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1 Grade 12 Module 4 STUDENT JOURNAL Paths to College and Career English Language Arts Analyzing the Interaction of Central Ideas and Character Development

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3 CONTENTS Unit 1 1 Short Response Rubric 1 Short Response Checklist Speaking and Listening Rubric Speaking and Listening Checklist Narrative Writing Rubric Narrative Writing Checklist Lesson 5 Evidence Collection Tool (Optional) Lesson 10 Exit Slip Common Core State Standards Tool (Optional) 13 A Streetcar Named Desire Film Viewing Tool Lesson 11 Exit Slip End-of-Unit Text Analysis Rubric End-of-Unit Text Analysis Checklist End-of-Unit Assessment 27 Unit Mid-Unit Assessment Mid-Unit Text Analysis Rubric Mid-Unit Text Analysis Checklist 36 STUDENT JOURNAL Grade 12 Module 4 Contents iii

4 Lesson 8 Evidence Collection Tool Lesson 18 Evidence Collection Tool (Optional) Lesson 22 Exit Slip End-of-Unit Rubric End-of-Unit Checklist End-of-Unit Assessment 49 Module Performance Assessment Performance Assessment Rubric Performance Assessment Checklist 65 iv STUDENT JOURNAL Grade 12 Module 4 Contents

5 Short Response Rubric Assessed Standard(s): 2-Point Response 1-Point Response 0-Point Response Inferences/ Claims Analysis Evidence Conventions Includes valid inferences or claims from the text. Fully and directly responds to the prompt. Includes evidence of reflection and analysis of the text. Includes the most relevant and sufficient textual evidence, facts, or details to develop a response according to the requirements of the Quick Write. Uses complete sentences where errors do not impact readability. Includes inferences or claims that are loosely based on the text. Responds partially to the prompt or does not address all elements of the prompt. A mostly literal recounting of events or details from the text(s). Includes some relevant facts, definitions, concrete details, and/ or other information from the text(s) to develop an analysis of the text according to the requirements of the Quick Write. Includes incomplete sentences or bullets. Does not address any of the requirements of the prompt or is totally inaccurate. The response is blank. The response includes no evidence from the text. The response is unintelligible or indecipherable. STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 1 1

6 Short Response Checklist Assessed Standard(s): Does my writing... Did I... Include valid inferences and/or claims from the text(s)? Closely read the prompt and address the whole prompt in my response? Clearly state a text-based claim I want the reader to consider? Develop an analysis of the text(s)? Include evidence from the text(s)? Use complete sentences, correct punctuation, and spelling? Confirm that my claim is directly supported by what I read in the text? Consider the author s choices, impact of word choices, the text s central ideas, etc.? Directly quote or paraphrase evidence from the text? Arrange my evidence in an order that makes sense and supports my claim? Reflect on the text to ensure the evidence I used is the most relevant and sufficient evidence to support my claim? Reread my writing to ensure it means exactly what I want it to mean? Review my writing for correct grammar, spelling, and punctuation? 2 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 1

7 12.4 Speaking and Listening Rubric / (Total points) Criteria 4 Responses at This Level: 3 Responses at This Level: 2 Responses at This Level: 1 Responses at This Level: Command of Evidence and Reasoning The extent to which the speaker demonstrates preparation for the discussion by explicitly drawing on evidence from texts and/or other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL 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. Demonstrate thorough preparation for the discussion by explicitly drawing on precise and sufficient evidence from texts and/ or other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. (SL a) Skillfully propel conversations by consistently posing and responding to questions that probe reasoning and evidence; actively ensure a hearing for a full range of positions Demonstrate preparation for the discussion by explicitly drawing on relevant and sufficient evidence from texts and/ or other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. (SL a) 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; Demonstrate partial preparation for the discussion by inconsistently drawing on relevant or sufficient evidence from texts and/ or other research on the topic or issue, occasionally stimulating a thoughtful, wellreasoned exchange of ideas. (SL a) Somewhat effectively propel conversations by inconsistently posing and responding to questions that probe reasoning and evidence; Demonstrate a lack of preparation for the discussion by rarely drawing on relevant or sufficient evidence from texts and/or other research on the topic or issue, rarely stimulating a thoughtful or wellreasoned exchange of ideas. (SL a) Ineffectively propel conversations by rarely posing or responding to questions that probe reasoning and evidence; rarely ensure a hearing for a full range of positions on a topic or issue; rarely STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 3 3

