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Racine Unified School District 12Th Grade English Racine Unified School District th 12 Grade English Student Name:______________________________ School: _____________________________________ English Teacher: ___________________________ Complete the activities below. You do not need to go in order, but the Formal Writing Assessment should be your best and last work. Email your English teacher with any questions. Activity Directions Completed ✔ Journal Prompt: choose ONE (15 min) Read and respond to the prompt of your choice. Really think about what is being asked of you. Make sure to use complete sentences, proper grammar, and punctuation. Literary reading#1 with activity (45 min) Read the poem “Dreams.” Complete the text dependent activity. Literary reading #2 with activity (60 min) Read the short story “A&P.” Complete the text dependent activity. Literary reading #3 with activity (60 min) Read the excerpt from Chapter 16 of Frankenstein. Complete the text dependent activity. Informational Text #1 with text dependent Read the questions (30-45 min) excerpt from “Serving In Florida” and complete the text dependent activity. Informational text #2 with text dependent Read questions (30-45 min) President Obama’s 2015 State of the Union Address and complete the text dependent activity. Identifying Supporting Evidence in a Text Skills practice (15-30 min per activity) Compare Passages for Tone Interpret the Figures of Speech Determine the Main Idea Identify Thesis Statements Determine the Meaning of Words Using Synonyms in Context Choose the Analysis that Logically Connects the Evidence to the Claim Choose the Best Evidence to Support a Claim Transition Logically between Claims, Evidence, Analysis, and Counterclaims Choose the Topic Sentence that Best Captures the Main Idea Final Writing: choose ONE of the ACT-style Complete the prompts (60 min) writing assessment. Choose which argument you want to make, and then look at the “I Can” statements on the Writing Rubric to see how you’ll be assessed. SBLA Rubric Beginning to demonstrate Developing a basic understanding Consistently demonstrates Demonstrates understanding of understanding of core skills and of core skills and concepts. understanding of core skills complex skills and concepts in concepts and concepts extended contexts Standard 1-Needs Support 2-Approaching 3-Meets 4-Exceeds READING LITERATURE AND INFORMATION POWER STANDARDS RL/RI.11-12.1 ● With support, I can cite ● I can independently cite ● I can independently cite ● I can cite strong, thorough, Cite strong and textual evidence textual evidence. strong, thorough, explicit explicit textual evidence thorough textual ● With guidance, I can analyze ● I can independently analyze textual evidence and connect it to another evidence to support ideas in the text ideas in the text ● I can analyze explicit text, instance, or real world analysis of what the ● With support, I can make ● I can draw mostly accurate ideas in the text situation text says explicitly as inferences about the text inferences from the text ● can draw accurate ● I can analyze explicit ideas well as inferences ● With continual guidance, I ● With minimal guidance, I can inferences from the text in the text and connect drawn from the text, can identify where the text determine where the text ● I can determine where the them to another text, including where the leaves matters uncertain leaves matters uncertain text leaves matters instance, or real world text leaves matters uncertain situation uncertain. ● I can draw accurate inferences from the text and connect these inferences to another text, instance, or real world situation ● I can determine where the text leaves matters uncertain and explore with valid analysis the reasoning for this author's choice RL/RI.11-12.2 ● With guidance, I can ● I can independently ● I can determine two or ● I can determine two or Determine two or determine one theme or determine one theme or more themes or central more themes or central more themes or central idea of a text central idea of a text ideas of a text ideas of a text and connect central ideas of a text ● With prompting, I can ● I can independently identify ● I can analyze how these themes to another and analyze their identify specific details that specific details that support a specific details shape the text, instance, or real world development over the support a given theme given theme development of these two situation course of the text, ● With guidance, I can analyze ● I can independently analyze or more themes ● I can analyze how specific including how they how a single theme develops how a single theme develops ● I can analyze how these details shape the interact and build on over the course of a text over the course of a text two or more themes build development of these two one another to ● With support, I can present a ● I can independently present a on and interact with each or more themes and discuss produce a complex mostly accurate objective mostly accurate objective other how the absence of these account; provide an summary of the text summary of the text ● I can independently details would alter and objective summary of present an accurate impact the given themes the text. objective summary of the ● I can analyze how these text two or more themes build on and interact with each other AND how they also collectively connect to themes in other texts or in real world situations. ● I can independently present an objective summary of the text and connect (ex: compare/ contrast) this summary to another text or to a real world situation. RL/RI.11-12.4 With assistance, ● I can analyze the cumulative ● I can analyze the cumulative ● I can analyze the cumulative Determine the impact of specific word choices impact of specific word impact of specific word choices meaning of words and ● I can analyze the cumulative on meaning or tone. I can choices on meaning and tone. on meaning and tone in phrases as they are impact of specific word choices determine the meaning of ● I can determine the meaning multiple or unknown texts. used in the text, on meaning or tone. figurative, connotative, or of figurative, connotative, and ● I can determine the meaning of including figurative ● I can determine the meaning of technical language. technical language. figurative, connotative, and and connotative figurative, connotative, or ● I can identify words that have ● I can analyze multiple technical language in multiple meanings; analyze the technical language. multiple meanings. meanings of the same word. or unknown texts. impact of specific ● I can identify words that have ● I can identify language that is ● I can analyze why language is ● I can analyze and evaluate the word choices on multiple meanings fresh, engaging, or beautiful in a fresh, engaging, or beautiful effectiveness of multiple meaning and tone, ● I can identify language that is text. in a text. meanings of the same word. including words with fresh, engaging, or beautiful in a ● I can analyze why language is multiple meanings or text fresh, engaging, or beautiful in language that is multiple or unknown texts. particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) WRITING POWER STANDARDS W.11-12.1 With prompting and support: ● I can identify claims within ● I can evaluate AND ● I can independently Write arguments to my writing. explain claims and evaluate, apply, AND support claims in the ● I can identify claims within ● I can compose with alternate or opposing analyze claims and analysis of my writing. organization that includes claims into my writing. alternate or opposing substantive topics or ● I can compose with claims and evidence. ● I can create an claims in my writing. texts using valid organization that includes ● I can identify tone within my organization that ● I can independently apply reasonings and claims and evidence. writing. logically establishes clear AND analyze appropriate relevant sufficient ● I can identify tone within my relationships among format and organization evidence. writing. claim(s), counterclaims, with imaginative or unique reasons, AND relevant qualities, voice, and/or evidence connected style in my writing. effectively to my claim. ● I can independently create ● I can apply AND analyze AND analyze an objective an objective and formal and formal tone in my tone in my writing. writing while considering and abiding by the norms and conventions of the discipline. W.11-12.4 Produce I can identify organization OR ● I can identify organization ● I can analyze AND apply ● I can independently create clear and coherent strategies of writing suitable for a OR strategies of writing suitable idea development clear and coherent writing, writing in which the particular task or purpose with suitable for a particular task strategies, organization, with unique idea development, prompting and support. or purpose. AND style to create a development, organization, organization, and particular purpose, task, and style. style are appropriate or audience. to task, purpose and audience. Journal Prompts Directions:​ ​Choose ​one​ of the following prompts. Reflect upon the quote and the questions that accompany it. Take time to respond to each question with complete sentences. A complete paragraph response of 6-10 sentences is appropriate. Prompt #1 “Without struggle there can be no progress” (Frederick Douglass) ● Why is this true? Why can’t you progress without struggle? ● What is something you want that you have to struggle for? ● Think of the most successful person you know. What struggles has this person had? Prompt
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