English Language Arts Grade 11 - HMH

Correlation to the

Mississippi

College- and Career-Readiness Standards

English Language Arts

Grade 11 Grade 4

Houghton Mifflin Harcourt Into Literature Grade 11

HMH Into Literature is the only ELA solution for Grades 6-12 that’s fully connected for success in teaching and learning—all

on one platform, with one sign-on, and one user experience.

Designed with an emphasis on teacher choice and flexibility, Into Literature provides ongoing support for educators to meet all

instructional goals. With engaging, diverse texts at the heart of the program, Into Literature is built on relevant themes,

intuitive technology, and high-impact resources to ensure all students thrive in tomorrow’s world.

In each grade, a Student Edition provides high-interest units and text sets. Wrapped around those texts are instruction and

practice in the standards. Notice & Note protocol for close reading is also integrated into each lesson. Each unit follows a

consistent instructional design, grounded in a gradual-release model that moves students from whole-class learning to peer

collaboration to independence.

Use this document as your road map to guide your evaluation of HMH Into Literature against the Mississippi College- and

Career-Readiness Standards for English Language Arts standards. Follow these steps to get started.

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active session on Ed before you begin clicking on the links in this document.

While these correlations are designed to help you evaluate standards coverage, don't forget to explore all the interactive content,

practice activities, and assessments in the program, too. Start your exploration in the Student eBook.

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***Please note that the references listed are a curated list of links that show strong alignment to each standard. This is not an exhaustive list. When the user is in Ed, they can

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process at the end of the correlation document.

Houghton Mifflin Harcourt

Into Literature

Grade 11

correlated to the

Mississippi

College- and Career-Readiness Standards for English Language Arts (2016)

English III

College- and Career-Readiness Standards HMH Into Literature***

Reading Standards for Literature

Key Ideas and Details

RL.11.1 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.

Unit 1: Student Edition

• The World on Turtle’s Back: Get Ready: Make Inferences

https://www.hmhco.com/content/literature/into_lit/g11/student/epub/ilnl21en_e

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• The World on Turtle’s Back: Respond: Analyze the Text


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• On Being Brought from Africa to America/Sympathy: Collaborate &

Compare: Analyze the Texts


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Houghton Mifflin Harcourt Into Literature, Grade 11, correlated to the

Mississippi College- and Career-Readiness Standards for English Language Arts (2016), English III






• To Build a Fire: Respond: Analyze the Text


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• A Rose for Emily: Get Ready: Make Inferences


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• Mending Wall: Respond: Analyze the Text


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Peer Coach Video: Cite Text Evidence

https://www.hmhco.com/content/literature/common/literature_video_player/ind

ex.html?refid=ngl_pc_501c_evidence

Peer Coach Video: Make Inferences


ex.html?refid=ngl_pc_496c_inference

Level Up Tutorial: Making Inferences

https://www.hmhco.com/content/literature/level_up/lit303/index.html

Interactive Writing Lesson: Using Textual Evidence

https://www.hmhco.com/content/literature/writing_studio/g11/student/epub/hm

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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_501c_evidence


https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_496c_inference



https://www.hmhco.com/content/literature/writing_studio/g11/student/epub/hmh_nglit_na_11_wse/index.html?page=/cards/11le_03_ws_textevidence_ml0.xhtml









RL.11.2 Determine themes or central ideas of a text and analyze in

detail their development over the course of the text, including

how details of a text interact and build on one another to

produce a complex account; provide an accurate summary of

the text based upon this analysis.


• Balboa: Get Ready: Analyze Theme


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• New Orleans: Get Ready: Determine Themes


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• Here Follow Some Verses Upon the Burning of Our House, July 10th,

1666/World, in Hounding Me…: Get Ready: Analyze Theme


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• One Today: Get Ready: Determine Themes


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• The Latin Deli: An Ars Poetica: Get Ready: Determine Themes


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Level Up Tutorial: Theme


Level Up Tutorial: Universal and Recurring Themes


Peer Coach Video: Analyze Themes


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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_493c_themes







ex.html?refid=ngl_pc_493c_themes

Peer Coach Video: Identify Universal Themes


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Peer Coach Video: Summarize Literary Texts

https://www.hmhco.com/content/literature/common/literature_video_player/in

dex.html?refid=ngl_pc_1137c_texts

RL.11.3 Analyze the impact of the author’s choices regarding how to

develop and relate elements of a literary text (e.g., where a

story is set, how the action is ordered, how the characters are

introduced and developed).


