11th Grade ELA Targeted Standards [W] Writing Strand Cluster: Text Types and Purposes
ELA-11.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences for a variety of purposes, audiences, and contexts.
a. 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.
b. Use a variety of techniques to sequence events in a smooth progression 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, resolution).
c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
f. Incorporate elements of argument and informative/explanatory writing into narratives when appropriate for purpose, audience, and context.
Student Learning Targets:
Knowledge Targets
I can recognize different points of view.
I can identify techniques authors use to engage readers.
Reasoning Targets
I can sequence events to complement a particular tone.
I can organize a narrative by providing an engaging introduction and reflective conclusion.
Skills (Performance) Targets
I can use strong word choice to convey a vivid picture.
I can maintain an appropriate and consistent point of view.
I can use effective narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines.
Product Targets
See above knowledge, reasoning, and skills targets.
Proficiency Scale
Measurement of Progress
ELA W.11.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences for a variety of purposes, audiences, and contexts.
Sample Activity
Advanced
In addition to expectations of proficiency, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
Proficient
The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
a. 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.
b. Use a variety of techniques to sequence events in a smooth progression 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, resolution).
c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
f. Incorporate elements of argument and informative/explanatory writing into narratives when appropriate for purpose, audience, and context.
-
Progressing
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
-
Novice
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
