12th Grade English


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ELA-12.L.01

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

ELA-12.L.01 L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

 Conventions of Standard English

  • L.1 and L.2 -- Within the context of authentic English writing and speaking, demonstrate command of grammar and usage as well as conventions of standard English capitalization, punctuation, and spelling.

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.

  •   Uses language and punctuation purposefully to enhance meaning and/or tone of work.
-
Proficient

The student

  • demonstrates command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

    • Reinforcement of previously practiced conventions:

      • Punctuation: commas, dashes, colons, semicolons, hyphens, brackets, ellipses, parentheses.

      • Usage: subject-verb agreement, pronoun-antecedent agreement, frequently confused words, conjunctive adverbs, consistency in verb tense and voice, parallel structure.

      • Phrases and clauses: various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb) to convey specific meaning and add variety, dangling and misplaced modifiers.

  • resolves matters of usage.

-
Progressing

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

  • demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

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.L.01a

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA-12.L.01a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Student Learning Targets:

Knowledge Targets

  • I can recognize that usage changes over time.

Reasoning Targets

  • I can consult relevant references as needed.

Skills (Performance) Targets

  • I can demonstrate proper usage of the conventions of standard English.

Product Targets

  • I can
  • I can
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.01b

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA-12.L.01b Resolve issues of complex or contested usage, consulting references (e.g., Merriam- Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Student Learning Targets:

Knowledge Targets

  • I can recognize that usage changes over time.

Reasoning Targets

  • I can consult relevant references as needed.

Skills (Performance) Targets

  • I can demonstrate proper usage of the conventions of standard English.

Product Targets

  • I can
  • I can
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.02

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

ELA-12.L.02 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Student Learning Targets:

Knowledge Targets

  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can use correct capitalization in my writing.
  • I can use punctuation marks correctly.

Product Targets

  • I can model grade-appropriate mechanics and usage; i.e. Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe; Usage: homonyms, spelling strategies.

Proficiency Scale

Measurement
of Progress

 Conventions of Standard English

  • L.1 and L.2 -- Within the context of authentic English writing and speaking, demonstrate command of grammar and usage as well as conventions of standard English capitalization, punctuation, and spelling.

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.

  •   Uses language and punctuation purposefully to enhance meaning and/or tone of work.
-
Proficient

The student

  • demonstrates command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

    • Reinforcement of previously practiced conventions:

      • Punctuation: commas, dashes, colons, semicolons, hyphens, brackets, ellipses, parentheses.

      • Usage: subject-verb agreement, pronoun-antecedent agreement, frequently confused words, conjunctive adverbs, consistency in verb tense and voice, parallel structure.

      • Phrases and clauses: various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb) to convey specific meaning and add variety, dangling and misplaced modifiers.

  • resolves matters of usage.

-
Progressing

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

  • demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

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.L.02a

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELA-12.L.02a Observe hyphenation conventions.

Student Learning Targets:

Knowledge Targets

  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can
  • I can 

Skills (Performance) Targets

  • I can use correct capitalization in my writing.
  • I can use punctuation marks correctly.

Product Targets

  • I can model grade-appropriate mechanics and usage; i.e. Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe; Usage: homonyms, spelling strategies.

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.02b

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELA-12.L.02b Spell correctly.

Student Learning Targets:

Knowledge Targets

  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can
  • I can 

Skills (Performance) Targets

  • I can use correct capitalization in my writing.
  • I can use punctuation marks correctly.

Product Targets

  • I can model grade-appropriate mechanics and usage; i.e. Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe; Usage: homonyms, spelling strategies.

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.03

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

ELA-12.L.03 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • a. Maintain consistency in style and tone.
  • b. Vary syntax for effect.
  • c. Apply an understanding of syntax to the study of complex texts when reading.
  • d. Use verbs in the active and passive voice to achieve particular effects (e.g., emphasizing the actor or the action).

