Grade

Level

Benchmarks

Standard

Sub-Standard

Curriculum

Assessment

11, 12

Writing Benchmarks [W]

11.7.1.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a.  Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b.  Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c.  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.

d.  Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

      Provide a concluding statement or section that follows from and supports the argument presented.

Essay Unit

(Benchmarks A-D)

Web Searching Unit

(Benchmarks A)

Hennepin Co. Library Database Information: http://hclib.org/pub/search/Difference.cfm?Topic=Databases&Display

(Benchmark A)

Social Issues & The Media

(Benchmarks A-D)

FactCheck.org

http://factchecked.org/resources/

FactCheck.org’s RSS Feed

Problem Solution Unit

(Benchmarks A-D)

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

History of Writing presentation

(Benchmarks A-D)

Prediction Narrative

(Benchmarks A-D)

Persuasive Problem/Solution editorial for discussion board commentary

(Benchmarks A-D)

Forum Posts

(Benchmarks A-D)

11.7.2.2

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.

a.  Introduce a topic; 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 aiding comprehension.

b.  Develop the topic thoroughly by selecting 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.

c.  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.

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

e.  Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

      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).

Teacher Generated Proper Formatting Document

(Benchmarks A-E)

History of Writing Unit

(Benchmarks A-D)

Social Issues & The Media

(Benchmarks A-E)

Problem/Solution Unit

(Benchmarks A-D)

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

(Benchmarks A-E)

Education Essay

(Benchmarks A-E)

History of Written Word Presentation

(Benchmarks A-E)

Research Paper

(Benchmarks A-E)

Problem/Solution Podcast

(Benchmarks A-E)

Letter to Editor

(Benchmarks A-E)

Letter to Representative

(Benchmarks A-E)

Forum Discussions

(Benchmarks C-E)

11.7.3.3

Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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; create a smooth progression of experiences or events.

b.   Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c.   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 (e.g., a sense of mystery, suspense, growth, or resolution).

d.   Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.  

Teacher Generated Writing Handouts

(Benchmarks A-D)

Future of Communication Unit

(Benchmarks A-D)

Figurative Language

http://en.wikipedia.org/wiki/Literal_and_figurative_language 

(Benchmark D)

Narrative Techniques: Future Narrative Assignment

http://en.wikipedia.org/wiki/Category:Narrative_techniques

(Benchmarks B-D)

Problem/Solution Unit

(Benchmarks A-D)

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

(Benchmarks A-D)

6 Traits of Writing

http://educationnorthwest.org/resource/503 and

http://www.literatelearner.com/6traits/page_template6t.php?f=main 

(Benchmarks B-D)

Education Essay

(Benchmarks A-D)

Future of Communication Narrative/Essay

(Benchmarks A-D)

Podcast Submission

(Benchmarks A-D)

Letter to the Editor

(Benchmarks A-D)

Letter to Representative

(Benchmarks A-D)

11.7.4.4

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.)

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

6 Traits of Writing

http://educationnorthwest.org/resource/503 and http://www.literatelearner.com/6traits/page_template6t.php?f=main 

Blog

Essay

Research Paper

Letter to Editor

Letter to Representative

Future of Communication Narrative

Discussion Forum Posts

11.7.5.5

Use a writing process to develop and strengthen writing as needed by planning, drafting, 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 on page 75.)

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Teacher Generated Handouts on Research Writing

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

6 Traits of Writing

http://educationnorthwest.org/resource/503 and http://www.literatelearner.com/6traits/page_template6t.php?f=main 

Blog Entries

Research Pre-Writing

Research Paper

11.7.6.6

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.  

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Assignment submissions through Moodle, Google Docs, Discussion Forums and digital tools selected by students for project submission.

11.7.7.7

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.

Education Essay Unit

Web Searching Unit

History of Writing Unit

Problem/Solution Unit

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

Education Essay

History of Written Word Submission

Problem/Solution Research Paper

11.7.8.8

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 over-reliance on any one source and following a standard format for citation.    

