Georgia State Standards for Language Arts: Grade 11

GA.ELA11W. Writing

ELA11W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

ELA11W1.a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

ELA11W1.b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

ELA11W1.c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

ELA11W1.d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

ELA11W1.e. Writes texts of a length appropriate to address the topic or tell the story.

ELA11W1.f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA11W1.g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA11W2. The student demonstrates competence in a variety of genres.

ELA11W2.1. The student produces narrative writing that applies polished narrative strategies in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA11W2.2. The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:

ELA11W2.2.a. Engages the interest of the reader.

ELA11W2.2.b. Formulates a coherent thesis or controlling idea.

ELA11W2.2.c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable.

ELA11W2.2.d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.

ELA11W2.2.e. Includes a variety of information on relevant perspectives, as applicable.

ELA11W2.2.f. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.

ELA11W2.2.g. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay.

ELA11W2.2.h. Demonstrates an understanding of the elements of expository discourse (e.g., purpose, speaker, audience, form).

ELA11W2.2.i. Incorporates elements of discourse from other writing genres into exposition.

ELA11W2.2.j. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, and analogy.

ELA11W2.2.k. Uses language, point of view, characterization, style, and related elements effectively for specific rhetorical and aesthetic purposes.

ELA11W2.2.l. Attains closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

ELA11W2.3. The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

ELA11W2.4. The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

ELA11W3. The student uses research and technology to support writing. The student

ELA11W3.a. Formulates clear research questions and utilizes appropriate research venues (e.g., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

ELA11W3.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.

ELA11W3.c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

ELA11W3.d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

ELA11W3.e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (such as Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.).

ELA11W3.f. Uses systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

ELA11W3.g. Designs and publishes documents, using such aids as advanced publishing software and graphic programs.

ELA11W4. The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

ELA11W4.a. Plans and drafts independently and resourcefully.

ELA11W4.b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

ELA11W4.c. Revises writing for specific audiences, purposes, and formality of the contexts.

ELA11W4.d. Revises writing to sharpen the precision of word choice and achieve desired tone.

ELA11W4.e. Revises text to highlight the individual voice and to improve sentence variety and style.

ELA11W4.f. Edits writing to improve word choice, grammar, punctuation, etc.

GA.ELA11C. Conventions

ELA11C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA11C1.a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

ELA11C1.b. Correctly uses clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., end marks, commas, semicolons, quotations marks, colons, ellipses, hyphens).

ELA11C1.c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (e.g., consistency of verb tenses, agreement).

ELA11C2. The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

ELA11C2.a. Produces writing that conforms to appropriate manuscript requirements.

ELA11C2.b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

ELA11C2.c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).

ELA11C2.d. Includes formal works cited or bibliography when applicable.

GA.ELA11LSV. Listening, Speaking, and Viewing

ELA11LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA11LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA11LSV1.b. Asks relevant questions.

ELA11LSV1.c. Responds to questions with appropriate information.

ELA11LSV1.d. Actively solicits another person's comments or opinion.

ELA11LSV1.e. Offers own opinion forcefully without domineering.

ELA11LSV1.f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA11LSV1.g. Gives reasons in support of opinions expressed.

ELA11LSV1.h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA11LSV1.i. Employ group decision-making techniques such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA11LSV1.j. Divides labor so as to achieve the overall group goal efficiently.

ELA11LSV2. The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

ELA11LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA11LSV2.1.a. Recognizes strategies used by the media to inform, persuade, entertain (e.g., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).

ELA11LSV2.1.b. Analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness.

ELA11LSV2.1.c. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

ELA11LSV2.1.d. Identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.)

ELA11LSV2.1.e. Analyzes the effect of dialect and language on positive or negative stereotypes among social groups.

ELA11LSV2.2. When delivering and responding to presentations, the student:

ELA11LSV2.2.a. Uses effective and interesting language, including informal expressions for effect, Standard American English for clarity, technical language for specificity.

ELA11LSV2.2.b. Evaluates and uses different effects (e.g., visual, music, sound, graphics) to create competent presentations or productions.

ELA11LSV2.2.c. Analyzes effective speeches made for a variety of purposes and prepares and delivers a speech containing these same features.

ELA11LSV2.2.d. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion, and/or literary analysis.

GA.ELAALRL. American Literature and Composition - Reading and American Literature

ELAALRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAALRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student:

ELAALRL1.1.a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods.

ELAALRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAALRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAALRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELAALRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on American literature.

ELAALRL1.1.f. Traces the history of the development of American fiction.

ELAALRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAALRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays.

ELAALRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAALRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAALRL1.3. The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.3.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: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELAALRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELAALRL1.3.c. Traces the historical development of poetic styles and forms in American literature.

ELAALRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., political drama, modern drama, theatre of the absurd).

ELAALRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAALRL1.4.c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).

ELAALRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAALRL2. The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student

ELAALRL2.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.

ELAALRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAALRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAALRL2.d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.

ELAALRL3. 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.

ELAALRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELAALRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Native American literature; ii. Colonial/Revolutionary/National literature.

ELAALRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Romanticism/Transcendentalism; ii. Realism; iii. Naturalism; iv. Modernism (including Harlem Renaissance); v. Postmodernism.

ELAALRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

ELAALRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory) that cross the lines of genre classifications.

ELAALRL4. 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

ELAALRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created by the devices.

ELAALRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELAALRL4.c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life.

ELAALRL4.d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary work.

ELAALRL4.e. Include a formal works cited or bibliography when applicable.

ELAALRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAALRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAALRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words.

ELAALRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAALRC. American Literature and Composition - Reading Across the Curriculum

ELAALRC1. 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 texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAALRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAALRC2.a. Identifies messages and themes from books in all subject areas.

ELAALRC2.b. Responds to a variety of texts in multiple modes of discourse.

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

ELAALRC2.d. Evaluates the merits of texts in every subject discipline.

ELAALRC2.e. Examines the author's purpose in writing.

ELAALRC2.f. Recognizes the features of disciplinary texts.

ELAALRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAALRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAALRC3.b. Uses content vocabulary in writing and speaking.

ELAALRC3.c. Explores understanding of new words found in subject area texts.

ELAALRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAALRC4.a. Explores life experiences related to subject area content.

ELAALRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAALRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELABLRL. British Literature and Composition - Reading and British Literature

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

ELABLRL1.1. 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:

ELABLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

ELABLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELABLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELABLRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELABLRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

ELABLRL1.1.f. Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

ELABLRL1.1.g. Traces the history of the development of the novel.

ELABLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELABLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

ELABLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELABLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELABLRL1.3. 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:

ELABLRL1.3.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: 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.

ELABLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELABLRL1.3.c. Traces the historical development of poetic styles and forms in British literature.

ELABLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student:

ELABLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., tragedy, comedy, verse play).

ELABLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELABLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

ELABLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

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

ELABLRL2.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.

ELABLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELABLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELABLRL2.d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classism, imperialism) and provides support from the texts for the identified themes.

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.

ELABLRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELABLRL3.1.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.

ELABLRL3.1.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; vi. Victorian Period; vii. Modern Period; viii. Postmodern Period.

ELABLRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., heroic elegy, satirical essay, serial novel, etc.).

ELABLRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications.

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

ELABLRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created.

ELABLRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELABLRL4.c. Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works.

ELABLRL4.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.

ELABLRL4.e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

ELABLRL4.f. Imitate a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire).

ELABLRL4.g. Include a formal works cited or bibliography when applicable.

ELABLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELABLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELABLRL5.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.

ELABLRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

GA.ELABLRC. British Literature and Composition - Reading Across the Curriculum

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

ELABLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELABLRC2.a. Identifies messages and themes from books in all subject areas.

ELABLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELABLRC2.c. Relates messages and themes from one subject area to those in another area.

ELABLRC2.d. Evaluates the merits of texts in every subject discipline.

ELABLRC2.e. Examines the author's purpose in writing.

ELABLRC2.f. Recognizes the features of disciplinary texts.

ELABLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELABLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELABLRC3.b. Uses content vocabulary in writing and speaking.

ELABLRC3.c. Explores understanding of new words found in subject area texts.

ELABLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELABLRC4.a. Explores life experiences related to subject area content.

ELABLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELABLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAWLRL. World Literature and Composition - Reading and World Literature

ELAWLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAWLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods.

ELAWLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAWLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAWLRL1.1.d. Analyzes the influence of mythic, traditional, or classical literature on works of world literature.

ELAWLRL1.1.e. Analyzes and compares style and language across significant cross-cultural literary works.

ELAWLRL1.1.f. Compares and contrasts various translations of a work and evaluates the effect of translation on meaning.

ELAWLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAWLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of world literature such as philosophical essays and letters.

ELAWLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAWLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAWLRL1.3. The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student:

ELAWLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance; ii. form: haiku, lyric, epic, narrative poem; iii. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism.

ELAWLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.

ELAWLRL1.3.c. Identifies and responds to poetic forms specific to particular cultures.

ELAWLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., classical tragedy and culturally specific forms such as commedia dell'arte).

ELAWLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAWLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

ELAWLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAWLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding. The student

ELAWLRL2.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.

ELAWLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAWLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAWLRL2.d. Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (e.g., archetypes, cultural values, cultural tradition, and philosophical roots).