Student Learning Targets:

Knowledge Targets

  • I can understand figurative language, word relationships, and nuances in word meaning.
  • I can identify and write complete sentences.
  • I can identify and understand the importance of varied sentence structure.
  • I recognize when my subjects and verbs don't agree.
  • I recognize when my pronouns and antecedents don't agree.

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 use a variety of sentence structures.
  • I can use a consistent point of view in writing.
  • I can improve my word choice/vocabulary.
  • I can apply peer feedback to improve my composition.
  • I can implement correct verb tense in writing.
  • I use correct punctuation.

Product Targets

  • I can create a text that uses vivid word choice appropriate for the purpose.
  • I can produce a final draft that has been self/peer-edited and revised.

Proficiency Scale

Measurement
of Progress

Knowledge of Language

  • L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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.

  • Uses language and punctuation purposefully to enhance meaning and/or tone of work.
-
Proficient

The student

  • identifies how language functions in different contexts.
  • analyzes context of various texts and determines how language choice affects meaning, style, and comprehension.
  • when writing, maintains consistency in style and tone, applies varied syntax for effect, and uses active and passive voice to achieve a specific effect.
-
Progressing

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

  • identifies regular and irregular syntax, active and passive voice.
  • recognizes that language choice affects meaning, style, and comprehension.

  • recognizes or recalls specific terminology that relates to knowledge of language, such as style, syntax, tone, and voice (passive and active).

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.L.03a

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ELA-12.L.03a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Student Learning Targets:

Knowledge Targets

  • I can understand figurative language, word relationships, and nuances in word meaning.
  • I can identify and write complete sentences.
  • I can identify and understand the importance of varied sentence structure.
  • I recognize when my subjects and verbs don't agree.
  • I recognize when my pronouns and antecedents don't agree.

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 use a variety of sentence structures.
  • I can use a consistent point of view in writing.
  • I can improve my word choice/vocabulary.
  • I can apply peer feedback to improve my composition.
  • I can implement correct verb tense in writing.
  • I use correct punctuation.

Product Targets

  • I can create a text that uses vivid word choice appropriate for the purpose.
  • I can produce a final draft that has been self/peer-edited and revised.

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.04

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-12.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

  • a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  • b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
  • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Student Learning Targets:

Knowledge Targets

  • I can define synonyms and antonyms are and how to use them to make meaning.

Reasoning Targets

  • I can analyze prefix/suffixes and use them to make meaning .

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources (e.g. List above.)
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 Vocabulary Acquisition and Use

  • L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
  • L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
  • L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]
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

  • uses context clues to determine the meaning of a word or a phrase.
  • identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

  • consults reference materials for guidance in how to use, speak, or better understand a given word.

  • interprets figures of speech and analyzes their overall role in the text.

  • analyzes how certain words and phrases that have similar denotations can carry different nuances.

  • independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

-
Progressing

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

  • uses context clues to determine the meaning of a word or a phrase

  • identifies how words change when used in different ways.

  • consults reference materials for guidance in how to better understand a given word.

  • defines and identifies various forms of figurative language.

  • recognizes the difference between denotative and connotative meanings.

  • consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

  • recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

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.L.04a

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

ELA-12.L.04a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Student Learning Targets:

Knowledge Targets

  • I can define synonyms and antonyms are and how to use them to make meaning.

Reasoning Targets

  • I can analyze prefix/suffixes and use them to make meaning .

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources (e.g. List above.)
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.04b

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

ELA-12.L.04b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Student Learning Targets:

Knowledge Targets

  • I can define synonyms and antonyms are and how to use them to make meaning.

Reasoning Targets

  • I can analyze prefix/suffixes and use them to make meaning .

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources (e.g. List above.)
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.04c

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

ELA-12.L.04c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Student Learning Targets:

Knowledge Targets

  • I can define synonyms and antonyms are and how to use them to make meaning.

Reasoning Targets

  • I can analyze prefix/suffixes and use them to make meaning .

