Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Claims
Sections of Text
|
4 - Write (Arguments to support claims)
3 - Use (Valid reasoning)
3 - Use (Relevant and sufficient evidence)
1 - Introduce (Precise, knowledgeable claim[s] [a])
3 - Establish (Significance of claim[s] [a])
2 - Distinguish (Claims from alternate or opposing claims [a])
3 - Create (Organization that sequences claims, counterclaims, reasons, evidence [a])
3 - Develop (Claims and counterclaims [b])
3 - Supply (Relevant evidence [b])
2 - Point out (Strengths, limitations [b])
4 - Anticipate (Audience knowledge level, concerns, values, possible biases[b])
2 - Use (Words, phrases, clauses, and varied syntax [c])
6 - Create (Cohesion [d])
2 - Clarify (Relationships between claim[s] and reasons [c])
2 - Clarify (Between reasons and evidence [c])
2 - Clarify (Between claim[s] and counterclaims [c])
3 - Establish (Formal style and objective tone [d])
3 - Maintain ( (Formal style and objective tone [d])
1 - Follow [attend to] (Norms and conventions [d])
1 - Provide (Concluding statement or section [e])
|
4 - I can write arguments to support claims in an analysis of substantive topics or texts.
3 - I can use valid reasoning when writing arguments.
3 - I can use relevant and sufficient evidence when writing arguments.
3 - I can use relevant and sufficient evidence when writing arguments.
1 - I can introduce precise, knowledgeable claim(s). [a]
3 - I can establish significance of a claim. [a]
2 - I can distinguish claims from alternate or opposing claims. [a]
3 - I can create organization that logically sequences claims, counterclaims, reasons, evidence. [a]
3 - I can develop claims and counterclaims fairly and thoroughly. [b]
3 - I can supply most relevant evidence for claims. [b]
2 - I can point out strengths and limitations of a claim. [b]
4 - I can anticipate audience knowledge level, concerns, values, possible biases. [b]
2 - I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text. [c]
6 - I can create cohesion when writing arguments. [c]
2 - I can clarify the relationships between claim(s) and reasons. [c]
2 - I can clarify between reasons and evidence. [c]
2 - I can clarify between claim(s) and counterclaims. [c]
3 - I can establish a formal style and objective tone when writing. [d]
3 - I can maintain a formal style and objective tone when writing. [d]
1 - I can follow (attend to) the norms and conventions of the discipline in which they are writing.
1 - I can provide a concluding statement or section that follows from and supports the argument presented. [e]
|
A. Substantive topics reflect thoughtful interaction and further develops thinking skills.
B. An argument is a connected series of statements intended to establish a definite proposition by supporting evidence.
C. Credibility, accuracy and relevance of sources makes for strong argument.
D. Some evidence may be written by writers with hidden agendas.
E. Choosing words carefully makes ideas join cohesively and promotes clarity.
F. Formal writing must stand on its own, conveying the author's thesis clearly through words alone. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
G. English writing requires writers to say what they will say, say it and state what was said in summation.
|
A.1 How can I tell if a topic or text is substantive?
B.1 What is an argument? How does one know if an argument is sound?
C.1 Why must writers carefully check sources?
D.1 Why choose words carefully? How powerful can words be?
E.1 How do I know if writing is too informal?
F.1 Why might formal writing be difficult to write but very easy to read?
G.1 Why include a concluding statement?
|
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Content
Topic
Major sections of text
|
3 - Write (Informative/explanatory texts)
2 - Select (Content)
4 - Organize (Content)
4 - Analyze (Content)
1 - Introduce (Topic [a])
4 - Organize (Complex ideas, concepts, and information [a])
2 - Include [Use] (Formatting, graphics, and multimedia [a])
3 - Develop (Topic [b])
2 - Select (Most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples [b])
3 - Use (Appropriate and varied transitions and syntax [c])
6 - Create (Cohesion [c])
6 - Clarify (Relationships [c])
3 - Use (Precise language, domain-specific vocabulary, and techniques [d])
6 - Manage [Assemble] (Complexity of a topic [d])
1 - Establish (Formal style and objective tone [e])
1 - Maintain (Formal style and objective tone [e])
6 - Provide (concluding statement [f])
|
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through effective selection.