ELAWLRL3. The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student

ELAWLRL3.a. Relates a literary work to primary source documents of its literary period or historical setting.

ELAWLRL3.b. Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition: i. Greek; ii. Roman; iii. Classical Multicultural; iv. Western European; v. Contemporary Multicultural.

ELAWLRL3.c. Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Eastern European).

ELAWLRL3.d. Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

ELAWLRL4. 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

ELAWLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effects.

ELAWLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.

ELAWLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAWLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAWLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAWLRL5.b. Uses knowledge of world mythologies to understand the meanings of new words.

ELAWLRL5.c. Identifies and understands foreign terms that appear in works originally written in a language other than English.

ELAWLRL5.d. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAWLRC. World Literature and Composition - Reading Across the Curriculum

ELAWLRC1. 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 texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAWLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAWLRC2.a. Identifies messages and themes from books in all subject areas.

ELAWLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAWLRC2.c. Relates messages and themes from one subject area to those in another area.

ELAWLRC2.d. Evaluates the merits of texts in every subject discipline.

ELAWLRC2.e. Examines the author's purpose in writing.

ELAWLRC2.f. Recognizes the features of disciplinary texts.

ELAWLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAWLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAWLRC3.b. Uses content vocabulary in writing and speaking.

ELAWLRC3.c. Explores understanding of new words found in subject area texts.

ELAWLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAWLRC4.a. Explores life experiences related to subject area content.

ELAWLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAWLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAMLRL. Reading and Multicultural Literature

ELAMLRL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural 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.

ELAMLRL1.1. The student identifies, analyzes, and applies knowledge of the structure and elements of fiction from multiple cultures and provides evidence from the text to support understanding; the student:

ELAMLRL1.1.a. 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, frame narrative) in works of multicultural fiction.

ELAMLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism (i.e., magical realism).

ELAMLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAMLRL1.1.d. Analyzes the influence of allusions (i.e., cultural myths, folklore, traditional mythology, religious literature).

ELAMLRL1.1.e. Analyzes and compares unique style and language within and across multicultural literary works.

ELAMLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAMLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of multicultural literature (i.e., essays, letters, personal narratives, biographies, autobiographies, journals/diaries, speeches, journalism).

ELAMLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's text.

ELAMLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language and diction, style, syntax, tone, and rhetorical strategies for specific purposes in multicultural nonfiction works.

ELAMLRL1.3. The student identifies and analyzes elements of poetry from multicultural literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, meter, form, figurative language, and structure of poems as these elements relate to meaning.

ELAMLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images/motifs, figurative language, irony, paradox, and tone) as they relate to underlying meaning.

ELAMLRL1.3.c. Identifies and responds to the blending of forms in American multicultural literature.

ELAMLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of multicultural dramatic literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.4.a. Identifies and analyzes types of dramatic literature (i.e., comedy, tragedy, parody, Theatre of the Absurd, political drama).

ELAMLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAMLRL1.4.c. Identifies and analyzes dramatic elements (i.e., exposition, tragic hero, reversal, catharsis, monologue, soliloquy, dramatic irony, foils, stereotypes).

ELAMLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAMLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of multicultural literature and provides evidence from the text to support understanding. The student:

ELAMLRL2.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.

ELAMLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAMLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAMLRL2.d. Analyzes and compares universal themes characteristic of multicultural literature across cultures and genres as connected to archetypes, cultural values, cultural traditions and provides support from the texts for the identified themes.

ELAMLRL3. The student deepens understanding of a work of multicultural literature by relating it to its historical and/or contemporary context, as well as to works from other cultures. The student:

ELAMLRL3.a. Relates a literary work to primary source documents of its cultural or historical context.

ELAMLRL3.b. Analyzes a literary work as it relates to the seminal ideas of the culture of origin.

ELAMLRL3.c. Compares and contrasts the effects of an historical event or time period (i.e., WWII, The Great Depression, The Civil Rights Movement, 9/11, Immigration) on texts across cultures representing different genres.

ELAMLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas selected in multicultural literary works. The student composes essays, fiction or non-fiction narratives, poems, or technical documents. The student:

ELAMLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effect(s).

ELAMLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's personal beliefs, culturally specific beliefs, or generalizations about life.

ELAMLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAMLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

ELAMLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, words/phrases with denotative and connotative meanings, and patterns of word changes that indicate different meanings, functions, or tone.

ELAMLRL5.b. Uses knowledge of mythology, religious texts, and other works often alluded to in multicultural literature to understand the meanings of new words.

ELAMLRL5.c. Identifies and understands terms from the writer's culture of origin.

ELAMLRL5.d. Uses general dictionaries, specialized dictionaries, thesauri, or related references as needed to increase in learning.