8 The extent to which the speaker propels conversations by posing and responding to questions that probe reasoning and evidence; ensures a hearing for a full range of positions on a topic or issue; clarifies, verifies, or challenges ideas and conclusions; and promotes divergent and creative perspectives. CCSS.ELA-Literacy.SL 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. Collaboration and Presentation The extent to which the speaker works with peers to promote civil, democratic discussions and decision-making, setting clear goals and deadlines and establishing individual roles as needed. CCSS.ELA-Literacy.SL Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others on a topic or issue; consistently clarify, verify, or challenge ideas and conclusions; and actively promote divergent and creative perspectives. (SL c) Skillfully respond to diverse perspectives; skillfully synthesize comments, claims, and evidence made on all sides of an issue; frequently resolve contradictions when possible; and precisely determine clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (SL c) Effectively respond to diverse perspectives; accurately synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and accurately occasionally ensure a hearing for a full range of positions on a topic or issue; inconsistently clarify, verify, or challenge ideas and conclusions; and occasionally promote divergent and creative perspectives. (SL c) Somewhat effectively respond to diverse perspectives; with partial accuracy, synthesize comments, claims, and evidence made on all sides of an issue; occasionally resolve contradictions clarify, verify, or challenge ideas and conclusions; and prevent divergent and creative perspectives. (SL c) Ineffectively respond to diverse perspectives; inaccurately synthesize comments, claims, and evidence made on all sides of an issue; rarely resolve contradictions when possible; and inaccurately 4 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 3

9 ideas and expressing their own clearly and persuasively. The extent to which the speaker responds to diverse perspectives; synthesizes comments, claims, and evidence made on all sides of an issue; resolves contradictions when possible; and determines what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-Literacy.SL d 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. what additional information or research is required to deepen the investigation or complete the task. (SL d) determine what additional information or research is required to deepen the investigation or complete the task. (SL d) A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1. A response that is totally copied from the text with no original writing must be given a 0. A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0. when possible; and determine with partial accuracy what additional information or research is required to deepen the investigation or complete the task. (SL d) determine what additional information or research is required to deepen the investigation or complete the task. (SL d) STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 3 5

10 12.4 Speaking and Listening Checklist Assessed Standard(s): Command of Evidence and Reasoning Does my writing... Explicitly draw on evidence from texts and/or other research on the topic or issue? (SL a) Pose and respond to questions that probe reasoning and evidence? (SL c) Collaboration and Presentation Ensure a hearing for a full range of positions on a topic or issue? (SL c) Clarify, verify, or challenge ideas and conclusions? (SL c) Promote divergent and creative perspectives? (SL c) Respond to diverse perspectives? (SL d) Synthesize comments, claims, and evidence made on all sides of an issue? (SL d) Resolve contradictions when possible? (SL d) Determine what additional information or research is required to deepen the investigation or complete the task? (SL d) 6 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 3

11 12.4 Narrative Writing Rubric / (Total points) Criteria 4 Responses at This Level: 3 Responses at This Level: 2 Responses at This Level: 1 Responses at This Level: Coherence, Organization, and Style The extent to which the response engages and orients 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; and creates a smooth progression of experiences or events. CCSS.ELA-Literacy.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W 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. Skillfully engage and orient the reader by thoroughly and clearly 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; skillfully create a smooth progression of experiences or events. (W a) Skillfully use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot 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. (W a) Use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines, developing experiences, events, and/or characters. (W b) Somewhat effectively engage or orient the reader by partially 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 an unclear progression of experiences or events. (W a) Somewhat effectively use narrative techniques such as dialogue, pacing, description, reflection, and Ineffectively engage or orient the reader by insufficiently 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 disorganized collection of experiences or events. (W a) Ineffectively or rarely use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 4 7

