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9English IEnglish IIEnglish IIIEnglish IVScoring Criteria - Does Not MeetScoring Criteria - Partially MeetsScoring Criteria - MeetsScoring Criteria - Exceeds
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LANGUAGE
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Standard L.1 -
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
A. Use parallel structure.
B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
C. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contestable.
D. Resolve issues of complex or contested usage, consulting references as needed.
Speak, Romeo & JulietCareer PortfolioW.P & the Informational Essay; Independent Reading Project 1; Colonialism & the American Dream;Anglo-Saxon Beginnings

Hamlet		I do not consistently apply grammar and usage in my writing.I can consistently apply basic conventions of grammar and usage in my writing; however, mechanical errors make the piece hard to understand in some places.I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.I can consistently apply conventions of grammar and usage in my writing in a way that enhances my meaning.5B
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Standard L.2 -
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
B. Use a colon to introduce a list or quotation.
C. Observe hyphenation conventions.
D. Spell correctly.		Romeo & JulietCareer PortfolioW.P. & the Informational Essay; Independent Reading Project 1; Colonialism & the American Dream;Anglo-Saxon Beginnings

Hamlet		I do not consistently apply the conventions of capitalization, punctuation, and spelling in my writing.I can consistently apply basic conventions of capitalization, punctuation, and spelling in my writing; however, mechanical errors make the piece hard to understand in some places.I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing or speaking.I can consistently apply conventions of capitalization, punctuation, and spelling in my writing in a way that enhances my meaning.5B
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Standard L.3 -
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style in writing and speaking, and to comprehend more fully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing task.
B. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
I can write work that shows limited syntax and conformity to the guidelines in a style manual appropriate for the discipline and writing task.I can write and edit work that shows some variation in syntax and some conformity to the guidelines in a style manual appropriate for the discipline and writing task.I can demonstrate knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style in writing and speaking, and to comprehend more fully when reading or listening.I can apply knowledge of language to understand how language functions in different contexts, to make sophisticated choices for meaning and style in writing and speaking, and to comprehend completely when reading or listening.
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Standard L.4 - Use context clues, analyze meaningful word parts, and consult general and specialized reference materials as appropriate to determine or clarify the meaning of unknown and multiple-meaning words and phrases from grade level content. 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) to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its 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).
I can demonstrate limited use of context clues, analysis of word parts, and/or consultation of reference materials to determine word meaning and/or usage.I can demonstrate occasional use of context clues, analysis of word parts, and consultation of reference materials to determine word meaning and/or usage.I can use context clues, analyze meaningful word parts, and consult general and specialized reference materials as appropriate to determine or clarify the meaning of unknown and multiple-meaning words and phrases from grade level content.I can use a variety of approaches and resources as needed and/or appropriate, to determine or clarify the meaning of unknown and multiple-meaning words and phrases from grade level and above content.
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L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings sufficient for reading, writing, speaking, and listening.
A. Interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) in context and analyze their role in the text. B. Analyze nuances in the meaning of words with similar denotations.
(AP) Tools of Poetry AnalysisI can identify some figurative language, word relationships, and nuances in word meanings in a text.I can identify some figurative language, word relationships and nuances in word meanings and explain their role in a text.I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings sufficient for reading, writing, speaking and listening.I can evaluate figurative language, word relationships, and nuances in word meanings sufficient for reading, writing, speaking and listening and analyze their role in a text.
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Standard L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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.
