Grade 11, American Literature - McDougal Littell

McDougal LittellThe Language of Literature © 2002

American Literature

correlated to the

Maryland Core Learning Goals I-IV and AssessmentsHigh School English & Language Arts

Goal 1 The student will demonstrate the ability to respond to a text by employing personalexperiences and critical analysis.

Expectation 1.1The student will use effective strategies before, during, and after reading,viewing, and listening to self-selected and assigned materials.

Indicator 1.1.1 The student will use pre-reading strategies appropriate to both the text andpurpose for reading by surveying the text, accessing prior knowledge, formulatingquestions, setting purpose(s), and making predictions.

English Assessment Limits

• Recognizing the implications of text features such as title, subheadings,pictures, and captions.

PE/TE: 243, 330, 602, 894, 898, 1057, 1058, 1061, 1076, 1085,1109, 1111, 1196, 1198, 1237

• Linking appropriate experiences and prior knowledge about the topic,author, or type of material to the text.

PE/TE: 6-7, 9, 10, 11, 14, 15, 24, 31, 46, 53, 78, 88, 98, 107, 116,142, 148, 158, 163, 190, 206, 228, 243, 267, 279, 287, 293,298, 347, 360, 367, 392, 404, 414, 424, 434, 462, 471, 514,525, 539, 571, 578, 602, 607, 616, 620, 643, 652, 658, 667,676, 685, 697, 685, 697, 718, 760, 783, 786, 800, 804, 815,828, 833, 860, 873, 898, 928, 937, 943, 957, 964, 971,1005, 1013, 1023, 1030, 1043, 1055, 1061, 1085, 1093,1101, 1116, 1120, 1146, 1155, 1166, 1178, 1180, 1191,1194, 1198, 1212, 1221, 1225, 1232, 1240, 1242

• Identifying appropriate purpose for reading the text.

PE/TE: 1240, 1241

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

• Predicting the developments, topics, or ideas that might logically beincluded if the text were extended.

PE/TE: 6-7, 10, 658, 667, 783, 786, 1180, 1191

Indicator 1.1.2 The student will use during-reading strategies appropriate to both the text andpurpose for reading by visualizing, making connections, and using fix-upstrategies such as rereading, questioning, and summarizing.

PE/TE: 6-7, 9, 10, 11, 14, 15, 81, 88, 363, 367, 1240, 124224, 33,39, 53, 72, 93, 138, 144, 152, 262, 270, 282, 289, 295, 344,363, 381, 396, 414, 454, 466, 473, 500, 580, 593, 645, 652,658, 679, 688, 750, 830, 835, 840, 863, 924, 945, 950,1000, 1006, 1025, 1034, 1045, 1168, 1180, 1194, 1240

English Assessment Limits

• Using visual aids such as maps and charts.

PE/TE: 875

• Making connections between ideas within the text and relevant priorknowledge.

PE/TE: 6-7, 9, 10, 11, 14, 15, 81, 88, 363, 367, 1240, 124224, 33,39, 53, 72, 93, 138, 144, 152, 262, 270, 282, 289, 295, 344,363, 381, 396, 414, 454, 466, 473, 500, 580, 593, 645, 652,658, 679, 688, 750, 830, 835, 840, 863, 924, 945, 950,1000, 1006, 1025, 1034, 1045, 1168, 1180, 1194, 1240

• Identifying the organizational pattern of the text.

PE/TE: 1254-1259

• Identifying the meaning of words and phrases as they are used in context.

PE/TE: 80, 280, 294, 326, 380, 499, 527, 608, 698, 801, 966, 1087,1156, 1167, 1214, 1222

Add’l TE: 25, 35, 40, 49, 73, 82, 94, 146, 153, 192, 208, 230, 263,271, 283, 290, 301, 350, 370, 382, 426, 456, 467, 474, 501,517, 529

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

• Focusing on similarities or differences in organizational patterns, purpose,and relevant prior knowledge across texts.

PE/TE: 31, 37, 46, 48, 55, 62, 78, 81, 88, 98, 100, 158, 228, 279,293, 295, 347, 360, 367, 434, 462, 471, 496, 514, 528, 667,676, 685, 688, 697, 760, 815, 828, 833, 838, 894, 898, 932,937, 957, 1013, 1055, 1061, 1076, 1085, 1101, 1116, 1120,1146, 1155, 1157, 1166, 1178, 1191, 1212, 1215, 1225,1232, 1240

Indicator 1.1.3 The student will use after-reading strategies appropriate to both the text andpurpose for reading by summarizing, comparing, contrasting, synthesizing,drawing conclusions, and validating the purpose for reading.

