reading, writing, and communicating 12th grade rwc standard...

Reading, Writing, and Communicating 12th Grade RWC Standard 1.1

12.RWC.1.1 Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness

Essential Questions - 21st Century Skills and Readiness Competencies:

1. How do different purposes and audiences affect presentation outcomes?

2. What connections are there between print text structures (such as chronology, description, proposition-support, critique, inductive-deductive) and the organization and development of content for a specific oral presentation?

3. Why is it important to match the vocabulary used to a particular audience? (For example, scientific terms are important to use when talking with biologists or physicists.)

4. In what ways can technology be utilized to provide essential support for public presentations?

Evidence Outcomes:

a. 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.

b. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

c. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

d. Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience.

e. Choose specific words and word order for intended effect and meaning.

f. Select appropriate technical or specialized language for the intended audience.

g. Know the four purposes of presentations.

h. Use technology strategically. Academic Vocabulary:

chronology deductive reasoning inductive reasoning proposition support sequence style

Assessment:

Informal Checks for Understanding: Accuracy and thoroughness of student notes, study guides, and graphic organizers will demonstrate informal evidence of concept processing.

Copyright © 2012 South Central Board of Cooperative Educational Services and Education Designs. 447

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*Review Vocabulary from 9.1.1, 10.1.1, and 11.1.1

Observation/Dialogue: Teacher observation and monitoring of the frequency and quality of student contributions to discussion and the sophistication of student responses to critical questioning will serve as informal evidence of concept processing and skill development.

Quiz/Test: Formally measured evidence of outcomes and overall standard achievement will be established via quizzes, unit tests, and benchmark tests.

Writing Prompts: Timed, in-class writing on specific themes and/or passage-related prompts will be evaluated with rubrics for formal assessment of each student’s ability to make meaning out of content and to assess individual progress as a writer. Writings and associated rubrics will be maintained in a portfolio.

Performance Tasks/Projects: Student self-evaluation and peer evaluation will be utilized for informal feedback on at least one activity per standard. Performance tasks and projects will be formally assessed by the teacher using rubrics for holistic evaluation.

Rubric Generator Cornell Note-taking Template Freeology Graphic Organizers ACT Writing Rubric Multipurpose Graphic Organizers More Multipurpose Graphic Organizers


http://rubistar.4teachers.org/index.php�

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http://www.dailyteachingtools.com/language-arts-graphic-organizers.html�

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Suggested Activities/Strategies:

• Create a multi-media persuasive presentation with a formal line of reasoning, relevant facts, findings, and supporting evidence.

• Present two persuasive speeches, arguing the same point from polar perspectives.

• Create a series of three short, multi-media commercials for the same product, but targeting three different audiences.

• Select an excerpt from a speech or dramatic passage and manipulate the word choices to alter the mood and/or tone of the piece so that it is reflective of the persona of a comic-book super-hero, cartoon character, or a famous contemporary pop-media personality.

• Break into debate teams to conduct well-orchestrated exchanges on targeted topics.

Debatepedia Pro/Con Debate Ideas World Debate Website Speech Help Links

Resources/Technology: Speech and Debate Site


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12.RWC.1.2 Effective collaborative groups accomplish goals Essential Questions - 21st Century Skills and Readiness Competencies:

1. Why is being able to effectively function in a collaborative group a necessary skill?

2. How do effective groups balance individual responsibility with group interdependence?

3. What criteria could be used to measure the effectiveness of a group?

4. What is necessary to create a constructive small group?

5. What techniques could groups use to build collective knowledge?

Evidence Outcomes:

a. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

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 or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

c. Implement an effective group effort that achieves a goal.

d. Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities.

e. Assume a leadership role in a group that is collaboratively working to accomplish a goal.

f. Self–evaluate roles in the preparation and completion of the group goal.

g. Critique and offer suggestions for improving presentations given by own group and other groups.

Academic Vocabulary:

civility collaboration consensus creativity democratic discussions divergence perspective

Assessment:


Observation/Dialogue: Teacher observation and monitoring of the frequency and quality of student contributions to discussion and the sophistication of student responses to critical questioning will serve as informal evidence of




concept processing and skill development.