Vocabulary Quizzes(AP) Tools of Literary Analysis; Start a RevolutionI can identify vocabulary that is used in school and in specific classes.I can acquire and use accurately academic vocabulary for reading, writing, speaking, and listening that prepares me for college and careerI can 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; I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.I can evaluate unknown terms to select independently the tools needed to gather information, and integrate college and career ready vocabulary to enhance my communication.5D, 8E
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SPEAKING AND LISTENING
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Standard SL.1- Prepare for and participate in conversations across a range of topics, types and forums, building on others’ ideas and expressing their own
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SL1.A- Participate effectively in a range of collaborative discussions (one-on-one, in groups, student-led, and teacher-led) on topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Romeo & Juliet, Midsummer Night's DreamStart a RevolutionI can participate in discussions by confirming or rejecting the views of others’ and offering alternatives.I can participate in a range of collaborative discussions, addressing others’ ideas and expressing my own.I can participate effectively in a range of collaborative discussions, building on others’ ideas and expressing my own clearly and persuasively.I can enhance a range of collaborative discussions, advancing others’ ideas and views and articulating my own succinctly and persuasively.7B
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SL.1B- 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.(AP) Lit circles; Start a Revolution; Independent Reading Project 2I can come to discussion with material related to the discussion.I can come to discussions prepared, having read some material and refer to that material while answering or asking questions.I can come to discussions prepared, having read and researched material under study; draw on that preparation by referring to researched evidence on the topic to promote an exchange of ideas.I can come to discussions thoroughly 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 to stimulate a thoughtful well-reasoned exchange of ideas.7A
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SL.1C- Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.(AP) Lit circlesI can contribute to discussions, regarding deadlines and roles.I can engage in discussion and decision-making processes with peers, regarding goals, deadlines and assigned roles.I can work with peers to promote civil discussions and decision-making, set goals and deadlines, and assign individual roles as needed.I can effectively work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.7B
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SL.1D- Propel conversations by posing and responding to questions that probe reasoning and evidence.I can use some evidence to answer or respond to questions.I can contribute to conversations by using evidence to answer or ask questions.I can propel conversations by posing and responding to questions based on reasoning and evidence.I can stimulate conversations by posing and responding to questions that probe reasoning and evidence.7B
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SL.1E- 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.I can recognize other perspectives; recognize comments, claims and evidence from another side of an issue, as well as identify contradictions.I can respond to other perspectives; exchange comments, claims and evidence from different sides of an issue; respond to contradictions; and identify missing information.I can 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.I can evaluate and integrate diverse perspectives, comments, claims and evidence from 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.7C
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SL.2- Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.
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SL.2A- Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.Human RightsI can paraphrase multiple sources of information in order to suggest solutions to problems and evaluate the credibility of sources.I can compare and contrast multiple sources of information presented in diverse formats, in order to evaluate the credibility and accuracy of sources and the effectiveness of possible solutions.I can integrate multiple sources of information presented in diverse formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.I can design and evaluate solutions based on information presented in diverse formats.7D
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SL.2B- Evaluate the speaker’s technique, including use of evidence, reasoning, stylistic and rhetorical elements, or other features appropriate to the taskStart a Revolution;I can retell a speaker's point of view and reasoning.I can restate a speaker's point of view and reasoning, and can explain the speaker's use of evidence and rhetoric.I can evaluate the speaker’s technique, including use of evidence, reasoning, stylistic and rhetorical elements, or other features appropriate to the task.I can evaluate a speaker's technique and can offer alternative evidence or rhetorical strategies to support or refute the speaker's point of view.7E
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SL.3- Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.