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources (e.g. List above.)
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.04d

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

ELA-12.L.04d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Student Learning Targets:

Knowledge Targets

  • I can define synonyms and antonyms are and how to use them to make meaning.

Reasoning Targets

  • I can analyze prefix/suffixes and use them to make meaning .

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources (e.g. List above.)
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 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. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 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 (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-12.L.05

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-12.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11–12 reading and content.

  • a. Interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) in context and analyze their role in the text.
  • b. Analyze nuances in the meaning of words with similar denotations

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.
  • I can identify and define sound devices.
  • I can identify the elements of a novel.
  • I can recognize the elements of a short story.
  • I can recognize the significance and effects of foreshadowing and flashbacks.
  • I can recognize different forms of literature.
  • I can identify the meaning of words by using context clues.
  • I can recognize unfamiliar vocabulary from reading.
  • I can define vocabulary terms to enhance the reading experience.
  • I can list familiar vocabulary terms.
  • I can identify word origins and syntax. (suffixes and prefixes)

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.

Skills (Performance) Targets

  • I can demonstrate the use of figurative language and sound devices.
  • I can analyze and implement poetic license.
  • I can read different forms of literature.
  • I can investigate significant historical backgrounds to enhance literary understanding.
  • I can listen to and model the correct pronunciation of vocabulary terms.
  • I can investigate the use of vocabulary to enhance the reading experience.
  • I can use prior knowledge to define unfamiliar vocabulary.
  • I can utilize word origins and syntax to define unfamiliar terms.

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 Vocabulary Acquisition and Use

  • L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
  • L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
  • L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]
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

  • uses context clues to determine the meaning of a word or a phrase.
  • identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

  • consults reference materials for guidance in how to use, speak, or better understand a given word.

  • interprets figures of speech and analyzes their overall role in the text.

  • analyzes how certain words and phrases that have similar denotations can carry different nuances.

  • independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

-
Progressing

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

  • uses context clues to determine the meaning of a word or a phrase

  • identifies how words change when used in different ways.

  • consults reference materials for guidance in how to better understand a given word.

  • defines and identifies various forms of figurative language.

  • recognizes the difference between denotative and connotative meanings.

  • consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

  • recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

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.L.06

12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

ELA-12.L.06 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the grade-appropriate level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

 Vocabulary Acquisition and Use

  • L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
  • L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
  • L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]
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

  • uses context clues to determine the meaning of a word or a phrase.
  • identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

  • consults reference materials for guidance in how to use, speak, or better understand a given word.

  • interprets figures of speech and analyzes their overall role in the text.

  • analyzes how certain words and phrases that have similar denotations can carry different nuances.

  • independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

-
Progressing

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

  • uses context clues to determine the meaning of a word or a phrase

  • identifies how words change when used in different ways.

  • consults reference materials for guidance in how to better understand a given word.

  • defines and identifies various forms of figurative language.

  • recognizes the difference between denotative and connotative meanings.

  • consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

  • recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

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.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


ELA-12.RL.01

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

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

Student Learning Targets:

Reasoning Targets

  • I can cite strong, thorough, explicit textual evidence.
  • I can analyze explicit ideas in text. 
  • I can draw inferences from the text.

Knowledge Targets

  • I can determine the difference between directly stated information and making inferences.
  • I can explain textual evidence.
  • I can describe and identify ambiguity.
  • I can define objective.
  • I can explain what a summary is.

Skills (Performance) Targets

  • I can cite strong, thorough, explicit textual evidence.
  • I can determine where text leaves matters uncertain. 
  • I can write a summary that includes key ideas and details.

Product Targets

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

 

Proficiency Scale

Measurement

of Progress

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

  • RL 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what texts says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary.
  • RL 11-12.2 Determine and analyze themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
  • RL 11-12.3 Analyze how and why multiple characters and literary elements (symbolism, mood, setting, etc.) develop and interact over the course of a text and how they advance the plot and/or theme(s).
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

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

  • 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:

    • Explicit, implicit, inference, ambiguity, textual evidence, setting, plot, characterization, symbolism, mood, theme vs. central idea and topic, analysis, summary.

