Analyzing Author’s Craft
Students demonstrate they have the ability to:
A: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (for example, where a story is set, how the action is ordered, how the characters are introduced and developed) B: Analyze how an author’s choices concerning how to structure specific parts of a text (for example, the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact C: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including where the text leaves matters uncertain |
Assignments
|
Resources
|
Analyzing Complex Language
Students demonstrate they have the ability to:
A: Analyze the impact of specific word choices on meaning and tone in a text, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful B: Analyze the role of figures of speech (for example, hyperbole, paradox) in a text C: Analyze nuances in the connotations/meanings of words with similar denotations/definitions in a text D: Analyze the point of view in a text where distinguishing what is directly stated from what is really meant is required (satire, sarcasm, irony, or understatement) |
Assignments
|
Resources
|
Collaborating in Discussions
Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, 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 to stimulate a thoughtful, well-reasoned exchange of ideas B: 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; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives C: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on other sides of an issue; resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task |
Assignments
|
Resources
|
Creative Writing
Students demonstrate they have the ability to write substantial pieces (such as poems or stories) to develop real or imagined experiences or events using effective techniques and well-chosen details that attend to the following criteria as appropriate to the genre of writing:
A: Engage the reader by setting out a problem, situation, or observation and its significance B: Orient the reader by establishing one or multiple points of view and introducing a narrator and/or characters C: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters D: Use a variety of techniques to create a smooth sequence of events that build on one another to create a coherent whole and build toward a particular tone and outcome E: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters F: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative |
Assignments |
Resources |
Developing Writing
Students demonstrate they have the ability to:
A: Develop writing by planning or outlining and conducting necessary research for background information B: Strengthen writing by revising for clarity, organization, tone, and to vary syntax for effect C: Strengthen writing by editing for conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling |
Assignments
|
Resources
|