2 - I can select content while writing informative/explanatory text.
2 - I can organize content while writing informative/explanatory text.
2 - I can analyze content while writing informative/explanatory text.
1 - I can introduce a topic. [a]
4 - I can organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole text. [a]
3 - I can include [use] formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [a]
3 - I can develop the topic thoroughly appropriate to the audience’s knowledge of the topic. [b]
2 - I can select the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [b]
3 - I can use appropriate and varied transitions and syntax to link the major sections of the text. [c]
3 - I can create cohesion within written text. [c]
2 - I can clarify the relationships among complex ideas and concepts. [c]
3 - I can use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. [d]
6 - I can manage the complexity of topic using precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy. [d]
1 - I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [e]
6 - I can provide a concluding statement or section that follows from and supports the information or explanation presented. [f]
|
A. Relevance can be supported by elaborating through using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas.
B. Readers expect to find quality solutions when reading explanatory texts.
C. Readers want to quickly reach the main points.
D. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
E. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
F. Domain vocabulary sources and thesauruses help writers convey precise explanations.
G. Formal writing is so clear the reader needs no further explanation.
H. Conclusions provide readers a final thought or spur further research.
|
A.1 How do I decide what is relevant content?
B.1 How do I decide what is relevant content?
C.1 How do organization and presentation support writing?
D.1 Why must my topic be carefully developed?
E.1 Why is some writing hard to follow?
F.1 How do I locate precise vocabulary?
G.1 How do I write formally?
H.1 Why are conclusions necessary?
|
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narratives
Smooth Progression
|
2 - Write (Narratives)
3 - Engage (Readers [a])
3 - Use (Narrative techniques [b])
3 - Use (Variety of techniques [c])
3 - Use (Precise words and phrases [d])
6 - Provide (Conclusion [e])
|
1 - I can write narratives to develop real or imagined experiences or events using effective technique.
1 - I can write narratives to develop real or imagined experiences or events using well-chosen details.
1 - I can write narratives to develop real or imagined experiences or events using well-structured event sequences.
3 - I can 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; create a smooth progression of experiences or events. [a]
3 - I can use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [b]
3 - I can use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome. [c]
3 - I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [d]
6 - I can provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [e]
|
A. Developing a narrative is easier when a plot diagram is followed.
B. Writers approach subjects from our own points of view, considering audience, purpose and form, and adapting context to fit.
C. Using narrative techniques more vividly creates the experiences, events or characters for readers.
D. Transitions provide glue to story line, show relationships and signal time shifts.
E. Precise words depict details, sensory images of and actions.
F. Conclusions are brief reflections of the story events.
|
A.1 How do I decide what is relevant content?
B. 1 How do I establish a context and point of view and introduce characters and narrators?
C.1 Why might dialogue, pacing, description and reflection enhance narratives?
D.1 Why are transition phrases key in writing?
E.1 How can word choice drive a story?
F.1 How will the conclusion wrap up a story?
|
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
2 - Produce (Clear and coherent writing)
|
1 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
|
A. Coherence itself is the product of two factors — paragraph unity and sentence cohesion.
B. Writers write with purpose, aware of who will be reading and matching style and organization.
|
A.1 What is coherent writing?
B.1 How must the task, purpose and audience be addressed?
|
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 up to and including grades 11–12).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Develop (Writing, as needed)
3 - Strengthen (Writing, as needed)
|
3 - I can develop 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.
3 - I can 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.
|
A. Writers always want to consider who is reading their work and why they are writing.
|
A.1 Why must one phase of revising include consideration of purpose and audience?
|
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Technology
|
2 - Use (Technology)
3 - Respond (to Feedback)
|
2 - I can use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
|
A. Peer responses in shared writing makes writers re-think what they have already written.
B. Technology facilitates writing by allowing faster access, updates, feedback and publishing opportunities.
|
A.1 Why is ongoing feedback beneficial?
B.1 How is writing with technology a timesaver?
|
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Research Projects
|
2 - Conduct (Research products)
2 - Narrow/broaden (Inquiry)
3 - Synthesize (Multiple sources)
|
1 - I can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.
1 - I can narrow or broaden the inquiry when appropriate.