12 The extent to which the response uses narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. The extent to which the response uses 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. CCSS.ELA-Literacy.W 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). The extent to which the response uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. lines, thoroughly developing experiences, events, and/or characters. (W b) Skillfully use a variety of techniques to sequence events so that they build on one another to create a coherent whole and clearly build toward a particular tone and outcome. (W c) Skillfully use precise words and phrases, telling details, and sensory language, conveying a complete and vivid picture of the experiences, events, setting, and/or characters. (W d) 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. (W c) Use precise words and phrases, telling details, and sensory language, conveying a vivid picture of the experiences, events, setting, and/or characters. (W d) multiple plot lines, partially developing experiences, events, and/or characters. (W b) Somewhat effectively use techniques, or use unvaried techniques to sequence events so that they insufficiently build on one another to create a loosely connected whole or a particular tone and outcome. (W c) Somewhat effectively use precise words and phrases, telling details, and sensory language, conveying a clear picture of the experiences, events, setting, and/or characters. (W d) lines, insufficiently developing experiences, events, and/or characters. (W b) Ineffectively use techniques, creating a disorganized collection of events that fail to build on one another to create a coherent whole or a particular tone and outcome. (W c) Ineffectively use precise words and phrases, telling details, and sensory language, conveying an unclear picture of the experiences, events, setting, and/or characters. (W d) 8 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 4

13 CCSS.ELA-Literacy.W d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1. A response that is totally copied from the text with no original writing must be given a 0. A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0. STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 4 9

14 12.4 Narrative Writing Checklist Assessed Standard(s): Coherence, Organization, and Style Does my writing... Engage and orient the reader by setting out a problem, situation, or observation and its significance? (W a) Establish one or multiple point(s) of view? (W a) Introduce a narrator and/or characters? (W a) Create a smooth progression of experiences or events? (W a) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters? (W b) 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? (W c) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters? (W d) 10 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 4

15 Lesson 5 Evidence Collection Tool (Optional) Name: Class: Date: Directions: Use this tool to collect evidence in preparation for the small group discussion and Quick Write. Read Scene Six of A Streetcar Named Desire and identify evidence of the roles power dynamics and identity play in Blanche s interactions with Mitch. Evidence from Blanche and Mitch s Interactions What roles do power dynamics and identity play in Blanche s interactions with Mitch in this scene? STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 5 11

16 Lesson 10 Exit Slip Name: Class: Date: Directions: Explain how the discussion confirmed or changed your initial response to the prompt. Prompt: What characters or forces contribute to Blanche s predicament in Scene Eleven? Text: A Streetcar Named Desire by Tennessee Williams Provide evidence of how the discussion changed or confirmed your initial response to the prompt. 12 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 10

17 L 12.4 Common Core State Standards Tool (Optional) CCS Standards: Reading Literature I know what this is asking and I can do this. This standard has familiar language, but I haven t mastered it. I am not familiar with this standard. RL Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 11 13

18 A Streetcar Named Desire Film Viewing Tool Name: Class: Date: Directions: Use this tool to record your observations about Elia Kazan s directorial choices in the film A Streetcar Named Desire. Focus Question: What do you notice about the characters, setting/set design, and cinematic choices the director makes in the film? Character Development Setting/Set Design Cinematic Choices e.g., Which characters are in each scene? How do the actors portray their characters? How are the characters dressed? Which character(s) is the focus of each scene? How do the characters interact with each other? Segment 1: 00:00 07:22 (pages 3 15) Segment 2: 32:04 43:51 (pages 54 67) e.g., Where is this scene set? What do you notice about this environment? What do you notice about the time and place? e.g., How is sound used? How is lighting used? How are camera angles used? Who or what is framed by the camera? 14 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 11

19 Segment 3: 1:08:46 19:37 (pages ) Segment 4: 1:30:30 1:41:10 (pages ) Segment 5: 1:52:00 2:04:30 (pages ) STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 11 15

20 Lesson 11 Exit Slip Name: Class: Date: Directions: Explain how the discussion confirmed or changed your initial ideas about the prompt. Prompt: What do you notice about the characters, setting/set design, and cinematic choices the director makes in the film? Text: A Streetcar Named Desire (1951) by Elia Kazan Provide evidence of how the discussion changed or confirmed your initial ideas from the A Streetcar Named Desire Film Viewing Tool. 16 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 11