English Assessment Limits

• Summarizing, comparing, contrasting, and synthesizing significant ideasin the text.

PE/TE: 31, 37, 46, 48, 55, 62, 78, 81, 88, 98, 100, 158, 228, 279,293, 295, 347, 360, 367, 434, 462, 471, 496, 514, 528, 667,676, 685, 688, 697, 760, 815, 828, 833, 838, 894, 898, 932,937, 957, 1013, 1055, 1061, 1076, 1085, 1101, 1116, 1120,1146, 1155, 1157, 1166, 1178, 1191, 1212, 1215, 1225,1232, 1240

• Summarizing or synthesizing significant ideas across texts and drawingconclusions based on information in more than one text.

PE/TE: 31, 37, 46, 48, 55, 62, 78, 81, 88, 98, 100, 158, 228, 279,293, 295, 347, 360, 367, 434, 462, 471, 496, 514, 528, 667,676, 685, 688, 697, 760, 815, 828, 833, 838, 894, 898, 932,937, 957, 1013, 1055, 1061, 1076, 1085, 1101, 1116, 1120,1146, 1155, 1157, 1166, 1178, 1191, 1212, 1215, 1225,1232, 1240

• Drawing conclusions based upon information from the text.

PE/TE: 55, 62, 78, 158, 293, 295, 347, 360, 367, 434, 462, 471,496, 514, 528, 667, 676, 685, 688, 697, 760, 815, 828, 833,838, 894, 898, 932, 937, 957, 1013, 1055, 1061, 1076,1085, 1101, 1116, 1120, 1146, 1155, 1157, 1166, 1178,1191, 1212, 1215, 1225, 1232

• Confirming the usefulness or purpose for reading the text.

PE/TE: 91, 984

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

Expectation 1.2The student will construct, examine, and extend meaning of traditional andcontemporary works recognized as having significant literary merit.

Indicator 1.2.1 The student will consider the contributions of plot, character, setting, conflict, andpoint of view when constructing the meaning of a text.

English Assessment Limits

• Plot sequence of events, cause-and-effect relationships, identifying eventsthat are rising action, climax or turning point, falling action, or resolution(students will not be asked to label events).

PE/TE: 609, 1034, 1043

• Characters’ defining traits, motivations, and developments throughout thetext.

PE/TE: 516, 525, 830, 833

• Details that provide clues to the setting, the mood created by the setting,the role the setting plays in the text, and the identification of the setting.

PE/TE: 55, 62, 78, 161, 162, 163, 251, 329, 544, 636-637, 669,688, 697, 731, 830, 833, 1095

• Conflicts that motivate characters and those that serve to drive the plot.

PE/TE: 48, 53, 88, 129, 161, 243, 544, 783, 788, 800, 894, 911,1109, 1157, 1166 1178

• The perspective of the author or speaker as well as the effect of first- orthird-person narration.

PE/TE: 100, 107, 116, 360, 562, 571, 645, 652, 950

Indicator 1.2.5 The student will extend or further develop meaning by explaining the implicationsof the text for the reader or contemporary society.

English Assessment Limits

• Identifying ideas and issues of a text or across texts that may haveimplications for readers or contemporary society.

PE/TE: 6-7, 9, 10, 11, 14, 15, 81, 88, 363, 367, 1240, 124224, 33,39, 53, 72, 93, 138, 144, 152, 262, 270, 282, 289, 295, 344,363, 381, 396, 414, 454, 466, 473, 500, 580, 593, 645, 652,658, 679, 688, 750, 830, 835, 840, 863, 924, 945, 950,1000, 1006, 1025, 1034, 1045, 1168, 1180, 1194, 1240

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

Expectation 1.3 The student will explain and give evidence to support perceptions about print andnon-print works.

Indicator 1.3.3 The student will identify features of language that create voice and tone.

English Assessment Limits

• Analyzing the effects of certain words and phrases on the tone or voice ofthe text as well as identifying the overall tone created by language choicesthroughout the text.

