TEACHER GUIDANCE BRITISH LITERATURE - Georgia Standards · PDF fileTEACHER GUIDANCE FOR...

TEACHER GUIDANCE

FOR TRANSITION TO THE COMMON CORE

GEORGIA PERFORMANCE STANDARDS

BRITISH LITERATURE

Reading Literary and Reading Informational

For use with Grades 11-12 Writing,

Speaking and Listening, and Language Guidance

DRAFT

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

Georgia Department of Education

Dr. John D. Barge, State School Superintendent

November 2011 of 43 All Rights Reserved

Introduction

The purpose of this document is to provide concise and thorough guidance for teachers during the transition from the Georgia Performance

Standards (GPS) to the new Common Core Georgia Performance Standards (CCGPS). The document is divided into two main sections: CCGPS

Teacher Guidance by standard, and CCGPS/GPS Comparison and Transition. Contained within the CCGPS Teacher Guidance section are the

skills, concepts, vocabulary, and strategies essential to each standard. The CCGPS Comparison and Transition section provides a side-by-side

view of the original and the new standards to assist educators in identifying areas where instruction will remain unchanged and specific areas

where skills or concepts have been added, moved, or where they may no longer exist within a particular grade. In grades 11 and 12, this

document should be paired with the appropriate Writing, Listening and Speaking, and Language Guidance Document for the course (Grades 11-

12, or in rare instances, 9-10). The information provided here will be vital to instructors and other stakeholders during the 2012-2013

implementation of the CCGPS and beyond.

About Grades 11 and 12

Students in grades 11 and 12 are consolidating and internalizing the core skills of the CCGPS as they near the end of their high school careers,

fulfilling the vision of a college- and career-ready individual with strong twenty-first century literacy skills and the ability to think critically. They

undertake close, attentive reading of complex works of literature and informational texts, and are able to navigate confidently through significant

amounts of information in a variety of formats. Eleventh and 12th graders have developed a very broad vocabulary that includes content-specific

and technical terms along with a fluent and sophisticated grasp of the English language. Their growing understanding of the nuances of language

will aid them in analyzing an author’s point of view, recognizing the rhetorical elements of an argument, and in the the development of tone and

mood in works of literature. Students at this level of development will apply their critical thinking skills to the comparison and analysis of a variety

of works in different artistic and digital mediums, and to the transformation of classical source works such as Shakespeare or Homer into modern

pieces. By grades 11 and 12 students are able to identify and understand the interplay of more than one central idea wtihin a single text,

appreciating the way that ideas can build upon one another to achieve a complexity of thought. Students at this level can effectively evaluate

primary and secondary source material from a variety of resources including digital resources and historic documents. Students can introduce and

support arguments with valid reasoning, use accepted formatting and citation styles with ease, and convey complex ideas effectively using

appropriate structures. Sustained research projects should be common-place by grades 11 and 12, and students are comfortable presenting

findings to both large and small groups in multi-modal formats.




Key to Contents

GUIDANCE A step by step guide to teaching CCGPS, including skills, concepts, vocabulary, and strategies

Standards that did not previously appear in GPS, or are new concepts

Additional material to assist in transitioning to the CCGPS

COMPARISON

A comparison of GPS and CCGPS rigor, texts, terminology, expectations, and tasks

Standards that have been added to CCGPS or are new concepts Standards that did not previously appear in GPS, or are new concepts

Additional material to assist in transitioning to the CCGPS




CCGPS TEACHER GUIDANCE:

Skills, concepts, strategies, tasks,

and Recommended Vocabulary for Teaching and

Learning




Skills/Concepts for Students: Practice attentive reading both in the classroom and independently

Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frames narrative) in works of British and Commonwealth fiction from different time periods.

Distinguish important and relevant information from extraneous or redundant information

Understand how to annotate text (both formally and informally) and the rationale for doing so; practice annotation consistently.

Understand and practice skimming and close reading and know when each is appropriate

Understand and practice summarizing and paraphrasing

Read with appropriate fluency and speed for grade level text requirements (i.e. finish a 500 page novel in a prescribed time-frame).

Understand inference, and the difference between explicit fact and inference

Distinguish between analysis and summary

Know the elements of analysis (e.g., how diction impacts tone)

Tolerate uncertainty – texts cannot and do not always provide solutions or clear positions; identify when a straight-forward conclusion cannot reliably be drawn

Strategies for Teachers: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 British Literature (see above)

Assign enough reading of appropriately complex grade-level text to challenge and extend students’ “endurance.”

Explain, model, and enforce the practice of annotating as you read.

Allow students to choose at least a small percentage of their own reading material within appropriate complexity levels to foster an ownership of their literary development and to explore their own tastes.

Within the broad parameters described by the CCGPS (fiction/non-fiction/technical text/poetry) explore a wide variety of genres, including avant-garde genres.

Practice in-class reading, both silent and aloud, and incorporate professional audio and video renditions of text as well as graphic novels and other visual art as a viable way to experience text.

Always require textual evidence and support for any claim, argument, or opinion from a text, even in informal discussion.

Sample Task for Integration: Preliminary to beginning a major literary text study, have students explore the various lenses of literary criticism. Students should choose or be assigned one of the following schools of criticism to research: traditional, sociological, archetypal, formalist, psychoanalytical, feminist, and structuralist. Students will prepare a 3 minute oral presentation describing the major academic points of this school of criticism and providing examples of criticism of this school as applied to a familiar text. Students may be grouped into teams of 7 so that they will only have to hear one presentation on each school of criticism if desired. Students will prepare and use index card annotations citing the results of their research. These cards may be used during the presentation and should be turned in as part of the assessment of the presentation.

Recommended Vocabulary for Teaching and Learning: Relevant Extraneous Redundant Summary Paraphrase Annotation Genre Claim Analysis Theme Audience Purpose Point of view

Grade 11-12 CCGPS

Reading Literary (RL)

ELACC11-12RL1: 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.




Grade 11-12 CCGPS


ELACC11-12RL2: Determine two or more themes or central ideas of 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.

Skills/Concepts for Students:

Practice attentive reading both in the classroom and independently

Relates identified elements in fiction to theme or underlying meaning

Analyzes, and applies knowledge of the themes, structures, and elements of British and Commonwealth literature including drama and poetry

Distinguish between theme, topic, main/central idea, concept, and thesis and understand the nuanced connotations of these words and understand exactly what you are attempting to identify or explain in a given instance

Understand the concept of objectivity and work consistently toward providing summaries that are completely free of editorial bias (this is much more difficult than you might think)

Determine when an assignment requires you to analyze or argue a claim and when it requires you to summarize without bias

Determine what defines centrality in a theme; whether it is simply frequency of appearance in the text, or is it something more

Understand and be able to identify techniques authors use to develop theme, such as exposition, dialogue, imagery, and conflict

Identify dualities, contradictions, and parallel plot lines within texts; analyze the intentionality of these events and determine whether you as a reader believe they strengthen or detract from a text; do not shy away from forming a strong opinion of your own while remaining open to guidance from more experienced readers (strong and well-supported opinions are the basis of great analysis essays)

Distinguish between “abstract” and “concrete” as concepts; concrete facts often accrue to form an abstract concept

Strategies for Teachers:

Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL2 British Literature (see above)

Analyze and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes Provide clear-cut opportunities for the creation of both unbiased summaries and argumentative analysis. Model both and provide strong student examples

Whenever practical and possible, choose short texts and more sustained readings that will spark strong reactions

Choose texts that express complex or multiple themes. For fiction, choose a novel that features two or more equally strong and likable protagonists in direct opposition to one another

Sample Task for Integration: Students will explore common themes in British and Commonwealth literature, including social change, the misuse of power, unrequited love, colonial alienation, etc. In order to build background knowledge and context for the study of British and Commonwealth literature, students will share examples of novels exemplifying the assigned theme. Students will present via PowerPoint or Prezi providing examples from the texts or from synopses of the texts to illustrate how the novels provide examples of the theme in question. In this way students will begin a unit of literary study with a foundation of contextual knowledge of genre, theme, and important authors and time periods of British and Commonwealth literature.