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SL.3A. Present information, findings, and supporting evidence, conveying a clear and distinct perspective so that listeners can follow the line of reasoning.I can present information, findings, and evidence that listeners can follow.I can present information, findings, and evidence, conveying a perspective that listeners can generally follow.I can present information, findings, and supporting evidence, conveying a clear perspective that listeners can follow.I can clearly present information, findings, and supporting evidence, conveying a distinct perspective that listeners can easily follow.8A
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SL.3B- Address alternative or opposing perspectives; the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.Romeo & JulietStart a Revolution;I may not refer to alternative or opposing perspectives; the organization, development, and style are inappropriate to purpose, audience, and a range of formal and informal tasks.I can introduce alternative or opposing perspectives; the organization, development, and style are partially appropriate to purpose, audience, and a range of formal and informal tasks.I can address alternative or opposing perspectives; the organization, development, and style are appropriate to purpose, audience, and a range of formal and informal tasks.I can effectively and appropriately address alternative or opposing perspectives; organization, development, and style are tailored to purpose, audience, and a range of formal and informal tasks.8A, 8B, 8D
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SL.3C- Use appropriate eye contact, adequate volume, and clear pronunciation.Romeo & JulietI can use limited appropriate eye contact, adequate volume, and clear pronunciation based on the purpose and audience.I can partially use appropriate eye contact, adequate volume, and clear pronunciation based on the purpose and audience.I can use appropriate eye contact, adequate volume, and clear pronunciation based on the purpose and audience.I can use appropriate eye contact, appropriate volume, and clear pronunciation based on the purpose to connect with the audience.8B
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SL.3D- Make strategic use of multimedia (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understandings of findings, reasoning, and evidence.I can choose a multimedia tool, and use it in a way that has limited impact on or little relation to my presentation.I can choose a multimedia tool and use it to present my ideas.I can choose and use effective multimedia tools that contribute to the success of my presentation.I can choose and use effective multimedia tools that enhance and contribute to the power of my presentation.8C
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SL.4- Adapt speech to a variety of contexts, audiences, and communicative tasks.I can maintain consistent speech patterns.I can change speech according to context and task.I can identify and employ effective speech patterns to a variety of contexts and tasks.I can identify, employ, and transition among the most effective speech patterns for a variety of contexts and tasks.8D
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READING
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1- Demonstrate understanding of the organization and basic features of print.
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2- Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.
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3- Know and apply grade-level phonics and word analysis skills in decoding words.
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R.4- Read various texts closely to determine what each text explicitly says and to make logical inferences; cite specific textual evidence to support conclusions drawn from the texts.
Cite strong and thorough textual evidence to support analysis of various texts in ways that demonstrate what the text(s) says explicitly and implicitly, including attending to moments of textual inconsistency or ambiguity.		ThemeOur Town(AP) Tools of Literary Analysis; (AP) Character in ConflictAnglo-Saxon BeginningsI can list textual evidence to support an analysis of various texts, and give examples of what the text says explicitly and implicitly.I can cite textual evidence to support an analysis of various texts, and give examples of what the text(s) says explicitly and implicitly, including attending to moments of textual inconsistency or ambiguity.I can read various texts closely to determine what each text explicitly says and to make logical inferences; cite specific textual evidence to support conclusions drawn from the texts.I can interpret strong and thorough textual evidence to support a complete analysis of various texts in ways that demonstrate advanced ability to determine what the text(s) says explicitly and implicitly, including attending to moments of textual inconsistency or ambiguity.2A
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R.5- Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text.
A- Provide accurate summaries of various texts that make clear the relationships among the key details and ideas.
B- Determine the theme(s) or central idea(s) of various texts and analyze the development of the theme(s) or central idea(s) over the course of the texts, including how elements interact and build on one another, to provide a complex account or analysis. 		TKAM, Romeo & Juliet, Midsummer Night's DreamAntigone(AP) Tools of Poetry AnalysisI can state a central idea of a text and can identify changes in the central idea with limited accuracy.I can identify main and secondary ideas of a text, and can summarize the text.I can provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development through each text.I can determine themes or central ideas of a text and discuss the progression of its themes; I can select the most important elements to summarize a text and show how the central ideas support and build on one another to lead to the author's conclusions.1A, 1B
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R.6- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Analyze the impact of an author’s choices and determine how specific individuals/characters, elements, and/or techniques, events, or ideas interact and develop over the course of the text (or a series of texts).		Speak, TKAM, Midsummer Night's DreamIt's UniversalIndependent Reading Proj. 1 & 2; Colonialism & the American Dream;I can identify individuals, events, and/or ideas over the course of a text.I can identify changes and development in individuals, events, or ideas over the course of the text.I can analyze how and why individuals, events, or ideas develop and interact over the course of a text.I can develop a discussion of the central ideas of a text and the progression of its themes.1C
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R.7 - Interpret words and phrases as they are used in various texts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Determine the meaning of figurative, connotative, and technical word meanings and phrases as they are used in various contexts and texts; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings and/or language that is particularly evocative.		Tone(AP) Tools of Literary AnalysisI can identify words that make it difficult to understand the text.I can identify words that make it difficult to understand text, and I can figure out the meaning of those words.I can interpret words and phrases as they are used in various texts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.I can explore the meaning of words using a variety of strategies and critique the effect of the author’s word choice on meaning and tone.1D
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R.8- Analyze the structure of various texts, including how the features and components relate to each other and the whole.