-
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.RL.02

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

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

Student Learning Targets:

Knowledge Targets

  • I can define and determine theme.
  • I can understand that themes are universal truths that run throughout a piece of literature.
  • I can define summary, paraphrase, and objective.

Reasoning Targets

  • I can analyze themes as they relate to a specific story and its characters.
  • I can analyze how specific details shape the development of the theme(s).
  • I can interpret how themes in fictional writing relate to the real world.
  • I can question, predict, infer, connect, relate, and evaluate literature.

Skills (Performance) Targets

  • I can differentiate between theme and plot.
  • I can provide an objective summary.

Product Targets

  • I can write a literary analysis essay that supports how theme is developed throughout the text and/or I can contribute to class discussion in a way that shows my understanding of theme. 
  • I can respond to literature and support my response.
Rubric - Resources

PASTE

Proficiency Scale

Measurement

of Progress

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

  • RL 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what texts says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary..
  • RL 11-12.2 Determine and analyze themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
  • RL 11-12.3 Analyze how and why multiple characters and literary elements (symbolism, mood, setting, etc.) develop and interact over the course of a text and how they advance the plot and/or theme(s).
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

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

  • 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:

    • Explicit, implicit, inference, ambiguity, textual evidence, setting, plot, characterization, symbolism, mood, theme vs. central idea and topic, analysis, summary.

-
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.RL.03

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

ELA-12.RL.03 Analyze how and why multiple characters and literary elements (symbolism, mood, setting, etc.) develop and interact over the course of a text and how they advance the plot and/or theme(s).

Student Learning Targets:

Knowledge Targets

  • I can define and describe setting.
  • I can identify major components of plot.
  • I can define and explain characterization.

Reasoning Targets

  • I can analyze how setting affects the story and how it contributes to the meaning of the work.
  • I can analyze the impact of the sequence of events.
  • I can analyze how characters are introduced and developed.
  • I can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Skills (Performance) Targets

Product Targets

  • I can write a literary analysis essay that supports how setting, elements of plot, or characters contribute to the meaning of a work, and/or I can contribute to class discussion in a way that shows my understanding of how the development of setting, plot, and characters effect literature.
Rubric - Resources

PASTE

Proficiency Scale

Measurement

of Progress

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

  • RL 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what texts says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary..
  • RL 11-12.2 Determine and analyze themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
  • RL 11-12.3 Analyze how and why multiple characters and literary elements (symbolism, mood, setting, etc.) develop and interact over the course of a text and how they advance the plot and/or theme(s).
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

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

  • 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:

    • Explicit, implicit, inference, ambiguity, textual evidence, setting, plot, characterization, symbolism, mood, theme vs. central idea and topic, analysis, summary.

-
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.RL.04

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-12.RL.04 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

Student Learning Targets:

Knowledge Targets

  • I can define and determine mood/tone in different genres of literature.
  • I can explain the difference between connotation and denotation.
  • I can understand figurative language, word relationships, and nuances in word meaning.

Reasoning Targets

  • I can insightfully analyze the author's use of figurative language and how it affects the meaning of the text.
  • I can provide extensive textual support for the analysis.
  • I can analyze the impact of specific word choices on meaning and tone.
  • I can analyze how style, word choice, and voice contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

  • I can recognize figurative language.
  • I can determine the meaning of words and phrases used in the text.

Product Targets 

  • I can write a literary analysis essay that supports how diction and syntax contribute to the meaning of a work, and/or I can contribute to class discussion in a way that shows my understanding of how the diction and syntax effect literature.
Rubric - Resources

PASTE

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE

  • RL 11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

  • RL 11-12.5 Analyze how an author's choices about structuring and relating different elements in the text (e.g., use of epilogues, prologues, acts, scenes, chapters, stanzas) contribute to meaning and aesthetic impact.

