Teachers

3rd Grade

English Language Arts (3W1)

• The student demonstrates competency in the writing process

  • The student writes a persuasive piece that states a clear position

English Language Arts (3W2)

• The student produces a persuasive piece of writing that:

  • Captures a reader's interest by stating a clear position/opinion and develops a point of view
  • Sustains a focus
  • Included the appropriate purpose, expectations, and length for audience and the genre
  • Adds supportive details throughout the paper that may include relevant examples, facts and anecdotes
  • Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews)
  • Provides a sense of closure
  • May include pre-writing
  • May include a revised and edited draft
  • May be published

4th Grade

English Language Arts (4W2)

• The student demonstrates competence in a variety of genres

  • The student produces a persuasive essay that: i. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest

5th Grade

English Language Arts (5W2)

• The student produces a persuasive essay that:

  • Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest
  • States a clear position in support of a proposal
  • Supports a position with relevant evidence
  • