prentice hall grade 11 - pearson education

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Prentice HallLiterature, The Penguin Edition, Grade 11, Indiana Edition © 2008

C O R R E L A T E D T O

Indiana Academic Standards for English/Language ArtsGrade 11

Prentice Hall Literature, The Penguin Edition, The American Experience, Indiana Edition © 2008

Correlated to: Indiana Academic Standards for English/Language Arts

(Grade 11)

INDIANA ACADEMIC STANDARDS FOR GRADE 11

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appropriate resource(s)) Grade 11 During the high school years, reading, writing, and speaking overlap as students deepen their study of language and literature and gain skills that help them in other subjects, such as science and history. Students intensify their study of vocabulary by interpreting what words imply and applying their knowledge of roots from Greek and Latin to draw inferences about meaning. Students analyze and evaluate a wide variety of American, English, and world nonfiction and literary texts. They study the important works and authors, poets, and playwrights of various historical periods and critique their works. High school students become good researchers and write or deliver increasingly sophisticated research reports and multimedia presentations. The ability to develop an idea and express it persuasively helps students create strong oral and written skills that they can use in college and the workplace. Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students apply their knowledge of word origins (words from other languages, history or literature, and other fields) to determine the meaning of new words encountered in reading and use those words accurately. Vocabulary and Concept Development 11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Examples: Understand the meaning of words like Pollyannaish (like Eleanor H. Porter’s 1913 heroine Pollyanna who tended to find the good in everything) or Seussian, a reference to the alliterative and rhythmic style of children’s author Dr. Seuss (Theodore Geisel).

Opportunities to address this standard can be found on the following pages: SE/TE: The Development of American English: Our Native American Heritage, 14, Noah Webster and the American Language, 138, The Truth about O.K., 254, Mark Twain and the American Language, 482, Slang as It is Slung, 712, Brave New Words, 978

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

11.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.

SE/TE: Suffixes (Greek and Latin), 30, 211, 1026, 1313; Word roots (Greek and Latin), 50, 64, 152, 166, 178, 290, 336, 354, 400, 419, 436, 452, 494, 502, 514, 528, 637, 666, 762, 780, 790, 801, 830, 894, 908, 922, 934, 942, 994, 1008, 1100, 1112, 1160, 1179, 1212, 1224, 1236, 1289; Prefixes (Greek and Latin), 108, 188, 270, 307, 376, 564, 648, 722, 770, 858, 878, 1046, 1072, 1086, 1139, 1194


1 SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology



(Grade 11)



appropriate resource(s)) TECH: Reader’s Notebook Adapt/English

Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

11.1.3 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.

SE/TE: Vocabulary Builder lessons: analogies, 152, 494, 878, 894, 922, 1086, 1100; also see: word meanings, 98, 307, 680, word matching, 224, word choice, 616, 648



Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (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 nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Structural Features of Informational and Technical Materials 11.2.1 Analyze both the features and the rhetorical (persuasive) 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 Edward R. Murrow's "Speech to the Radio and Television News Directors Association (RTNDA) Convention" in Chicago on October 15, 1958, and describe the rhetorical devices used to capture the audience’s attention and convey a unified message.

SE/TE: Reading Informational Materials: Plimoth Plantation Web Site, 87–90, Echo Foundation Press Release, 190–193, Thomas Jefferson, Commission of Meriwether Lewis, 292–295, Abraham Lincoln, Emancipation Proclamation, 540–542, Mission Statement and Calendar of Events, 944–947; also see: Selections (Speeches/Political Texts/Sermons), 26–28, 102–106, 170–173, 174–176, 203–206, 207–209, 532, 533–534, 614, 875–876, 1228–1231, 1232-1234






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appropriate resource(s)) Analysis of Grade-Level-Appropriate Nonfiction and Informational Text 11.2.2 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 The Day Lincoln Was Shot by Jim Bishop and evaluate how each communicates information to the reader and which style is more effective for the reader.

SE/TE: Relating structure to meaning, 773, 776, 778, 779; also see: Recognizing: signal words, 41, 44, 48, 49, 57, charged words, 169, 175, 177, cause-and-effect relationships, 237, hyperbole, 897, 900, 904, 907, related words, 961; Analyzing: text structures, 292, 295, images, 425, 427, 435, how a writer achieves purpose, 913, 917, 921, sentence meaning, 961, the writer's tone, 1143; Identifying: persuasive techniques, rhetorical devices, 199, an author's beliefs, 540, 542, the author's thesis, 1143, chronological order, 517, 522, 524, 527, line of reasoning, 1145, 1154, 1159, cause and effect, 1183, 1187, 1188, 1190, 1191, 1193, the main idea and supporting details, 1227, 1229, 1231, 1232, 1234, 1235



11.2.3 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 textbook with information in the printed Indiana Driver’s Manual.