A- Analyze the organization and structure of specific features and components in various texts.
B- Evaluate the effectiveness of text structures in conveying the overall meaning and/or purpose of the text as a whole. 		Speak, TKAM, And Then...Our Town(AP) Tools of Poetry AnalysisI can explain the structure of various texts; I can identify the meaning of the text(s).I can provide some explanation of the meaning of various texts based on its structure.I can analyze the structure of various texts, including how the features and components relate to each other and the whole.I can evaluate relevant examples and analyze those that most effectively demonstrate how the structure of the text reveals its meaning.2B
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R.9- ​​Analyze how and why authors from various contexts (e.g. diverse, intersectional, multicultural, religious) use perspective for intended purposes and/or audiences.
Analyze and evaluate how authors from various contexts (e.g. diverse, intersectional, multicultural, religious) use perspective and purpose to shape the intended content, style, and effect of various texts.		I can somewhat explain how authors use perspective.I can explain how or why authors from various contexts use perspective for purpose or audiences.I can analyze how and why authors from various contexts use perspective for intended purposes and/or audiences.I can thoroughly analyze how authors from various contexts intentionally use perspective for intended purposes and/or audiences.2C
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R.10- Evaluate the argument and specific claims in various texts
A- Evaluate the effectiveness of how authors use literary and/or rhetorical strategies to develop arguments in various texts.
B- Evaluate the premises, claims, and/or conclusions in various texts, verifying the information when possible and corroborating or challenging conclusions with other sources of information.		I can identify the specific claim in a text and explain it.I can identify the arguments and claims in a text and determine whether the claims are valid.I can delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.I can evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and valid.2E
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R.11- Analyze and evaluate content presented in various texts (e.g.. Literary, historical, visual, artistic, quantitative, and technological).
A- Evaluate and synthesize multiple sources of information and various texts (e.g., literary, visual, artistic, and quantitative) in order to achieve a specific purpose or to answer a question.
B- Analyze how various authors or texts address similar themes or topics in order to build knowledge or to compare the approaches authors take
C- Synthesize information from a range of sources ( e.g., texts, experiments, simulations) into a coherent understanding of an event, noting discrepancies among perspectives.		Speak, TKAM, Romeo & JulietAntigoneIs Chivalry DeadI can compare content to develop some understanding.I can compare and evaluate content to develop some understanding.I can analyze and evaluate content presented in various texts to develop understanding.I can analyze, evaluate and synthesize content presented in various texts to develop a coherent understanding.2D, 2F, 6C
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R.12- Read with sufficient accuracy and fluency to support comprehension.
A- Read with sufficient accuracy and fluency to support comprehension.
B- Read various on-level texts with purpose and understanding.
C- Use context to confirm or self-correct word recognition.		I can read with some accuracy and fluency to support a limited comprehension of the text.I can read with accuracy, fluency and purpose to support comprehension of most of the text.I can read with sufficient accuracy, fluency and purpose to support comprehension, while using context for word recognition.I can read with thorough accuracy, fluency and purpose to fully comprehend the text and the individual words.1C, 1D
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WRITING
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W.1- Use an inquiry process to gather relevant, credible, information/evidence from a variety of sources (e.g., print, digital, discussions, etc.) that build understanding of and lead to conclusions about a subject under investigation while avoiding plagiarism.