• Balboa: Get Ready: Analyze Plot


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• The Minister’s Black Veil: Get Ready: Analyze Setting


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• from Incidents in the Life of a Slave Girl: Get Ready: Analyze Character


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• To Build a Fire: Get Ready: Analyze Character


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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_1137c_texts

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• A Rose for Emily: Get Ready: Analyze Setting


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• The Crucible: Get Ready: Analyze Characters


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Level Up Tutorial: Characters and Conflict


Level Up Tutorial: Methods of Characterization


Peer Coach Video: Analyze Characterization


ex.html?refid=ngl_pc_502c_characterization

Peer Coach Video: Analyze Relationships Between Characters and Plot


ex.html?refid=ngl_pc_596c_relationship

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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_502c_characterization

https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_502c_characterization

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Craft and Structure

RL.11.4 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. (Include

Shakespeare as well as other authors.)


• New Orleans: Get Ready: Analyze Figurative Language


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• Poems by Emily Dickinson: Get Ready: Analyze Figurative Language


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2.xhtml

• from Last Child in the Woods/from Walden: Get Ready: Analyze Style


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.xhtml


• Mending Wall: Get Ready: Analyze Language


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Level Up Tutorial: Literal and Figurative Meanings https://www.hmhco.com/content/literature/level_up/lit407/index.html

Level Up Tutorial: Figurative Language


Level Up Tutorial: Connotations and Denotations


Peer Coach Video: Analyze Figurative Language

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Interactive Vocabulary Lesson: Denotation and Connotation

https://www.hmhco.com/content/literature/vocab_studio/g11/student/epub/hmh

_nglit_2020_na_11_vse/index.html?page=/cards/11le_03_vs_denotatconnotat_

vl6.xhtml

RL.11.5 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.


• One Today: Get Ready: Analyze Structure


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• from Song of Myself: Get Ready: Analyze Free Verse


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• In the Season of Change: Get Ready: Analyze Structure


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3.xhtml


• Runagate Runagate: Get Ready: Analyze Speaker


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• Chicago: Get Ready: Analyze Free Verse


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• Mending Wall: Get Ready: Analyze Blank Verse


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• The Latin Deli: An Ars Poetica: Get Ready: Analyze Form


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• The Universe As Primal Scream: Get Ready: Analyze Structure


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Level Up Tutorial: Short Stories and Novels


Peer Coach Video: Evaluate Structural and Stylistic Aspects of Poetry


ex.html?refid=ngl_pc_592c_poetry

RL.11.6 Analyze a case in which grasping a point of view requires

distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


• A Soldier for the Crown: Get Ready: Analyze Point of View https://www.hmhco.com/content/literature/into_lit/g11/student/epub/ilnl21en_e

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• An Occurrence at Owl Creek Bridge: Get Ready: Analyze Point of View


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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_592c_poetry

https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_592c_poetry

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• The Lowest Animal: Get Ready: Analyze Satire


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• The Story of an Hour: Get Ready: Analyze Irony


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Level Up Tutorial: Point of View


Level Up Tutorial: First-Person Point of View


Level Up Tutorial: Third-Person Point of View


Level Up Tutorial: Irony


Peer Coach Video: Analyze the Effects of Point of View


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Integration of Knowledge and Ideas

RL.11.7 Analyze multiple interpretations of a story, drama, or poem

(e.g., recorded or live production of a play or recorded novel or

poetry), evaluating how each version interprets the source text.

(Include at least one play by Shakespeare and one play by an

American dramatist.)


• The Crucible (Audio Excerpt and Production Images): Get Ready: Analyze

Text and Media


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• The Crucible (Audio Excerpt and Production Images): Get Ready: Evaluate

Interpretations of a Drama


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• The Crucible (Audio Excerpt and Production Images): Respond: Analyze

Media


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RL.11.8 (Not applicable to literature)

RL.11.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-

twentieth-century foundational works of American literature,

including how two or more texts from the same period treat

similar themes or topics.


