10th Grade English


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PRIORITIZED STANDARDS

ELA-10.RL.01

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.01 Read closely to comprehend texts of grade-level appropriate complexity.          

a. Determine what the text says explicitly and implicitly          

b. Provide an objective summary of the text

Student Learning Targets:

Knowledge Targets

  • I can identify inferred and literal meanings.
  • I can explain the difference between explicit and implicit.
  • I understand how much evidence is needed to support my conclusions or claims.
  • I can distinguish between text that provides strong support and text that is not related, uncertain, or is insufficient or unreliable as evidence.

Reasoning Targets

  • I can insightfully analyze texts, showing that I can make meaning from details that are directly stated as well as from those that are implied.
  • I can draw conclusions from a text and support my thoughts with specific and cited textual references.

Skills (Performance) Targets

  • I can use textual evidence that is convincing and complete to support my ideas.
  • I can cite from the text in a formal citation as well as in a verbal reference.
  • I can closely read a text, looking for patterns, use of figurative language, character development, etc. in order to express and support my conclusions.
  • I can take part in small or large group discussions where I can cite specific textual evidence in order to discuss the meaning of a work of literature.

Product Targets

  • I can write a explanation and/or provide a verbal explanation of conclusions I have drawn after a close read of a text.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Sample Activity
Advanced 

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

  • elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

    • analyzing the development of theme(s) and/or central idea(s)

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
  • recognizes or recalls specific terminology that relates to literature, such as:
    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.02

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.02 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

Student Learning Targets:

Knowledge Targets

  • I can define theme as a universal truth that run throughout a piece of literature.
  • I can define objective and subjective.
  • I can determine what details are necessary to include in an objective summary.
  • I can determine a theme.

Reasoning Targets

  • I can analyze themes as they relate to a specific story and its characters.
  • I can support my analysis by showing how my determined theme progresses throughout the literary work.

Skills (Performance) Targets

  • I can differentiate between theme and plot.
  • I can summarize a written passage without editorializing.
  • I can collect and cite details and evidence to support a theme or central idea of a text.

Product Targets

  • I can write or verbalize an objective summary.
  • I can produce a written work or spoken statements reveal literary analysis of theme.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Sample Activity
Advanced 

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

  • elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

    • analyzing the development of theme(s) and/or central idea(s)

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
  • recognizes or recalls specific terminology that relates to literature, such as:
    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.04

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.04  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood and tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning.
  • I know the difference between connotative and denotative meanings of words, and I understand how connotative meanings shape tone.

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can take part in a conversation, in large or small group settings, where I am expected to discuss how word choice and selection of detail influence setting and tone.

Product Targets

  • I can write a paper that asks me to analyze how word choice influences the meaning of a work of fiction.

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

Sample Activity
Advanced

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 can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.  The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.05

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.05 Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Student Learning Targets:

Knowledge Targets

  • I can define figurative language.
  • I can define connotation and denotation.
  • I can define tone.
  • I can determine the difference between formal and informal tone.

Reasoning Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can determine the tone of a piece of literature.

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

Sample Activity
Advanced

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 can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.  The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.06

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.06 Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

  • I can define point of view.

Reasoning Targets

  • I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on world literature.
  • I can analyze multiple texts of world literature to gain insight into point of view of other societies and cultures.

Skills (Performance) Targets

  • I can determine an author's point of view in a text.

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

Sample Activity
Advanced

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 can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.  The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.09

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.RL.09 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

  • I can 

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

ResourcesWebsitesVocabulary

Measurement 

of Progress

Integration of Knowledge and Ideas

  • RL.9-10.7 Analyze and evaluate the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

  • RL9-10.9 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Sample Activity
Advanced In addition to Score 3.0, 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. The student can

  • compare and contrast the portrayal of a subject, scene, excerpt from different mediums, including what is emphasized or absent (poetry or other literary genre, image, film).

  • analyze how an author makes use of allusions in a specific work.

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

-
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. 

  • recognizes surface-level similarities and differences between two subject-related mediums.

  • recognizes or identifies allusions within a text.

  • identifies cultural or historical influences within literature.