PE/TE: 295, 298, 307, 421, 497, 562, 571, 607, 824, 828, 863, 873,1093, 1148-1149, 1150, 1155, 1178, 1194, 1198, 1227,1232, 1237, 1364, 1365

• Analyzing the effect of certain words and phrases on the tone across textsas well as identifying similarities or differences in the overall tone createdby language choices throughout two or more texts.

PE/TE: 295, 298, 307, 421, 497, 562, 571, 607, 824, 828, 863, 873,1093, 1148-1149, 1150, 1155, 1178, 1194, 1198, 1227,1232, 1237, 1364, 1365

Indicator 1.3.5 The student will explain how common and universal experiences serve as thesource of literary themes which cross time and cultures.

English Assessment Limits

• Identifying the experiences, emotions, issues, and ideas in a text or acrosstexts that give rise to universal literary themes.

PE/TE: 48-64, 100-118, 161-246, 300-318, 410-436, 516-542, 609-622, 702-720, 788-818, 877-900, 959-978, 1057-1064,1105-1122, 1200-1234

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

Goal 2The student will demonstrate the ability to compose in a variety of modes bydeveloping content, employing specific forms, and selecting language appropriatefor a particular audience and purpose.

Expectation 2.1The student will write compose oral, written, and visual presentations whichinform, persuade, and express personal ideas.

Indicator 2.1.2 The student will compose to describe, using prose and/or poetic forms.

English Assessment Limits

• Composing to describe.

PE/TE: 54, 117, 463, 472, 1226, 1277

Indicator 2.1.3 The student will compose to express personal ideas, using prose and/or poeticforms.

English Assessment Limits

• Composing to express personal ideas.

PE/TE: 38, 54, 78, 89, 108, 148, 159, 244, 268, 280, 288, 294, 299,318, 328, 393, 415, 422, 436, 438, 463, 472, 498, 526, 540,572, 602, 608, 617, 644, 677, 687, 698, 719, 780, 801, 805,816, 834, 861, 874, 893, 929, 932, 944, 949, 958, 965, 972,977, 1015, 1024, 1031, 1044, 1056, 1062, 1086 1094, 1102,1110, 1121, 1147, 1156, 1167, 1179, 1192, 1199, 1213,1226, 1233

Expectation 2.2The student will compose texts using the prewriting, drafting, and revisionstrategies of effective writers and speakers.

Indicator 2.2.1 The student will use a variety of prewriting strategies to generate and developideas.

English Assessment Limits

• Generating ideas (e.g., brainstorming).

PE/TE: 120-125, 248-252, 320-324, 438-442, 544-548, 624-628,902-906, 980-988

• Developing ideas (e.g., listing, free-writing).

PE/TE: 120-125, 248-252, 320-324, 438-442, 544-548, 624-628,902-906, 980-988

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

• Beginning a coherent plan for composing (e.g., graphic organizers, findingrelevant information sources).

PE/TE: 120-125, 248-252, 320-324, 438-442, 544-548, 624-628,902-906, 980-988

• Identifying relevant sources of information.

PE/TE: 980-988

Indicator 2.2.2 The student will select and organize ideas for specific audiences and purposes.

English Assessment Limits

• Logical sequence of ideas or sentences.

PE/TE: 252

• Coherence of ideas.

PE/TE: 252, 906

• Appropriate organizational structure emphasizing purpose and/oraudience.

PE/TE: 120-125, 248-252, 320-324, 438-442, 544-548, 624-628,902-906, 980-988

Indicator 2.2.3 The student will revise texts for clarity, completeness, and effectiveness.

English Assessment Limits

• Order (organization) of ideas.

PE/TE: 120-125, 248-252, 320-324, 438-442, 544-548, 624-628,902-906, 980-988

• Details.

PE/TE: 125, 988

• Conciseness (eliminating redundancy, superfluous words, phrases, andsentences).

PE/TE: 252

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

• Coherence (focusing on central idea).

PE/TE: 120-125, 248-252, 320-324, 438-442, 544-548, 624-628,902-906, 980-988

• Clear antecedents.

PE/TE: 324

• Clear modifiers.

PE/TE: 125, 906

• Active voice.

PE/TE: 1311, 1340

• Topic and/or summary sentences.

PE/TE: 983, 1273

• Elaboration or support sentences.