SE/TE: Reading Informational Materials (Reading Skill): Web Site, locating information, 87, 88–89, Public Document, 540–542, Mission Statement and Calendar of Events, 944–946; also see: Research and Technology (Build Language Skills): exploration booklet, 51, prospecting and mining report, 605; Professional Model: Using historical facts, 1370; Citing sources and preparing manuscript, R28–R30






(Grade 11)



appropriate resource(s)) 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations. Example: Read Alexis de Tocqueville’s Democracy in America or John Steinbeck’s Travel with Charley and support agreement or disagreement with the author’s assertions by citing evidence from the text.

SE/TE: Reading and responding to speeches (rhetorical and persuasive strategies), 198–199; Evaluating: persuasive appeals, 201, 210, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418; Challenging the text, 389, 399; Questioning the text, 591, 597, 601, 603; Identifying: the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; also see: Reading Informational Materials (Reading Skill): fact and opinion, 190, 193, analyzing author’s beliefs, 540, 542, comparing and contrasting critical reviews, 1362, 1365; Assessment Workshops: Critical Reading: Summaries of Written Texts, 121, Critical Reading: Cause–and–Effect Relationships, 237, Critical Reading: Inferences and Generalizations, 465; Timed Writing: Critical evaluation of a philosophical essay, 401



11.2.5 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.

SE/TE: Identifying: an author's beliefs, 540, 542, the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; Questioning the text, 591, 597, 601, 603; also see: Evaluating: persuasive appeals, 201, 210, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418; Challenging the text, 389, 399; Questioning the text, 591, 597, 601, 603; Identifying: the author's thesis, 1143, line of reasoning, 1145, 1154, 1159



Expository (Informational) Critique




(Grade 11)



appropriate resource(s)) 11.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Example: Critique 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 critique the authors’ respective arguments about women’s suffrage, gender equity, and women’s place in organized labor.

SE/TE: Selections (Speeches/Political Texts/Sermons): From The Iroquois Constitution, 26–28; from Sinners in the Hands of an Angry God, 101, 102–106; “The Declaration of Independence, 169, 170–173,; “The Crisis,” 174–176; “Speech in the Virginia Convention,” 203–206, “Speech in the Convention,” 207–209; “The Gettysburg Address,” 531, 532, 533–534; “I Will Fight No More,” 614; “Nobel Prize Acceptance Speech,” 875–876; “Inaugural Address,” 1228–1231; from “Letter from a Birmingham City Jail,” 1232–1235; also see: Reading Informational Materials (Reading Skill): fact and opinion, 190, 193, analyzing author’s beliefs, 540, 542, comparing and contrasting critical reviews, 1362, 1365



Standard 3 READING: Comprehension and Analysis of Literary Text Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 11, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Structural Features of Literature




(Grade 11)



appropriate resource(s)) 11.3.1 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 symbolic figures and actions to express general 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.

SE/TE: Mark Twain the American Bard, 572–575; “The Celebrated Jumping Frog of Calaveras County,” Mark Twain, 581–591; also see: Parable, 339, 342, 346, 348, 349, 350, 351, 353; Satire, 773, 779, 863, 866, 870; Pastorals, 881, 883, 886, 889, 893, 948;



Analysis of Grade-Level-Appropriate Literary Text 11.3.2 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 in Master and Commander by Patrick O’Brien.

SE/TE: Applying themes to contemporary events, 1342, 1345, 1347, 1356, 1359; also see: Writing Workshops: Analytic Essay: Evaluate Literary Themes, 226–227, Compare and Contrast Literary Themes, 682–683, Analyzing Literary Themes, 1366–1367; Theme, 357, 362, 370, 372, 375, 765, 768, 769, 804–805, 1215, 1223, 1342, 1343, 1344, 1345, 1349, 1350, 1351, 1353, 1354, 1355, 1357, 1359; Drawing inferences about theme, 1197, 1203, 1209, 1211, R18






(Grade 11)



appropriate resource(s)) 11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Example: Analyze or evaluate the impact of style in the poems of Carl Sandburg or James Whitcomb Riley.

SE/TE: Mood, 274, 276, 278, 285, 287, 289, 607, 612, 615, 804–805; Sound devices, 423; Tone, 505, 511, 513, 607, 608, 610, 612, 615, 773, 779, 804–805, 1029, 1045, 1145, 1150, 1159; Irony, 618, 622, 625, 627, 634, 636, 641, 647, 866, 870, 1314, 1317, 1320, 1321, 1322, 1325, 1327, 1330, 1331, 1334, 1335, 1337, 1338, 1340; also see: Style, 56–57, 297, 306, 405, 408, 412, 418, 1049, 1050, 1051, 1052, 1055



11.3.4 Analyze ways in which poetry or prose uses 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.”

SE/TE: Figurative language: personification, 181, 187, 423, 839, 843, metaphor, 405, 412, 418, simile, 793, 796, 798, 800, extended metaphor, 937, 941, 1342, 1355, 1359; Sound devices, 423; Imagery, 793, 800, 937, 941, 1029, 1045






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appropriate resource(s)) 11.3.5 Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that:

• reflect a variety of genres in each of the respective historical periods.

• were written by important authors in the respective major historical periods.

• reveal contrasts in major themes, styles, and trends.

• reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.

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.

SE/TE: Unit Introductions, 4–13, 128–137, 244–269, 472–481, 702–711, 968–977; Recognizing cultural details, 17, 19, 23, 24, 28, 29; Literature In Context (culture, economics, geography, history, humanities, literature, media, music, mythology, social studies), 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Identifying cultural attitudes, 257, 259, 260, 266, 269; Autobiography, social context in, 913, 915, 916, 921; Connecting to historical context, 937, 940, 941; Cultural context, 1011, 1015, 1019, 1025; Historical context, 1290, 1300, 1312; also see: Background, 94, 126, 142, 161, 170, 185, 203, 217, 258, 273, 299, 312, 340, 358, 426, 440, 486, 498, 507, 518, 532, 550, 577, 593, 608, 620, 642, 653, 661, 671, 716, 725, 727, 742, 766, 775, 785, 794, 1146, 1148, 1156, 1164

TE: Enrichment: 6, 10, 14, 36, 38, 66, 72, 76, 80, 104, 130, 132, 134, 138, 144, 148, 162, 172, 174, 204, 206, 218, 220, 246, 248, 251, 260, 262, 264, 266, 278, 280, 284, 300, 302, 316, 318, 322, 326, 328, 330, 342, 344, 348, 360, 362, 364, 366, 368, 370, 372, 380, 384, 392, 394, 396, 408, 410, 414, 416, 430, 432, 442, 444, 448, 474, 476, 478, 480, 482, 488, 490, 508, 520, 524, 534, 552, 554, 556, 558, 566, 568, 572, 578, 580, 582, 594, 596, 598, 610, 622, 624, 630, 644, 672, 674, 704, 707, 710, 712, 718, 730, 732, 734, 744, 746, 748, 750, 752, 756, 796, 810, 812, 816, 818, 822, 826, 852, 864, 868, 870, 872, 884, 886, 888, 904, 918, 970, 973, 974, 975, 978, 986, 1000, 1002, 1004, 1014, 1020, 1022, 1032, 1034, 1038, 1042, 1066, 1069, 1078, 1080, 1092, 1094, 1096, 1106, 1108, 1118, 1122, 1124, 1134, 1136, 1147, 1148, 1155, 1166, 1170, 1172, 1174, 1176, 1186, 1188, 1200, 1202, 1206, 1232, 1242, 1250, 1264, 1266, 1268, 1272, 1276, 1280, 1298, 1300, 1304, 1318, 1320, 1352, 1356, 1357






(Grade 11)



appropriate resource(s)) 11.3.6 Analyze the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) 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.

Opportunities to address this standard can be found on the following pages: SE/TE: Oral tradition, 2, 17, 20, 194; Origin myths, 19, 21, 25, 26, 29; Spirituals, 497, 501; Applying themes to contemporary events, 1342, 1345, 1347, 1356, 1359; also see: Writing Workshops: Analytic Essay: Evaluate Literary Themes, 226–227, Compare and Contrast Literary Themes, 682–683, Analyzing Literary Themes, 1366–1367; Theme, 357, 362, 370, 372, 375, 765, 768, 769, 804–805, 1215, 1223, 1342, 1343, 1344, 1345, 1349, 1350, 1351, 1353, 1354, 1355, 1357, 1359; Anthology of poems with a common theme, 802



Literary Criticism 11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic. Example: Analyze or evaluate how the assumptions in All Quiet on the Western Front by Erich Maria Remarque advance the story.

SE/TE: Selections (Speeches/Political Texts/Sermons): From The Iroquois Constitution, 26–28; from Sinners in the Hands of an Angry God, 101, 102–106; “The Declaration of Independence, 169, 170–173,; “The Crisis,” 174–176; “Speech in the Virginia Convention,” 203–206, “Speech in the Convention,” 207–209; “The Gettysburg Address,” 531, 532, 533–534; “I Will Fight No More,” 614; “Nobel Prize Acceptance Speech,” 875–876; “Inaugural Address,” 1228–1231; from “Letter from a Birmingham City Jail,” 1232–1235; also see: Reading and responding to speeches (rhetorical and persuasive strategies), 198–199; Reading Informational Materials (Reading Skill): analyzing author’s beliefs, 540, 542; Evaluating: a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Identifying: the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; Applying themes to contemporary events, 1342, 1345, 1347, 1356, 1359





(Grade 11)



appropriate resource(s)) TECH: Reader’s Notebook Adapt/English

Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

11.3.8 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.

SE/TE: Evaluating: a writer's message, 1163, 1167, 1170, 1174, 1176, 1178, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418; Challenging the text, 389, 399; Questioning the text, 591, 597, 601, 603; Identifying: the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; also see: Characters / Characterization, 257, 269, 669, 672, 673, 675, 679, 741, 744, 745, 748, 749, 750, 751, 753, 757, 759, 761, 804–805, 981, 984, 986, 988-990, 993, 1011, 1015, 1019, 1021, 1023, 1025



Standard 4 WRITING: Processes and Features Students 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). Organization and Focus 11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.

