NYS Common Core ELA & Literacy Curriculum Grade 11 Module 1 Unit 3 Lesson 8

Transcription

1 Lessn 8 Intrductin In this final lessn f , the End f Unit Assessment, students craft a multi paragraph respnse analyzing the relatinship between Virginia Wlf s text and the character f Ophelia. Students return t the scenes they analyzed in Hamlet t lk again at Ophelia, this time in cnversatin with the excerpt f A Rm f One s Own by Virginia Wlf. T cmpse their End f Unit Assessment, students use textual details frm bth texts t supprt a claim in respnse t the fllwing prmpt: Analyze the relatinship between Wlf s text and the character f Ophelia. As they write, students cnsult bth texts and their ntes, anntatins, and Crss Text Evidence Cllectin Tls frm Lessn 7. Fr hmewrk, students read the 11.1 Perfrmance Assessment prmpt and review their anntatins and ntes n central ideas in all three mdule texts. Standards Assessed Standard(s) CCRA.R.9 RL Analyze hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). RI W a f Determine tw r mre central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prvide a cmplex analysis; prvide an bjective summary f the text. Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. a. Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and 1

2 Assessed Standard(s) W a, b L L Addressed Standard(s) Nne. multimedia when useful t aiding cmprehensin. b. Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. c. Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. d. Use precise language, dmain specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. e. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. f. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades Reading standards t literature (e.g., Demnstrate knwledge f eighteenth, nineteenth and early twentieth century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics ). b. Apply grades Reading standards t literary nnfictin (e.g., Delineate and evaluate the reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist, presidential addresses] ). Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. 2

3 Assessment Assessment(s) Student learning frm this unit is assessed via a multi paragraph respnse t the End f Unit Assessment prmpt: Analyze the relatinship between Wlf s text and the character f Ophelia. Student respnses will be assessed using the End f Unit Text Analysis Rubric. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Intrduce a claim abut the relatinship between Wlf s text and Ophelia (e.g., The character f Ophelia bears ut Wlf s argument abut the inequality f gender rles leading t madness.). Supprt the claim with multiple textual examples. A High Perfrmance Respnse may include the fllwing evidence in supprt f a multi paragraph analysis. The texts are dense and rich in the develpment f central ideas, s High Perfrmance Respnses may vary: The character f Ophelia bears ut Wlf s argument abut the inequality f gender rles. As early as Act 1.3, we see the difference in the way in which Plnius treats Laertes and Ophelia, encuraging Laertes t travel and experience the wrld while warning Ophelia abut her flirtatin with Hamlet. Fr example, he says t Laertes, Abard, abard, fr shame! / The wind sits in the shulder f yur sail, / And yu are stayed fr. / There, my blessing with / thee (Hamlet, Act 1.3, lines 60 63). Hwever, he reminds Ophelia that she is n a much shrter leash than men like Laertes r Hamlet: Fr Lrd Hamlet with a larger tether may he walk / Than may be given yu (Act 1.3, lines ). Ophelia s interactins with bth her family and Hamlet demnstrate what Wlf calls the religius imprtance (Wlf, p. 51) f chastity fr a wman in Elizabethan England. Laertes warns her sternly against lsing her chaste treasure (Hamlet, Act 1.3, line 35), and Hamlet makes crude remarks abut her chastity when she returns his gifts in Hamlet Act 3.1: be thu chaste as ice, as pure as snw, thu shalt nt escape calumny. Get thee t a nunnery (lines ). Bth Ophelia and Judith Shakespeare are deprived f their vices, each having a gift fr wrds that they are unable t express. Althugh Judith was n less talented than her brther, she was nevertheless discuraged frm writing by her family wh tld her t mend the stckings r mind the stew and nt mn abut with bks and papers (Wlf, p. 49). When she escaped t Lndn, she still culd get n training in her craft and was unable t use her quickest fancy, a gift like her brther s (Wlf, p. 49). This suppressin f Judith s vice leads her t madness as the heat and vilence f the pet s heart when caught and tangled in a wman s bdy, and this madness drve her t kill[] herself (Wlf, p. 50). In a similar vein, Ophelia s interactins with 3