PE/TE: 125

• Sentence variety and length.

PE/TE: 988

• Transitional devices.

PE/TE: 902, 904, 905, 980, 982, 1274

• Clear connectors.

PE/TE: 1305, 1315, 1336

• Word choice (commonly confused words).

PE/TE: 1334

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

• Misplaced and dangling modifiers, clauses, and phrases.

PE/TE: 125

• Placing limiting modifiers carefully.

PE/TE: 906

• Shifts in person, number, tense, mood.

PE/TE: 628

• Keeping a quotation or question consistently direct or indirect.

PE/TE: Opportunities to address this standard are available whenwriting the Research Report on the following pages: 980,981-987, 988, 989, 1330, 1339

• Sequencing ideas in a sentence for effectiveness and emphasis.

PE/TE: 906

• Logical coordination or subordination of ideas.

PE/TE: 1305, 1315, 1321, 1336, 1340,

Indicator 2.2.5The student will use suitable traditional and electronic resources to refinepresentations and edit texts for effective and appropriate use of language andconventions, such as capitalization, punctuation, spelling, and pronunciation.

English Assessment Limits

• Use of resources:

* Dictionary.

PE/TE: 126, 550, 630, 644, 728, 990Add’l TE: 639, 1049

* Language handbook.

PE/TE: 1305-1334, 1335-1341

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

* Thesaurus.

PE/TE: 1246

* Spell checker.

PE/TE: Opportunities to address this standard are available whenediting and proofreading compositions on the followingpages: 124, 252, 324, 442, 548, 628, 906, 988

* Grammar checker.

PE/TE: Opportunities to address this standard are available whenrevising, editing, and proofreading compositions on thefollowing pages: 124, 252, 324, 442, 548, 628, 906, 988

* Style manual.

PE/TE: 1291

• Appropriate use of language:

* Confusion between words (e.g., between/among).

PE/TE: 909, 1334

* Subject/verb agreement.

PE/TE: 325

* Indefinite pronouns.

PE/TE: 324

* Compound object pronouns.

PE/TE: Opportunities to address this standard are available on thefollowing pages: 1307, 1331, 1339

* Collective nouns.

PE/TE: 1306, 1336, 1337

* Precise word choice.

PE/TE: 125

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

* Avoiding awkward constructions.

PE/TE: 127, 1313, 1320, 1337

* Verifying pronunciation.

PE/TE: 1366-1383, 1384

* Avoiding regionalisms, informal speech, colloquialisms, triteexpressions, cliches.

PE/TE: 442, 1345

* Choosing the correct word (e.g., affect/effect, fewer/less, lay/lie).

PE/TE: 909, 1334

* Avoiding empty words and phrases and unnecessary repetition.

PE/TE: 252

* Using standard English in place of nonstandard English and slang.

PE/TE: 990Add’l TE: 1049

Expectation 2.3The student will locate, retrieve, and use information from various sources toaccomplish a purpose.

Indicator 2.3.1 The student will identify sources of information on a self-selected and/or giventopic.

English Assessment Limits

• Sources

* Dictionary.

PE/TE: 126, 550, 630, 644, 728, 990Add’l TE: 639, 1049

* Thesaurus.

PE/TE: 1246, 1295

* Encyclopedia.

PE/TE: 268, 379, 608, 668, 929, 939, 1295

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McDougal Littell The Language of Literature, American Literature © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

* Magazines.

PE/TE: 687, 816, 984

* Newspapers.

PE/TE: 150

* Nonfiction books.

PE/TE: 91, 279, 572, 603, 687, 984, 1295

* Card catalogue (traditional and electronic).

PE/TE: 984

* On-line Web sites.

PE/TE: 79, 149, 268, 379, 422, 452, 463, 572, 603, 657, 668, 677,748, 762, 816, 923, 929, 939, 945, 966, 977, 999, 1015,1045, 1074, 1110, 1111, 1118, 1146, 1288, 1295

Indicator 2.3.3 The student will use a systematic process for recording, documenting, andorganizing information.

English Assessment Limits

• Selecting an appropriate method for recording information (notetaking,using graphic organizers, outlining, using a web) when given a purpose fororganizing information to put into text.

PE/TE: 985

• Identifying types of information to include in a reference citation whenusing either traditional or electronic sources of information.

PE/TE: 980-988

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