Recommended Vocabulary for Teaching and Learning: Theme Main Idea Analysis Summary Paraphrase Commonwealth Classicism Imperialism Bias Abstract Concrete Technique Duality Parallel




Grade 11-12 CCGPS


ELACC11-12RL3: 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).


Determine the impact of word choice (diction) on a text, specifically on the tone of the text

Analyze such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods

Determine the impact of sentence structure (fluency and syntax) on a text

Learn to recognize literature that appeals to your own sensibility and identify the elements that are appealing

Always annotate text as you read, whether formally or informally

In literary texts, make it your practice to identify “DTSFI” (diction, tone, syntax, figurative language, imagery) in every text; these are the elements most often discussed in analysis

Keep a record of new vocabulary, both conversational and academic, as your literary acumen develops

Strategies for Teachers: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL3 British Literature (see above)

Guide students in learning to identify literary or rhetorical elements of texts by examining discrete elements in isolation.

Use précis writing as a foundational skill preliminary to advanced analysis. A précis requires concise summary coupled with identification of literary or rhetorical elements, theme/topic, audience, and purpose.

Expose students to texts from a variety of genres; comparing literary elements of drama, narrative, film, etc.

Have students experiment with the impact of specific changes on plot, setting, and character

Isolate and examine the techniques most often/most artfully employed by individual authors, noting how the nature of these choices lend a flavor to their overall body of work

Integration Sample Task: Have students compare and contrast the setting in two novels set in the same basic geographic area and time period (for example Victorian England). Break the students into two groups, each examining one of the novels. Students should begin by determining the tone created by the setting in each novel (frightening, restrictive, exhilarating, adventurous, etc.) The students should list as many pieces of text evidence as possible to support their interpretation of the atmosphere created by the setting. Allow students to choose a partner from the other group and have the students compare their interpretations of setting and text evidence, focusing on identifying the different strategies used by the authors (for example author 1 might create a sense of doom through dark spaces and stormy weather; author 2 might create an expansive sense of adventure by having most of the action take place in a beautiful green forest). Students will write an analysis comparing and contrasting the strategies used by the authors. Students may also choose to compare and contrast two similar characters from those novels.

Recommended Vocabulary for Teaching and Learning: Audience Purpose Genre Point of view Narrative structure Exposition Diction Rising action Climax Falling action Resolution Denouement Tone Syntax Imagery Figurative language Characterization Setting Plot Dynamic Static Flat round Allusion flashback Allusion Flashback Allegory Direct/indirect Motif Chronological Irony Antagonist Protagonist Foreshadowing In medias res Flashback Frame narrative Epistolary narrative




Grade 11-12 CCGPS


ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


Analyze the effects of diction, figurative language, and complex language constructions, including: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance, personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion, controlling images, extended metaphor, understatement, hyperbole, irony, and paradox, as they relate to underlying meaning) on poems, drama, and novels in works of British and Commonwealth Literature

Identifies and analyzes patterns of imagery or symbolism

Acquire and review knowledge of strategies for making meaning, such as word patterns and Greek and Latin roots

Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions

Keep a notebook of words and phrases that you particularly like

Understand the difference between figurative language, idiomatic language, and poetic (sound) devices and be able to readily identify each

Make a practice of actively identifying the tone of a text, remembering that all literary analysis should examine diction, syntax, tone, imagery, and figurative language



Have students routinely identify diction, syntax, tone, imagery, and figurative language in every work they examine

Practice all recommended strategies for making meaning of unknown words (context, roots, word structure, reference materials, etc.)

Require students to keep a journal of phrases and quotes that they particularly like (these can be analyzed for patterns periodically, giving students insight into their personal aesthetic preferences as readers)

Integrate new vocabulary into lessons and lectures

Sample Task for Integration:

Figurative and idiomatic language is usually fairly easy to interpret, but the connotations of words can be tricky and subjective. Have students write a list of 10 words from a text under consideration by the class. The words are to be chosen for their connotative weight. For example the word “trudge” connotes a heavy reluctance whereas “walk” does not. Also consider symbolic connotations, for example a red dress might be intended to connote loose morals in the character who wears it. This activity may require some class discussion about the nature of connotative meanings. Students will write the denotative and what they perceive to be the connotative meaning of each of their ten words. Students will trade word lists and write their own denotative and connotative meanings for each word, then compare results. Students will conclude by choosing one word/connotation pair and writing a short analysis showing the rationale for their interpretation based on text evidence.

Recommended Vocabulary for Teaching and Learning for Teaching and Learning:

Definition Denotation Connotation Figurative Idiomatic Sound device Tone Root word Diction Concrete Alliteration End rhyme Slant rhyme Internal rhyme Consonance Assonance Personification Imagery Metaphor Conceit Simile Metonymy Synecdoche Hyperbole Symbolism Allusion Controlling image Extended metaphor Understatement Hyperbole Irony Paradox Idiom




Grade 11-12 CCGPS


ELACC11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of

where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and

meaning as well as its aesthetic impact.


Analyze the effects of form in poetry (fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue) and drama (act, scene, line, stage directions)

Identifies and analyzes patterns of imagery or symbolism

Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

Know the elements of plot structure and be able to identify those parts

Recognize various structural formats of fictional texts (stanza, act, scene, chapter, etc.)

Identify and understand the function of flashback, foreshadowing, beginning a narrative in the middle of action (in media res)

Be able to accurately identify rhyme scheme and basic metrical formulas

Analyze the impact of an author’s choice in disclosing narrative elements at a particular point in a text



Allow students to explore texts that experiment with structure in interesting ways (such as magical realism)

Require students to isolate and analyze structural elements (such as identifying the climactic scene and defending their choice through text evidence)

Have students compare and contrast texts that are suspenseful, comic, or otherwise create an emotional/tonal response; direct students in identifying a variety of structural approaches to achieve a similar results (for example comic structural elements like surprise or dramatic irony)

Explore the structure of poetry including metrical terms and formulas (such as iambic pentameter) and rhyme scheme

Sample Task for Integration: Require students to acquire or review knowledge of meter by comparing and contrasting a Petrarchan, a Spenserian, and a Shakespearean sonnet. After acquainting students with the concept of stressed and unstressed syllables and basic metric feet (such as iambs and spondees) allow students to attempt to define the metrical formula of each type of sonnet. Students will write a brief analysis positing a claim about what they perceive to be the author’s purpose in writing within the strict confines of a sonnet’s formula. Students’ claims and inferences must be based on cited text evidence.

Recommended Vocabulary for Teaching and Learning: Exposition Rising action Climax Falling action Resolution Denouement Flashback Foreshadowing In media res Aesthetic Chapter Prologue Epilogue Stanza Scene Act Nonlinear Linear Meter Verse Rhyme scheme Fixed/free Lyric Ballad Sonnet Heroic couplet Elegy Narrative poem Dramatic monologue Stage directions




Grade 11-12 CCGPS


ELACC11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text

from what is really meant (e.g., satire, sarcasm, irony, or understatement).


Build upon a strong foundational knowledge of figurative language (such as metaphor and simile) to explore more nuanced constructions such as pun, satire, irony and their use in works of British and Commonwealth fiction from different time periods

Relate modern satire (such as “The Simpsons” or “The Daily Show”) to classic satire (such as “A Modest Proposal”) to sharpen understanding of underlying concepts

Practice using nuanced language constructions in your own speech and writing and identifying them in the speech and language of others

Annotate the use of these figurative constructions as they occur in texts

Proactively and independently continue to build vocabulary to enhance understanding of text (subtle constructions such as puns are difficult to recognize without a firm grasp of all vocabulary within the construction)


Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL6 British Literature (see above) Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL6 British Literature (see above)

Employ these figurative constructions in your everyday speech, lessons, and lectures; point out when you have used satire or irony to make a point

Use the plethora of examples from modern media of these figurative constructions; compare modern examples with classical ones

Choose text examples to introduce these concepts that are accessible and engaging (for example a Mark Twain or David Sedaris satirical essay may be much more effective in introducing the concept than Jonathan Swift).

