A clear thesis or position based on logical reasons supported by precise and relevant evidence;
Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
An organizing structure appropriate to the purpose, audience, and context;
Write an analytical essay of sufficient length that includes:
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
Edit drafts for grammar, mechanics, and spelling;
Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
Use correct punctuation marks including:
Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
Use conventions of capitalization;
Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;
Relate the figurative language of a literary work to its historical and cultural setting.
Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
Differentiate between opinions that are substantiated and unsubstantiated in the text;
Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns;
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
Analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience;
Track each student's skills and progress in your Mastery dashboards