21 L End-of-Unit Text Analysis Rubric / (Total points) Criteria 4 Responses at This Level: 3 Responses at This Level: 2 Responses at This Level: 1 Responses At This Level: Content and Analysis The extent to which the response analyzes how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Content and Analysis The extent to which the response determines two or more central ideas of a text and analyzes their development over the course of the text, including how they interact and build on one another; and provides an objective summary of a text. Skillfully analyze how two or more texts address similar themes or topics. Precisely determine two or more central ideas of a text and skillfully analyze their development by providing precise and sufficient examples of how the central ideas interact and build on one another; (when necessary) provide a concise and accurate Accurately analyze how two or more texts address similar themes or topics. Accurately determine two or more central ideas of a text and accurately analyze their development by providing relevant and sufficient examples of how the central ideas interact and build on one another; (when necessary) With partial accuracy, analyze how two or more texts address similar themes or topics. Determine two central ideas of a text and with partial accuracy, analyze their development by providing relevant but insufficient examples of how the central ideas interact and build on one another; (when necessary) provide Inaccurately analyze how two or more texts address similar themes or topics. Fail to determine at least two central ideas of a text or inaccurately determine the central ideas of a text. Provide no examples or irrelevant and insufficient examples of how the central ideas interact and build on one another; STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13 17

22 CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Command of Evidence and Reasoning The extent to which the response thoroughly develops the topic through the effective selection and analysis of 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. *CCSS.ELA-Literacy.W 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. objective summary of a text. Thoroughly and skillfully develop the topic with 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. (W b) provide an accurate objective summary of a text. Develop the topic with significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. (W b) a partially accurate and somewhat objective summary of a text. Partially develop the topic with weak facts, extended definitions, details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. (W b) (when necessary) provide a lengthy, inaccurate, or subjective summary of a text. Minimally develop the topic, providing few or irrelevant facts, extended definitions, details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. (W b) 18 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13

23 *CCSS.ELA-Literacy.W 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. Coherence, Organization, and Style The extent to which the response introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims, and organizes claim(s), counterclaims, reasons, and evidence, establishing clear relationships among all components. *CCSS.ELA-Literacy.W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. Skillfully establish and maintain a formal style and objective tone that is appropriate for the norms and conventions of the discipline. (W d) Provide a concluding statement or section that clearly follows from and skillfully supports the argument presented. (W e) Establish a formal style and objective tone that is appropriate for the norms and conventions of the discipline. (W d) Provide a concluding statement or section that follows from and supports the argument presented. (W e) Establish but fail to maintain a formal style and objective tone that is appropriate for the norms and conventions of the discipline. (W d) Provide a concluding statement or section that loosely follows from and so ineffectively supports the argument presented. (W e) Lack a formal style or objective tone that adheres to the norms and conventions of the discipline. (W d) Provide a concluding statement or section that does not follow from or support the argument presented. (W e) STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13 19

24 The extent to which the response establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. *CCSS.ELA-Literacy.W 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. The extent to which the response provides a concluding statement or section that follows from and supports the argument presented. *CCSS.ELA-Literacy.W e Provide a concluding statement or section that follows from and supports the argument presented. Coherence, Organization, and Style The extent to which the response introduces a topic and organizes complex ideas, concepts, and information so that each new element builds Skillfully introduce a topic; effectively organize complex ideas, concepts, and information so that each new element clearly builds on that Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create Ineffectively introduce a topic; organize complex ideas, concepts, and information so that each new element partially builds Lack a clear topic; illogically arrange ideas, concepts, and information, failing to create a unified whole; ineffectively include formatting, 20 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13