SE/TE: Writing Workshops: Revising, peer review, 116, 232, 460, 688, 956, 1372; also see: Debate, 99, 167, 212, 420, 739, 1225; Discussion, 667, 781, 802; Tips for discussing literature, R20

TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

TECH: Student Express CD–ROM; Teacher Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site




(Grade 11)



appropriate resource(s)) 11.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.

SE/TE: Drafting: anticipating opponents' arguments, 420, elaborating to support an argument, 638, 1027, providing context and background, 225, providing descriptive details, 99, providing elaboration, 114, 230, 458, 686, 954, 1370, providing internal documentation, 771, providing necessary background, 802, refuting an argument, 337, shaping your presentation, 954; Revising: to add emotional appeal, 831, for knowledge level of readers, 1213



11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.

SE/TE: Drafting: elaborating for vividness, 65, providing descriptive details, 99, organizing events in chronological order, 167, using forceful language, 179, elaborating with a persuasive tone, 189, providing context and background, 225, shaping your writing, 230, using transitions to show place, 308, creating a main impression, 657, using details to create a vivid character, 859, using details to create a vivid portrayal, 1129; also see: Revising: word choice, 116, 232, 1372, to include evaluative modifiers, 605, to achieve a personal tone, 1195



11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

SE/TE: Drafting: anticipating opponents' arguments, 420, elaborating to support an argument, 638, 1027, providing context and background, 225, providing descriptive details, 99, providing elaboration, 114, 230, 458, 686, 954, 1370, providing internal documentation, 771, providing necessary background, 802, refuting an argument, 337, shaping your presentation, 954; Revising: to add emotional appeal, 831, for knowledge level of readers, 1213





(Grade 11)



appropriate resource(s)) TECH: Student Express CD–ROM; Teacher

Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site

11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.

SE/TE: Writing Workshops: Persuasion: Persuasive Essay, 228–235; also see: Writing Lessons: Evaluation of persuasion, 109, Proposal to the principal, 179, Critical evaluation of a philosophical essay, 401, Editorial, 681, Critical review, 605, 1101, 1365, Position paper on development, 617, Editor's review of a manuscript, 739, Critical review, 879, Critical response, 909, 1057, Advice column, 1027, Critical response, 1047, Book review, 1213, Defense of a character's actions, 1361



11.4.6 Use language in creative and vivid ways to establish a specific tone.

SE/TE: Drafting: elaborating for vividness, 65, providing descriptive details, 99, using details to create a vivid character, 859, using details to create a vivid portrayal, 1129, using forceful language, 179, using precise details, 495; revising: to include precise language, 1180, to use specific language, 681



Research Process and Technology 11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.

SE/TE: Writing Workshops: Research: Multimedia Presentation, 952–959; also see: Communications Workshop: Analyzing Media, 466, Evaluating Communication Methods, 962, Analyzing the Impact of the Media on the Democratic Process, 1378; Multimedia Presentation: on literacy, 515, on Mississippi riverboats, 589, on Dominican republic, 1129, on cultural emphasis on youth, 1225, on civil rights protests, 1237, on an African culture, 1249; Using the Internet for research, R26–R27






(Grade 11)



appropriate resource(s)) 11.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.




11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.

Opportunities to address this standard can be found on the following pages: SE/TE: Reading Informational Materials: Web Site, locating information, 87, 88–89; Writing Workshops: Research: Multimedia Presentation, 952–959; Multimedia Presentation: on literacy, 515, on cultural emphasis on youth, 1225, on civil rights protests, 1237, on an African culture, 1249; Multimedia Report: on Mississippi riverboats, 589, on Dominican republic, 1129; also see: Reading Informational Materials: Web Site, 88–90; Communications Workshops: Analyzing Media, 466, Evaluating Communication Methods, 962, Analyzing the Impact of the Media on the Democratic Process, 1378



11.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas.

SE/TE: Developing style: integrating quotations and source materials, 689; also see: Professional Model: Using research to achieve purpose, 687, Using historical facts, 1370; Drafting: Using relevant citations, 401, Elaborating for information, 763, Providing internal documentation, 771; Prewriting: Gathering information, 685, 1369; Using research to achieve purpose, 687; Revising: to connect contradictory information, 845; Citing sources and preparing manuscript, R28–R30




(Grade 11)



appropriate resource(s)) TR: General Resources: Student Workbooks;

Reader’s Notebook; Skills Development Workbook


Evaluation and Revision 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.

SE/TE: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 51, 116, 153, 212, 227, 232, 355, 460, 529, 539, 605, 617, 681, 683, 688, 723, 739, 791, 831, 845, 895, 909, 951, 956, 995, 1047, 1101, 1113, 1140, 1161, 1180, 1195, 1213, 1225, 1372; Writing Workshops: Editing and Proofreading, 119, 235, 463, 693, 959, 1375; also see: Grammar and Style Lesson (Build Language Skills), 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 400, 419, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 680, 722, 738, 762, 770, 780, 790, 801, 830, 844, 858, 878, 894, 908, 922, 934, 942, 994, 1008, 1026, 1046, 1056, 1072, 1086, 1100, 1112, 1128, 1139, 1160, 1179, 1194, 1212, 1224, 1236, 1248, 1289, 1313, 1341, 1360



11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.

