11th Grade English


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[SL] SPEAKING AND LISTENING

ELA-11.SL.02

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.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.

Student Learning Targets:

Knowledge Targets

  • I can identify various way to check for credibility of sources.
  • I can understand what it means to synthesize information.

Reasoning Targets

  • I can make informed decisions and solve problems using multiple sources of information.
  • I can evaluate the credibility and accuracy of sources, noting any discrepancies. 
  • I can synthesize information from multiple sources, which come from diverse formats and media

Product Targets

  • I can create a project that shows I can integrate multiple sources in order to effectively make informed decisions and solve problems.

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • 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.

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.

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

-
Proficient

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.  

-
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.  

  • 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.

-
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. -

Resources

Websites

Vocabulary


ELA-11.SL.03

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • 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.

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.

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

-
Proficient

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.  

-
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.  

  • 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.

-
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. -

Resources

Websites

Vocabulary


ELA-11.SL.04

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

ELA-11.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 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.

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

  • 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.  

-
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, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.SL.05

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.

Student Learning Targets:

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

Measurement
of Progress

 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.

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

  • 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.  

-
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, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.SL.06

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

ELA-11.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.

Student Learning Targets:

Reasoning Targets

  • I can synthesize comments, claims, and evidence made on all sides of an issue.
  • I can resolve contradictions and determine what additional information or research is needed to complete or deepen the investigation.

Skills (Performance) Targets

  • I can initiate and participate effectively in a range of collaborative discussions.
  • I can come to a discussion prepared, having read and researched material which I will then refer to during the discussion.
  • I can work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
  • I can propel conversations by posing and responding to questions that probe reasoning and evidence. I can respond thoughtfully to diverse comments.
  • I can present information, findings,and supporting evidence, conveying a clear and distinct perspective which is appropriate to the purpose.
  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

  • I can create an effective digital aid in presentations to enhance understanding.

Proficiency Scale

Measurement
of Progress

 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.

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

  • 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.  

-
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, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


[W] WRITING

ELA-11.W.01

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-11.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.

Student Learning Targets:

Knowledge Targets

  • I can define the following vocabulary: claim, counterclaims, reasons, evidence, bias, syntax, style, and tone. 

Reasoning Targets

  • I can construct multiple possible claims and formulate possible counterclaims for each.
  • I can point out the strengths and limitations of each claim and counterclaim and select the most effective claims for an argument.
  • I can use valid reasoning and relevant and sufficient evidence to support a claim.
  • I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.

Skills (Performance) Targets

  • I can maintain a formal style and objective tone, addressing what is most significant for a specific purpose and audience. 
  • I can use varied words, phrases, and clauses to create effective transitions and cohesion.

Product Targets

  • See above knowledge, reasoning, and skills targets.

Proficiency Scale

Measurement of Progress ELA-11.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. Sample Activity
Advanced In addition to proficiency expectations, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficiency

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.
-
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. -

Resources

Websites

Vocabulary


ELA-11.W.02

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Text Types and Purposes

ELA-11.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.

Student Learning Targets:

Knowledge Targets

  • I can identify various techniques that authors use to manage the topic complexity. 
  • I can differentiate between significant supporting details and ineffective evidence.

Reasoning Targets

  • I can support my main topic using sufficient and relevant evidence.
  • I can elaborate on my ideas through descriptive and precise language and appropriate vocabulary.
  • I can organize an informative text through the use of a precise introduction, well developed body paragraphs (including headings, figures, and tables if needed), and a conclusion that supports the information presented.

Skills (Performance) Targets

  • I can maintain a formal style and objective tone by using academic and domain-specific vocabulary appropriate for the specific purpose and audience.
  • I can use varied words, phrases, and clauses to creative effective transitions and cohesion. 
  • I can create a paper that presents a unified idea by introducing a topic; organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • I can 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.
  • I can follow the conventions of standard English.
  • I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Product Targets

  • I can write an informative/explanatory paper incorporating the knowledge, reasoning, and skills targets listed above.

Proficiency Scale

Measurement of Progress ELA W11-12.2 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.  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.

  • 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.
-
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. -

Resources

Websites

Vocabulary


ELA-11.W.03

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. -

Resources

Websites

Vocabulary


ELA-11.W.04

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-11.W.04-.06

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Student Learning Targets:

Product Targets

  • I can develop grade-level appropriate writing.

Proficiency Scale

Measurement of Progress

Production & Distribution  

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

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

The student can

  • produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

 
Progressing

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

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate and revise writing based on collaborative feedback.

  • recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

However, the student 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. -

Resources

Websites

Vocabulary


ELA-11.W.05

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-11.W.04-.06

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Student Learning Targets:

Product Targets

  • I can develop grade-level appropriate writing.

Proficiency Scale

Measurement of Progress

Production & Distribution  

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

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

The student can

  • produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

 
Progressing

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

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate and revise writing based on collaborative feedback.

  • recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

However, the student 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. -

Resources

Websites

Vocabulary



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