Ensure that students begin with a very strong grasp of the basics of figurative language (metaphor, simile, personification, hyperbole, idioms)

Sample Task for Integration: Students will use Jonathan Swift’s classic satire “A Modest Proposal,” as their model in creating an outline for a modern satire. First, students will deconstruct Swift’s essay by creating an outline of its major points and identifying the rhetorical strategies used (Swift uses understatement and hyperbole primarily, but many subtle strategies are at play). After students have studied Swift’s structure and strategies, they will choose a modern issue to lampoon, and using Swift’s technique, will create an outline (or write an essay) that will echo the master’s origina l. These may be published digitally or in a bound volume as an extension of the task. Recommended Vocabulary for Teaching and Learning: Figurative Concrete Connotation Denotation Pun Satire Irony Dramatic irony Sarcasm Understatement Didactic Literal




Grade 11-12 CCGPS


ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or

recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare

as well as one play by an American dramatist.)


Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature

Traces the development of British fiction through various literary periods (i.e., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes

Traces the history of the development of the novel

Make it a practice to compare version of texts that you have enjoyed (if you’ve seen a good film, read the book. If you’ve read a good book, see the film.

Practice making your own aesthetic evaluation of a text, whether written, aural, or visual, instead of relying first on professional critics or instructors; own your own literary experience and understand your personal preferences

Acquire and review the appropriate literary terminology to review texts of all kinds (diction, syntax, angle, perspective, etc.)

Note what has been added or removed from various interpretations of a text; think about an author’s purpose and strategy in deletions and additions that are specific to medium)




Create opportunities for students to compare texts across mediums, avoiding using only text/film for these comparisons.

Expose students to interpretations that are true to the original and those whose interpretation is “loosely based,” having students identify the literary elements that have changed and those that remain

Focus discussion of literary elements on the “why” more than the “what” at every opportunity; in literary analysis it is not as important to know that the movie tells a story using flashback whereas the novel does not, only why the author(s) made these choices

Teach and review literary terms, including sophisticated terms and concepts such as dramatic irony, verisimilitude, stream of consciousness, etc. (use a glossary of terms for reference) so that students have the language to talk about more abstract concepts


Using a text that has been under consideration by the class and whose structure and content has been analyzed and discussed, expose the students to a second interpretation of the text (usually this will be film but it might also be a play or recording, or even a work of art). Have students conduct a close analysis of elements that have been changed from one interpretation to the next. Certain characters may be older, younger, or completely absent. Certain plot elements will usually be abridged in film and dramatic versions of text. An in-depth analysis of which elements were changed can provide enormous insight into the infrastructure of a piece and how each element was designed to impact the reader. Recommended Vocabulary for Teaching and Learning:

Interpretation Abridge(ment) Drama Narrative Film Act Scene Line Chapter Dialogue Script Angle Perspective Staging Dues ex machina




Grade 11-12 CCGPS


ELACC11-12RL8: (Not applicable to literature) ELACC11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


Analyze the influence of mythic, traditional, or classical literature on British and Commonwealth literature

Trace the development of British fiction through various literary periods (i.e., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

Trace the history of the development of the novel

Analyze and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes

Relate a literary work to primary source documents of its literary period or historical setting (Empire, Post-colonialism , Anglo-Saxon, Medieval, Renaissance, Restoration/Neo-Classical, Romantic, Victorian, Modern, Postmodern)

Compare and contrast specific characteristics of different genres as they develop and change over time for different purposes (i.e., heroic elegy, satirical essay, serial novel, etc.).

The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (i.e., satire, parody, allegory, romance, and pastoral) that cross the lines of genre classifications

Understand how literary elements such as tone, mood, imagery, diction, syntax, and plot elements accrue to establish theme

Acquire and review knowledge of foundational documents, making explicit text choices to enhance that knowledge

Acquire and review the necessary vocabulary within historical context to effectively make meaning of the historical texts

Supplement the study of fictional works from history with contextual knowledge about the historical period and author

Generalize concepts of setting, plot, characterization, and other narrative elements so that specific instances of these may be recognized as having thematic similarities or differences (for example tragic flaw)

Acquire a firm knowledge of literary periods, major works, and major authors of American Literature



Provide a visual/graphic representation of a timeline of American Literary periods, works, and authors in the classroom

Provide a visual/graphic representation of relevant geography if appropriate

Purposefully select texts that represent a broad spectrum across the sweep of American Literary history; include significant poetry study; avoid focus on a single era

Integrate a variety of textual representations including visual, aural, and digital texts

Use a variety of strategies to increase the amount of text covered, including jigsaw, literary seminar, in-class and independent reading

Purposefully select texts that represent diverse voices from American cultural history (women, Native Americans, people of color, immigrants, etc.)

Sample Task for Integration: Have students in teams conduct the necessary research and provide the necessary analysis to create a meaningful website exploring the experience and representation of a culturally underrepresented group in American literary history. This group could be Native Americans, slaves and free people of color, immigrants, women, youth, etc.) The website may be as extensive or limited as the scope of the assignment allows. Students should exhibit effective team work and sophisticated research and analysis. They should exhibit solid technical skills, being able to construct and post a clean and engaging website using a standard platform. All facts, claims, and analysis on the site must be firmly based in cited text. The site should include visual, audio, and written text with embedded links for further information.

Recommended Vocabulary for Teaching and Learning: Anglo-Saxon Neoclassical Restoration Modern Post-modern Medieval Renaissance Romantic Contemporary Victorian British Commonwealth Classicism Imperialism Empire Post-colonial Parody Pastoral




Grade 11-12 CCGPS


ELACC11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band independently and proficiently.


Practice attentive reading, both independently and within the classroom

Use annotation and note-taking, maintaining coherent records that are useful for review

Read assigned works but also read proactively and independently

Choose works from multiple genres, cultures, and literary periods

Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced

Begin to establish a clear personal aesthetic, understanding the types of literature that appeal to you and being able to articulate the reasons why


Choose texts of appropriate complexity (see Common Core appendix B)

Require reading through multiple modes: group, pairs, individual, in class, out of class, via digital mediums, etc.

Provide scaffolding on difficult texts through commentary and interpretation, group discussion, complementary visual texts, and professional annotations as appropriate

Require specific textual evidence for all claims and inferences about texts, even in informal discussion

Guide students in taking ownership for their literary lives as they approach the end of their high school careers; discuss the impact of reading and literary acumen in a fulfilling intellectual experience beyond school

Sample Task for Integration: Conference with students to set personal literacy goals appropriate to each individual, including a suggested reading list (this list may include poems, films, and works of art as well). Students can keep a notebook that includes notes and personal commentary on each text read over the course of the year, including any relevant analyses or other work produced in relation to given texts. An extension of this activity can include students creating “book cards” that give plot, setting, characters, author, publication details, personal review and summary of a text. These cards may be reproduced to provide each student with an extensive set of cards that include summaries of all books read by all classmates. Ideally by the end of the year each student has a reference library of notes on a number of books, useful for building overall literary expertise and breadth of knowledge of authors and titles and from which to draw recommendations for continued independent reading.

Recommended Vocabulary for Teaching and Learning: Literary Fiction Informational Non-Fiction Genre Claim Plot Setting Character Analysis Annotation Evidence Inference Summary Paraphrase Incorporate all terms from previous standards in Reading Literary




Grade 11-12 CCGPS

Reading Informational (RI)

ELACC11-12RI1: 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.


