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General Information

Number: ELA.12.R.1

Title: Reading Prose and Poetry

Type: Standard

Subject: English Language Arts (B.E.S.T.)

Grade: 12

Strand: Reading

Related Benchmarks

This cluster includes the following benchmarks

Code

Description

ELA.12.R.1.1:

Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards:
Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Clarification 4: Functional significance refers to the role each element plays in creating meaning or effect for the reader.

ELA.12.R.1.2:

Analyze two or more themes and evaluate their development throughout a literary text.

Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

ELA.12.R.1.3:

Evaluate the development of character perspective, including conflicting perspectives.

Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.

ELA.12.R.1.4:

Evaluate works of major poets in their historical context.

Clarifications:
Sample poets for this benchmark include:

Emily Dickinson
Langston Hughes
Robert Frost
Phillis Wheatley
Edna St. Vincent Millay
Countee Cullen
Robert Burns
Percy Bysshe Shelley

Clarification 1: A poet’s historical context is the period in which the writing occurred, not when it was discovered or became resurgent.

Clarification 2: Evaluation of a poet in context may include similarity to or differences from the work of contemporaries and the literary period, critical reception at the time, and scope of work.

Clarification 3: For more information, see Literary Periods.

Related Access Points

This cluster includes the following access points.

Access Points

Access Point Number	Access Point Title
ELA.12.R.1.AP.1a:	Analyze how key elements increase understanding of literary text and/or style.
ELA.12.R.1.AP.1b:	Compare and contrast how the key elements impact the functional significance in interpreting the literary text.
ELA.12.R.1.AP.2a:	Distinguish two or more themes throughout a literary text.
ELA.12.R.1.AP.2b:	Show the development of two or more themes throughout a literary text.
ELA.12.R.1.AP.3:	Show the development of character perspective, including conflicting perspectives.
ELA.12.R.1.AP.4:	Analyze the connection between works of major poets and their historical context.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Lesson Plans

Name	Description
Emily Dickinson: Poet Extraordinaire of Language, Time, and Space: Part 2:	This is part two in a series of three exploring and analyzing Emily Dickinson's style. In part two, students will use the historical and literary research conducted in part one and they will read and analyze a variety of her letters written during the Romantic Period. Students will use their analysis of the letters as sources for the summative assessment, a letter to the editor written in response to one or several of Dickinson's letters or topics.
Emily Dickinson: Poet Extraordinaire of Language, Time, and Space: Part 1:	This lesson is part one in a series of three lessons analyzing the language of Emily Dickinson, researching the Romantic Period, and comparing her works to her contemporaries. In part one of this lesson series, students will work in small groups to analyze the language of Emily Dickinson's poems, they will research the literary period of The Romantic Period, and they will create a re-envisioned poem using information gleaned from their small group discussions, research, and whole group discussions.
Poetry Analysis and Time Periods:	Students will analyze how Robert Frost and Emily Dickinson each used figurative language to develop a specific tone in relation to mortality. They will also consider how each poet reflected the time periods within which they wrote.
Dealing with Grief: A Comparison of Tone and Theme:	In this four-part lesson series, students will delve into the topic of grief through analysis of poetic devices, form, and point of view in poems by Emily Dickinson and Elizabeth Barrett Browning. Students will connect theme to the poets’ viewpoints on the emotions, or the lack thereof, that one experiences during times of pain and loss. Students will read the poems multiple times to seek layers of meaning and write an in-depth analysis.
Emily Dickinson: Poet Extraordinaire of Language, Time, and Space Part 3:	This is the culminating lesson in a three-part series exploring and analyzing Emily Dickinson's style. In part one, students conducted historical and literary research on the Romantic Period, in part two, students used historical and literary research as they read and analyzed a variety of Dickinson’s letters written during the Romantic Period. In this lesson, students will investigate primary and secondary documents on movements that influenced Dickinson and will create a literary reference kit to share with the class - a collection of materials that are representative of the period.