More Multipurpose Graphic Organizers Multipurpose Graphic Organizers ACT Writing Rubric Freeology Graphic Organizers Cornell Note-taking Template Rubric Generator


• Conduct a Socratic Circle discussion on a current topic.

• Conduct a Socratic Seminar on a topic of discussion.

• Initiate and maintain a small, closed group online discussion forum on ideas for solving a social dilemma of choice.

Resources/Technology: Group Roles








http://www.mindtools.com/pages/article/newTMM_85.htm�


As site mediator, give evidence of your efforts to clarify, verify, or challenge ideas and conclusions, as well as your efforts to promote divergent and creative perspectives while utilizing principles of ethical interactions.

• Collaborate in "survival activities" online and/or off.

Guidelines for Small Group Discussions Current Topics for Discussion Socratic Circles Survival Sites Scenario Ideas for Group Collaboration Moon Survival Activity


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http://wilderdom.com/games/descriptions/SurvivalScenarios.html�

http://www.trainerbubble.com/Products/Moon_Survival_Training_Game.aspx�


12.RWC.2.1 Literary criticism of complex texts requires the use of analytical, interpretive, and evaluative strategies


1. What specific techniques in a classic text elicit historic attention or appreciation? Why?

2. What specific techniques in a modern text deserve critical attention or appreciation? Why?

3. What strategies are most useful when reading, understanding, and making personal connections to literary texts?

4. Is literary criticism based on skepticism or something else?

5. How can students compare their family or individual beliefs to those of the historical period they are currently studying?

Evidence Outcomes:

a. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., 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.

b. Describe and contrast characteristics of specific literary movements and perspectives.

c. Evaluate the influence of historical context on the form, style, and point of view of a written work.

d. Analyze and relate a literary work to source documents of its literary period or to critical perspectives.

e. Evaluate how literary components impact meaning (e.g., tone, symbolism, irony, extended metaphor, satire, hyperbole).

f. Demonstrate knowledge of classical foundational works of world literature.

g. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.


aesthetic impact comedy comedic resolution criticism extended metaphor hyperbole literary movement skepticism

Assessment:





symbolism tragedy tragic resolution















• Evaluate the different schools of literary criticism. Select a work and approach a criticism of it from three differing schools of thought.

• Create a three-dimensional timeline of classical works with their respective literary periods.

• Analyze a piece of classic literature for tone, symbolism, irony, extended metaphor, satire, and hyperbole. Provide citations and literary criticism of effectiveness.

• Provide an extended literary analysis over a classic novel made into a film.

• Compare/contrast a classic text with a modern text.

• Compare/contrast students’ personal beliefs to those assumed to be reflective of a particular historical period.

• Use an article from a contemporary satirist to analyze and critique (e.g., from “The Onion- America's Finest News Source,” examine “A Modest Proposal” or “Tree Octopus.” *Note, "The Onion" was a teacher-suggested site, but it is advised to never open directly from the source during instruction because content is not guaranteed to be consistently appropriate.)

Literary Movements Schools of Literary Criticism Schools of Criticism

Resources/Technology: Timeline American Literary Movements List of Literary Movements Literature Network Literary Movements Slide Show Classic Works of World Literature Harvard Classics List of Literature College Bound Reading List Schools of Literary Criticism The Onion- America's Finest News Source (Satire)


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http://owl.english.purdue.edu/owl/resource/722/01/�

http://public.wsu.edu/~campbelld/amlit/litfram.html�

http://en.wikipedia.org/wiki/List_of_literary_movements�

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http://www.slideshare.net/katevalleri/literary-movements�

http://www.infoplease.com/ipea/A0934958.html�

http://www.gutenberg.org/wiki/Harvard_Classics_%28Bookshelf%29�

http://rateyourmusic.com/list/novocaine69/250__favourite_classic_works_of_world_literature�

http://als.lib.wi.us/Collegebound.html�

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CGYQFjAE&url=http%3A%2F%2Fchaparralstaracademy.com%2Fwp-content%2Fuploads%2F2011%2F08%2FLit-Crit-Schools-1-pg.doc&ei=yjUPUMzGPIqi8AT2w4HAAw&usg=AFQjCNG23qIFMOj-YQxWvOIGUgld2nLwAA&sig2=OIq�

http://www.theonion.com/�

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12.RWC.2.2 Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills


1. How do different genres, formats, and text features used in informational text help readers understand the author's purpose?