Read a variety of informational texts attentively, both independently and within the classroom

Analyze and evaluate the logic and use of evidence in an author’s argument

Analyze, evaluate, and apply knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works

Recognize when a text has not or cannot provide a definitive answer on a subject; learn to tolerate uncertainty within a process or text

Become familiar with and adept at decoding complex legal and technical documents, including contracts, manuals, etc.

Readily distinguish important facts from extraneous details

Think critically and analytically about text, making connections within a text and among texts including highly technical texts

Recognize the rhetorical and structural strategies employed by an author establish a main idea or prove a point

Make inferences and generalizations based on evidence from one or more reliable sources

Always support claims and inferences, both in formal analysis and informal discussion with well-chosen textual evidence

Take notes and annotate texts, both formally and informally Strategies for Teachers:

Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI1 British Literature (see above)

Use multiple reading strategies including using a variety of digital media to access texts

Challenge and build readers’ stamina with an adequate amount of required reading

Implement a note-taking using a system such as Cornell notes and periodically assess or review students’ notes

Teach and require annotation of text

Teach and require formal citations in an accepted manuscript style when appropriate

Encourage the habit of providing textual evidence for all claims and inferences, both written and in discussion

Purposefully choose a variety of challenging informational texts from a variety of categories (legal, scientific, technical, literary non-fiction such as memoir) Sample Task for Integration:

Students will conduct a research activity designed to expose them to texts where matters are left uncertain, or where definitive results have not or cannot be produced within the field of British Literature (for example the authorship of the plays of William Shakespeare). Students (individually, in teams, or in pairs) are to create a portfolio of resources that support each side of a controversial topic. Students will review and annotate the results of their research. (An extension to this activity could include a debate). The purpose of the research will be to find specific claims in each set of texts which are uncertain or indeterminate. This activity will yield samples of text that will illustrate the concept of uncertainty in technical texts and provide opportunities to discuss how to analyze the impact of indeterminate information in research and debate. Recommended Vocabulary for Teaching and Learning:

Article Journal Peer-Review Periodical Expository Informational Non-fiction Memoir Literary non-fiction Biography Autobiography Claim Support Evidence Citation Indeterminate Uncertain Preponderance




Grade 11-12 CCGPS


ELACC11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.




Readily distinguish important facts from extraneous details, using important facts to determine central ideas of a text

Take notes and annotate texts, both formally and informally

Recognize when a text contains editorial bias, whether overt or subtle, and summarize without editorial bias

Critically analyze the way that facts accrue to support a thesis or hypothesis, including analysis of the interaction of multiple or many-faceted lines of reasoning

Understand the scientific connotations of proof, theory, hypothesis, and support Strategies for Teachers:


Choose texts so that at least half of your classroom attentive reading involves informational (non-fiction) text

Provide informational texts with clear central ideas logically developed as exemplars

Provide informational texts with nuanced or complex central ideas to challenge readers and provide contrast

Provide opportunities for students to write objective summaries of texts and provide exemplars of biased and unbiased summary

Require students to reverse-engineer outlines of provided texts as well out outlining texts they will write

Practice differentiating fact from opinion and important, supporting facts from extraneous ones

Sample Task for Integration: Students will choose from among foundational documents from British history (Magna Carta, The Proclamation of Rebellion, 1628 Petition of Right) working with their chosen document to identify central ideas. Students should begin with a close analysis of the document, annotating over the course of multiple readings. Students should discuss and identify the strategies they are using to attempt to identify central ideas (recurring vocabulary, structure/headings, rhetoric). Through discussion and revision they may change their interpretations. While students may find one central idea they believe is most prominent, two or more fundamental notions are developed through each of these texts. Students will collect the aggregate of their analysis into an essay naming the central ideas of the piece and tracing the use of facts, claims, and rhetoric used to develop the central ideas. Recommended Vocabulary for Teaching and Learning: Fact Opinion Citation Claim Inference Evidence Informational Expository Objective Subjective Journal Abstract Manuscript style Peer review Periodical Extraneous Detail




Grade 11-12 CCGPS


ELACC11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


Exhibit knowledge of informational text structures such contracts, statistical analyses, scientific findings, and legal opinions


Readily recognize generic text structures such as an abstract, a précis, or organizational patterns such as chronological order, comparison and contrast, and order of importance

Readily recognize author’s purpose and identify bias both subtle and overt

Readily distinguish between important facts or supporting details and extraneous or misleading information

Note the differences in the types and amounts of evidence and support required for claims in various formats and disciplines (for example the evidence required in a letter to the editor may be scant and based on emotion, while the evidence required to advance an hypothesis in a scientific journal may be extensive)

Strategies for Teachers: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI3 British Literature (see above)

Employ process essays and actual processes in the classroom to illustrate the importance of logical order (for example analyzing scientific abstracts on an experimental process, or testimony from a trial transcript)

Expose students to a variety of arguments, both valid and logically false, to allow them to distinguish the differences in how arguments are introduced and developed (well known speeches are useful for this inquiry)

View television commercials and/or research popular advertising campaigns to determine how brand identities are introduced, developed, and connected to audience biases and concerns

Use graphic organizers to support students in identifying and illustrating interconnected points within an argument or analysis

Expose students to complex informational genres such as peer reviewed scholarly journals, legal documents, or position statements

Sample Task for Integration: Students will conduct an analysis of claims made during famous debates of the British Parliament, fact checking individual claims and identifying inferences both subtle and overt Students will perform multiple close/attentive readings of the chosen debate (for example the debate on the Munich Agreement), taking notes on claims and inferences. When a fairly exhaustive list of a candidate’s claims has been compiled, students will go to work fact checking the claims and analyzing rhetorical strategies. Students will write an analysis that shows how the candidates main points were developed over the course of the debate, and will ascertain whether those points were well developed and supported or not.

Recommended Vocabulary for Teaching and Learning: Author’s purpose Bias Structure Connection Rhetoric Chronological Logical Comparison Contrast Manuscript style Extraneous Logical fallacy Process Outline Sequence




Grade 11-12 CCGPS


ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).


Exhibit reliable knowledge of Greek and Latin roots, pre-fixes, suffixes, and word patterns in order to decode unknown language


Readily distinguish between literal and figurative meaning, including subtle figurative language such as satire and irony

Acquire and review knowledge of content area vocabulary (for example domain-specific vocabulary relevant to foundational historical documents, legal or medical terms, etc.)

Differentiate between situations that require formal diction and those that do not

Analyze an author’s purpose in word choice

Analyze the cumulative effect of diction on a text Strategies for Teachers:


Provide examples of language that illustrate both extreme formality and casual colloquialism, discussing contextual appropriateness and occasions for use of each

Trace the development of tone and mood through diction in exemplary texts (for example a sense of outrage or anger in an editorial, or urgency in a report from the frontlines of war)

Choose texts of appropriate complexity to allow students to be challenged by complex or nuanced vocabulary

Use both figurative/connotative language and literal/concrete language in lecture and discussion

Sample Task for Integration: Students will examine the written works of Queen Elizabeth the First, http://www.luminarium.org/renlit/elizabib.htm through a number of qualitative and quantitative measures in order to create a statistical analysis of her use of figurative language and rhetoric. After choosing a text, students will explore ways to glean statistical information from the text (word processing programs will provide word counts and show instances of repeated words, Lexile.com will provide quantitative information, the “Ctrl F” function will allow you to search for instances of a certain word or count instances of its occurrence). Students should use their creativity to explore novel ways to gather information on the text. Citing specific textual evidence, students will compile a statistical analysis of Elizabeth’s use of language (what does he emphasize, what does he repeat, what figurative structures does he use, etc.) Recommended Vocabulary for Teaching and Learning: Figurative Connotative Literal Concrete Technical Academic Diction Cumulative Author’s purpose Jargon Tone Impact Rhetoric Strategy

http://www.luminarium.org/renlit/elizabib.htm




Grade 11-12 CCGPS


ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.