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W.1A- Investigate self-generated questions by participating in sustained inquiry that builds increasingly complex knowledge or that solves a problem, refocusing inquiry and/or incorporating effective advanced searches as needed.Career ResearchI can investigate questions that build knowledge or identify a problem. I can refocus inquiry or incorporate advanced searches with significant guidance and support.I can investigate self-generated questions that build knowledge or solve a problem. I can refocus inquiry or incorporate advanced searches with guidance and support.I can investigate self-generated questions by participating in inquiry that builds knowledge or solves a problem, refocusing inquiry or incorporating advanced searches as needed.I can investigate self-generated questions by participating in sustained inquiry that builds increasingly complex knowledge or solves a problem, independently refocusing inquiry and/or incorporating effective advanced searches.
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W.1B- Assess the credibility, accuracy, and usefulness of a variety of authoritative sources in order to synthesize relevant information that leads to logical, increasingly complex conclusions.I can assess the credibility and usefulness of information, but it has limited relevance, or is from a single source. The information leads to a realistic understanding of an idea of an event.I can assess the credibility and usefulness of information from a variety of sources that have some relevance to the topic to support analysis, reflection and research, integrating information into an understanding of an idea or event.I can assess the credibility and usefulness of a variety of authoritative sources to support analysis, reflection and research, integrating information from diverse sources into a coherent understanding of an idea or event, noting discrepancies and agreement among sources.I can assess the credibility, accuracy, and usefulness of a variety of authoritative sources in order to synthesize relevant information,
integrating information from diverse sources to make connections between ideas or events, noting discrepancies and agreement among sources.		6A, 6C
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W.1C- Take organized notes that purposefully quote, summarize, and paraphrase a variety of sources while avoiding plagiarism and overreliance on any one source.Start a RevolutionI can take notes from a variety of sources while avoiding plagiarism.I can take organized notes that quote and summarize a variety of sources while avoiding plagiarism and overreliance on one source.I can take organized notes that purposefully quote, summarize, and paraphrase a variety of sources while avoiding plagiarism and overreliance on any one source.I can take organized notes that skillfully quote, summarize, and paraphrase a variety of sources while avoiding plagiarism and demonstrating a balance of information from the sources.6B
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W.1D- Follow a standard format for citation (in-text and a list of sources) that applies to task, audience, and purpose.Theme, TKAMCareer Research, Human RightsStart a RevolutionI can use a standard citation format.I can accurately use a standard citation format (in-text and a list of sources).I can accurately use a standard citation format (in-text and a list of sources) that applies to task, audience and purpose.I can skillfully integrate accurate information into the text selectively and purposely to enhance the flow of ideas and accurately follow a standard citation format that applies to task, audience, and purpose.6B
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W.2- Develop, strengthen, and produce polished writing by using a collaborative process that includes the age-appropriate use of technology.
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W.2A- Develop and strengthen writing as needed by planning, composing, revising, editing, rewriting, reflecting, and/or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Career PortfolioW.P. & the Informational Essay; Colonialism & the American Dream;HamletI can edit my work to correct grammatical and mechanical errors, given feedback.I can revise and edit my writing, focusing on some of the areas of identified need, independently or with help from others.I can independently develop and strengthen my writing by using prewriting strategies, revising, editing, rewriting, peer conferencing, or other new approaches to address what is most significant for a specific purpose and audience.I can independently reflect on the choices I have made to develop and strengthen my writing, in which I used a variety of prewriting, drafting, conferencing, revising, editing, and rewriting strategies, to strengthen my writing for a specific purpose and audience.5A
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W.2B- Use technology and ongoing feedback, including new arguments and information, to produce increasingly dynamic writing products.W.P & the Informational Essay; Independent Reading Project 2Anglo-Saxon BeginningsI can use technology to produce and update my writing products in response to ongoing feedback.I can use technology to produce, publish and update writing products both independently and in response to ongoing feedback.I can use technology to produce, publish and update writing products both independently and in response to ongoing feedback, including new arguments or information.I can evaluate technologies and choose the most appropriate means to produce, publish, and update writing products independently.5C
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W.2C- Demonstrate and maintain command of keyboarding skills to produce sustained writing of increasing length.I can demonstrate minimal command of keyboarding skills to produce writing.I can demonstrate some command of keyboarding skills to produce sustained writing.I can demonstrate command of keyboarding skills to produce sustained writing of increasing length.I can demonstrate and maintain full command of keyboarding skills to produce sustained writing of increasing length.