2. What gives the written word its power?

3. How do rhetorical devices and logic impact the reader?

4. What is the role of logic in informational texts?

5. How does the reading of informational texts transfer to real life situations?

6. How does the use of visual components assist in real-life decision making?

Evidence Outcomes:

a. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

b. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

c. Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts.

d. Use semantic cues, signal words, and transitions to identify text structures (such as critique, proposition/support, inductive/deductive) and to summarize central ideas and supporting details.

e. Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer questions, perform specific tasks, or identify and solve problems.

f. Explain and interpret the visual components supporting the text (maps, complex tables and diagrams, and transitional devices, such as use of white space).

g. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.





critiques deductive inductive propositions quantitatively rhetorical devices semantics substantive texts text structures

Assessment:










• Use Teaching Tolerance Kits and Activities for examining author's point of view, purpose, persuasive language, data, and visual supports.

• Read multiple theoretical perspectives and suggestions or "tips" for critical reading strategies. Select several, apply them to the critical reading of text sources, and then meta-cognitively journal about the process and outcomes.

• Select a topic of interest and critically research through evaluation of multiple resources. Manifest a rendering of the information garnered into a "museum" of visual artifacts/photos, audio clips, film clips, and data translated into a visual format (e.g., chart, graph, diagram, timeline).

• Create an annotated bibliography from multiple resources (online and text-based, primary and secondary) on a contemporary topic associated with a timelessly universal literary theme.

• Evaluate textbooks and science sources to interpret visual components.

• Annotate text and summarize. • Interpret data in graph and table,

identifying and describing a trend match.

Note-taking Methodologies

Resources/Technology: Charts and Graphs Teaching Tolerance Plans for Visuals Free Teaching Kits Justice Info and Activities








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http://www.tolerance.org/activity/interpreting-visuals-rural-america�

http://www.tolerance.org/teaching-kits�

http://www.tolerance.org/activities?keys=language+arts&level=6&keyword=All�


Critical Reading Successful Note-taking Critical Reading Tips Seven Critical Reading Strategies Study Tips for Critical Reading "How to" Become a Critical Reader Critical Reading for Critical Writing Reading for Thinking and Writing SAT Critical Reading Practice


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http://www.writing.utoronto.ca/advice/reading-and-researching/critical-reading�

http://www.majortests.com/sat/critical-reading.php�


12.RWC.3.1 Style, detail, expressive language, and genre create a well crafted statement directed at an intended audience and purpose


1. How does figurative language enhance the writer's intended meaning?

2. In what way is the setting a significant part of a text?

3. How might events in a story be different if the setting were different?

4. What literary genre best fits your interest and why?

5. If you were invited to write a short story about an event in your life or that of another person, what would you write about and why?

6. Who would your intended audience be for this piece of work?

7. How are the lyrics of a song directed at a particular audience?

Evidence Outcomes:

a. Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or describing) to establish and express point of view and theme.

b. Create a clear and coherent, logically consistent structure appropriate to the chosen literary genre (biographical account, short story, personal narrative, narrative poem or song, parody of particular narrative style, play script.)

c. Develop context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme.

d. Manipulate elements of style, imagery, tone, and point of view to appeal to the senses and emotions of the reader.

e. Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect.


biographical account memoir motif narrative parody personal narrative script short story

Assessment:


Observation/Dialogue: Teacher observation and monitoring of the frequency and quality of student contributions to discussion and the sophistication of student responses to critical questioning will serve as informal evidence of




concept processing and skill development.






• Use elaboration techniques (questioning, comparing, connecting, interpreting, analyzing, or describing) to determine the point of view and theme of songs selected across five

Resources/Technology: Conducting Writing Workshops








http://www.dartmouth.edu/~writing/materials/faculty/methods/workshops.html�


decades (e.g., 1950s, 60s, 70s, 80s, 90s). Develop a justification of why that particular song might have appealed to audiences of that period, by considering the historic events at the peak of the song's popularity (e.g., the Vietnam War and "Where Have All the Flowers Gone?" or following September 11th, the plethora of patriotic country songs).

• Create writing samples across literary genre (biographical account, short story, personal narrative, narrative poem or song, parody of particular narrative style, play script) and maintain them in a portfolio.

• Participate in a peer writing workshop, critiquing self writing and the writing of peers.

• Write a short story about a significant life event, using stylistic elements such as imagery, tone, and point of view to appeal to the senses and emotions of the reader.

• Take poetry or songs from differing time periods to identify audience.

• Change the setting of a story and have students identify its impact.

• Write a parody of a song/poem and evaluate effect on the audience.

• Read, discuss, and evaluate peer papers from varying perspectives.

Writing Workshop "Speed Dating" Peer Review Peer Review Sample Peer Review Sheet Simile Strings Writing Prompts


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http://www.daily-writing-prompt.com/�


12.RWC.3.2 Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes


1. How do writers select appropriate details to develop and support a strong thesis?

2. Why is it important to identify audience needs and address counter-arguments?

3. Why is relevance a key element of technical writing?

4. How is credibility of sources pertinent to academic or persuasive writing?

5. How does the use of transitional words affect comprehension and flow of text structure?

Evidence Outcomes:

a. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counter-arguments.

b. Select appropriate and relevant information (excluding extraneous details) to set context.

c. Address audience needs and anticipate audience questions or misunderstandings.

d. Select and build context for language appropriate to content (technical, formal).

e. Control and enhance the flow of ideas through transitional words or phrases appropriate to text structure.

f. Support judgments with substantial evidence and purposeful elaboration.

g. Draw a conclusion by synthesizing information.

h. Revise writing using feedback to maximize effect on audience and to calibrate purpose.


claim editorial elaborated techniques extraneous details opinion purposeful elaboration relevant information sophisticated response transitions

Assessment:











• Complete a WebQuest on a "conspiracy theory," evaluating claims and counterclaims. Draw conclusions based upon a synthesis of the information discovered.

• Complete a WebQuest on "The American Dream" and use the

Resources/Technology: Handout on Transitions








http://oasis.qatar.tamu.edu/assets/PDFs/transiton_words_and_phrases.pdf�


information to determine if you agree or disagree with the concept. Write a persuasive paper, advancing the thesis with judgments supported by substantial evidence, purposeful elaboration of examples, and counter-arguments.

• Referencing lists of possible transitions and their uses, integrate examples of these transitions into verbal and written contexts.

• Form collaborative groups and write "Who-done-it" mystery skits to coherently integrate as many transitions as possible, while logically advancing evidence.

• Write and submit an editorial on the topic of your choice.

• Write to a Congressional Representative on a topic of concern. Discuss the letter and the returned response in a Readers' Circle.

WebQuest on Conspiracy Theories WebQuest on the American Dream Transition Words Guide Transitions English 1001 Transitions Types of Transitions


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12.RWC.3.3 Standard English conventions effectively communicate to targeted audiences and purposes


1. What makes the final draft of a document look professional and polished?

2. How does structure affect clarity?

3. What are the advantages and disadvantages of using software tools for developing skills in written expression?

4. When is it appropriate to include visuals in a presentation?

5. How is the appropriate style for an audience or purpose determined?

Evidence Outcomes:

a. Follow the conventions of standard English to write varied, strong, correct, complete sentences.

b. Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose.

c. Seek and use an appropriate style guide to govern conventions for a particular audience and purpose.


conventions fluency stylistic effect software tools

Assessment:











• Evaluate multiple style guides for commonalities and differences. Determine which guides would be appropriate for which purposes, contexts, and audiences.

• Using the style guides, text-based and/or online, correctly cite sources for a variety of purposes and contexts.

• Manipulate a single piece of writing to readdress and appeal to multiple audiences.

• Practice grammar and conventions, using a variety of text-based and online resources, as well as within embedded writing activities.

