Mississippi State Standards for Language Arts: Grade 11

MS.1. The student will develop and apply expansive knowledge of words and word meanings to communicate.

1.a. The student will analyze the effect of the relationships between and/or among words to infer the author's purpose. (DOK 3)

1.b. The student will examine the author's (or authors') use (or uses) of figurative language (e.g., metaphor, simile, hyperbole, personification, oxymoron, idiom, etc.) in multiple texts to analyze its effect on theme. (DOK 3)

1.c. The student will analyze author's (or authors') use (or uses) of word choice and diction in multiple texts as stylistic devices and/or the author's (or authors') use (or uses) of formal and informal language in multiple texts to determine author's purpose (or authors' purposes). (DOK 3)

1.d. The student will analyze text to determine how the author's (or authors') use of connotative words reveals and/ or affects the purpose of the text. (DOK 3)

MS.2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity.

2.a. The student will recognize text structures (e.g., episodic and generalization/principle) and analyze their effect on theme, author's purpose, etc.) (DOK 3)

2.b. The student will interpret textual evidence of details, organization, and language to predict, draw conclusions, or determine author's purpose. (DOK 3)

2.c. The student will analyze or evaluate text, including but not limited to textual criticism, to synthesize responses for summary, precis, and explication. (DOK 3)

2.d. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres to recognize patterns and connections. (DOK 4)

2.d.1. Literary Text and Literary Non-fiction

2.d.1.1. Short stories, novels, biographies, autobiographies, narrative essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, synecdoche, figurative language, stylistic devices, cosmic irony, symbolism, imagery, language/word choice, foreshadowing, flashback, etc.)

2.d.1.2. Poetry (e.g., structure, language, theme, setting, persona, conflict, cosmic irony, symbolism, allusion, synecdoche, figurative language, stylistic devices, imagery, language/word choice, etc.)

2.d.1.3. Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, synecdoche, figurative language, stylistic devices, cosmic irony, language/word choice, foreshadowing, etc.)

2.d.2. Informational Texts

2.d.2.1. Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.)

2.e. The student will analyze works of literature to evaluate them as responses to the events of the historical period in which they were written. (DOK 3)

2.f. The student will recognize and evaluate persuasive techniques such as propaganda and bias in different media. (DOK 3)

2.g. The student will apply understanding of text and electronic text features to assess the validity and to determine the appropriateness of sources (e.g., MAGNOLIA). (DOK 3)

MS.3. The student will produce, analyze, or evaluate effective communication.

3.a. The student will utilize, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3)

3.a.1. Planning:

3.a.1.1. Determine audience

3.a.1.2. Determine purpose

3.a.1.3. Generate ideas

3.a.1.4. Address prompt/topic

3.a.1.5. Organize ideas

3.a.1.6. Compose a clearly stated thesis

3.a.2. Drafting:

3.a.2.1. Formulate introduction, body, and conclusion

3.a.2.2. Create paragraphs

3.a.2.3. Use various sentence structures

3.a.2.4. Use paraphrasing for reports and documented papers

3.a.3. Revising:

3.a.3.1. Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]

3.a.3.2. Add and delete information and details (for audience, for purpose, for unity)

3.a.3.3. Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.)

3.a.3.4. Use available resources (reference materials, technology, etc.)

3.a.4. Editing:

3.a.4.1. Proofread to correct errors

3.a.4.2. Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)

3.a.5. Publishing:

3.a.5.1. Proofread final document

3.a.5.2. Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.)

3.b. The student will produce a personal composition in the narrative mode. (DOK 3)

3.c. The student will compose responses to literature in the informative mode clearly expressing a main idea thoroughly developed by relevant supporting details, which are well elaborated and sufficient in number. (DOK 3)

3.d. The student will compose formal persuasive texts, providing evidence as support. (DOK 3)

3.e. The student will compose documented texts (e.g., MLA, APA). (DOK 2)

3.f. The student will compose functional documents (e.g., college applications, resumes, PowerPoint presentations). (DOK 3)

3.g. The student will compose personal statements. (DOK 2)

MS.4. The student will use Standard English grammar, mechanics, and sentence structure to communicate.

4.a. The student will analyze text(s) to evaluate the appropriate use of advanced grammar techniques in composing or editing. (DOK 2)

4.a.1. Verb tenses [including purpose] (e.g., present, past, and future progressive; indicative, imperative, and subjunctive mood)

4.a.2. Pronouns (e.g., agreement, case, and reference)

4.a.3. Subject-verb agreement (in sentences containing adjective clauses separated by intervening words from the word(s) they modify; [One of our state's most influential politicians, who typically wins his district's elections easily, trails in the most recent public opinion polls.] [e.g., One of our state's many influential politicians who typically win their districts' elections currently serves as the chairperson of the Intelligence Committee.])

4.b. The student will analyze text(s) to evaluate the appropriate use of advanced mechanics in composing or editing. (DOK 2)

4.b.1. Colons to separate sentences when the second sentence explains the first sentence

4.b.2. Parentheses vs. Dashes

4.c. The student will analyze advanced sentence structure in multiple texts in composing or editing to achieve a purpose. (DOK 2)