Analyze elements of structure in works of British and Commonwealth texts from different time periods Exhibit knowledge of informational text structures specific to grade level reading content such as letters, journals, diaries, speeches and essays

Analyzes and evaluates the logic and use of evidence in an author’s argument.

Readily recognize generic text structures such as an abstract, a précis, or organizational patterns such as chronological order, comparison and contrast, and order of importance

Exhibit firm knowledge of sentence structure, including phrases/clauses/compound/complex/compound-complex sentences

Understand the connotations of syntax and the impact of syntax on the reader, understanding that, like diction, syntax may vary depending on audience and purpose

Recognize and understand textual features such as in-text citations, footnotes, glossaries, etc.


Provide clear examples of appropriate syntax, fluency, and structure within informational documents (for example student exemplars or sample texts)

Practice appropriate use of structures within classroom documents, instructions, websites, etc.

Allow opportunities for students to disassemble and reassemble texts based on structural and contextual clues

Require infrastructure to be delineated in outlines that are reverse-engineered from existing texts or produced for texts to be written

Purposefully choose texts connected to content area reading matter (such as British or American literature) that effectively use structures common to the genre (such as epistolary captivity narratives)

Sample Task for Integration: Students will conduct a structural analysis comparing and contrasting famous sermons from British history (Thomas Chalmers, George Whitefield, Jonathan Swift, etc.) Focusing on structural elements only, students will trace and compare the structures of the two texts, including organization, sentence constructions, paragraph constructions, length, narrative voice, etc. Students will produce an analysis citing specific textual evidence from both texts These analyses may be presented in a digital format if desired to allow for viewing of primary source documents and illustrations or illustrations.

Recommended Vocabulary for Teaching and Learning: Organizational structure Chronological Compare/contrast Logical order Spatial Syntax Claim Argument Diction Citation Footnote Abstract Glossary Heading Structure




Grade 11-12 CCGPS


ELACC11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


Understand and readily identify rhetorical strategies such as appeals to emotion or authority, syllogism, and logical fallacies

Analyze and explain the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays

Analyze and evaluate the logic and use of evidence in an author’s argument


Understand and apply knowledge of diction, syntax, tone, imagery, figurative language, and other elements in determining the effectiveness of an argument or exposition

Identify author’s biases, both subtle and overt, and make considered decisions regarding the validity of a claim or appeal

Readily distinguish between a powerful argument and a valid argument (not all valid arguments are powerful, and not all powerful arguments are valid)

Make a practice of determining an author’s or speaker’s point of view even when it is not explicitly stated Strategies for Teachers:


Purposefully choose texts in which biases and author’s point of view are readily evident, as well as texts where the author may intentionally obscure his point of view or motives, allowing students to be challenged in identifying the intent behind clever rhetoric

Point out every instances of rhetorical strategy in argument (pathos used to avoid weekend homework)

Have students routinely construct précis from both straight-forward and difficult texts in order to become adept at zeroing in on the piece, the author, his or her aim, and his or her strategies as a matter of course when encountering a new text

Encourage students to form and share their own aesthetic sensibility, choosing favorite pieces and being able to articulate why a piece resonates with them


The practice of writing a rhetorical précis (http://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_click.html ) is one way to become adept at quickly identifying the key features of a text. To isolate and scaffold the ability to determine author’s purpose, it may be useful to require students to determine basic elements of a text in a timed environment, where they are encouraged to learn to reliably spot key indicators and trust their own literary judgment. Provide students with a set of three essays (released essays from the AP Language and Composition exam are of the appropriate length [less than a page] and work well for this purpose). Create a template that requires students to identify: title, author, date of publication, author’s purpose, author’s primary strategies, and intended audience. Allow students to complete this exercise within a defined time limit over repeated events (for example as an opening sponge once a week for a month). Recommended Vocabulary for Teaching and Learning:

Point of view Narrative voice Précis Rhetoric Analysis Pathos Logos Ethos Syllogism Tautology Logical fallacy Parallel structure Anaphora Antithesis Chiasmus

http://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_click.html




Grade 11-12 CCGPS


ELACC11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


Acquire and review vocabulary relevant to multiple types of text (statistical, graphic, elements of visual rhetoric)

Become a more sophisticated, analytic, and thoughtful reader-interpreters of images

Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

Continue to acquire expertise in digital formats as they evolve over time

Use multiple types of information in problem solving, integrating information and evaluating for credibility Strategies for Teachers:


Provide opportunities for students to acquire text in multiple formats

Require to reverse-engineer synthesis essays that have been compiled from multiple sources from a variety of formats, using citations to trace elements of argument or exposition back to source, and observe how the evidence was woven together by the author

Acquire knowledge of and use all available current technologies in short and extended research projects

Be creative in locating resources to use, including personal interviews, primary source documents, archival footage, recordings, tec. Sample Task for Integration: Direct students to PBS’s “In Search of Shakespeare” site, where they will find hundreds of links providing all sorts of information on the great playwright, his history, controversy surrounding the original folios, various adaptations of his works, and much more. Students will synthesize information from whichever venues they find most interesting to select an angle of focus and compile a presentation on some aspect of Shakespeare’s life or work. Students will present their final project in the form of a Prezi or PowerPoint that incorporates the StoryCorp piece with the contextual research, including all appropriate citations. Recommended Vocabulary for Teaching and Learning: Multimodal Media/medium Digital Aural/auditory Visual Visual rhetoric Symbol Icon Contrast Compare Aesthetic Rhetorical Abridged Cinema/film Visual rhetoric




Grade 11-12 CCGPS


ELACC11-12RI8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses.)

*Note: You may substitute the study of documents from British Literature for RI8. Skills/Concepts for Students:

Acquire and review fundamental knowledge of history and foundational documents

Identify author’s biases, both subtle and overt, including implicit or explicit assumptions


Use the concepts of inductive and deductive reasoning and syllogism in argument analysis

Consistently and readily identify logical fallacies as well as reliable and well-supported arguments

Summarize without editorial bias and recognize editorial bias in the writings of others

Understand the various purposes of rhetoric, both positive and negative (for example propaganda and misinformation as well as inspiration)

Acquire or review knowledge of basic rhetorical strategies and appeals (such as pathos, logos, and ethos)

Understand the concept of claim and counter-claim and audience as well as author bias

Understand the functions of diction, syntax, organizational structure, and other literary elements in the construction and persuasive and powerful argument


Consider displaying a timeline of U.S. history in the classroom for reference

Examine themes of conformity, rebellion, individualism, and other driving themes in foundational documents

Require students to summarize and paraphrase difficult documents

Compare and contrast popular rhetorical strategies as they have evolved over time

Conduct quantitative analyses of the structure and vocabulary (text complexity) of historical documents to modern informational documents

Require text evidence for all claims and inferences asserted in class, whether in writing or in discussion

Sample Task for Integration: This standard requires the understanding the reasoning in foundational documents from history. Queen Elizabeth’s speech against the Spanish Armada stands as one of the great speeches in human history. Students will create an analysis based on evidence from the text that determines what made Elizabeth’s speech one that is still analyzed and emulated today. This task will culminate in students performing dramatic interpretations of Elizabeth’s speech (this activity may be extended by assigning various tones to the speech: loud, soft, angry, sad, etc.)

