12th Grade English


ALL

Page: (Previous)   1  2  3  4  5
  ALL

E

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



Page: (Previous)   1  2  3  4  5
  ALL