- 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.
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Access Point #: ELA.12.R.1.AP.1a
Analyze how key elements increase understanding of literary text and/or style.
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number: ELA.12.R.1.AP.1a
Category: Access Points
Date Adopted or Revised: 03/22
Standard:
Reading Prose and Poetry
Access Point Courses
- English Honors 4 (#1001410) This course defines what students should understand and be able to do by the end of the grade level. Knowledge acquisition should be the primary purpose of any reading approach. The systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are building their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts.
- Applied Communications 2 (#1001470) English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The purpose of this course is to continue to develop complex college and career readiness communication skills within the context of a career and technical work environment, including community collaboration and leadership. The content should include, but not be limited to, the following: using problem solving skills and research skills primarily in career and technical profession contexts reading on-grade level informational and technical texts of high complexity to obtain and analyze information and synthesize into evidence supporting the text reading on-grade level literary text to obtain information and integrate knowledge of selected texts in listed standards writing informational and argument texts to communicate information and ideas with an emphasis on career, technical, and occupational tasks using listening and speaking skills to obtain and communicate information and ideas regarding career and technical workforce collaboration and success understanding interpersonal relationships in business, career, and technical environments through the study of appropriate on grade-level fiction and related primary documents using highly complex digital and multimedia informational text, along with appropriate electronic tools to enable and enhance workplace transactions using listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions collaborating amongst peers
- English 4 Through ESOL (#1002520) The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness. This course defines what students should understand and be able to do by the end of 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- Creative Writing 4 Honors (#1009332) The purpose of this course is to enable students to develop and use complex writing and language skills for advanced creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style. Studying and modeling a variety of genres will be emphasized at this level of creative writing.
- English 4 (#1001400) This course defines what students should understand and be able to do by the end of 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- English 4: Florida College Prep (#1001405) This course defines what students should understand and be able to do by the end of the 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. This course incorporates reading and writing study through writing a variety of informative texts using grade-level writing craft and through in-depth reading and analysis of informational selections in order to develop critical reading and writing skills necessary for success in college courses. This course prepares students for successful completion of Florida college English courses. The benchmarks reflect the Florida Postsecondary Readiness Competencies necessary for entry-level college courses.
- English 4 for Credit Recovery (#1001402) This course defines what students should understand and be able to do by the end of 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- Developmental Language Arts Through ESOL (Reading) (#1002381) The purpose of this course is to provide students who are native speakers of languages other than English instruction that enables students to accelerate the development of reading and writing skills and to strengthen these skills so they are able to successfully read, write, and comprehend grade level text independently. Instruction emphasizes reading comprehension and vocabulary through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text. Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts.
- Modern Literature (#1005312) The purpose of this course is to enable students, using texts of high complexity, to develop knowledge of modern literature through integrated educational experiences of reading, writing, speaking and listening, and language. Emphasis will be on representative modern literature, with its varied cultural influences, highlighting the major genres, themes, issues, and influences associated with the literary period.
- Access English 4 (#7910135) Access Courses: Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- Ancient Literature Honors (#1020870) The purpose of this course is to enable students, using texts of high complexity, to develop knowledge of ancient literature through integrated educational experiences of reading, writing, and language. Emphasis will be on representative ancient literature, with its varied cultural influences, highlighting the major genres, themes, issues, and influences associated with the literary period.
- Intensive Reading 4 (#1000418) This course is designed for 12th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction. Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency.
- Humane Letters 4 Literature (#1005353) This course defines what students should understand and be able to do by the end of 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. This course is designed to be paired with Humane Letters 4 – History. Emphasizing the classical approach to teaching and learning, this course is devoted to reading, discussing, and writing based-on great works from Roman antiquity through the 19th century. In this course students strive to better understand the world around them through the evolution of the ideas of those who came before us. Through careful reading, thoughtful discussion, and persuasive writing, students will sharpen their abilities to think analytically and critically. Recommended texts for this course include, but are not limited to: Aeneid, Augustine’s Confessions, Aquinas’ Treatise on Law, Dante’s Inferno, Machiavelli’s Prince, the philosophy of Descartes, and The Brothers Karamazov (The recommended texts list entirely overlaps with Humane Letters 4—History, but the two complementary courses make use of these texts for different purposes). The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- Humane Letters 4 Literature Honors (#1005354) This course defines what students should understand and be able to do by the end of 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. This course is designed to be paired with Humane Letters 4 – History. Emphasizing the classical approach to teaching and learning, this course is devoted to reading, discussing, and writing based-on great works from Roman antiquity through the 19th century. In this course students strive to better understand the world around them through the evolution of the ideas of those who came before us. Through careful reading, thoughtful discussion, and persuasive writing, students will sharpen their abilities to think analytically and critically. Recommended texts for this course include, but are not limited to: Aeneid, Augustine’s Confessions, Aquinas’ Treatise on Law, Dante’s Inferno, Machiavelli’s Prince, the philosophy of Descartes, and The Brothers Karamazov (The recommended texts list entirely overlaps with Humane Letters 4—History, but the two complementary courses make use of these texts for different purposes). The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.