Web Searching Unit

ProQuest & Other Electronic Databases

Social Issues & The Media Unit

History of Writing Unit

Problem/Solution Unit

Electronic Library of MN (ELM) Handouts http://rpc.elm4you.org/guide/support_materials.php 

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

Web Searching Assignment Search Engines vs. Electronic Databases.

History of Writing Project

Problem/Solution Research Paper, Podcast, letters

11.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Education Essay Unit

This History of Education in America:

http://www.chesapeake.edu/Library/EDU_101/eduhist.asp 

Social Issues & The Media Unit

Future of Communication Unit

Net Neutrality Legislation and Proposed Legislation

History of Writing Unit

John Dewey My Pedagogic Creed

http://dewey.pragmatism.org/creed.htm 

http://en.wikipedia.org/wiki/John_Dewey 

MLK Purpose of Education

http://seattletimes.nwsource.com/special/mlk/king/education.html 

http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr.  

Problem Solution Unit

Education Essay

History of Written Word Presentation

Social Issues & The Media

Project

Research Paper

11.7.10.10

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.

a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

6 Traits of Writing

http://educationnorthwest.org/resource/503 and http://www.literatelearner.com/6traits/page_template6t.php?f=main 

(Benchmarks B-D)

Participation forums for each section.

Problem/Solution Research Paper

Semester-long Blogging

Forum Posts

Education Essay

Speaking, Viewing, Listening and Media Literacy Benchmarks  [SL]

11.9.1.1

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, including those by and about Minnesota American Indians,  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.

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.

Blogging Unit

(Benchmarks A-C)

Education Essay Unit

(Benchmarks A-C)

Web Searching Unit

(Benchmarks A-C)

Social Issues & The Media Unit

(Benchmarks A-C)

History of Writing Unit

(Benchmarks A-C)

Future of Communication Unit

(Benchmarks A-C)

Problem/Solution Unit

(Benchmarks A-C)

Discussion Forum Posts

(Benchmarks A-C)

11.9.2.2

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Blogging Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Problem/Solution Unit

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

History of the Written Word Presentation

Problem Solution Podcast

11.9.3.3

Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Web Searching Unit

Social Issues & The Media Unit

Problem/Solution Unit

Future of Communication Submissions on Net Neutrality

Social Issues & The Media Submissions

11.9.4.4

While respecting intellectual property, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks (e.g., persuasion, argumentation, debate).

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Problem/Solution Unit

Teacher Developed Handouts

Critical Evaluation of Resources

http://www.lib.berkeley.edu/instruct/guides/evaluation.html

Evaluating Internet Resources

http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm

Purdue OWL Citation Handouts:

http://owl.english.purdue.edu/owl/resource/747/02/

Social Issues & The Media Submissions

History of Writing Presentation

Net Neutrality Discussion Forum

Research Paper

11.9.7.7        11.9.7.7 Understand, analyze, evaluate, and use different types of print, digital, and multi-modal media.

a.   Evaluate the aural, visual, and written images and other special effects used in mass media for their ability to inform, persuade, and entertain.

b.   Examine the intersections and conflicts between visual (e.g., media images, painting, film, graphic arts) and verbal messages.

c.   Recognize how visual techniques or design elements (e.g., special effects, camera angles) carry or influence messages in various media.

Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices. 

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Social Issues & The Media Project Submission

(Benchmarks A-C)

History of Writing Presentation

(Benchmarks A-C)

Future Predictions Narrative

(Benchmarks A-C)

Research Pre-Writing

(Benchmarks A-C)

Research Paper

(Benchmarks A-C)

11.9.8.8

As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to connect literature to a culture or a literary period, to recast a piece of literature into a different time period or culture, to critique popular culture, to create a parody or satire). 

a.  Present, transform or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and the different types of Creative Commons licenses.

b.   Publish the work and share with an audience.