1 - I can synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
|
A. Research addresses a multitude of resources to address a focused question; providing background gives credibility.
B. A research project focuses on solving a specific problem or answering a question, but research may be later used by others to support an idea.
C. Dependence on multiple sources increases the pool of knowledge and helps verify validity. Multiple reliable sources afford researchers breadth of perspective for thoroughly synthesizing and answering a question or solving a problem. Multiple, reliable, cross-checked sources provide varied perspectives to thoroughly answer questions or solve research problems.
D. Research projects adjust to the interest of the researcher or the availability of the information. Topics are malleable!
E. I brainstorm and stay flexible in writing, broadening or narrowing topics by searching for parallels or opportunities for broader associations.
F. Questioning assures more thorough exploration of every angle of a topic, providing (readers) a starting point for further research.
G. Researchers scrutinize publisher trustworthiness, author credentials, publication dates, author connection to the subject, audience, source of publication, and documentation of supporting evidence.
H. By synthesizing information, learners process information, make connections, and prepare their brains for deeper understanding.
|
A.1 How do I conduct research?
A.2 Why do have to research more than I use in my essay?
A.3 Why do I need multiple sources?
B.1 Why do we focus on one research question?
C.1 How do multiple sources better answer questions?
D.1 Why do I need to sometimes refocus the inquiry?
E.1 How do I know if my subject is too broad or too narrow?
F.1 Why do many research papers include questions at the end?
F.2 Why do I continue to generate questions while researching?
G.1 What makes a source reliable?
H.1 How does synthesizing sources help us understand a topic?
|
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Gather (Relevant information)
1 - Use (Searches)
1 - Assess (Strengths and limitations)
1 - Integrate (Information)
1 - Avoid (Plagiarism)
|
1 - I can gather relevant information from multiple authoritative print sources, using advanced searches effectively.
1 - I can gather relevant information from multiple digital sources, using advanced searches effectively.
1 - I can use advanced searches effectively.
1 - I can assess the strengths of each source in terms of the task, purpose, and audience.
1 - I can assess the limitations of each source in terms of the task, purpose, and audience.
1 - I can integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
|
A. Research requires gathering, assessing, selecting, integrating and citing of reliable sources in an ethical manner.
B. Detailed, reliable supporting resources are selected and outlined according to a specified format for presentation in answering the question.
C. Source usefulness can be assessed by testing fit and flow of ideas while synthesizing to answer a question.
D. Sometimes writers write with hidden agendas. If information occurs in several sources, it is likely more credible.
E. Accuracy is revealed when the same information occurs in multiple sources.
F. Paraphrasing requires restating another person's words without losing the main ideas and giving credit to the originator of the idea. When paraphrasing or quoting, references of all the material cited follow from carefully taken notes.
G. Plagiarism is avoided by presenting original ideas that capture the main ideas of the written sources.
H. Writers follow standard format for citations to avoid missing key information and to provide exact words and due credit.
I. Information gathered from multiple sources that flows with appropriate transitions in a logical sequence is well integrated.
|
A.1 What is research? How can you use others' work in your own?
B.1 What does research provide? How do I use search terms?
C.1 How might a writer assess usefulness of sources?
D.1 Why test source credibility?
E.1 How is accuracy assessed?
F.1 How do I paraphrase?
G.1 How do writers avoid plagiarism?
H.1 How do I quote and cite information?
I.1 How can I know the information is integrated effectively?
|
Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary/Informational Texts
Literature e.g.
|
4 - Draw (Evidence)
3 - Apply (Grades 11/12 Reading standards to literature [a])
3 - Apply (Grades 11/12 Reading standards to literary nonfiction [a])
|
4 - I can draw evidence from literary or informational texts to support analysis.
4 - I can draw evidence from literary or informational texts to support reflection.
4 - I can draw evidence from literary or informational texts to support research.
3 - I can apply 11/12 Reading standards to literature. [a]
3 - I can apply 11/12 Reading standards to literary nonfiction. [a]
|
A. Factual recounts are objective reconstructions of experience.
B. Literature (fiction) may present information and themes that readers receive and analyze more readily than in informational texts.
|
A.1 How do I recognize nonfiction literature?
B.1 How might we learn from literature?
|
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
|
1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
|
1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
|
A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
|
A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
|
Be the first to comment below.
Please enter a Registration Key to continue.