 292, 447, 504 evaluating the validity and/or reliability of primary and/or secondary sources 433, 448, 468, 470, 481, 502 using graphic organizers (e.g., outlining, charts, timelines, webs) 327, 363, 393, 452-453 compiling and organizing information to support the central ideas, concepts, and themes of a formal paper or presentation 293, 450-455, 474-475, 504 preparing annotated bibliographies and anecdotal scripts (ELA-5-H3) Opportunities to address this objective can be found on the following page: 456 38. Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: researched information that supports main ideas 444-459 facts, details, examples, and explanations from sources 444-459 graphics when appropriate 328-329, 342-343, 459 complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with a specified style guide (ELA-5-H3) 455-456, 477, 650-657 15

39. Use word processing and/or technology to draft, revise, and publish various works, including: functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals), using formatting techniques that make the document user friendly 234-235, 420-421, 472, 636, 637, 638 analytical reports that include databases, graphics, and spreadsheets 303, 328-329, 342-343, 459 Add l TE: 294 research reports on high-interest and literary topics (ELA-5-H4) 303, 397, 444-459, 535-538 Add l TE: 294 40. Use selected style guides to produce complex reports that include the following: credit for sources (e.g., appropriate parenthetical documentation and notes) 455-456, 477 standard formatting for source acknowledgment (ELA-5-H5) 455-456, 477, 650-657 41. Analyze and synthesize information found in various complex graphic organizers, including detailed maps, comparative charts, extended tables, graphs, diagrams, cutaways, overlays, and sidebars (ELA-5-H6) Opportunities to address this objective can be found on the following pages: 328-329, 342-343, 537 16

LA 127 9/2004 2001 CC2