Resources/Technology: Ten Grammar Sites for Teachers Teachers' Cafe Teaching Resources








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Easy Bib.com Style Guide Search Engine Identifying Audience Audience Communication on Social Networks Daily Grammar Lessons Grammar Tutorials Grammar Resources Funny Grammar Interactive


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12.RWC.4.1 Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes


1. How do researchers identify a significant problem or issue to study?

2. If an initial inquiry proves fruitless, how can a researcher reformulate the research question to address an alternative topic, issue, or problem? (intellectual flexibility)

3. To what extent can researchers compare and contrast their research conclusions/results with alternative conclusions/results? (breadth)

4. How do researchers check for clarity and credentials of the contributing authors that they selected for their research?

5. How do researchers check their resources and evaluate evidence to ensure that they were relevant and significant to the research question or purpose?

6. How do researchers check their conclusion(s) for significance and accuracy?

Evidence Outcomes:

a. Define and narrow a topic for self-designed research for a variety of purposes and audiences.

b. Critique research questions of self and others for bias and underlying assumptions.

c. Critique and defend sources and information based on credibility, relevance and appropriateness relative to context and purpose.

d. Design and defend a set of diverse research strategies (e.g., cross-referencing bibliographies, creating annotated bibliographies, researching source credentials) to identify information appropriate to the needs of a research question, hypothesis, or thesis statement.

e. Critique and defend evidence relative to its use to address a particular context and purpose.

f. Determine and use the appropriate style guide to govern format and documentation of quotations, paraphrases, and other information from a range of research sources.


annotated biography bias biography breadth compare/contrast credibility cross-referencing evaluation evidence hypothesis intellectual flexibility

Assessment:


Observation/Dialogue: Teacher observation and monitoring of the frequency and quality of student contributions to discussion and the




paraphrasing quotation relevance thesis statement underlying assumptions

sophistication of student responses to critical questioning will serve as informal evidence of concept processing and skill development.














• Write an articulate and defensible research paper on a well-rationalized topic of choice, using multiple resources.

• Create an annotated bibliography of resources.

• Create a bibliography in MLA format, to include examples of at least one of each of the following: book with one author, book with multiple authors, an edited book, journal article with single author, journal article with multiple authors, and online resources.

• Evaluate ten online sources for suitability, scope, audience, timeliness, authority, documentation, popular versus scholarly, objectivity, inclusion of primary and secondary sources, use of references and other online links, citations, etc.

MLA Guidelines Purdue OWL MLA MLA Quick Guide Critically Evaluating Online Sources

Resources/Technology: Research Resource from Berkeley Resources Understanding Publications Resources and Technology


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12.RWC.4.2 Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment


1. How do authors measure the quality of their argument along the way?

2. What criteria do authors use to evaluate the quality of their reasoning (e.g., clarity, validity, logic, relevance, completeness, depth, breadth)?

3. When have you last heard a "pitch" based predominantly on an assumption?

4. When can a scattered argument ever be successful?

Evidence Outcomes:

a. Synthesize information to support a logical argument.

b. Distinguish between evidence and inferences.

c. Identify false premises or assumptions.

d. Analyze rhetorical devices used in own and others’ appeals.

e. Summarize ideas that include alternate views, rich detail, well-developed paragraphs, and logical argumentation.


assumption breadth clarity completeness depth evidence vs. inference fact vs. opinion false premise logic relevance rhetorical appeal scattered argument validity

Assessment:











• Select ten magazine ads. For each, identify the targeted audience, analyze the types of appeals used, evaluate the use of evidence versus inferences and identify false assumptions or misleading premises. Make a value judgement as to why each ad has the potential to be "effective."

• Write an editorial using a variety of identifiable persuasive appeals and rewrite the same editorial using only fact-based evidence with source citations.

• Identify appeals in editorials. • Compare/contrast emotional/logical

appeals in purchasing a car, home,

Resources/Technology: Read/Write/Think Letters to the Editor Sample Guide








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college education, political campaigns and identify false premises.

• Use only primary sources in a document/project/newspaper article.

Letter to the Editor Editorial Writing Advocacy in Letters to the Editor


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http://rtc.ruralinstitute.umt.edu/advocacy/editorials.htm�

reading, writing, and communicating 12th grade rwc standard...

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