  • RL 11-12.6 Determine purpose or point of view by distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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.

The student

  • insightfully analyzes meaning and impact of words and phrases and the effects of an author’s choices in structuring a text

  • thoroughly analyzes author’s point of view, cultural experience, and subtext.

  • connects study of literature, its craft and structure, and applies it to his/her own writing.

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

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 meaning and tone of the text.

  • 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.

  • analyze point of view, recognizing when and why an author says one thing but means another.

-
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

  • Identifies 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.

  • recognizes or recalls specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, prologue, epilogue, stanza, aesthetic.
-
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.RL.05

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-12.RL.05 Analyze how an author's choices about structuring and relating different elements in the text (e.g., use of epilogues, prologues, acts, scenes, chapters, stanzas) contribute to meaning and aesthetic impact.

Student Learning Targets:

Knowledge Targets

  • I can define structure as how a story is organized.
  • I can explain the different structural choices authors have when writing (e.g., subplot, parallel plot, flashback, foreshadowing, in medias res, sequence, multiple narrators).
  • I can define comic resolution.
  • I can define tragic resolution.
  • I can define aesthetic.

Reasoning Targets

  • I can insightfully analyze the author's structure and explain how this structure contributes to overall meaning.
  • I can analyze how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • I can compare and contrast differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  • I can analyze how style and structure contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

Product Targets

  • I can write a literary analysis essay that supports how structural choices contribute to the meaning of a work, and/or I can contribute to class discussion in a way that shows my understanding of how the author's structure complements meaning.
Rubric - Resources

 

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE

  • RL 11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

  • RL 11-12.5 Analyze how an author's choices about structuring and relating different elements in the text (e.g., use of epilogues, prologues, acts, scenes, chapters, stanzas) contribute to meaning and aesthetic impact.

  • RL 11-12.6 Determine purpose or point of view by distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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.

The student

  • insightfully analyzes meaning and impact of words and phrases and the effects of an author’s choices in structuring a text

  • thoroughly analyzes author’s point of view, cultural experience, and subtext.

  • connects study of literature, its craft and structure, and applies it to his/her own writing.

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

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 meaning and tone of the text.

  • 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.

  • analyze point of view, recognizing when and why an author says one thing but means another.

-
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

  • Identifies 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.

  • recognizes or recalls specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, prologue, epilogue, stanza, aesthetic.
-
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.RL.06

12th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-12.RL.06 Determine purpose or point of view by distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Student Learning Targets:

Knowledge Targets

  • I can understand the use of language, form, and devices, such as satire, to reveal author's intent.
  • I can determine an author’s point of view or purpose in a text.
  • I can identify who is telling the story at various points in a text.
  • I can define satire, sarcasm, irony, hyperbole, understatement.
  • I can define and detect an unreliable narrator.

Reasoning Targets

  • I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point or purpose.
  • 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 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 which different stories are narrated, including the difference between first- and third-person narrations, omniscient and limited.

Skills (Performance) Targets

  • I can distinguish between what is directly stated and what is meant.
  • I can distinguish among satiric, sarcastic, ironic, and understated points of view.

Product Targets

Rubric - Resources

 

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE

  • RL 11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

  • RL 11-12.5 Analyze how an author's choices about structuring and relating different elements in the text (e.g., use of epilogues, prologues, acts, scenes, chapters, stanzas) contribute to meaning and aesthetic impact.

  • RL 11-12.6 Determine purpose or point of view by distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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.

The student

  • insightfully analyzes meaning and impact of words and phrases and the effects of an author’s choices in structuring a text

  • thoroughly analyzes author’s point of view, cultural experience, and subtext.

  • connects study of literature, its craft and structure, and applies it to his/her own writing.

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

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 meaning and tone of the text.

  • 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.

  • analyze point of view, recognizing when and why an author says one thing but means another.

-
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

  • Identifies 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.

