Mr. Tran's Virtual Classroom

Standards and Assessments for Twelfth Grade

Reading:

Standard 1
CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Vocabulary and Concept Development: Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study.
Sample Performance Assessment (SPA): Increase working vocabulary through word study (e.g., lists, root/affix study, word origins) and through reading (e.g., texts read as a whole class, reading circles, independent reading) and use new words in writing and speech.

Locating Sources/Gathering Information: Use primary and secondary sources to develop and modify a research plan in response to problems and opportunities encountered in accessing print and online resources to resolve conflicting information.
Sample Performance Assessment (SPA): Engage in standard research practices to locate and read a wide variety of materials that will help with grasping the scope of the topic (e.g., reading summaries of research data written for lay audiences, cross checking bibliographies of the best known books on a research subject, using available technology to locate and gather information).

Standard 2
READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Constructing Meaning: Uses a variety of criteria (e.g., effectiveness of organization, logic, propaganda techniques, authenticity, appeal to audience) to evaluate information.
Sample Performance Assessment (SPA): Evaluate information from texts by applying various criteria: Is it effectively organized? Is the argument logical? Are propaganda techniques employed effectively? Does the information come from authentic sources? Is the information written to appeal to the intended audience?

Standard 3
LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.

Critical Stance: Evaluate how an author's purpose and message are supported by his/her construction of text and use of literary devices.
Sample Performance Assessment (SPA): Use literary terminology in writing and discussions to support an opinion about the effectiveness of a text's structure and language (e.g., the use of the ghost in the delineation of Hamlet's character and inaction).

Critical Stance: Identify the social or political assumptions in a literary text.
Sample Performance Assessment (SPA): Read a text (e.g., Jane Eyre) and discuss or write about the social or political assumptions in the novel (e.g., the limited opportunities for women in society, especially those who are educated but without means).

Writing:

Standard 4
CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.

Range of Writing: Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
• narratives or scripts with a theme and details that contribute to a mood or tone.
• poems using a range of poetic techniques and figurative language in a variety of forms.
• literary, persuasive, and personal essays that demonstrate a comprehensive understanding of the topic.
• research papers that include two or more relevant perspectives and take into consideration the validity and reliability of sources.
• functional writing including college and job applications.
• reflections that draw comparisons between specific incidents and broader themes.
Sample Performance Assessment (SPA): Write grade-appropriate narratives or scripts that align theme and details with mood or tone; poems with a range of techniques and in a variety of forms; essays, which are grounded in an understanding of the topic and which 1) respond to literature, 2) persuade the reader, or 3) explain a personal idea or point of view; research papers built around a thesis and upon research consciously selected for validity and reliability; functional writing like applications; and reflections that connect individual experiences with larger issues.

Grammar and Mechanics: Use knowledge of sentence structure, grammar, punctuation, capitalization, and spelling to produce grade-appropriate writing in standard English.
Sample Performance Assessment (SPA): Edit writing for conventions through individual analysis with the aid of a grammar handbook, through feedback from teacher conferences, or by using grammar and spell check on the computer.

Citing Sources: Synthesize and cite information from multiple sources (e.g., works of art, works cited within other works, a work appearing in an anthology, an unpublished manuscript) while maintaining the flow of ideas.
Sample Performance Assessment (SPA): Know information from references well enough to synthesize it with prior knowledge while respecting the perspectives expressed in the varied references; cite sources in an established and responsible academic manner.

Citing Sources: Use grade-appropriate conventions for documentation in text, notes, and bibliographies.
Sample Performance Assessment (SPA): Use a process for documenting ideas and language that are not original by following guidelines (MLA, APA, Chicago Manual of Style) for in-text citations, bibliographies, and page formatting (e.g., margins, title page, spacing).

Standard 5
RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose.

Meaning: Develop ideas and details in writing to enlarge the effect or scope of the piece while addressing a specific purpose and audience.
Sample Performance Assessment (SPA): Use ideas and details when writing informally (e.g., free writes, journal, notes) or formally (e.g., essays, reports, poems,) that connect the topic or story to broader implications about culture, society, or politics.

Clarity: Use a variety of sentence structures and grade-appropriate vocabulary to achieve intended message.
Sample Performance Assessment (SPA): Use understanding of the power of language to connote meaning, to carry subtle messages, and to include and exclude readers by drafting and revising writing to use connotative words and phrases and to vary sentence structure to better support the intended meaning and tone.

Oral Communication:

Standard 6
CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.

Discussion and Presentation: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments).
Sample Performance Assessment (SPA): Cooperate with peers to put together a group; establishe roles, responsibilities, ground rules, and schedule in relation to task; follow through on assignments; evaluate the work of the group based on criteria.

Discussion and Presentation: Give a planned oral presentation to support a position on a specified topic and respond to questions from the audience.
Sample Performance Assessment (SPA): Plan and present a speech to support a position on a specified topic; anticipate and prepare for questions from the audience.

Critical Listening: Listen to determine the evidence for and against a given position or argument.
Sample Performance Assessment (SPA): Listen to a presentation and, taking notes as needed, identify the position taken and the evidence in support of that position.

Delivery: Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation.
Sample Performance Assessment (SPA): Adjust use of verbal language to reach audience, address purpose, and accommodate situation.

Media Comprehension and Interpretation: Describe how the media affect audiences with different backgrounds.
Sample Performance Assessment (SPA): Predict the effects of a media message on audiences of different backgrounds. Establish demographic groups. Conduct research involving primary and secondary sources to gauge the effect. Relate findings to prediction.

Standard 7
RHETORIC: Adapt messages appropriately to address audience, purpose, and situation.

Meaning: Use relevant evidence and rhetorical devices to advocate and defend a position.
Sample Performance Assessment (SPA): Advocate and defend a position by organizing specific, relevant evidence in support of the position and employing knowledge of rhetorical devices (e.g., rhetorical questions; appeals to logic, ethics, emotion; innuendoes; hyperbole).

Design: Organize points so as to lead the audience to seriously consider an argument or stance.
Sample Performance Assessment (SPA): Revise the organization of the speech after considering the needs of the audience, deleting, adding, or rewording parts to increase the possibility of serious consideration of the argument or stance.

Clarity: Use language that shows authority, conviction, and knowledge of topic.
Sample Performance Assessment (SPA): Consciously add figurative language, relevant and engaging details, specific words with appropriate connotations, and rhetorical devices to convince the audience of own authority conviction and knowledge.