  • recognizes or recalls specific terminology that relates to literature, such as: allusion, medium, compare, contrast, genre

-
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. -

ELA-10.SL.02

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-10.SL.02 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Student Learning Targets:

Knowledge Targets

  • I can identify various purposes (e.g., to inform, to persuade, to describe, to convey and experience) for presenting information to a reader or audience.
  • I can list the criteria needed to evaluate a source. 
  • I can define the following terms as they apply to this standard: credibility, data, evaluate, format, quantitative.

Reasoning Targets

  • I can analyze the information presented in diverse media and formats (e.g., charts, graphs, tables, websites, speeches).
  • I can evaluate and determine the credibility and accuracy of various sources.

Skills (Performance) Targets

  • I can integrate information from various sources and media formats into a presentation, composition, or class discussion.

Product Targets

  • I can create a presentation or a composition that integrates multiple credible sources and includes diverse media and formats that complement my topic and purpose.

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
Sample Activity
Advanced 

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

-
Proficient

The student

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • 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.
-
Progressing 

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.  

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

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.SL.03

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-10.SL.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • point of view -- how the speaker feels about the situation or topic being presented
    • reasoning -- the logic of the speaker as it relates to his ideas; how well the author supports his conclusions
    • rhetoric -- the speaker's use of devices, techniques, or strategies to persuade or influence how the listener or audience thinks acts, or feels about a topic
    • fallacious reasoning -- flawed logic applied to the connection between claims and evidence
    • distorted evidence -- referring to any evidence taken out of context and used in a way the original author did not intend
    • bias -- prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Reasoning Targets

  • I can determine a speaker's point of view: what the speaker's opinions, values, and beliefs are and if the speaker is biased (representing ideas of another person or agency).
  • I can evaluate whether the reasoning of a speaker is logical and legitimate, if the evidence is relevant to the argument.
  • I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose.
  • I can recognize when a speaker introduces distorted evidence and/or fallacious reasoning to his arguments.

Product Targets

  • I can produce written or spoken evidence that reveals my understanding of this standard.

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
Sample Activity
Advanced 

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

-
Proficient

The student

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • 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.
-
Progressing 

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.  

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

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.SL.04

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-10.SL.04 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • Concisely -- to state in as few words as possible (does not mean simplicity).
    • Development -- the examples, ideas, details, and commentary the speaker adds to ensure the ideas are thoroughly expressed.
    • Findings -- conclusions drawn from observations, investigations, experiments or inquiries.
    • Line of reasoning -- the speaker links a series of ideas in a meaningful and clear way; the speaker connect the dots to show how he/she arrived at his/her conclusion.
    • Supporting evidence -- data, information, quotations, examples, or other information the speaker uses to support the claim.

Reasoning Targets

  • I can determine what evidence I need to support my claim and develop my ideas.
  • I can determine what style, format, or approach would be best to deliver my information and findings.

Skills (Performance) Targets

  • I can adjust my message so it is appropriate to purpose, audience, and task.

Product Targets

  • I can deliver a well-developed speech, complete with supporting evidence, that presents information in a clear, concise, and logical manner.
  • I can prepare a presentation with organization, development, substance, and style appropriate to purpose, task, and audience.

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 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.
Sample Activity
Advanced 

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

-
Proficient
  • The student can

    • present information clearly, concisely, and logically.

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

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

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

-
Progressing 

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.


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.SL.05

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-10.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.

Student Learning Targets:

Knowledge Targets

  • I can identify what types of digital media are available to me (PowerPoint, Google Presentation, Prezi, digital images, screen captures, embedded video, audio, mixed media formats, etc.).

Reasoning Targets

  • I can determine what part of my presentation would be clarified and strengthened by the use of media.

Skills (Performance) Targets

  • I can integrate appropriate digital media in a strategic manner to improve my presentation.

Product Targets

  • I can prepare a presentation that effectively integrates digital media to enhance understanding and increase interest.

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 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.
Sample Activity
Advanced 

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

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Proficient
  • The student can

    • present information clearly, concisely, and logically.

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

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

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

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Progressing 

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.


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Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary



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