R.L.11-12.1 Cite Strong and Thorough Textual Evidence to Support Analysis of What the Text

AP Literature/Composition Curriculum Map
2012-2013
1st Quarter
AP Studies Intro: Mythology, Literary Devices, How to Read Literature
Common Core State Standards
And Quality Core Standards / Reading Assignments / Writing Assignments / Connections to Arts & Humanities, PLCS, ACT, End of Course Assessments
Common Core State Standards
Reading Literature (RL)

R.L.11-12.1 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.
R.L.11-12.2 Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
R.L.11-12.3 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).
R.L.11-12.4 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.
R.L.11-12.5 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.
R.L.11-12.6 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).
R.L. 11.10 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.

Reading Informational Texts (RI)

R.I.11-12.1 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.
R.I.11-12.2 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.
R.I.11-12.3 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.
R.I.11-12.4 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).
R.I.11-12.5 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.
R.I.11-12.6 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.
R.I.11-12.7 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.
R.I.11-12.8 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).
R.I.11-12.9 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.
R.I.11-12.10 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.

Writing (W)

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)
W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards (SL)

SL.11-12.1 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.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language Standards

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. 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.
L.11-12.4 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.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
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, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5 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.

L.11-12.6 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.

Quality Core Standards
A. Reading

1.a. Choose materials for independent reading on the basis of specific criteria (e.g. personal interest, own reading level, knowledge of authors and literary or nonliterary forms)
1.b. Read independently for a variety of purposes (e.g. for enjoyment, to gain information, to perform a task)
1.c. Read increasingly challenging whole texts in a variety of literary (e.g. poetry, drama, fiction, nonfiction) and nonliterary (e.g. textbooks, news articles, memoranda) forms.
2.a Apply strategies before, during, and after reading to increase fluency and comprehension (e.g. adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging texts.
2.c. Demonstrate comprehension of increasingly challenging texts (both print and non print sources) by asking and answering literal, interpretive, and evaluative questions
2.d. Use close-reading strategies (e.g. visualizing, annotating, questioning) in order to interpret increasingly challenging texts.
2.e. Compare texts to previously read texts, past and present events, and/or content learned in other coursework
3.a Identify, analyze, and evaluate the defining characteristics or specific literary and nonliterary forms and describe how form affects the meaning and function of the texts.
4.c. Explain the effects of the author’s life upon his or her work
5.a. Critique the effectiveness of the organizational pattern and how clarity of meaning is affected by the writer’s techniques in increasingly challenging texts
5.b. Recognize an author’s choice of narration and evaluate how it affects characterization and credibility in increasingly challenging texts
5.c.Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are used together to create meaning in increasingly challenging texts
5.e Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g. irony, imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging texts
5.f. Critique the treatment and scope of ideas from multiple sources on the same topic, noting the authors’ implicit and explicit philosophical assumptions and beliefs.
5.g. Evaluate ways authors develop style to achieve specific rhetorical and aesthetic purposes, noting the impact of diction and figurative language on tone, mood, and theme; cite specific examples from increasingly challenging texts.
5.h. Identify the author’s stated or implied purpose in increasingly challenging texts
8.a. Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject matter vocabulary in increasingly challenging texts
8.b. Infer word meanings by analyzing relationships between words in increasingly challenging texts
8.c. Use general and specialized dictionaries, thesauruses, and glossaries (print and electronic) to determine the definition, pronunciation, derivation, spelling, and usage of words
8.d Use context clues to understand unfamiliar words in increasingly challenging texts.
8.e. Comprehend foreign words and phrases that are commonly used in English.
8.f. Identify and interpret common idioms and literary, classical, and biblical allusions in increasingly challenging texts.
8.h.Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging texts.

B. Writing

1.a. Use prewriting strategies (e.g. brainstorming, webbing, note taking, interviewing, background reading) to generate, focus, and organize ideas as well as to gather information.
1.b. Analyze writing assignments in terms of purpose and audience to determine which strategies to use (e.g. writing a speech to inform versus a speech to persuade).
1.c. Create and use various tools (e.g. rubrics, checklists, models, writing conferences) to revise, refine, edit, and proofread own and others’ writing, using appropriate rhetorical, logical, and stylistic criteria for assessing the final versions of compositions.
1.d. Prepare writing for publication by choosing the most appropriate format, considering principles of design (e.g. margins, tabs, spacing, columns) and the use of various fonts and graphics (e.g. drawings, charts, graphs); use electronic resources to enhance the final project.
2.a. Craft first and final drafts of expressive, reflective, or creative texts (e.g. poetry, scripts) that use a range of literary devices (e.g. figurative language, sound devices, stage directions) to convey a specific effect.
3.a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
3.b. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence.
3.c. Add important information and delete irrelevant information and details to more clearly establish a central idea.
3.d. Rearrange words, sentences, and/ or paragraphs and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes.
3.e. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writing
4.a. Recognize and correct errors that weaken writing, including nonparallel structure, shifts from active to passive voice, misused modifiers, and awkward sentence construction.
4.b. Combine phrases and clauses to create sentences of varying lengths and sophistication (e.g. simple, compound-complex, balanced, periodic, cumulative) and to coordinate or subordinate meaning for effect.
4.c. Use parallel structure to present items in a series and items juxtaposed for emphasis.
4.d. Evaluate own sentence style by identifying common sentence patterns and constructions.
4.e. Use resources and reference materials (e.g. dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone, and voice.
4.f. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose.
4.g. Use strong action verbs, sensory details, vivid imagery, and precise words.
5.a. Correctly spell commonly misspelled/ confused words.
5.b. Correctly choose verb forms of tense, voice (i.e. active and passive), and mood for continuity
5.c. Make subject and verb agree in number, even when a phrase or clause between the two suggests a different number for the verb
5.d. Use pronouns correctly (e.g. appropriate case, pronoun-antecedent agreement, clear pronoun reference)
5.e. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their forms for logical connect to word(s) modified
5.f. Correctly use parts of speech
6.a. Recognize that several correct punctuation choices create different effects (e.g. joining two independent clauses in a variety of ways)
6.b. Use punctuation correctly within sentences and words
6.c. Demonstrate correct use of capitalization

C. Research

a. Use research methods (e.g. background reading, online searches, surveys, interviews) to locate and collect reliable information from print and non-print sources

D. Listening, Viewing, and Speaking

2.b. Use effective delivery skills (e.g. appropriate volume, inflection, articulation, gestures, eye contact, posture, facial expression)
2.c. Give impromptu and planned presentations (e.g. debates, formal meetings) that stay on topic and/ or adhere to prepared notes
2.f. Apply analytic and active listening strategies (e.g. paraphrasing, monitoring messages for clarity, selecting and organizing essential information, noting change-of-pace cues) in formal and informal settings.
2.g. Actively participate in small-group and large-group discussions, assuming various roles

E. Study Skills and Test Taking

a. Apply active reading, listening, and viewing techniques by taking notes on classroom discussions, lectures, oral, and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permitted.
d. Demonstrate familiarity with test formats and test administration procedures to increase speed and accuracy

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