• On Being Brought from Africa to America/Sympathy: Get Ready: Analyze

Themes


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a1.xhtml

• On Being Brought from Africa to America/Sympathy: Respond: Analyze the

Text


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• On Being Brought from Africa to America/Sympathy: Collaborate &



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• On Being Brought from Africa to America/Sympathy: Collaborate and

Present


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• The Minister’s Black Veil/The Fall of the House of Usher: Collaborate &



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• The Minister’s Black Veil/The Fall of the House of Usher: Collaborate and

Present


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Range of Reading and Level of Text Complexity

RL.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.


• The World on Turtle’s Back: Read


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• New Orleans: Read


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• A Soldier for the Crown: Read


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• Sympathy: Read


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• In the Season of Change: Read


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• An Occurrence at Owl Creek Bridge: Read


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• The Lowest Animal: Read


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• Chicago: Read


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• The Crucible, Act One: Read


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• Ambush: Read


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Reading Standards for Informational Text

Key Ideas and Details

RI.11.1 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.


• from The Autobiography: Get Ready: Make Inferences


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• from The Autobiography: Respond: Analyze the Text


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• Letter to John Adams/Lean In: Get Ready: Analyze Author’s Purpose


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• Letter to John Adams/Lean In: Collaborate & Compare: Analyze the Texts


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• To My Old Master: Get Ready: Make Inferences


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• Aftermath of the Civil War: Respond: Analyze Text and Media


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Peer Coach Video: Cite Text Evidence


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Peer Coach Video: Make Inferences


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Level Up Tutorial: Making Inferences





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RI.11.2 Determine central ideas of a text and analyze in detail their

development over the course of the text, including how they

interact and build on one another to provide a complex analysis;

provide an accurate summary of the text based upon this

analysis.


• from Coming of Age in the Dawnland from 1491: Get Ready: Determine

Central Idea


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• My Friend Walt Whitman: Get Ready: Analyze Development of Ideas


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• Food Product Design from Fast Food Nation: Get Ready: Determine Central

Idea


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• My Dungeon Shook: Letter to My Nephew: Get Ready: Determine Central

Ideas


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a2.xhtml

Level Up Tutorial: Main Idea and Supporting Details


Peer Coach Video: Identify Main Ideas


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Peer Coach Video: Identify Key Details in Informational Texts


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Peer Coach Video: Identify Characteristics of Expository Texts


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Peer Coach Video: Summarize Informational Texts


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Interactive Writing Lessons: Using Textual Evidence: Summarizing,

Paraphrasing and Quoting



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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_1138c_expository


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RI.11.3 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.


• A Desperate Trek Across America: Get Ready: Analyze Development of

Ideas


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• Thomas Jefferson: The Best of Enemies: Get Ready: Analyze Ideas and

Events


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• My Friend Walt Whitman: Respond: Analyze the Text


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• Building the Transcontinental Railroad: Get Ready: Analyze Ideas and Events


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• The Fourth Industrial Revolution Is Here. Are You Ready?: Get Ready:

Analyze Structure


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Level Up Tutorial: Comparison-Contrast Organization





Peer Coach Video: Determine Text Structure


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Craft and Structure

RI.11.4 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).


• from Coming of Age in the Dawnland from 1491: Get Ready: Analyze

Language


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• The Declaration of Independence: Get Ready: Determine Central Idea


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• from They Called Us Enemy: Respond: Analyze the Text


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• My Dungeon Shook: Letter to My Nephew: Get Ready: Analyze Rhetoric



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a1.xhtml

• My Dungeon Shook: Letter to My Nephew: Get Ready: Determine Central

Ideas



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• My Dungeon Shook: Letter to My Nephew: Respond: Analyze the Text


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• Interactive Vocabulary Lesson: Denotation and Connotation


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RI.11.5 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.