4 Laertes and Hamlet shw her t be witty and skilled with wrds. Fr example, when Laertes lectures her abut nt pen[ing] her chaste treasure t Hamlet, she retrts that he shuld nt be a hypcrite as sme ungracius pastrs wh shw[] the steep and thrny way t heaven (Hamlet, Act 1.3, lines 51 52), but d nt fllw it themselves. Ophelia s use f the pastr metaphr demnstrates her wit and way with wrds. Hwever, when Plnius is murdered, Laertes is able t express himself and take actin by seeking revenge, but Ophelia has n such utlet, and can speak f her grief nly in the language f madness, thrugh nnsensical sngs and the distributin f flwers. Ophelia s descent int madness reflects Wlf s claim that any wman brn with a great gift in the sixteenth century wuld certainly have gne crazed, sht herself, r ended her days in sme lnely cttage utside the village (Wlf, p. 51). In ther wrds, the cnflicting pressures placed by ppressive scietal nrms n wmen f talent and intelligence must inevitably result in madness. Like Judith Shakespeare, Ophelia is driven mad by her situatin and kills herself. Unlike Judith Shakespeare, Ophelia is murned by her family and friends, illustrating nt nly her mre privileged scial psitin, but als the imprtance, nce again, f chastity. Fr example, the priest explains that althugh [h]er death was dubtful (Hamlet, Act 5.1, line 234) r pssibly a suicide, she is allwed her virgin crants (Hamlet, Act 5.1, line 240), r the flwers befitting her chastity. Whereas Judith Shakespeare fund herself with child (Wlf, p. 50) utside f marriage, Ophelia cnfrms t the sexual standards f her time and s is hnred and murned by thse clsest t her. Vcabulary Vcabulary t prvide directly (will nt include extended instructin) Nne.* Vcabulary t teach (may include direct wrd wrk and/r questins) Nne.* Additinal vcabulary t supprt English Language Learners (t prvide directly) Nne.* *Because this is nt a clse reading lessn, there is n specified vcabulary. Hwever, in the prcess f returning t the text, students may uncver unfamiliar wrds. Teachers can guide students t make meaning f these wrds using the strategies utlined in L a d. 4

5 Lessn Agenda/Overview Student Facing Agenda % f Lessn Standards & Text Standards: CRRA.R.9, RL , RI , W a f, W a, b, L , L Texts: Hamlet by William Shakespeare, Acts 1.3, 3.1, 4.5, and 5.1; A Rm f One s Own by Virginia Wlf, Chapter 3, pages Learning Sequence 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability End f Unit Assessment 4. Clsing 1. 5% 2. 10% 3. 80% 4. 5% Materials Student cpies f the Crss Text Evidence Cllectin Tl (refer t Lessn 7) Cpies f the End f Unit Assessment fr each student Cpies f the End f Unit Text Analysis Rubric and Checklist fr each student Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. 5

6 Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standards fr this lessn: CCRA.R.9, RL , RI , W a f, W a, b, L , and L In this lessn, students respnd in writing t the End f Unit Assessment prmpt: Analyze the relatinship between Wlf s text and the character f Ophelia. Students craft a multi paragraph respnse explring the relatinship between Wlf s text and Shakespeare s Ophelia, using the claim they develped n the Crss Text Evidence Cllectin Tl in Lessn 7. Students lk at the agenda. Remind students f their wrk with standards W a f, W a, b, L , and L in the Mid Unit Assessment. Infrm students that these standards are assessed n the Endf Unit Assessment. Cnsider reviewing the 11.1 Cmmn Cre Learning Standards Tl, s that students may refamiliarize themselves with the expectatins f these standards. Allw pprtunity fr students t pse any questins they may have. Activity 2: Hmewrk Accuntability 10% Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Review Hamlet and the excerpt frm A Rm f One s Own, as well as yur ntes, tls, and anntatins. Use the evidence yu cllect t draft a claim abut the relatinship between Wlf s text and Shakespeare s character f Ophelia.) Instruct students t discuss in pairs the new claim they drafted fr hmewrk and the evidence they cllected t supprt the claim. Student respnses may include: Wlf s psitin that wmen s lack f pprtunity in the sixteenth century wuld have caused them t g mad is evident in Shakespeare s character f Ophelia. Wlf s depictin f sixteenth century England as a sciety that was preccupied with the chastity f wmen is reflected in Ophelia s character. Wlf s depictin f sixteenth century England as a sciety dminated by men is evident in the life f Ophelia. Remind students that as part f W a, b, students shuld draw upn the evidence they cllected in the previus lessn, fr hmewrk, and thrughut t supprt their respnses t the End f Unit Assessment. 6

