12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-12.RL.07 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 material.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

• I can analyze multiple interpretations of a piece of literature.
• I can evaluate how each version interprets the source text.
• I can compare and contrast multiple interpretations of the same text.

Skills (Performance) Targets

• I can participate in class discussion in a way that shows my understanding of how various works can be interpreted. 

Product Targets

Measurement

of Progress

Integration of Knowledge and Ideas

RL 11-12.7 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 material.

RL 11-12.9 Analyze and evaluate how two or more texts within and/or across time periods treat similar themes or topics.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

• analyze multiple interpretations of a story, drama, or poem, evaluating how each author addresses various components of the text (theme, character, setting, plot).

• analyze how an author draws from cultural and historical background to shape a text.

• demonstrate knowledge of foundational works* of American or British literature from various time periods.

• compare two or more texts from the same time period addressing similar themes or topics.

There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes surface-level similarities and differences within multiple interpretations of a story, drama, or poem.

• identifies cultural or historical influences within literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-12.RL.09 Analyze and evaluate how two or more texts within and/or across time periods treat similar themes or topics.

Student Learning Targets:

Knowledge Targets

• I can define the concepts of social, cultural, and historical context.

Reasoning Targets

• I can explain how a piece of literature is shaped by the period in which it was written.
• I can independently read and connect background information to literature.
• I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

• I can explore the social, cultural, and historical influence on theme.
• I can demonstrate knowledge of foundational works of British Literature.
• I can compare and contrast how two texts from the same century treat similar themes.

Product Targets

• I can develop a product that demonstrates an understanding of the connection between British literature and the context in which it was written.

Measurement

of Progress

Integration of Knowledge and Ideas

RL 11-12.7 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 material.

RL 11-12.9 Analyze and evaluate how two or more texts within and/or across time periods treat similar themes or topics.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

• analyze multiple interpretations of a story, drama, or poem, evaluating how each author addresses various components of the text (theme, character, setting, plot).

• analyze how an author draws from cultural and historical background to shape a text.

• demonstrate knowledge of foundational works* of American or British literature from various time periods.

• compare two or more texts from the same time period addressing similar themes or topics.

There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes surface-level similarities and differences within multiple interpretations of a story, drama, or poem.

• identifies cultural or historical influences within literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-12.SL.01 Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

• SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

• SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

• SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Relates discussion topics to global issues, other content areas, and/or parallel text(s)

The student:

• prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

• initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

• propels conversations by posing and responding to questions.

• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

• resolves contradictions when possible and determines what additional information is required to complete the task.

• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.

• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric. 

There are no major errors or omissions regarding the simpler details and processes as the student:

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• responds to diverse perspectives based on topics, texts, and/or issues.

• integrates multiple sources of information presented in diverse formats and media.

• recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-12.SL.02 Using appropriate strategies (e.g., notetaking), integrate multiple sources of information presented in diverse media and formats (e.g., oral, images, videos, tables, charts, graphs), in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among them.

• SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

• SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

• SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Relates discussion topics to global issues, other content areas, and/or parallel text(s)

The student:

• prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

• initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

• propels conversations by posing and responding to questions.

• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

• resolves contradictions when possible and determines what additional information is required to complete the task.

• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.

• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric. 

There are no major errors or omissions regarding the simpler details and processes as the student:

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• responds to diverse perspectives based on topics, texts, and/or issues.

• integrates multiple sources of information presented in diverse formats and media.

• recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-12.SL.03 Evaluate a speaker’s point of view, reasoning, evidence, and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

• SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

• SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

• SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Relates discussion topics to global issues, other content areas, and/or parallel text(s)

The student:

• prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

• initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

• propels conversations by posing and responding to questions.

• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

• resolves contradictions when possible and determines what additional information is required to complete the task.

• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.

• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• responds to diverse perspectives based on topics, texts, and/or issues.

• integrates multiple sources of information presented in diverse formats and media.

• recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-12.SL.04 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and audience in a range of formal and informal tasks.

 Presentation of Knowledge and Ideas

• SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

• SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• presents information clearly, concisely, and logically.

• presents information in a sequence that allows the listener to follow the line of reasoning.

• delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

• strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

• employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.SL.05 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.

 Presentation of Knowledge & Ideas

• SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

• SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• presents information clearly, concisely, and logically.

• presents information in a sequence that allows the listener to follow the line of reasoning.

• delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

• strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

• employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-12.SL.06 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

 Presentation of Knowledge & Ideas

• SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

• SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• presents information clearly, concisely, and logically.

• presents information in a sequence that allows the listener to follow the line of reasoning.

• delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

• strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

• employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-12.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence and appropriate rhetorical strategies for a variety of purposes, audiences, and contexts.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.

b. Organize writing that logically sequences claim(s), counterclaims, reasons, and evidence.

c. Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence; use appropriate rhetorical strategies for the audience’s knowledge level, concerns, values, and possible biases.

d. 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.

e. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

f. Provide a conclusion that follows from and supports the argument presented.

g. Incorporate elements of narrative and informative/explanatory writing into arguments when appropriate for purpose, audience, and context.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
• Organize writing that logically sequences claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence; use appropriate rhetorical strategies for the audience’s knowledge level, concerns, values, and possible biases.
• 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.
• Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
• Provide a conclusion that follows from and supports the argument presented.
• Incorporate elements of narrative and informative/explanatory writing into arguments when appropriate for purpose, audience, and context.

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-12.W.02 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 for a variety of purposes, audiences, and contexts.

a. Introduce a topic and establish a clear focus, purpose, and thesis statement to engage and orient the reader.

b. 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 aid comprehension.

c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.

d. 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.

e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

f. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

g. Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

h. Incorporate elements of narrative and argument writing into informative/explanatory writing when appropriate for purpose, audience, and context.

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Introduce a topic and establish a clear focus, purpose, and thesis statement to engage and orient the reader.
• 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 aid comprehension.
• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.
• 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.
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
• Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). h. Incorporate elements of narrative and argument writing into informative/explanatory writing when appropriate for purpose, audience, and context.