• A Desperate Trek Across America: Get Ready: Analyze and Evaluate

Structure


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• Thomas Jefferson: The Best of Enemies: Get Ready: Analyze Structure


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• from The Autobiography: Get Ready: Analyze and Evaluate Structure


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• My Friend Walt Whitman: Get Ready: Analyze Structure and Purpose



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• from The Warmth of Other Suns: Get Ready: Analyze Structure


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Level Up Tutorial: Chronological Order


Level Up Tutorial: Cause-and-Effect Organization


Level Up Tutorial: Comparison-Contrast Organization


Level Up Tutorial: Point-by-Point Organization





RI.11.6 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.


• from Of Plymouth Plantation: Get Ready: Analyze Primary Sources

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• The Declaration of Independence: Get Ready: Analyze Argument


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• Letter to John Adams/Lean In: Get Ready: Analyze Author’s Purpose


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• My Friend Walt Whitman: Get Ready: Analyze Structure and Purpose



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• from They Called Us Enemy: Get Ready: Analyze Author’s Purpose


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Level Up Tutorial: Author’s Purpose


Level Up Tutorial: Author’s Perspective


Peer Coach Video: Identify Author’s Purpose

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Peer Coach Video: Analyze Author’s Purpose


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Peer Coach Video: Determine Author’s Perspective

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Integration of Knowledge and Ideas

RI.11.7 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.


• American Experience: Alexander Hamilton: Get Ready: Evaluate

Information in Media


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• American Experience: Alexander Hamilton: Respond: Analyze Media


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• Aftermath of the Civil War: Get Ready: Synthesize Information


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• Aftermath of the Civil War: Respond: Analyze Text and Media

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https://www.hmhco.com/content/literature/common/literature_video_player/index.html?refid=ngl_pc_597c_perspective

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• from They Called Us Enemy: Get Ready: Analyze Graphic Novel


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• from They Called Us Enemy: Respond: Analyze the Text


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Level Up Tutorial: Reading Graphic Aids


Level Up Tutorial: Analyzing Visuals


Level Up Tutorial: Synthesizing Information


RI.11.8 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).


• The Second Inaugural Address: Get Ready: Analyze Argument


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• The Second Inaugural Address: Get Ready: Analyze Persuasive Techniques

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• The Second Inaugural Address: Respond: Analyze the Text


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• Declaration of Sentiments/Speech to the American Equal Rights Association:

Get Ready: Analyze Rhetoric


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Get Ready: Evaluate Arguments



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Respond: Analyze the Texts


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Collaborate & Discuss


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• Speech on the Vietnam War, 1967: Get Ready: Analyze Reasoning

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• Speech on the Vietnam War, 1967: Respond: Analyze the Text


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Peer Coach Video: Evaluate Author's Argument


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RI.11.9 Analyze seventeenth-, eighteenth-, and nineteenth-century

foundational U.S. documents of historical and literary

significance for their themes, purposes, and rhetorical features.

Such documents might include The Declaration of

Independence, the Preamble to the Constitution, the Bill of

Rights, and Lincoln’s Second Inaugural Address.


• from Coming of Age in the Dawnland from 1491/from Of Plymouth

Plantation: Collaborate & Compare: Analyze the Texts


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cca.xhtml


• The Declaration of Independence: Get Ready: Determine Central Idea



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• The Declaration of Independence: Get Ready: Analyze Argument



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• The Declaration of Independence: Respond: Analyze the Text


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• The Second Inaugural Address: Get Ready: Analyze Argument



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• The Second Inaugural Address: Get Ready: Analyze Persuasive Techniques



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• The Second Inaugural Address: Respond: Analyze the Text


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Get Ready: Analyze Rhetoric



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Get Ready: Evaluate Arguments



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Respond: Analyze the Texts


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Range of Reading and Level of Text Complexity

RI.11.10 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.


• A Desperate Trek Across America: Read


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• Coming of Age in the Dawnland: Read


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• The Declaration of Independence: Read


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• Thomas Jefferson: The Best of Enemies: Read


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• The Pointlessness of Unplugging: Read


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• Building the Transcontinental Railroad: Read


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• Declaration of Sentiments: Read


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• The Fourth Industrial Revolution Is Here: Are You Ready?: Read


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• from They Called Us Enemy: Read


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• My Dungeon Shook: Letter to My Nephew: Read


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Writing Standards

Text Types and Purposes

W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11.1a Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that

logically sequences claim(s), counterclaims, reasons, and

evidence.