SE/TE: Writing Workshops: Editing and Proofreading, 119, 235, 463, 693, 959, 1375; also see: Grammar and Style Lesson (Build Language Skills), 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 400, 419, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 680, 722, 738, 762, 770, 780, 790, 801, 830, 844, 858, 878, 894, 908, 922, 934, 942, 994, 1008, 1026, 1046, 1056, 1072, 1086, 1100, 1112, 1128, 1139, 1160, 1179, 1194, 1212, 1224, 1236, 1248, 1289, 1313, 1341, 1360






(Grade 11)



appropriate resource(s)) 11.4.12 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.

SE/TE: Revising: to add precise details, 51, overall structure, 116, word choice, 116, to show cause and effect, 153, to add quotations, 212, to add evaluation, 227, paragraphs, 232, to use exact quotations, 355, sentences for variety, 460, to incorporate quotations, 529, to add persuasive language, 539, to include evaluative modifiers, 605, for coherence, 617, to use specific language, 681, for thoroughness, 683, paragraphs, 688, for accuracy, 723, for brevity and clarity, 739, to build contrast, 791, to add emotional appeal, 831, to connect contradictory information, 845, to smooth transitions, 895, to incorporate quotations, 909, to focus on criteria, 951, to smooth transitions, 956, to show cause and effect, 995, to add literary evidence, 1047, to add precise details, 1101, elaborating for a stronger statement, 1140, to include precise language, 1180, to achieve a personal tone, 1195, to provide support, 1113, to incorporate transitions for clarity, 1161, for knowledge level of readers, 1213, to use quotations to support interpretation, 1225, word choice, 1372



Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,200 to 1,500 words or more). 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 Processes and Features. 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 Processes and Features to:




(Grade 11)



appropriate resource(s)) 11.5.1 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; in the case of autobiography or fiction, 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.

SE/TE: Writing Workshops: Narration: Autobiographical Narrative, 112–119, Narration: Reflective Essay, 456–463; also see: Writing Lesson: retelling of a story, 31, 271, journal, explorer's, 51, autobiographical account, 153, imitation of an author's style, 453, poem to honor a hero, 657, stream-of-consciousness monologue, 859, moment of inspiration, 923, journal, fictional, 1195, ghost story, 1249






(Grade 11)



appropriate resource(s)) 11.5.2 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 statements with evidence from the text.

• 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.

SE/TE: Writing Workshops: Analytic Essay: Evaluate Literary Themes, 226–227, Compare and Contrast Literary Themes, 682–683, Evaluate Literary Trends, 950–951, Analyzing Literary Themes, 1366–1367; Interpreting the story's theme, 804–805; Assessment Workshops: Critical Reading: Summaries of Written Texts, 121, Critical Reading: Cause–and–Effect Relationships, 237, Critical Reading: Inferences and Generalizations, 465; Timed Writing: Comparison of narratives, 86, Response to a short story, 355, Character study, 377, Critical evaluation of a philosophical essay, 401, Critical review, 605, 1101, 1365, Literary analysis, 638, 1225, Character analysis, 723, 763, 1113, Critical response, 909, 1057, Poetry comparison, 935, Book review, 1213, Defense of a character's actions, 1361






(Grade 11)



appropriate resource(s)) 11.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that:

• develops a thesis. • creates an organizing structure appropriate

to purpose, audience, and context. • includes accurate information from primary

and secondary sources and excludes extraneous information.

• makes valid inferences. • supports judgments with relevant and

substantial evidence and well-chosen details.

• uses technical terms and notations correctly.

• provides a coherent conclusion.

SE/TE: Writing Workshops: Analyze Literary Periods, 110–111, Analytic Essay: Evaluate Literary Themes, 226–227, Compare and Contrast Literary Trends, 454–455, Compare and Contrast Literary Themes, 682–683, Research: Research Paper, 684–693, Evaluate Literary Trends, 950–951, Research: Multimedia Presentation, 952–959, Analyzing Literary Themes, 1366–1367; also see: Timed Writing Applications: Essay, 529, 565, 589, 791, 802, 845, 943, 1140, 1161; Writing Applications: Essay, 99, 110, 226, 454, 456, 503, 515, 649, 682, 771, 950, 1087, 1366, R37; Research and Technology: Presentation, 167, 291, 355, 420, 515, 681, 895, 995, 1057, 1101, 1225, 1237, 1249; Reports, 377, 437, 453, 589, 605, 649, 657, 723, 763, 781, 791, 831, 845, 859, 879, 909, 943, 1009, 1073, 1113,, 1129, 1180, 1195, 1213



11.5.3 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 events and relating those events to more general and abstract ideas.

Example: Select a quotation that is particularly meaningful. Explain the significance of the quotation.