25 on that which precedes it to create a unified whole; includes formatting, graphics, and multimedia when useful to aiding comprehension. *CCSS.ELA-Literacy.W 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. *CCSS.ELA-Literacy.W 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. The extent to which the response uses 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. which precedes it to create a unified whole; skillfully include formatting, graphics, and multimedia when useful to aiding comprehension. (W a) Skillfully 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. (W c) Skillfully use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (W d) a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension. (W a) Effectively 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. (W c) Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (W d) on that which precedes it to create a loosely unified whole; somewhat effectively include formatting, graphics, and multimedia when useful to aiding comprehension. (W a) Somewhat effectively use transitions or use unvaried transitions and syntax to link the major sections of the text, creating limited cohesion or clarity in the relationships among complex ideas and concepts. (W c) Inconsistently use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (W d) graphics, and multimedia when useful to aiding comprehension. (W a) Ineffectively use transitions and syntax to link the major sections of the text, creating incoherent or unclear relationships among complex ideas and concepts. (W c) Rarely or inaccurately use precise language, domain-specific vocabulary, or any techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (W d) STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13 21

26 *CCSS.ELA-Literacy.W 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. The extent to which the response includes and uses precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CCSS.ELA-Literacy.W d Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. The extent to which the response properly establishes and maintains a formal style and objective tone as well as adheres to the writing conventions of the discipline. Skillfully establish and maintain a formal style and objective tone that is appropriate for the norms and conventions of the discipline. (W e) Provide a concluding statement or section that clearly follows from and skillfully supports the information or explanation presented. (W f) Establish a formal style and objective tone that is appropriate for the norms and conventions of the discipline. (W e) Provide a concluding statement or section that follows from and supports the information or explanation presented. (W f) Establish but fail to maintain a formal style and objective tone that is appropriate for the norms and conventions of the discipline. (W e) Provide a concluding statement or section that loosely follows from and so ineffectively supports the information or explanation presented. (W f) Lack a formal style and objective tone that adheres to the norms and conventions of the discipline. (W e) Provide a concluding statement or section that does not follow from or support the information or explanation presented. (W f) 22 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13

27 *CCSS.ELA-Literacy.W 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. The extent to which the response provides 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). *CCSS.ELA-Literacy.W f 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). Control of Conventions The extent to which the response demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Demonstrate skillful command of conventions with no grammar, usage, capitalization, punctuation, or spelling errors. Demonstrate command of conventions with occasional grammar, usage, capitalization, punctuation, or spelling errors that do not hinder comprehension. Demonstrate partial command of conventions with several grammar, usage, capitalization, punctuation, or spelling errors that hinder comprehension. Demonstrate insufficient command of conventions with frequent grammar, usage, capitalization, punctuation, or spelling errors that make comprehension difficult. STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13 23

28 CCSS.ELA-Literacy.L CCSS.ELA-Literacy.L Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing or speaking. *The assessed writing standard for this performance assessment will depend on the individual student s selected option. A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1. A response that is totally copied from the text with no original writing must be given a 0. A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13

29 End-of-Unit Text Analysis Checklist Assessed Standard(s): Content and Analysis Command of Evidence and Reasoning Coherence, Organization, and Style Does my writing... Analyze how two or more texts address similar themes or topics? (CCRA.R.9) Identify two or more central ideas from the text and analyze their development? (RL ) Provide examples to support analysis of how the central ideas interact and build on one another? (RL ) If necessary, include a brief summary of the text to frame the development of the central ideas? (RL ) Develop the topic with the most significant and relevant textual evidence? (*W b) Establish a formal style and objective tone that is appropriate for the norms and conventions of the discipline? (*W d) Provide a concluding statement or section that follows from and supports the argument presented? (*W e) Introduce a topic? (*W a) Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole? (*W a) When useful to aiding comprehension, include formatting, graphics, and multimedia? (*W a) 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? (*W c) Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic? (*W d) STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13 25

30 Control of Conventions Establish a formal style and objective tone that is appropriate for the norms and conventions of the discipline? (*W e) Provide a concluding statement or section that follows from and supports the explanation or analysis? (*W f) Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling? (L , L ) *The assessed writing standard for this lesson will depend on the individual student s selected option. 26 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 13