Respond: Choices


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• Writing Task: Step 1: Plan Your Argument


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• Writing Task: Step 2: Develop a Draft



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• Food Product Design from Fast Food Nation: Respond: Choices


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• from They Called Us Enemy: Respond: Choices


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Interactive Writing Lesson: Writing Arguments

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W.11.1b Develop claim(s) and counterclaims fairly and thoroughly,

supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that

anticipates the audience’s knowledge level, concerns, values,

and possible biases.



Respond: Choices



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• from They Called Us Enemy: Respond: Choices


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W.11.1c Use words, phrases, and clauses as well as varied syntax to link

the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons

and evidence, and between claim(s) and counterclaims



Respond: Choices



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W.11.1d Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in

which they are writing.



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W.11.1e Provide a concluding statement or section that follows from and

supports the argument presented.





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W.11.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

W.11.2a Introduce a topic; organize complex ideas, concepts, and

information so that each new element builds on that which

precedes it to create a unified whole; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.


• from Of Plymouth Plantation: Respond: Choices


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• One Today: Respond: Choices


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• Writing Task: Step 1: Plan Your Research Report


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• Writing Task: Step 1: Plan Your Explanatory Essay


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• The Crucible (Audio and Production Images): Respond: Choices


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Interactive Writing Lesson: Writing Informative Texts


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W.11.2b Develop the topic thoroughly by selecting the most significant

and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to

the audience’s knowledge of the topic.


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• My Friend Walt Whitman: Respond: Choices


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• The Crucible (Audio Excerpt and Production Images): Respond: Choices



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W.11.2c Use appropriate and varied transitions and syntax to link the

major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.




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W.11.2d Use precise language, domain-specific vocabulary, and

techniques such as metaphor, simile, and analogy to manage the

complexity of the topic.





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W.11.2e Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in

which they are writing.





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W.11.2f Provide a concluding statement or section that follows from and

supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).





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• from The Autobiography: Respond: Choices


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W.11.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

W.11.3a 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.


• A Soldier for the Crown: Respond: Choices


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• An Occurrence at Owl Creek Bridge: Respond: Choices


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• from Incidents in the Life of a Slave Girl: Respond: Choices


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• Writing Task: Step 1: Plan Your Story


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• Writing Task: Step 1: Plan Your Personal Narrative


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• Writing Task: Step 3: Revise Your Personal Narrative



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Interactive Writing Lesson: Writing Narratives


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W.11.3b Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences,

events, and/or characters.





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• from Incidents in the Life of a Slave Girl: Respond: Choices


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• Ambush: Respond: Choices


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W.11.3c 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).


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W.11.3d Use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences, events,

setting, and/or characters.




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• Ambush: Respond: Choices


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W.11.3e Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative.


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Production and Distribution of Writing

W.11.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.)


• A Desperate Trek Across America: Respond: Choices


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1666/World, In Hounding Me…: Respond: Choices


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• from Song of Myself: Respond: Choices


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• Writing Task: Write an Explanatory Essay: Writing Prompt


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• Runagate Runagate: Respond: Choices


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• The Story of an Hour: Respond: Choices


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• Writing Task: Write a Personal Narrative: Writing Prompt


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Interactive Writing Lesson: Writing as a Process

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W.11.5 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.)


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• Writing Task: Step 4: Edit Your Story



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• from The Warmth of Other Suns: Respond: Choices


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Interactive Writing Lesson: Writing as a Process


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W.11.6 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.


• Writing Task: Step 5: Publish Your Informative Essay


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• Thomas Jefferson: The Best of Enemies: Respond: Choices


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• Writing Task: Step 5: Publish Your Research Report

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• Writing Task: Step 5: Publish Your Argument


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Interactive Writing Lesson: Producing and Publishing with Technology


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Research to Build and Present Knowledge

W.11.7 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.


• The World on Turtle’s Back: Respond: Choices


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• Balboa: Respond: Choices


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• Writing Task: Write a Research Report: Writing Prompt


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• from Last Child in the Woods/from Walden: Respond: Choices


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• To My Old Master: Respond: Choices


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• Aftermath of the Civil War: Respond: Choices


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• Chicago: Respond: Choices


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Interactive Writing Lesson: Conducting Research


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W.11.8 Gather relevant information from multiple authoritative print

and digital sources, using advanced searches effectively; assess

the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism

and over reliance on any one source and following a standard

format for citation.