Recommended Vocabulary for Teaching and Learning: Constitutional Principle Legal reasoning Evaluation Analysis Author’s purpose Argument Claim Counter-claim Advocacy Opinion Dissent Address Seminal Foundational Principle




Grade 11-12 CCGPS


ELACC11-12RI9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

*Note: Documents from British History may be substituted Skills/Concepts for Students:

Analyze the influence of mythic, traditional, or classical literature on British and Commonwealth literature

Trace the development of British fiction through various literary periods (i.e., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

Traces the history of the development of the novel

Relate a literary work to primary source documents of its literary period or historical setting

Include information from relevant critical perspectives and evaluate the validity and reliability of sources


Use the concepts of inductive and deductive reasoning and syllogism in argument analysis

Consistently and readily identify logical fallacies as well as reliable and well-supported arguments

Understand the various purposes of rhetoric, both positive and negative (for example propaganda and misinformation as well as inspiration)

Acquire or review knowledge of basic rhetorical strategies and appeals (such as pathos, logos, and ethos)

Understand the concept of claim and counter-claim and audience as well as author bias

Understand the functions of diction, syntax, organizational structure, and other literary elements in the construction and persuasive and powerful argument Strategies for Teachers:


Explore themes, ideas, and attitudes common to specific periods of American history

Compare, contrast and analyze the treatment of related themes, concepts, and rhetorical devices in foundational U.S. documents of the seventeenth-, eighteenth- and nineteenth- centuries.

Require text evidence for all claims and inferences asserted in class, whether in writing or in discussion

Consider displaying a timeline of U.S. history in the classroom for reference

Examine themes of conformity, rebellion, individualism, and other driving themes in foundational documents

Require students to summarize and paraphrase difficult documents, including writing précis

Compare and contrast popular rhetorical strategies as they have evolved over time

Conduct quantitative analyses of the structure and vocabulary (text complexity) of historical documents to modern informational documents

Sample Task for Integration: Have students choose one famous figure from British literary history (Shakespeare, Milton, Chaucer, Spenser, Austen, Swift, etc.) and conduct an analysis of 3 essays, letters, diary entries, or other document produced by that individual. The student will compile a “rhetorical profile” of that writer based on cited textual evidence, making warranted inferences about the attitudes, temperament, and style of that individual as a writer. Students will then choose a partner with whom to compare analyses. This exercise can be interesting both in a comparison between two different individuals, and in the comparative analyses of a single individual. Recommended Vocabulary for Teaching and Learning: Article Journal Peer-Review Periodical Expository Informational Non-fiction Memoir Literary non-fiction Biography Autobiography Claim Support Evidence Citation Indeterminate Uncertain Preponderance




Grade 11-12 CCGPS


ELACC11-12RI10: By the end of grade 11-12, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 11-12, read and comprehend literary nonfiction in the grades 11-CCR text complexity band independently and proficiently.



Use annotation and note-taking to enhance comprehension of texts under consideration and keep well organized resources useful for review

Read assigned works but also read proactively and independently

Choose works from multiple genres, cultures, and literary periods

Consider keeping a notebook of texts read over time, with notes, annotations, and any relevant student work produced Strategies for Teachers:

Choose texts of appropriate complexity (see Common Core appendix B)

Require reading through multiple modes: group, pairs, individual, in class, out of class, via digital mediums, etc.

Provide scaffolding on difficult texts through commentary and interpretation, group discussion, complementary visual texts, and professional annotations as appropriate

Require specific textual evidence for all claims and inferences about texts, even in informal discussion

Sample Task for Integration: Conference with students to set personal literacy goals appropriate to each individual, including a suggested reading list (this list should include varieties of engaging informational text to encourage the student to make choices from informational as well as literary genres).Encourage students to brainstorm about types of informational text they might enjoy, such as Motor Sports magazine, various high-interest documentary films, relevant memoirs, etc. Students can keep a notebook that includes notes and personal commentary on each text read over the course of the year, including any relevant analyses or other work produced in relation to given texts. Recommended Vocabulary for Teaching and Learning: Literary Fiction Informational Non-Fiction Genre Claim Argument Rhetoric Summary Analysis Annotation Evidence Inference Citation Journal Memoir Periodical Diction Syntax Literary non-fiction Incorporate vocabulary from all RI standards




GPS to CCGPS:

A comparison of GPS and CCGPS rigor,

texts, terminology, expectations, and tasks




Overview

The following pages contain a comparison of items from the CCGPS and the GPS. This section is not meant to serve as the definitive guide to each of the CCGPS standards; that is provided in the previous section, entitled “Guidance,” along with skills, concepts, tasks, and strategies. In this section you will find a side-by-side alignment that will highlight changes in focus or vocabulary and will alert you to standards that have been subsumed, changed, moved, or otherwise significantly altered. Where it is necessary, you will find instructional guidance to ensure that all the standards are thoroughly covered throughout the transition period for all students, including students who fall into grades between levels of a transitioning standard. For all grades, the concept of a “Domain” of skills has been replaced by the term “Strand.”

GPS Domain CCGPS Strand

Reading Reading Across the Curriculum

Reading Literature Informational Foundational (Grades K-5)

Writing Writing

Listening, Speaking, and Viewing Speaking and Listening

Conventions (Grades 3-12) Language

On the following pages, skills that have an identical or extremely well-aligned match in scope and focus are highlighted in red between the two sets of standards. In all cases the GPS will appear in the left column and the CCGPS will appear on the right. For clarity, corresponding standards may appear more than once (if they correspond to more than one standard in the complementary set) or they may (rarely) appear out of order for ease of reference. Additional information explaining correspondences or a lack of correspondence is highlighted in blue. The icons and appear in the text to alert the user to standards that are new to CCGPS, or will not reappear in their original GPS form in the new standards. In all cases both sets of standards are primarily sorted by Strand/Domain and may be identified in their original order by referencing the coding of the standard (ELA8R for example). For the GPS, standards are coded with ELA, followed by the Grade, then the Domain (R for reading for example) then the number of the standard in order within the Domain. CCGPS similarly begins with ELA, followed by “CC” for Common Core, then the Strand (RI for Reading, Informational for example) then the number of the standard in order within the Strand.

For grades 9 through 12, changes include the combining of standards into grade bands for grades 9/10 and grades 11/12. The fundamental standards for these grades remains unchanged in the two grade bands in order to accommodate grade-level appropriate content literature courses along with the standards across multiple grade levels. For example, High School A may wish to teach British Literature in the 11

th grade for a

certain subset of students while High School B may teach only American Literature in grade 11; Common Core is designed to allow the standards to remain constant with the inclusion of a number of courses that may be common to that grade band. This feature of Common Core is one of the keys to its ease of implementation in the upper grades, but it is important to remember that text complexity will continue to increase year by year in accordance with the standards for rigor set forth in the new Lexile indicators and other text complexity guidelines in the Common Core Standards document Appendices (for a link to this document see the resources listed at the end of this section.)




NOTE: Transitional Guidance for the Writing, Listening and Speaking, and Language standards for grades 11 and 12 can be found the Teacher Guidance document for that grade band. In rare cases American Literature may be taught in another grade, in which case an instructor may use his or her discretion to match Writing, Listening and Speaking, and Language standards from either the 9-10 grade band document or the 11-12 grade band document. Because American Literature is a rigorous course, students opting to take this course should optimally be performing at the 11-12 grade band level of rigor.




GPS TRANSITIONAL GUIDANCE CCGPS

BRITISH LITERATURE AND COMPOSITION (READING LITERARY/READING INFORMATIONAL)

ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

*Transitional guidance in this document provides alignment with British Literature and Composition for grades 11 and 1 only. ELABLRL1 requires students to read texts from literary and informational genres. Note that in CCGPS the reading standards for literary texts and for informational texts each have their own set of standards (RL for literary and RI for informational), ELAALRL1 does not specifically mention inference; however, there is a close match in intent in the word “interpretation.”

ELACC11-12RL1 adds the concept of “determining where the text leaves matters uncertain.” This addition reflects the added rigor of CCGPS in taking the cognitive level an additional step.