SE/TE: Writing Workshops: Narration: Reflective Essay, 456–463; also see: Writing Lesson: journal, explorer's, 51, essay, reflective, 99, autobiographical account, 153, letter, personal, 225, essay, reflective, 503, essay, reflective, 649, moment of inspiration, 923, essay, reflective, 1087






(Grade 11)



appropriate resource(s)) 11.5.4 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: Examine prominent historians’’ comments on Democracy in America by Alexis de Tocquevile and explain how they evaluate the relevance of Tocqueville’s insights for today.

SE/TE: Writing Applications: journal, explorer's, 51, oral report, 65, museum placard, 167, inscription for a monument, 189, field report on hospital conditions, 495, biography, firsthand, 667, essay, about historical context, 771, memorial speech, 831, social worker's report, 1073; Research and Technology (Build Language Skills): expedition map, 308, prospecting and mining report, 605, research report, 943, cultural research, 1009, African languages presentation, 1101, immigration report, 1113; also see; Writing Workshops: Research: Research Paper, 684–693



11.5.5 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.

SE/TE: Writing Workshops: Workplace Writing: Job Portfolio and Résumé: what to include, 1368, gathering information, 1369, shaping your résumé, 1370, professional model, 1371, revising, 1372, developing your style, 1373, student model, 1374, publishing and presenting, 1375




(Grade 11)






11.5.6 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.

SE/TE: Revising: word choice, 116, to add quotations, 212, to add evaluation, 227, word choice, 232, paragraphs, 232, to use exact quotations, 355, to add persuasive language, 539, to include evaluative modifiers, 605, to use specific language, 681, word choice, 688, for accuracy, 723, for brevity and clarity, 739, to add emotional appeal, 831, to add precise details, 1101, to include precise language, 1180, to achieve a personal tone, 1195, word choice, 1372



11.5.7 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.

SE/TE: The Development of American English: Brave New Words, 978; also see: Writing Lessons: field report on hospital conditions, 495, booklet: on hypothermia, 638, deposition, 995; Extending understanding: science connection, 63, 493, 1045, 1211, psychology connection, 335, 375, 665, 857, 893, 1193






(Grade 11)



appropriate resource(s)) 11.5.8 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.

SE/TE: Writing Workshops: Research: Multimedia Presentation, 952–959; Multimedia Presentation: on literacy, 515, on Mississippi riverboats, 589, on Dominican republic, 1129, on cultural emphasis on youth, 1225, on civil rights protests, 1237, on an African culture, 1249



Research Application




(Grade 11)



appropriate resource(s)) 11.5.10 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:

• uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations.

• synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions.

• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.

• demonstrates that sources have been evaluated for accuracy, bias, and credibility.

• incorporates numeric data, charts, tables, and graphs.

• organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).

Example: Develop a research report based on an important author in contemporary times. Include perspectives from newspapers, Web sites, interviews, and accounts of critics and friends. Include a bibliography of works. Place the author’s works in the larger societal context of time and indicate how the author’s works have impacted the literary or historical world.

SE/TE: Writing Workshops: Research: Research Paper, 684–693, Research: Multimedia Presentation, 952–959; also see: Research and Technology (Build Language Skills): 31, 51, 65, 86, 99, 109, 153, 167, 179, 189, 212, 225, 271, 291, 308, 337, 355, 377, 401, 420, 437, 453, 495, 503, 515, 529, 539, 565, 589, 605, 617, 638, 649, 657, 667, 681, 723, 739, 763, 771, 781, 791, 802, 831, 845, 859, 879, 895, 909, 923, 935, 943, 995, 1009, 1027, 1047, 1057, 1073, 1087, 1101, 1113, 1129, 1140, 1161, 1180, 1195, 1213, 1225, 1237, 1249, 1361; Drafting: Using relevant citations, 401, Elaborating for information, 763, Providing internal documentation, 771; Prewriting: Gathering information, 1369; Professional Model: Using historical facts, 1370; Revising: to connect contradictory information, 845; Citing sources and preparing manuscript, R28–R30



Standard 6 WRITING: English Language Conventions Students write using Standard English conventions.




(Grade 11)



appropriate resource(s)) 11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.

SE/TE: Writing Workshops: Editing and Proofreading, Spelling, 119, Commas, 235, Fragments, 463, Accuracy, 693, Fragments, 959, Spelling, 1375; also see; Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 51, 116, 153, 212, 227, 232, 355, 460, 529, 539, 605, 617, 681, 683, 688, 723, 739, 791, 831, 845, 895, 909, 951, 956, 995, 1047, 1101, 1113, 1140, 1161, 1180, 1195, 1213, 1225, 1372; Grammar and Style Lesson (Build Language Skills), 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 400, 419, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 680, 722, 738, 762, 770, 780, 790, 801, 830, 844, 858, 878, 894, 908, 922, 934, 942, 994, 1008, 1026, 1046, 1056, 1072, 1086, 1100, 1112, 1128, 1139, 1160, 1179, 1194, 1212, 1224, 1236, 1248, 1289, 1313, 1341, 1360; Grammar, Usage and Mechanics Handbook, R44–R49



11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.