31 End-of-Unit Assessment Text-Based Response Your Task: Rely on your reading and analysis of A Streetcar Named Desire and A Daily Joy to Be Alive to write a well-developed response to one of the following prompts: Prompt 1: What does it mean to be in the ruins / of new beginnings (lines 20 21) for the speaker in A Daily Joy to Be Alive and a character from A Streetcar Named Desire? Prompt 2: To what extent are individuals free to shape their own identities? Use evidence from A Streetcar Named Desire and A Daily Joy to Be Alive to support your argument. Your writing will be assessed using the End-of-Unit Text Analysis Rubric. Guidelines Be sure to: Closely read the prompt. Address all elements of the prompt in your response. Paraphrase, quote, and reference relevant evidence to support your response. Organize your ideas in a cohesive and coherent manner. Maintain a formal style of writing. Follow the conventions of standard written English. Review your writing for alignment with all components of the standard your response corresponds to. CCSS CCRA.R.9, RL , W d, e* or W a-f,* L , L Commentary on the Task This task measures CCRA.R.9 because it demands that students do the following: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. This task measures RL because it demands that students do the following: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 14 27

32 This task measures W d and e* because it demands that students do the following: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Provide a concluding statement or section that follows from and supports the argument presented. This task measures W a-f* because it demands that students do the following: 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. o 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. o 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. o 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. o Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o 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). This task measures L because it demands that students do the following: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. This task measures L because it demands that students do the following: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. *The assessed writing standard for this lesson will depend on the individual student s selected prompt. 28 STUDENT JOURNAL Grade 12 Module 4 Unit 1 Lesson 14

33 L Mid-Unit Assessm ent Text-Based Response Your Task: Rely on your reading and analysis of The Overcoat to write a well-developed response to the following prompt: How does Gogol s use of the overcoat relate to two interacting central ideas? Your writing will be assessed using the Mid-Unit Text Analysis Rubric. Guidelines Be sure to: Closely read the prompt. Address all elements of the prompt in your response. Paraphrase, quote, and reference relevant evidence to support your claim. Organize your ideas in a cohesive and coherent manner. Maintain a formal style of writing. Follow the conventions of standard written English. CCSS RL , W a f, L , L Commentary on the Task This task measures RL because it demands that students do the following: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. This task measures W a f because it demands that students do the following: 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. o 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. STUDENT JOURNAL Grade 12 Module 4 Unit 2 Lesson 5 29

34 o o o o o 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. 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. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 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). This task measures L because it demands that students do the following: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. This task measures L because it demands that students do the following: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 30 STUDENT JOURNAL Grade 12 Module 4 Unit 2 Lesson 5

35 Mid-Unit Text Analysis Rubric / (Total points) Criteria 4 Responses at This Level: 3 Responses at This Level: 2 Responses at This Level: 1 Responses at This Level: Content and Analysis The extent to which the response determines two or more central ideas of a text and analyzes their development over the course of the text, including how they interact and build on one another; and provides an objective summary of a text. CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Command of Evidence and Reasoning The extent to which the response thoroughly develops the topic through the effective selection and analysis of the most significant and relevant facts, extended definitions, Precisely determine two or more central ideas of a text and skillfully analyze their development by providing precise and sufficient examples of how the central ideas interact and build on one another; (when necessary) provide a concise and accurate objective summary of a text. Thoroughly and skillfully develop the topic with the most significant and relevant facts, extended definitions, concrete details, quotations, Accurately determine two or more central ideas of a text and accurately analyze their development by providing relevant and sufficient examples of how the central ideas interact and build on one another; (when necessary) provide an accurate objective summary of a text. Develop the topic with significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples Determine two central ideas of a text and with partial accuracy, analyze their development by providing relevant but insufficient examples of how the central ideas interact and build on one another; (when necessary) provide a partially accurate and somewhat objective summary of a text. Fail to determine at least two central ideas of a text or inaccurately determine the central ideas of a text. Provide no examples or irrelevant and insufficient examples of how the central ideas interact and build on one another; (when necessary) provide a lengthy, inaccurate, or subjective summary of a text. Partially develop the topic with weak facts, extended definitions, details, quotations, or other information and examples appropriate to Minimally develop the topic, providing few or irrelevant facts, extended definitions, details, quotations, or other information and examples appropriate STUDENT JOURNAL Grade 12 Module 4 Unit 2 Lesson 5 31