• New Orleans: Respond: Choices


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• Thomas Jefferson: The Best of Enemies: Respond: Choices



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• The Second Inaugural Address: Respond: Choices


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• from The Jungle: Respond: Choices


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Interactive Writing Lesson: Conducting Research


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Interactive Writing Lesson: Evaluate Sources


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W.11.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11.9a Apply grades 11-12 Reading standards to literature (e.g.,

“Demonstrate knowledge of eighteenth-, nineteenth- and early-

twentieth-century foundational works of American literature,

including how two or more texts from the same period treat

similar themes or topics”).





• On Being Brought from Africa to America/Sympathy: Respond: Choices


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• To Build a Fire: Respond: Choices


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• Mending Wall: Respond: Choices


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W.11.9b Apply grades 11-12 Reading standards to literary nonfiction

and/or informational texts (e.g., “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 Case majority opinions and dissents] and the

premises, purposes, and arguments in works of public advocacy

[e.g., The Federalist, presidential addresses]”).


• A Desperate Trek Across America: Respond: Choices


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• To My Old Master: Respond: Choices


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• The Lowest Animal: Respond: Choices


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Range of Writing

W.11.10 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.


• Writing Task: Write an Informative Essay: Writing Prompt


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• Writing Task: Write a Research Report: Writing Prompt


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• Writing Task: Write an Explanatory Essay: Writing Prompt



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• Writing Task: Write an Argument: Writing Prompt


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• Writing Task: Write a Short Story: Writing Prompt


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• Writing Task: Write a Personal Narrative: Writing Prompt


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Speaking and Listening Standards

Comprehension and Collaboration

SL.11.1 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.

SL.11.1a 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.



1666/World, in Hounding Me…: Collaborate & Present


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• Speaking & Listening Task: Plan Your Presentation


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• The Fall of the House of Usher: Respond: Choices


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• Runagate Runagate/from Incidents in the Life of a Slave Girl: Research and

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• Speaking & Listening Task: Plan Your Debate Presentation


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• How It Feels to Be Colored Me/from The Warmth of Other Suns


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Interactive Speaking & Listening Lesson: Participate in a Collaborative

Discussion

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SL.11.1b Work with peers to promote civil, democratic discussions and

decision making, set clear goals and deadlines, and establish

individual roles as needed.






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• Speaking & Listening Task: Practice Your Debate with Your Team



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SL.11.1c 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.




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SL.11.1d 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.






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SL.11.2 Integrate multiple sources of information presented in diverse

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order to make informed decisions and solve problems,

evaluating the credibility and accuracy of each source and

noting any discrepancies among the data.



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• Reflect & Extend: Project-Based Learning: Create a Documentary


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Interactive Speaking & Listening Lesson: Analyzing and Evaluating

Presentations: Synthesizing Media Sources


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Level Up Tutorial: Analyzing Visuals


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SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of

evidence and rhetoric, assessing the stance, premises, links

among ideas, word choice, points of emphasis, and tone used.


• Speaking & Listening Task: Practice with a Partner or Group



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Interactive Speaking & Listening Lesson: Analyzing and Evaluating

Presentations


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Presentation of Knowledge and Ideas

SL.11.4 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.


• from Coming of Age in the Dawnland/from Of Plymouth Plantation:

Collaborate & Present



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• American Experience: Alexander Hamilton: Respond: Choices


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• Thomas Jefferson: Best of Enemies: Respond: Choices



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• Speaking & Listening Task: Record Your Presentation



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• from Last Child in the Woods/from Walden: Collaborate & Present


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• Speaking & Listening Task: Record Your Debate



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• from The Jungle/Food Product Design from Fast Food Nation: Collaborate

and Present


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Interactive Speaking & Listening Lesson: Giving a Presentation


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SL.11.5 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.





