12th Grade English


[RI] Reading Information

ELA-12.RI.01

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-12.RI.01 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.

Student Learning Targets:

Knowledge Targets

  • I can explain textual evidence.
  • I can describe and identify ambiguity.

Reasoning Targets

  • I can analyze explicit ideas in a text.
  • I can support my inferences with textual evidence, and I understand how much evidence is need to support a claim.

Skills (Performance) Targets

  • I can cite strong, thorough, explicit textual evidence.
  • I can draw inferences from a text.
  • I can determine where text leaves matters uncertain.
  • I can determine the difference between directly stated information and making inferences.
  • I can determine the difference between strong evidence and insufficient or unreliable details.

Product Targets

  • I can construct a position, complete with textual evidence, for my perspective regarding a piece or pieces of informational text.
Rubric - Resources

PASTE

Proficiency Scale

Measurement

of Progress

Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
  • RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
  • RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.
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 structure and development.

-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.

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

    • analyzing the structure of the text and how the author develops individuals, events, and ideas.

  • moves beyond summary to analysis.     

-
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.

The student

  • objectively 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, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.

-
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-12.RI.02

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-12.RI.02 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.

Student Learning Targets:

Knowledge Targets

  • I can define central idea.
  • I can define objective summary and understand the key ideas that constitute a summary.

Reasoning Targets 

  • I can analyze how ideas interact and build to support a complex analysis.
  • I can analyze how specific details support the central idea.

Skills (Performance) Targets

  • I can determine two or more central ideas.
  • I can present an objective summary.

Product Targets

Rubric - Resources

 

Proficiency Scale

Measurement

of Progress

Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
  • RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
  • RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.
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 structure and development.

-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.

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

    • analyzing the structure of the text and how the author develops individuals, events, and ideas.

  • moves beyond summary to analysis.     

-
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.

The student

  • objectively 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, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.

-
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-12.RI.03

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-12.RI.03 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.

Student Learning Targets:

Knowledge Targets

  • I can define text structure as the way an author organizes his/her information (cause/effect, problem/solution, persuasive, etc.)
  • I can identify text structure within informational text.

Reasoning Targets

  • I can analyze a complex set of ideas or events through the sequencing of ideas and/or events and/or text structure. 
  • I can analyze connections drawn between the author's ideas and how those ideas are developed through the sequencing and/or structure (e.g., cause and effect, prioritizing, point by point). I can analyze the author's techniques for advancing ideas or events.  

  • I can analyze the sequence and/or structure of the text and its effect on meaning.

  • I can analyze how specific text components interact and evolve as the text progresses.

  • I can examine how an author builds an opinion or a study with key ideas, paying close attention to how the ideas are introduced, sequenced, and developed.

Skills (Performance) Targets

  • I can explain the interaction of specific individuals, ideas, or events.

Product Targets

Rubric - Resources

 

Proficiency Scale

Measurement

of Progress

Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
  • RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
  • RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.
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 structure and development.

-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.

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

    • analyzing the structure of the text and how the author develops individuals, events, and ideas.

  • moves beyond summary to analysis.     

-
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.

The student

  • objectively 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, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.

-
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-12.RI.04

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

Student Learning Targets:

Knowledge Targets

  • I can define and explain figurative meaning,
  • I can define and explain connotative meaning compared to denotative.
  • I can define and explain technical meaning.

Reasoning Targets

  • I can analyze how an author refines meaning of key terms through the course of a text.
  • I can analyze the impact of specific word choices on meaning and tone.
  • I can analyze how word choice and phrasing shapes a text.

Skills (Performance) Targets

  • I can review and understand words in context.
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can recognize common roots and use them to make meaning.

Product Targets

Rubric - Resources

PASTE

Proficiency Scale

Measurement

of Progress

Craft & Structure

  • RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.
  • RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.
  • RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
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, connotative, and technical meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
  • determines author’s point of view or purpose and possible biases.
  • analyzes effectiveness of style, content, and presentation.
-
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.

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 informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.
-
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-12.RI.05

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.05 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

Student Learning Targets:

Knowledge Targets

  • I can identify the different types of text structure: compare/contrast, problem/solution, cause/effect, description, chronological, argument/support.
  • I can distinguish between exposition and argument. 
  • I can identify the structural elements of a paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Reasoning Targets

  • I can evaluate the author's specific choices in text structure.
  • I can explain how the manipulation of sentences, paragraphs, sections, and chapters all contribute to text structure.
  • I can analyze the effectiveness of a text structure in supporting the author's purpose (exposition or argument).
  • I can evaluate whether the text structure aids in making points clear, convincing and engaging, and I can support my stance with specific examples.
  • I can analyze whether the text structure is effective in supporting an author's idea or claim.

Skills (Performance) Targets

Product Targets

Rubric - Resources

PASTE

Proficiency Scale

Measurement

of Progress

Craft & Structure

  • RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.
  • RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.
  • RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
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, connotative, and technical meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
  • determines author’s point of view or purpose and possible biases.
  • analyzes effectiveness of style, content, and presentation.
-
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.