7 Activity 3: End f Unit Assessment 80% Explain t students that because it is a frmal writing task, the End f Unit Assessment shuld include an intrductry statement, well rganized ideas supprted by significant and relevant evidence, and a cncluding statement r sectin that articulates the significance f the tpic. Remind students t use dmain specific vcabulary, and prper grammar, capitalizatin, punctuatin, and spelling t achieve a frmal style and bjective tne. Instruct students t write a multi paragraph respnse t the fllwing prmpt: Analyze the relatinship between Wlf s text and the character f Ophelia. Remind students t use the End f Unit Text Analysis Rubric t guide their written respnses. Ask students t use this unit s vcabulary wherever pssible in their written respnses. Instruct students t refer t their tls, ntes, and anntatins fr evidence. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin students t the independent End f Unit Assessment. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 4: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t read the fllwing 11.1 Perfrmance Assessment prmpt and review their anntatins and ntes n central ideas in all three mdule texts. Select a central idea cmmn t all three texts. Hw d the authrs develp this idea ver the curse f each text? Hw d the texts wrk tgether t build yur understanding f this central idea? Students fllw alng. Hmewrk Read the fllwing 11.1 Perfrmance Assessment prmpt and review yur anntatins and ntes n central ideas in all three mdule texts. Select a central idea cmmn t all three texts. Hw d the authrs develp this idea ver the curse f each text? Hw d the texts wrk tgether t build yur understanding f this central idea? 7

8 End f Unit Assessment Text Based Respnse Yur Task: Based n yur clse reading f Hamlet and the excerpt frm A Rm f One s Own, as well as yur wrk n the Crss Text Evidence Cllectin Tl, write a well develped, multi paragraph essay in respnse t the fllwing prmpt: Analyze the relatinship between Wlf s text and the character f Ophelia. Yur respnse will be assessed using the End f Unit Text Analysis Rubric. Guidelines Be sure t: Read the prmpt clsely Organize yur ideas and evidence Develp a claim that respnds directly t all parts f the prmpt Cite strng and thrugh textual evidence t supprt yur analysis Fllw the cnventins f standard written English CCSS: CCRA.R.9, RL , RI , W a f, W a, b, L , L Cmmentary n the task: This task measures CCRA.R.9 because it demands that students: Analyze hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. This task measures RL because it demands that students: Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). This task measures RI because it demands that students: Determine tw r mre central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prvide cmplex analysis; prvide an bjective summary f the text. This task measures W a f because it demands that students: Write infrmative/explanatry texts t examine a tpic and cnvey ideas, cncepts, and infrmatin thrugh the selectin, rganizatin, and analysis f relevant cntent. Intrduce a tpic clearly, previewing what is t fllw; rganize ideas, cncepts, and infrmatin int brader categries; include frmatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful t aiding cmprehensin. 8

9 Develp the tpic with relevant, well chsen facts, definitins, cncrete details, qutatins, r ther infrmatin and examples. Use apprpriate and varied transitins t create chesin and clarify the relatinships amng ideas and cncepts. Use precise language and dmain specific vcabulary t infrm abut r explain the tpic. Establish and maintain a frmal style. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented. This task measures W a, b because it demands that students: Draw evidence frm literary and infrmatinal texts t supprt analysis, reflectin, and research. This task measures L and L because it demands that students: Demnstrate cmmand f the cnventins f standard English grammar when writing. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. 9