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• from Coming of Age in the Dawnland/from Of Plymouth Plantation:

Collaborate & Present



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• American Experience: Alexander Hamilton: Respond: Choices


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• Speaking & Listening Task: Record Your Presentation



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• Runagate Runagate: Respond: Choices


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Interactive Speaking & Listening Lesson: Using Media in a Presentation


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SL.11.6 Adapt speech to a variety of contexts and tasks, demonstrating

a command of formal English when indicated or appropriate.

(See grades 11–12 Language standards 1 and 3 for specific

expectations.)





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• The Declaration of Independence: Respond: Choices


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• from Last Child in the Woods/from Walden: Collaborate & Present


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• The Fourth Industrial Revolution Is Here. Are You Ready?: Respond:

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• A Rose for Emily: Respond: Choices


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Language Standards

Conventions of Standard English

L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11.1a Apply the understanding that usage is a matter of convention,

can change over time, and is sometimes contested. Unit 2: Student Edition

• from The Autobiography: Respond: Watch Your Language!


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• Letter to John Adams/Lean In: Respond: Watch Your Language!


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Interactive Grammar Lesson: Changing and Contested Usage

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Interactive Grammar Lesson: Lie and Lay


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Interactive Grammar Lesson: Sit and Set and Rise and Raise


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L.11.1b 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.


• from The Autobiography: Respond: Watch Your Language!


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• Letter to John Adams/Lean In: Respond: Watch Your Language!


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Interactive Grammar Lesson: Changing and Contested Usage


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Interactive Grammar Lesson: A Glossary of Usage


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Interactive Vocabulary Lessons: Commonly Confused Words

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L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11.2a Observe hyphenation conventions. Unit 2: Student Edition

• Thomas Jefferson: The Best of Enemies: Respond: Watch Your Language!


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• Food Product Design from Fast Food Nation: Respond: Watch Your

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Interactive Grammar Lesson: Hyphens


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Level Up Tutorial: Parentheses, Hyphens, and Dashes


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L.11.2b Spell correctly. Unit 6: Student Edition

• from The Warmth of Other Suns: Respond: Watch Your Language!


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Interactive Grammar Lesson: Spelling Rules


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Interactive Vocabulary Lesson: Spelling Rules

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Interactive Vocabulary Lesson: Homonyms, Homographs, and Homophones


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Level Up Tutorial: Spelling


Level Up Tutorial: Spelling Words Often Confused


Level Up Tutorial: Spelling: Plural Nouns


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Knowledge of Language

L.11.3 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.

L.11.3a 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.


• from Coming of Age in the Dawnland: Respond: Watch Your Language!


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• Writing Task: Step 4: Edit Your Informative Essay



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• from Last Child in the Woods/from Walden: Respond: Watch Your

Language!


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• Declaration of Sentiments/Speech to the American Equal Right Association:

Respond: Watch Your Language!


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• To Build a Fire: Respond: Watch Your Language!


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• The Lowest Animal: Respond: Watch Your Language!


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• The Story of an Hour: Respond: Watch Your Language!


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• Writing Task: Step 4: Edit Your Story



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• My Dungeon Shook: Letter to my Nephew: Respond: Watch Your Language!



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• How It Feels to Be Colored Me: Respond: Watch Your Language!


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Vocabulary Acquisition and Use

L.11.4 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.

L.11.4a 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.


• The World on Turtle’s Back: Respond: Expand Your Vocabulary


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• Balboa: Respond: Expand Your Vocabulary


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• Coming of Age in the Dawnland: Respond: Expand Your Vocabulary


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• from Of Plymouth Plantation: Respond: Expand Your Vocabulary


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• from Last Child in the Woods/from Walden: Respond: Expand Your

Vocabulary


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• To My Old Master: Respond: Expand Your Vocabulary


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• Building the Transcontinental Railroad: Respond: Expand Your Vocabulary


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• The Fourth Industrial Revolution Is Here. Are You Ready?: Respond: Expand

Your Vocabulary


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• The Story of an Hour: Respond: Expand Your Vocabulary


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Interactive Vocabulary Lesson: Using Context Clues


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L.11.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable).