SE/TE: Capitalization of proper nouns, 564, R45; Punctuation, 656, 830, 1112, R46; also see: Spelling Strategy (Build Language Skills): 30, 50, 64, 85, 98, 108, 152, 166, 178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 400, 419, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 656, 666, 680, 722, 738, 762, 770, 780, 790, 801, 830, 844, 858, 878, 894, 908, 922, 934, 942, 994, 1008, 1026, 1046, 1056, 1072, 1086, 1100, 1112, 1128, 1139, 1160, 1179, 1194, 1212, 1224, 1236, 1248, 1289, 1313, 1341, 1360






(Grade 11)



appropriate resource(s)) 11.6.3 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.

SE/TE: Writing Workshops: Publishing and Presenting, 119, 235, 463, 693, 959, 1375; also see: Student model: using dialogue to elaborate, 114, revising to connect to the present, 116, persuasive essay, 234, extending/expanding to add details, 458, reflective essay, 462, add transitions to improve flow of ideas, 688, research paper, 690–692, keeping narration lively, 954, multimedia presentation, 958, playing strengths to maximum effect, 1370, resume, 1374, persuasive letter; Professional Model: choosing the right word, 115, revising for accuracy, 231, using layers of meaning, 459, using research to achieve purpose, 687, revision, 955,using historical facts, 1370



11.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.

SE/TE: Clauses, 270, 637, 666, 722, 1086, 1194; Phrases, 307, 419, 648, 722, 790, 894, 1128, 1139, 1212; Punctuation, 656, 830, 1112, R46;



Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Students 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. Comprehension 11.7.1 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.

SE/TE: Communications Workshops: Analyzing Media, 466, Critiquing Persuasive Arguments, 696, Analyzing the Impact of the Media on the Democratic Process, 1378; also see: Group activities: debate, 99, 167, 212, 420, 739, 1225; discussion, 667, 781, 802; discussion, class, 667, 781, discussion, round–table, 802, discussion, panel, 1113




(Grade 11)






Organization and Delivery of Oral Communication 11.7.2 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.

SE/TE: Communications Workshops: Delivering a Speech (purpose, fit to audience), 122; also see: Group activities: debate, 99, 167, 212, 420, 739, 1225; discussion, 667, 781, 802; discussion, class, 667, 781, discussion, round–table, 802, discussion, panel, 1113; tips for discussing literature, R19



11.7.3 Distinguish between and use various forms of logical arguments, including:

• inductive arguments (arguments that demonstrate something that is 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 draw 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).

SE/TE: Writing Workshop: Persuasive Essay: inductive/deductive reasoning, 230, Communications Workshops: identify evidence, evaluate support, 238, challenge generalizations, circular reasoning, bandwagon effect, 696, recognize purpose, analyze structure, weigh objectivity and subjectivity, charged images, music or slogans, 962, also see: Group activities: debate, 99, 167, 212, 420, 739, 1225; discussion, 667, 781, 802; discussion, class, 667, 781, discussion, round–table, 802, discussion, panel, 1113; tips for discussing literature, R20



11.7.4 Use logical (causality, appeal to authority), ethical, and emotional appeals that enhance a specific tone and purpose.

SE/TE: Writing Workshop: Persuasive Essay, 230; Communications Workshops: Delivering a Speech, 122; also see: Group activities: debate, 99, 167, 212, 420, 739, 1225; discussion, 667, 781, 802; discussion, class, 667, 781, discussion, round–table, 802, discussion, panel, 1113; tips for discussing literature, R19




(Grade 11)






11.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.

SE/TE: Communications Workshops: performance details, artistic staging, 122; also see: Listening and Speaking (Build Language Skills): dramatic reenactment, 31; dramatic reading, 189, 337, 565, 943, 1213; enactment, 271, 638; dramatic reading, 291; poetry reading, 437; choral reading, 503; dramatic scene, 878, 1313; oral interpretation of a speech, 617; soliloquy, 649; oral interpretation of a poem, 657; radio play, 1195



11.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity.

SE/TE: Communications Workshops: craft the speech, 122; also see: Group activities: debate, 99, 167, 212, 420, 739, 1225; discussion, 667, 781, 802; discussion, class, 667, 781, discussion, round–table, 802, discussion, panel, 1113; tips for discussing literature, R19



11.7.7 Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect.

SE/TE: Communications Workshops: performance details, artistic staging, 122; also see: Listening and Speaking (Build Language Skills): dramatic reenactment, 31; dramatic reading, 189, 337, 565, 943, 1213; enactment, 271, 638; dramatic reading, 291; poetry reading, 437; choral reading, 503; dramatic scene, 878, 1313; oral interpretation of a speech, 617; soliloquy, 649; oral interpretation of a poem, 657; radio play, 1195





(Grade 11)



appropriate resource(s)) TECH: Student Express CD–ROM; Teacher

Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site

11.7.8 Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions.




Analysis and Evaluation of Oral and Media Communications 11.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language).