10 End f Unit Text Analysis Rubric / (Ttal pints) Criteria 4 Respnses at this Level: 3 Respnses at this Level: 2 Respnses at this Level: 1 Respnses at this Level: Cntent and Analysis analyzes hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. Skillfully analyze hw tw r mre texts address similar themes r tpics. Accurately analyze hw tw r mre texts address similar themes r tpics. With partial accuracy, analyze hw tw r mre texts address similar themes r tpics. Inaccurately analyze hw tw r mre texts address similar themes r tpics. CCSS.ELA Literacy.CCRA.R.9 Analyze hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. Cntent and Analysis analyzes the impact f the authr s chices regarding hw t develp and relate elements f a stry. Skillfully analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry. Accurately analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry. With partial accuracy, analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry. Inaccurately analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry. CCSS.ELA Literacy.RL Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). Cntent and Analysis determines tw r mre central ideas f a text and analyzes in Precisely determine tw r mre central ideas f a text and skillfully analyze their develpment by prviding precise and sufficient examples f hw the central ideas Accurately determine tw r mre central ideas f a text and accurately analyze their develpment by prviding relevant and sufficient examples f hw the central ideas Determine tw central ideas f a text and with partial accuracy, analyze their develpment by prviding relevant but insufficient examples f hw the central ideas interact and Fail t determine at least tw central ideas f a text r inaccurately determine the central ideas f a text. Prvide n examples r irrelevant and insufficient examples f hw the 10

11 Criteria 4 Respnses at this Level: 3 Respnses at this Level: 2 Respnses at this Level: 1 Respnses at this Level: detail their develpment ver the curse f the text, including hw they interact and build n ne anther; and prvides an bjective summary f a text. interact and build n ne anther; (when necessary) prvide a cncise and accurate bjective summary f a text. interact and build n ne anther; (when necessary) prvide an accurate bjective summary f a text. build n ne anther; (when necessary) prvide a partially accurate and smewhat bjective summary f a text. central ideas interact and build n ne anther; (when necessary) prvide a lengthy, inaccurate, r subjective summary f a text. CCSS.ELA Literacy.RI Determine tw r mre central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prvide a cmplex analysis; prvide an bjective summary f the text. Cmmand f Evidence and Reasning thrughly develps the tpic thrugh the effective selectin and analysis f the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. Thrughly and skillfully develp the tpic with the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W b) Develp the tpic with significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W b) Partially develp the tpic with weak facts, extended definitins, details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W b) Minimally develp the tpic, prviding few r irrelevant facts, extended definitins, details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W b) CCSS.ELA Literacy.W Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. CCSS.ELA Literacy.W b 11

12 Criteria 4 Respnses at this Level: 3 Respnses at this Level: 2 Respnses at this Level: 1 Respnses at this Level: Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. Cmmand f Evidence and Reasning draws evidence frm literary and infrmatinal texts t supprt analysis, reflectin, r research. Skillfully utilize textual evidence frm literary and infrmatinal texts t supprt analysis, reflectin, r research. Accurately utilize textual evidence frm literary and infrmatinal texts t supprt analysis, reflectin, r research. Smewhat effectively r with partial accuracy utilize textual evidence frm literary and infrmatinal texts t supprt analysis, reflectin, r research. Ineffectively r inaccurately utilize textual evidence frm literary and infrmatinal texts t supprt analysis, reflectin, r research. CCSS.ELA Literacy.W a, b Draw evidence frm literary and infrmatinal texts t supprt analysis, reflectin, and research; apply grades Reading standards t literature r literary nnfictin. Cherence, Organizatin, and Style intrduces a tpic and rganizes cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle. CCSS.ELA Literacy.W Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, Skillfully intrduce a tpic; effectively rganize cmplex ideas, cncepts, and infrmatin s that each new element clearly builds n that which precedes it t create a unified whle. (W a) Skillfully use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. (W c) Skillfully use precise language, dmain specific vcabulary, and techniques such as metaphr, simile, Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle. (W a) Effectively use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. (W c) Use precise language, dmain specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. Ineffectively intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element partially builds n that which precedes it t create a lsely unified whle. (W a) Smewhat effectively use transitins r use unvaried transitins and syntax t link the majr sectins f the text, creating limited chesin r clarity in the relatinships amng cmplex ideas and cncepts. (W c) Incnsistently use precise language, dmain specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity Lack a clear a tpic; illgically arrange ideas, cncepts, and infrmatin, failing t create a unified whle. (W a) Ineffectively use transitins and syntax t link the majr sectins f the text, creating incherent r unclear relatinships amng cmplex ideas and cncepts. (W c) Rarely r inaccurately use precise language, dmain specific vcabulary, r any techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. (W d) Lack a frmal style and bjective tne 12