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 informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.
-
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-12.RI.06

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.06 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

Student Learning Targets:

Knowledge Targets

  • I can define point of view.
  • I can define rhetoric.
  • I can define various rhetorical devices (e.g., alliteration, allusion, analogy, anaphora, antithesis, apostrophe, asyndeton/polysyndeton, chiasmus, hyperbole/understatement, metaphor, oxymoron, parallelism, rhetorical question, simile, etc.)

Reasoning Targets

  • I can analyze how an author uses rhetoric to advance the point or purpose.
  • I can analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
  • I can compare and contrast the point of view from different works that focus on the same topic. 
  • I can analyze how style, content, and voice contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

  • I can determine an author's point of view or purpose in a text.
  • I can identify effective rhetoric and explain what makes it effective.
  • I can prepare for a discussion on rhetorical analysis.

Product Targets

  • I can write a rhetorical analysis or contribute to a meaningful discussion that provides evidence of my knowledge regarding how style contributes to meaning and/or beauty. 
Rubric - Resources

 

Proficiency Scale

Measurement

of Progress

Craft & Structure

  • RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.
  • RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.
  • RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
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, connotative, and technical meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
  • determines author’s point of view or purpose and possible biases.
  • analyzes effectiveness of style, content, and presentation.
-
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.

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 informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.
-
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-12.RI.07

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

ELA-12.RI.07 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

Student Learning Targets:

Knowledge Targets

  • I can define various formats of information (e.g., visual, quantitative, text).

Reasoning Targets

  • I can evaluate multiple sources in difference media or formats to find quality information in order to answer a question or solve a problem.
  • I can analyze each source of information checking for relevance and reliability.
  • I can answer or solve the question or problem, citing and synthesizing information from multiple sources.

Skills (Performance) Targets

  • I can formulate a driving question or problem that demands research.
  • I can select appropriate source material to use to answer a question or solve a problem. 
  • I can develop organizational strategies (e.g., note taking, comparison charts, Venn Diagrams, thinking maps) to integrate multiple sources of information.
  • I can integrate and present information from multiple sources to address a question or solve a problem.

Product Targets

  • I can write a research paper, complete with cited and synthesized sources and a works cited page.
  • I can create a presentation that answers a question or solves a problem by synthesizing various credible sources.
Rubric - Resources

 

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

  • RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.
  • RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.
  • RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.
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

  • when addressing a question or solving a problem,

    • evaluate multiple sources in different media or formats

    • choose details that offer the best support.

    • integrate reliable information within writing and speaking.

  • assess the logic or rationale in key foundational documents.

  • delineate and evaluate the reasoning and persuasive techniques within a text

  • analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

-
Progressing

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

  • evaluates, chooses, and integrates reliable information within writing and speaking.

  • identifies logic or rationale in various documents.

  • identifies reasoning and persuasive techniques.

  • determines themes, purposes, and rhetorical features.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

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-12.RI.08

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

ELA-12.RI.08 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

Student Learning Targets:

Knowledge Targets

  • I can list facts and details from informational texts.
  • I can define delineate.
  • I can define seminal.
  • I can define advocacy as the act of influencing decision makers and promoting changes to laws and other government policies to advance the mission of a particular organization or group of people.

Reasoning Targets

  • I can evaluate speaker's objectivity.
  • I can follow and articulate the line of reasoning found within influential U.S. texts.
  • I can evaluate reasoning in seminal U.S. texts.
  • I can explain the premise, purpose, and argument in works of public advocacy.
  • I can evaluate the premise, purpose, and argument in works of public advocacy.
  • I can determine how the constitution principles (checks and balances, limited government, separation of powers ...) are applied within a text.
  • I can consider the use of legal reasoning within important documents (What is being debated? What legal rule governs this issue? How can this rule be applied to the facts? What is the outcome?).
  • I can explain the author's purpose and argument.

Skills (Performance) Targets

  • I can outline the reasons supporting an argument.
  • I can explain legal reasoning.

Product Targets

 

 

Rubric - Resources

 

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

  • RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.
  • RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.
  • RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.
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

  • when addressing a question or solving a problem,

    • evaluate multiple sources in different media or formats

    • choose details that offer the best support.

    • integrate reliable information within writing and speaking.

  • assess the logic or rationale in key foundational documents.

  • delineate and evaluate the reasoning and persuasive techniques within a text

  • analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

-
Progressing

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

  • evaluates, chooses, and integrates reliable information within writing and speaking.

  • identifies logic or rationale in various documents.

  • identifies reasoning and persuasive techniques.

  • determines themes, purposes, and rhetorical features.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

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-12.RI.09

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

ELA-12.RI.09 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

Student Learning Targets:

 

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

  • RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.
  • RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.
  • RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.
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

  • when addressing a question or solving a problem,

    • evaluate multiple sources in different media or formats

    • choose details that offer the best support.

    • integrate reliable information within writing and speaking.

  • assess the logic or rationale in key foundational documents.

  • delineate and evaluate the reasoning and persuasive techniques within a text

  • analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

-
Progressing

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

  • evaluates, chooses, and integrates reliable information within writing and speaking.

  • identifies logic or rationale in various documents.

  • identifies reasoning and persuasive techniques.

  • determines themes, purposes, and rhetorical features.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

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