  • recognizes or recalls specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, prologue, epilogue, stanza, aesthetic.
-
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.RL.07

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

ELA-12.RL.07 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the material.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

Rubric - Resources

PASTE

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas

RL 11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the material.

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

Sample Activity
Advanced   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

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

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

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

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

-
Progressing

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

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

  • identifies cultural or historical influences within literature.

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

-
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.RL.09

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

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

 

Rubric - Resources

 

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas

RL 11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the material.

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

Sample Activity
Advanced   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

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

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

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

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

-
Progressing

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

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

  • identifies cultural or historical influences within literature.

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

-
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.SL.01

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

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

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Student Learning Targets:

Knowledge Targets

  • I can recognize when further evidence needs to be offered to support a point.

Reasoning Targets

  • I can refer to evidence from texts in order to be part of a thoughtful exchange of ideas.
  • I can provide evidence and offer solid reasoning while participating in a discussion.
  • I can clarify, verify, or challenge ideas and conclusions.
  • 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 participate in a range of collaborative discussions.
  • I can prepare for a discussion by reading and researching.
  • I can work with peers to promote civil, democratic discussions and decision-making.
  • I can set clear goals and deadlines and establish individual roles as needed.
  • I can move conversations forward by asking and responding to questions.
  • I can ensure a full discussion on a topic by presenting information, findings,and supporting evidence, conveying a clear and distinct perspective which is appropriate to the purpose.
  • I can comment respectfully on other people's ideas.
  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Target

  • 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-12.SL.02

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

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

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-12.SL.03

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

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

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-12.SL.04

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

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

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-12.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-12.SL.06

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

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

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


ELA-12.W.01

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

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

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

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

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

d. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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

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

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

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-12.W.02

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

ELA-12.W.02 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content for a variety of purposes, audiences, and contexts.

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

b. Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

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

d. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

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

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

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

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

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-12.W.03

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

ELA-12.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.12.3 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.

  • 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.
  • 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).
  • Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
  • 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-12.W.04

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-12.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-12.W.05

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-12.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-12.W.06

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-12.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-12.W.07

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-12.W.07-.09 

  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

Student Learning Targets:

Knowledge Targets

  • I can understand the connection between a research question and a thesis statement.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop a research question that will direct my paper's focus.

 

Proficiency Scale

Measurement of Progress  Research to Build and Present Knowledge: ELA-12.W.07-.09 
  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

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   

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • develop questions that drive research and focus.

  • limit or extend the scope of inquiry as needed.

  • use advanced searches effectively.

  • assess usefulness of sources in terms of task, purpose, and audience.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • synthesize multiple sources about the topic, avoiding overreliance on any one source.

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes, organizes, and tracks the sources of information.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

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.W.08

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-12.W.07-.09 

  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

Student Learning Targets:

Knowledge Targets

  • I can understand the connection between a research question and a thesis statement.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop a research question that will direct my paper's focus .

 

Proficiency Scale

Measurement of Progress  Research to Build and Present Knowledge: ELA-12.W.07-.09 
  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

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   

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • develop questions that drive research and focus.

  • limit or extend the scope of inquiry as needed.

  • use advanced searches effectively.

  • assess usefulness of sources in terms of task, purpose, and audience.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • synthesize multiple sources about the topic, avoiding overreliance on any one source.

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes, organizes, and tracks the sources of information.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

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.W.09

12th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-12.W.07-.09 

  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

Student Learning Targets:

Knowledge Targets

  • I can understand the connection between a research question and a thesis statement.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop a research question that will direct my paper's focus .

 

Proficiency Scale

Measurement of Progress  Research to Build and Present Knowledge: ELA-12.W.07-.09 
  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

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   

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • develop questions that drive research and focus.

  • limit or extend the scope of inquiry as needed.

  • use advanced searches effectively.

  • assess usefulness of sources in terms of task, purpose, and audience.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • synthesize multiple sources about the topic, avoiding overreliance on any one source.

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes, organizes, and tracks the sources of information.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

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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