ELACC11-12RL1: 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. ELACC11-12RI1: 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. ELACC11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

ELABLRL1 The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements as language and style,

The reading standards for British Literature contain a deep level of detail in the skills and concepts listed in their elements. Because the CCGPS are more conceptual and streamlined, they do not provide examples of every concept (for example, CCGPS may say “figurative language” whereas GPS says

ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the




a. (continued) character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frames narrative) in works of British and Commonwealth fiction from different time periods. b. Identifies and analyzes patterns of imagery or symbolism. d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. c. Relates identified elements in fiction to theme or underlying meaning.

e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

f. Traces the development of British fiction through various literary periods (i.e., Anglo-Saxon,

“personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.” For the transition years, it is important to teach every item listed in the elements of the ELAAL standards. In the on-going guidance for each of the CCGPS, a list of vocabulary is provided to supplement the material previously found in the elements. CCGPS does not specify “structures and elements of British and Commonwealth fiction.” These works are obviously required for this course’s curriculum and may be assumed to be included under “stories, dramas, and poems in the 11-12 CCR text complexity band.” Works of Shakespeare are explicitly referred to within RL4 and RL7. Note the additional cognitive rigor in the comparative CCGPS standard regarding theme – CCGPS includes identifying multiple themes where they exist and analyzing the complexities of their interaction. CCGPS does not contain a standard directing analysis of influences on and development of British and Commonwealth literature (except to the extent that the American colonies were at one

text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELACC11-12RL10: By the end of grade 11/12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC11-12RL3: 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). ELACC11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. ELACC11-12RL2: Determine two or more themes or central ideas of 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.




Medieval, Renaissance, Romantic, etc.)

g. Traces the history of the development of the novel.

time part of the British Commonwealth: RL9 “Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature.”) Clearly the study of foundational works will continue to be a part of the BL curriculum and should be constructed at instructor discretion.

ELABLRL1 The student identifies, analyzes, and applies elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student: a. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays. b. Analyzes and evaluates the logic and use of evidence in an author’s argument.

This subcategory of ELAALRL1 is the only part of the American Literature GPS addressing non-fiction texts; therefore, all the informational standards from CCGPS are included here at right. The comparison of two or more central ideas within an informational text is not addressed explicitly in the GPS. GPS does not require summary of text, although summarizing may be inferred as an integral step in “supporting understanding.” CCGPS does not contain a standard directing analysis of elements of nonfiction works of British and Commonwealth literature (except to the extent that the American colonies were at one time part of the British Commonwealth: RL9 “Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature.”)

ELACC11-12RI1: 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. (RI – Informational)

ELACC11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELACC11-12RI9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including




c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works. ELA11/12W3: The student uses research and technology to support writing. The student b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document. c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

Clearly the study of foundational works will continue to be a part of the BL curriculum and should be constructed at instructor discretion. The evaluation of resources is addressed in the Writing Standards in GPS and not in the Reading Standards as referenced by CCGPS on the right. The relevant standards are listed at left.

whether the structure makes points clear, convincing, and engaging. ELACC11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELACC11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (Informational CCGPS Standard ELACC11-12RI3 is aligned with RL3 standards below)

ELABLRL1 The student identifies and analyzes elements of poetry from various periods of British literature and provides evidence from the text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

ELACC11-12RL1 adds the concept of “determining where the text leaves matters uncertain.” This addition reflects the added rigor of CCGPS in taking the cognitive level an additional step. CCGPS has one set of standards for all literary texts (e.g., novels, poetry, short stories). Alignment for tone, figurative language,

ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.) ELACC11-12RL1: 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. ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on




i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance ii. form: fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. c. Traces the historical development of poetic styles and forms in British literature.

mood, and other elements is found in the same elements aligned with general works of fiction above. Literary terms applicable only to poetry do not appear in the CCGPS but are intended to be included in the instruction of all types of literary texts. See the RL standards above. CCGPS requires analysis of structure and form, but does not specify the historical development of form in British Literature as GPS does in element c at left. Clearly the development of poetic styles and forms, including meter, will continue to be a part of the BL curriculum and should be constructed at instructor discretion.

meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELACC11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

ELABLRL1 The student identifies, analyzes, and applies

Note the additional cognitive rigor in the comparative CCGPS

ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their




knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (i.e., tragedy, comedy, verse play). b. Analyzes the characters, structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (i.e., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature

standard regarding theme – CCGPS includes identifying multiple themes within a text where they exist and analyzing the complexities of their interaction. GPS does not require summary of text, although summarizing may be inferred as an integral step in “supporting understanding.” Literary terms applicable only to drama do not appear in the CCGPS, but are intended to be included in the instruction of all types of literary texts. See the RL standards above.

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. ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.) ELACC11-12RL3: 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).

ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.

GPS does not require summary of text, although summarizing may be inferred as an integral step in “supporting understanding.”

ELACC11-12RL2: Determine two or more themes or central ideas of 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. NOTE: these corollary Informational Text CCGPS may also apply: ELACC11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they




c. Applies knowledge of the concept that a text can contain more than one theme. d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes.

The analysis of uniquely British/Commonwealth themes may be assumed to be included in the analysis of theme in general.

interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELACC11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

A somewhat incomplete match exists for relating works of British Literature to contemporary works and to works from other time periods. CCGPS specifies multiple interpretations of a single work, which could include works from other time periods, especially in considering film adaptations of classic novels.

ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

ELABLRL3 The student relates a literary work to primary source documents of its literary period or historical setting; the student: a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. i. Empire ii. Postcolonialism b. Relates a literary work to the characteristics of the literary time period that it represents. i. Anglo-Saxon Period ii. Medieval Period iii. Renaissance

iv. 18th

Century/Restoration/Neo-Classical Period v. Romantic Period

Primary and secondary source documents are addressed in the Literacy Standards within CCGPS. Relevant standards are listed at right. Because the CCGPS for grades 11 and 12 are intended to replace the reading standards for a number of content courses (British Literature and American Literature among them) they are necessarily less specific about literary periods. Clearly the literary periods will continue to be a part of the BL curriculum.

L11-12RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. L11-12RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. L11-12RH3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.




vi. Victorian Period vii. Modern Period viii. Postmodern Period

ELABLRL3 The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (i.e., heroic elegy, satirical essay, serial novel, etc.). ELABLRL3 The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (i.e., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications.

A comparison and delineation of genre characteristics is inherent in the separation of standards for Literary and Informational texts in CCGPS; however, a specific standard requiring comparison of genre characteristics and the development of genre characteristics within specific genres over time, though inferred in a number of standards, is not explicit in CCGPS. This element should be taught within the scope of analyzing tone, diction, syntax, author’s purpose, plot development, etc., in all types of text as outlined in Standards RI and RL 1-10.

ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects created. b. Analyze the use of imagery, language, and other

Poems are not explicitly mentioned in the CCGPS writing or reading standards.

ELACC11-12W1: Argument ELACC11-12W2: Informative/ Explanatory ELACC11-12W3: Narrative ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC11-12RL3: 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). ELACC11-12RI2: Determine two or more central




particular aspects of a text that contribute to theme or underlying meaning. c. Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works. d. Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period. e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources. g. Include a formal works cited or bibliography when applicable f. Imitate a variety of literary forms to

CCGPS does not include

ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELACC11-12RL1: 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. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

L11-12RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. L11-12RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. ELACC11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.




demonstrate understanding (i.e., sonnet, ballad, satire).

instructional strategies, such as imitation of form as a teaching tool.

ELABLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning

Vocabulary is addressed in the Language Standards portion of the CCGPS. See relevant standards at right.

ELACC11-12L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

ELACC11-12L4: Determine or clarify the meaning

of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. ELACC11-12L4: c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology, or its standard usage.

ELABLRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional

ELACC11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.




texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELACC11-12RI10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELABLRC2 The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author’s purpose in writing. f. Recognizes the features of disciplinary texts.

Discussion is addressed in the Speaking and Listening Standards portion of the CCGPS. See relevant standards at right. See RL and RI Standards above for student understanding of theme. Also see CCGPS Literacy Standards for literacy in other subject areas.

ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. ELACC11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. L11-12RST6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. L11-12RST4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics L11-12RST5: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.




ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts.

The CCGPS Literacy standards also address competency, including vocabulary acquisition, in multiple content areas. See RC4 below.

ELACC11-12L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L11-12RST4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics

ELABLRC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

CCGPS does not specify relating vocabulary acquired to “life experiences.” The determination of meaning within different content areas is addressed in the Literacy Standards; see L11-12RST4 and RHT4 at right.

L11-12RH4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). L11-12RST4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics




AT-A-GLANCE GUIDE FOR TRANSITIONAL STANDARDS BRITISH LITERATURE READING

STANDARD ORIGINALLY APPEARED (GPS) ADVICE FOR AMERICAN LITERATURE

TRANSITION 2012-2014

Students taking British Literature in grades 9, 10, or 11 (this would be a relatively unusual circumstance) need to be sure to address ELACC11-12W9 that specifically refers to American Literature in the 11-12 grade band if they are taking the EOCT in grade 11.

Grade 11 only

Refer to 11-12 grade band writing standards for students in grades 9 or 10 who may take British Literature in grade 9 or 10. Students taking British Literature in grade 11 need to address the American Literature standards that appear on the EOCT.

STANDARDS NEW TO BRITISH LITERATURE RATIONALE

ELACC11-12RL1: 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.

This standard adds the concept of “determining where the text leaves matters uncertain.” This addition reflects the added rigor of CCGPS in taking the cognitive level an additional step.

ELACC11-12R12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

GPS for American Literature does not specifically require the determination of more than one central idea in a text. This addition reflects the added rigor of CCGPS.

STANDARDS ABSENT FROM BRITISH LITERATURE RATIONALE

ELABLRL1e. Analyzes the influence of mythic, traditional, or classical literature on British literature.

Due to the streamlined nature of CCGPS, this directive is not explicit. Study of mythic, traditional, and classic literature of influence is recommended in the advice on the standards in the guidance document.

ELABLRL1 Poetry. b. i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance, ii. Form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse

Due to the streamlined nature of CCGPS, this directive is not explicit. These elements are included in the advice on the standards in the guidance document.

ELABLRL1 Drama. c. Identify and analyze dramatic elements Due to the streamlined nature of CCGPS, this directive is not explicit.




These elements are included in the advice on the standards in the guidance document.

ELAALRL2d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes.

Due to the streamlined nature of CCGPS, this directive is not explicit. These elements are included in the advice on the standards in the guidance document.

ELAALRC2 c. Relates messages and themes from one subject area to those in another area.

Not specifically addressed in CCGPS, but may be inferred.

ELAALRC4a. Explores life experiences related to subject area content. CCGPS does not specify relating vocabulary acquired to “life experiences.” The determination of meaning within different content areas is addressed in the Literacy Standards; see L11-12RST4 and RHT4.

VOCABULARY NEW IN CCGPS RATIONALE

Inference Inference means that students are required to create new ideas implied by the text but not explicitly stated. The word “interpretation” appears in GPS with a similar connotation in many instances.

Word Choice GPS often uses the word “diction” whereas CCGPS will most often use “word choice.” These terms are interchangeable.

Objective Summary GPS required students to complete whatever steps were necessary to “support understanding” without specifically referring to objective summary. While the term objective summary is new, the skill is not.

Argument/Argumentative Writing Formerly referred to as “persuasive” writing in GPS. These terms are interchangeable.

Informational Formerly referred to as “expository” writing in GPS. These terms are interchangeable. Non-fiction texts are referred to as Informational Texts in CCGPS

Literary Fiction texts are referred to as Literary Texts in CCGPS

Domain-specific vocabulary GPS discussed content and technical vocabulary where CCGPS uses the term domain-specific vocabulary.

Formal style Formal style in CCGPS refers to adherence to established manuscript styles such as APA and MLA, but also to an appropriately mature and academic tone and word choice when required.

Closing statement Formerly referred to as closure in GPS




LANGUAGE PROGRESSIVE SKILLS CHART GRADES K-12

* Darkened boxes indicate grades in which the standard should be taught.

STANDARD GRADES

K 1 2 3 4 5 6 7 8 9-10 11-12

ELACCKL5b. Relate frequently occurring words to their antonyms (also synonyms/homographs in progression). Subsumed by ELACC5L5c

ELACC1L2c. Use commas in dates and to separate single words in a series. Subsumed by ELACC5L2a

ELACC1L1i. Use frequently occurring prepositions. Subsumed by ELACC4L1e

ELACC1L1g. Use frequently occurring conjunctions. ELACC3L1h. Use coordinating and subordinating conjunctions. ELACC5L1e. Use correlative conjunctions (e.g., either/or, neither/nor).

ELACC3L1a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ELACC5L1a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

ELACC3L1f. Ensure subject-verb and pronoun-antecedent agreement.

ELACC3L3a. Choose words and phrases for effect.

EKACC4L1e. Form and use prepositional phrases.

ELACC4L1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

ELACC4L1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

ELACC4L3a. Choose words and phrases to convey ideas precisely. Subsumed by ELACC7L3a

ELACC4L3b. Choose punctuation for effect.

ELACC5L1d. Recognize and correct inappropriate shifts in verb tense.

ELACC5L2a. Use punctuation to separate items in a series (use of commas continues with added complexity throughout the standards).

ELACC5L5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

ELACC6L1c. Recognize and correct inappropriate shifts in pronoun number and person.

ELACC6L1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

ELACC6L1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

ELACC6L3a. Vary sentence patterns for meaning, reader/listener interest, and style (varying sentence patterns continues with added rigor throughout the standards).

ELACC6L3b. Maintain consistency in style and tone.

ELACC7L1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

ELACC7L3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

ELACC8L1d. Recognize and correct inappropriate shifts in verb voice and mood.

ELACC9–10L1a. Use parallel structure.

L11-12L3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.




Additional Resources for GPS to CCGPS Transition

English Language Arts Home Page Links: http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServEnglish

Information for Administrators and Educators To subscribe to a monthly newsletter providing up-to-date information about standards, curriculum, assessment, events, and more, please send an email (with no message) to the appropriate email address listed below:

[email protected]

[email protected] [email protected]

[email protected]

[email protected]

To follow Common Core Implementation

http://www.gadoe.org/CCGPS.aspx

Timelines and Professional Learning Schedule

English Language Arts Common Core GPS page at GSO: https://www.georgiastandards.org/Common-Core/Pages/ELA.aspx

ELA Reporter Newsletter, all issues, Volume 1 (2011/2012) Webinar Schedule for ELA

How to Access Live and Recorded Webinars K-12 Educator Resource Guide (contains introduction to Common Core, Introduction to College and Career Readiness Standards, and Introduction to Literacy Standards, as well as a complete catalogue of all the sets of standards by grade level, and an index of resources and appendices) Archived Webinar PowerPoints with downloads and resources Text Complexity Rubric Sample Integrated Tasks for CCGPS

http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServEnglish

mailto:[email protected]





http://www.gadoe.org/CCGPS.aspx

https://www.georgiastandards.org/Common-Core/Pages/ELA.aspx




Common Core State Standards Initiative Home Page: http://www.corestandards.org/

Common Core State Standards Initiative Resources: http://www.corestandards.org/the-standards

Appendix A - Research Supporting Key Elements of the Standards, Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf

Appendix B - Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Contacts

Kim Jeffcoat, ELA & Literacy State Program Coordinator: [email protected]

Andria Bunner, ELA & Literacy Program Specialist: [email protected]

Susan Jacobs, ELA & Literacy Program Specialist: [email protected]

Sallie Mills, ELA & Literacy Program Specialist: [email protected]

Julie Morrill, ELA & Literacy Program Specialist: [email protected]

Angela Baker, ELA Technology Program Specialist, [email protected]

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_C.pdf







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