SE/TE: Communications Workshop: Analyze Persuasive Techniques, 238, Analyzing Media, 466, Evaluating Communication Methods, 962, Analyzing the Impact of the Media on the Democratic Process, 1378



11.7.10 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.

SE/TE: Communications Workshop: Analyzing the Impact of the Media on the Democratic Process, 1378



11.7.11 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).





(Grade 11)






11.7.12 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.

SE/TE: Communications Workshops: identify evidence, evaluate support, 238, analyze purpose, use of language, music and sound effects, 466, challenge generalizations, circular reasoning, bandwagon effect, 696, recognize purpose, analyze structure, weigh objectivity and subjectivity, charged images, music or slogans, 962, identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes, 1378; also see: Selections (Speeches/Political Texts/Sermons): From The Iroquois Constitution, 26–28; from Sinners in the Hands of an Angry God, 101, 102–106; “The Declaration of Independence, 169, 170–173,; “The Crisis,” 174–176; “Speech in the Virginia Convention,” 203–206, “Speech in the Convention,” 207–209; “The Gettysburg Address,” 531, 532, 533–534; “I Will Fight No More,” 614; “Nobel Prize Acceptance Speech,” 875–876; “Inaugural Address,” 1228–1231; from “Letter from a Birmingham City Jail,” 1232–1235



11.7.13 Identify rhetorical and 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).

SE/TE: Communications Workshops: challenge generalizations, circular reasoning, bandwagon effect, 696, recognize purpose, analyze structure, weigh objectivity and subjectivity, charged images, music or slogans, 962, identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes, 1378






(Grade 11)



appropriate resource(s)) 11.7.14 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.

Opportunities to address this standard can be found on the following pages: SE/TE: Selections (Speeches/Political Texts/Sermons): From The Iroquois Constitution, 26–28; from Sinners in the Hands of an Angry God, 101, 102–106; “The Declaration of Independence, 169, 170–173,; “The Crisis,” 174–176; “Speech in the Virginia Convention,” 203–206, “Speech in the Convention,” 207–209; “The Gettysburg Address,” 531, 532, 533–534; “I Will Fight No More,” 614; “Nobel Prize Acceptance Speech,” 875–876; “Inaugural Address,” 1228–1231; from “Letter from a Birmingham City Jail,” 1232–1235; also see: Reading Informational Materials (Reading Skill): fact and opinion, 190, 193, analyzing author’s beliefs, 540, 542, comparing and contrasting critical reviews, 1362, 1365; Listening & Speaking: Persuasive Speech, 51, 81; Writing Workshop: Persuasive Essay, deliver as speech, 235



11.7.15 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 by H.G. Wells).




Speaking Applications




(Grade 11)



appropriate resource(s)) 11.7.16 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.

SE/TE: Communications Workshop: Delivering a Speech (autobiographical), 122; also see: Listening and Speaking (Build Language Skills): eulogy, 605



11.7.17 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.

Opportunities to address this standard can be found on the following pages: SE/TE: Writing Applications: oral report, 65, museum placard, 167, inscription for a monument, 189, field report on hospital conditions, 495, biography, firsthand, 667, essay, about historical context, 771, memorial speech, 831, social worker's report, 1073; Research and Technology (Build Language Skills): expedition map, 308, prospecting and mining report, 605, research report, 943, cultural research, 1009, African languages presentation, 1101, immigration report, 1113; also see: Research: Multimedia Presentation, 952–959






(Grade 11)



appropriate resource(s)) 11.7.18 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.

SE/TE: Communications Workshops: performance details, artistic staging, 122; also see: Listening and Speaking (Build Language Skills): dramatic reenactment, 31; dramatic reading, 189, 337, 565, 943, 1213; enactment, 271, 638; dramatic reading, 291; poetry reading, 437; choral reading, 503; dramatic scene, 878, 1313; oral interpretation of a speech, 617; soliloquy, 649; oral interpretation of a poem, 657; radio play, 1195; Writing Workshop: Research Paper, present oral report, 639; Oral report, 109, 1289



11.7.19 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.

SE/TE: Writing Workshops: Research: Multimedia Presentation, 952–959; also see: Multimedia Presentation: on literacy, 515, on Mississippi riverboats, 589, on Dominican republic, 1129, on cultural emphasis on youth, 1225, on civil rights protests, 1237, on an African culture, 1249; Using the Internet for research, R26–R27






(Grade 11)



appropriate resource(s)) 11.7.20 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”).

SE/TE: Listening and Speaking (Build Language Skills): dramatic reenactment, 31; dramatic reading, 189, 337, 565, 943, 1213; enactment, 271, 638; dramatic reading, 291; poetry reading, 437; choral reading, 503; dramatic scene, 878, 1313; oral interpretation of a speech, 617; soliloquy, 649; oral interpretation of a poem, 657; radio play, 1195




G r a d e 1 1

Prentice HallLiterature, The Penguin Edition, Grade 11, Indiana Edition © 2008

C O R R E L A T E D T O

Indiana Academic Standards for English/Language ArtsGrade 11

prentice hall grade 11 - pearson education

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