13 Criteria 4 Respnses at this Level: 3 Respnses at this Level: 2 Respnses at this Level: 1 Respnses at this Level: rganizatin, and analysis f cntent. CCSS.ELA Literacy.W a Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. and analgy t manage the cmplexity f the tpic. (W d) Skillfully establish and maintain a frmal style and bjective tne that is apprpriate fr the nrms and cnventins f the discipline. (W e) Prvide a cncluding statement r sectin that clearly fllws frm and skillfully supprts the infrmatin r explanatin presented. (W f) (W d) Establish a frmal style and bjective tne that is apprpriate fr the nrms and cnventins f the discipline. (W e) Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented. (W f) f the tpic. (W d) Establish but fail t maintain a frmal style and bjective tne that is apprpriate fr the nrms and cnventins f the discipline. (W e) Prvide a cncluding statement r sectin that lsely fllws frm and ineffectively supprts the infrmatin r explanatin presented. (W f) that adheres t the nrms and cnventins f the discipline. (W e) Prvide a cncluding statement r sectin that des nt fllw frm r supprt the infrmatin r explanatin presented. (W f) uses apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. CCSS.ELA Literacy.W c Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. includes and uses precise language, dmain specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. CCSS.ELA Literacy.W d Use precise language, dmainspecific vcabulary, and techniques 13

14 Criteria 4 Respnses at this Level: 3 Respnses at this Level: 2 Respnses at this Level: 1 Respnses at this Level: such as metaphr, simile, and analgy t manage the cmplexity f the tpic. prperly establishes and maintains a frmal style and bjective tne as well as adheres t the writing cnventins f the discipline. CCSS.ELA Literacy.W e Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. prvides a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). CCSS.ELA Literacy.W f Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). Cntrl f Cnventins demnstrates cmmand f the cnventins f standard English grammar, usage, capitalizatin, punctuatin, and spelling. Demnstrate skillful cmmand f cnventins with n grammar, usage, capitalizatin, punctuatin, r spelling errrs. Demnstrate cmmand f cnventins with ccasinal grammar, usage, capitalizatin, punctuatin, r spelling errrs that d nt hinder cmprehensin. Demnstrate partial cmmand f cnventins with several grammar, usage, capitalizatin, punctuatin, r spelling errrs that hinder cmprehensin. Demnstrate insufficient cmmand f cnventins with frequent grammar, usage, capitalizatin, punctuatin, r spelling errrs that make cmprehensin difficult. 14

15 Criteria 4 Respnses at this Level: 3 Respnses at this Level: 2 Respnses at this Level: 1 Respnses at this Level: CCSS.ELA Literacy.L CCSS.ELA Literacy.L Demnstrate cmmand f the cnventins f standard English grammar, usage, capitalizatin, punctuatin, and spelling when writing r speaking. A respnse that is a persnal respnse and makes little r n reference t the task r text can be scred n higher than a 1. A respnse that is ttally cpied frm the text with n riginal writing must be given a 0. A respnse that is ttally unrelated t the task, illegible, incherent, blank, r unrecgnizable as English must be scred as a 0. 15

16 End f Unit Text Analysis Checklist Assessed Standards: Cntent and Analysis Des my respnse Analyze hw tw r mre texts address similar themes r tpics? (CCRA.R.9) Analyze the impact f the authr s chices regarding hw t develp and relate the elements f a stry r drama? (RL ) Identify tw r mre central ideas frm the text and analyze their develpment? (RI ) Prvide examples t supprt analysis f hw the central ideas interact and build n ne anther? (RI ) If necessary, include a brief summary f the text t frame the develpment f the central ideas? (RI ) Cmmand f Evidence and Reasning Cherence, Organizatin, and Style Develp the tpic with the mst significant and relevant textual evidence? (W b) Use textual evidence t supprt analysis, reflectin, r research? (W a, b) Intrduce a tpic? (W a) Organize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle? (W a) When useful t aiding cmprehensin, include frmatting, graphics, and multimedia? (W a) Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts? (W c) Use precise language, dmain specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic? (W d) Establish a frmal style and bjective tne that is apprpriate fr the nrms and cnventins f the discipline? (W e) Prvide a cncluding statement r sectin that fllws frm 16

17 Cntrl f Cnventins and supprts the explanatin r analysis? (W f) Demnstrate cmmand f the cnventins f standard English grammar, usage, capitalizatin, punctuatin, and spelling? (L , L ) 17