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Correlations to Standards by State by Academic Discipline

Massachusetts Learning Standards for English Language Arts -- Grades 11-12

Language Strand

Learning Standard 1: Students will use agreed-upon rules for informal and formal discussions in small and large groups. These rules include active listening, staying on topic or creating an appropriate transition to a new topic, building on the ideas of previous speakers, showing consideration of others' contributions to the discussion, avoiding sarcasm and personal remarks, taking turns, and gaining the floor in appropriate ways.

    Drawing on one of the widely-used professional evaluation forms for group discussion, evaluate how well students and others engage in discussion.

Learning Standard 2: Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge.

    Analyze differences in their responses to focused group discussion in an organized and systematic way.

Learning Standard 3: Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

Learning Standard 4: Students will acquire and use correctly an advanced reading vocabulary of English words, identifying meanings through an understanding of word relationships.

    Identify and use correctly in all content areas new words acquired through study of their different relationships to other words. Use a dictionary or related reference.

Learning Standard 5: Students will identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling.

Learning Standard 6: Students will describe and analyze how oral dialects differ from each other in English, how they differ from written standard English, and what role standard American English plays in informal and formal communication.

Learning Standard 7: Students will describe and analyze how the English language has developed and been influenced by other languages.

    Explain and evaluate the influence of the English language on world literature and world affairs.

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Literature Strand

Learning Standard 8: Students will decode accurately and understand new words encountered in their reading materials, drawing on a variety of strategies as needed, and then use these words accurately in speaking and writing.

    Use their knowledge of literary allusions to understand their meaning when used in other literary works.

Learning Standard 9: Students will identify the basic facts and essential ideas in what they have read, heard, or viewed.

    Identify, evaluate, and synthesize the essential issues or ideas in what they have read, heard, or viewed, and explain why the focusing, planning, monitoring, and assessing strategies they used were effective in helping them learn from a variety of texts.

Learning Standard 10: Students will identify, analyze, and apply knowledge of the characteristics of different genres.

Learning Standard 11: Students will identify, analyze, and apply knowledge of theme in literature and provide evidence from the text to support their understanding.

    Apply knowledge of the concept that the theme or meaning of a selection represents a view of life or a comment on life and locate evidence in the text to support their understanding of a theme.

Learning Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.

    Analyze, evaluate, and apply knowledge of how authors use such elements of fiction as point of view, characterization, and irony for specific rhetorical and aesthetic purposes.

Learning Standard 13: Students will identify, analyze, and apply knowledge of the structure, elements, and meaning of non-fiction or informational material and provide evidence from the text to support their understanding.

Learning Standard 14: Students will identify, analyze, and apply knowledge of the structure, elements, and theme of poetry and provide evidence from the text to support their understanding.

Learning Standard 15: Students will identify and analyze how an author's choice of words appeals to the senses, creates imagery, suggests mood, and sets tone.

Learning Standard 16: Students will compare and contrast similar myths and narratives from different cultures and geographic regions.

    Analyze and evaluate how authors over the centuries have used archetypes drawn from myth and tradition in literature, film, religious writings, political speeches, advertising and/or propaganda.

Learning Standard 17: Students will interpret the meaning of literary works, non-fiction, films, and media by using different critical lenses and analytic techniques.

    Analyze the moral and philosophical arguments presented in novels, films, plays, essays, or poems; an author's political ideology, as portrayed in a selected work, or collections of works, or archetypal patterns found in works of literature and non-fiction.

Learning Standard 18: Students will plan and present effective dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.

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Composition Strand

Learning Standard 19: Students will write compositions with a clear focus, developing the composition with logically related ideas and adequate supporting detail.

Learning Standard 20: Students will select and use appropriate genres, modes of reasoning, and speaking styles when writing for different audiences and rhetorical purposes. (See Figure G)

    Use effective rhetorical strategies and demonstrate understanding of the elements of discourse (purpose, speaker, audience, form) when completing expressive, persuasive, informational, or literary writing assignments.

Learning Standard 21: Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them.

    Revise their writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how well they have addressed questions of purpose, audience, and genre.

    • Building Language PROGRAM
      http://www.beyondbooks.com/law81/index.asp
      The content and structure of the Beyond Books Language Arts Program are designed to help students achieve this standard.

Learning Standard 22: Students will use knowledge of standard English conventions to edit their writing.

Learning Standard 23: Students will use self-generated questions, note-taking, summarizing, précis writing, and outlining to enhance learning when reading or writing.

Learning Standard 24: Students will use open-ended research questions, different sources of information, and appropriate research methods to gather information for their research projects.

    Formulate their own open-ended questions to explore a topic of interest, design and carry out their research, and evaluate the quality of each research paper in terms of the adequacy of its questions, materials, approach, and documentation of sources.

Learning Standard 25: Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences.

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Media Strand

Learning Standard 26: Students will obtain information by using a variety of media and evaluate the quality of material they obtain.

Learning Standard 27: Students will explain how the techniques used in electronic media modify traditional forms of discourse for different aesthetic and rhetorical purposes.

    Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Learning Standard 28: Students will design and create coherent media productions with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium.

    Use media to demonstrate understanding of the social or political philosophy of several major writers of a particular historical period or literary movement, or on a particular public issue.

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