• A Soldier for the Crown: Respond: Expand Your Vocabulary


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• from The Autobiography: Respond: Expand Your Vocabulary


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• The Fall of the House of Usher: Respond: Expand Your Vocabulary


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Respond: Expand Your Vocabulary


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• from The Jungle: Respond: Expand Your Vocabulary


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• Food Product Design from Fast Food Nation: Respond: Expand Your

Vocabulary


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• from The Warmth of Other Suns: Respond: Expand Your Vocabulary


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Interactive Vocabulary Lesson: Common Roots, Prefixes, and Suffixes


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Interactive Vocabulary Lesson: Understanding Word Origins


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L.11.4c 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.





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• A Desperate Trek Across America: Respond: Expand Your Vocabulary


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• Coming of Age in the Dawnland: Respond: Expand Your Vocabulary


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• Thomas Jefferson: The Best of Enemies: Respond: Expand Your Vocabulary


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• My Friend Walt Whitman: Respond: Expand Your Vocabulary

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• Aftermath of the Civil War: Respond: Expand Your Vocabulary


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• A Rose for Emily: Respond: Expand Your Vocabulary


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Interactive Vocabulary Lesson: Using Reference Sources


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Interactive Grammar Lesson: The Dictionary



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L.11.4d 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).





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• Balboa: Respond: Expand Your Vocabulary


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• A Desperate Trek Across America: Respond: Expand Your Vocabulary


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• My Friend Walt Whitman: Respond: Expand Your Vocabulary


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• from Last Child in the Woods/from Walden: Respond: Expand Your

Vocabulary


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• To My Old Master: Respond: Expand Your Vocabulary


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• The Crucible: Respond: Expand Your Vocabulary


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Interactive Vocabulary Lesson: Using Reference Sources


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Interactive Grammar Lesson: The Dictionary



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L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11.5a Interpret figures of speech (e.g., hyperbole, paradox) in context

and analyze their role in the text.


• from Song of Myself: Get Ready: Analyze Themes


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• To Build a Fire: Respond: Expand Your Vocabulary


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Level Up Tutorial: Literal and Figurative Meanings


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Level Up Tutorial: Figurative Language


Peer Coach Video: Analyze Figurative Language


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L.11.5b Analyze nuances in the meaning of words with similar

denotations. Unit 3: Student Edition

• The Minister’s Black Veil: Respond: Expand Your Vocabulary


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• from Incidents in the Life of a Slave Girl: Respond: Expand Your Vocabulary


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• The Lowest Animal: Respond: Expand Your Vocabulary


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• My Dungeon Shook: Letter to My Nephew: Respond: Expand Your

Vocabulary



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• Ambush: Respond: Expand Your Vocabulary

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Interactive Vocabulary Lesson: Synonyms and Antonyms


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Interactive Vocabulary Lesson: Denotation and Connotation


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Level Up Tutorials: Connotations and Denotations


L.11.6 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.


• Foundations and Encounters: Early American Literature: Spark Your

Learning


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• Building a Democracy: The Revolutionary Period: Spark Your Learning


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• The Individual and Society: Literature of the American Renaissance: Spark

Your Learning


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• The Quest for Freedom: The Civil War and its Aftermath: Spark Your

Learning


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• America Transformed: An Age of Realism: Spark Your Learning


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• Modern and Contemporary Voices: The Modern Period to the Present Day:

Spark Your Learning


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Interactive Vocabulary Lessons: Using Reference Sources


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HMH Into Reading and Into Literature Search by Standard

1. Make sure you are logged into Ed using the credentials provided on your online access flyer and click on the Discover tab. Contact your HMH Account Executive if you do not have credentials.

2. Select the program and grade level you wish to review.

3. Click on the “STANDARDS” button on the right of the screen.

4. Under “Select a standard set belowto discover resources:” click on theMississippi Language ArtsCollege- and Career-ReadinessStandards to see the list ofstandards.

5. Click on the dropdown next to theStandard you want to view. Notethat grade level is indicated instandards code.

6. Drill down to the specific skill you want to view and on the right of the screen you’ll see the number of resources available that meet the standard.

7. Click on the Resources link to bring up the resources.

8. Click the “Open” button next to the resource you want to view.

9. The resource will open in a new tab.

English Language Arts Grade 11 - HMH

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Transcript of English Language Arts Grade 11 - HMH