Blogging Unit

(Benchmarks A-B)

Social Issues & The Media Unit

(Benchmarks A-B)

History of Writing Unit

(Benchmarks A-B)

Problem/Solution Unit

(Benchmarks A-B)

http://Archive.org

Content in the Public Domain

Future of Communication Unit

History of Written Word Presentation

(Benchmarks A-B)

Updated Blog

(Benchmarks (A-B)

Meme Assignment

Problem/Solution Podcast

Language Benchmarks [L]

11.11.1.1  

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

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. 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.

Who/Whom Bonus Lesson

Common Writing Mistakes Bonus Lesson

Course Glossary

Wiktionary- Dictionary entries in the Creative Commons

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

Problem Solution Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Course Blog

Future of Communication Submission

Problem Solution Podcast

11.11.2.2

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

a. Observe hyphenation conventions.

b.  Spell correctly.

Browser Spell-Check option

Moodle Spell-Check option

Google Docs Spell-Check option

6 Traits of Writing

http://educationnorthwest.org/resource/503 and http://www.literatelearner.com/6traits/page_template6t.php?f=main 

(Benchmarks A-B)

All course assignment submissions and forum posts

11.11.3.3

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.   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.

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

6 Traits of Writing

http://educationnorthwest.org/resource/503 and http://www.literatelearner.com/6traits/page_template6t.php?f=main 

(Benchmarks B-D)

Writing Style Bonus Lesson

History of Written Word Presentation

Research Paper

11.11.4.4  

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.

d.   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).

Course Glossary

(Benchmarks A-D)

Hyperlinked Text

(Benchmarks A-D)

Wiktionary

http://en.wiktionary.org/wiki/Wiktionary:Main_Page 

(Benchmarks A-D)

Wikipedia

(Benchmarks A-D)

Luddite Bonus Lesson

(Benchmarks A-D)

Purdue OWL (Online Writing Lab) tutorials on each mode of writing

http://owl.english.purdue.edu/owl/ 

(Benchmarks A-D)

6 Traits of Writing

http://educationnorthwest.org/resource/503 and http://www.literatelearner.com/6traits/page_template6t.php?f=main 

(Benchmarks B-D)

Research Paper

(Benchmarks A-D)

Access logs of Bonus lessons; Glossary & Embedded resources

(Benchmarks A-D)

Forum Participation

(Benchmarks A-D)

11.11.5.5   Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.   Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

Social Issues & The Media Unit

Hyperlinked References

Luddite Bonus Lesson

Course Glossary (Auto-linked in course)

Figurative Language Bonus Lesson

Social Issues & The Media Project submission

Net Neutrality Submission

Course Glossary Access

Bonus Lesson Access

Forum Participation

11.11.6.6

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

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Course Blog

Forum Participation

Education Essay

Future Predictions Narrative

Net Neutrality Submission

Research Paper

Podcast

NETS-S Standards

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

History of the Written Word Presentation (TimeGlider or Google Motion Chart embedded)

Course Blog

Social Issues Project

Net Neutrality Submission

Research Paper

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

Blogging Unit

Education Essay Unit

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Future of Communication Unit

Problem/Solution Unit

Discussion Forum Presentations

Class Participation

Course Blog

Blog Comment Submission

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information

Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Problem/Solution Unit

Database vs. Search Engine Submission

Research Pre-Writing

Research Paper Submission

Forum Participation

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

Web Searching Unit

Social Issues & The Media Unit

History of Writing Unit

Problem/Solution Unit

History of Writing Presentation

Problem/Solution Submissions

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

Blogging Unit

Social Issues & The Media Unit

Future of Communication Unit

Problem/Solution Unit

Course Blog

Future of Communication Submissions

Social Issues & The Media Submissions

Forum Participation

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Course Methods of Communication

Future of Communication Unit

Problem Solution Unit

Moodle Course participation

Forum Participation

Course Blog

Digital presentation submissions

Podcast Assignment

Help Forum Access