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W.3- Routinely produce a variety of clear and coherent writing in which the development, organization, and style are appropriate to task, audience, and purpose.
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W.3A- Compose clear and increasingly varied and complex pieces with purposefully designed sections that are organized to fully explore the depth and significance of ideas that are appropriate to task, audience, and purpose.ThemeSelf-Discovery(AP) Tools of Literary Analysis; (AP) Tools of Poetry Analysis W.P & the Informational Essay (EN III); Colonialism & the American DreamI can compose pieces with sections that are somewhat organized to explore ideas appropriate to task, audience, and/or purpose.I can compose clear and sometimes varied and/or complex pieces with sections organized to explore the depth and/or significance of ideas appropriate to task, audience, and/or purpose.I can compose clear and increasingly varied and complex pieces with purposefully designed sections that are organized to fully explore the depth and significance of ideas that are appropriate to task, audience, and purpose.I can compose clear and increasingly varied and complex pieces with purposefully designed sections that are organized to fully explore the depth and significance of ideas that are appropriate to task, audience, and purpose, and are stylistically sophisticated.3A, 3B, 4A, 4C
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W.3B- Develop and support the topic with a variety of relevant techniques and by purposefully embedding the most significant details.Theme, Speak, TKAM, And Then...Our Town; Self Discovery(AP) Character in ConflictHamletI can state the topic, and embed some details.I can partially develop and/or support the topic, with some relevant techniques and embedding some significant details.I can develop and support the topic with a variety of relevant techniques and by purposefully embedding the most significant details.I can thoroughly develop and support the topic with a variety of sophisticated techniques, and by purposefully embedding the most significant and rich details.3A, 3B, 4A, 4B, 4C, 4D
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W.3C- Use appropriate and varied transitions, along with purposeful syntax, to create cohesion that clarifies relationships among increasingly complex ideas.
It's UniversalIs Chivalry Dead?I can use some transitions, along with some varied syntax, in an attempt to clarify relationships among ideas.I can use appropriate transitions, along with varied and/or purposeful syntax, to sometimes create cohesion between ideas.I can use appropriate and varied transitions, along with purposeful syntax, to create cohesion that clarifies relationships among increasingly complex ideas.I can use rich and varied transitions, along with sophisticated syntax, to create cohesion that clarifies and builds upon relationships among increasingly complex ideas.3C, 4D
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W.3D- Effectively use increasingly sophisticated, precise, language to establish a highly developed voice and tone.
And Then...(AP) Tools of Literary Analysis; (AP) Tools of Poetry Analysis(ENG 101) Humorous EssayI can sometimes use language to establish a recognizable voice and tone.I can use increasingly sophisticated and precise language to establish a developed voice and tone.I can effectively use increasingly sophisticated, precise, language to establish a highly developed voice and tone.I can effectively use increasingly sophisticated, precise, and stylistically complex language to establish and maintain a richly developed voice and tone.3D, 4F
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W.3E- Provide closure that enhances, supports, and reflects the purpose of the piece.And Then...Self DiscoveryIs Chivalry Dead?I can provide a concluding statement.I can provide closure that summarizes the purpose of the piece.I can provide closure that supports, and reflects the purpose of the piece.I can provide closure that enhances, supports, and reflects the purpose of the piece.3C, 4E
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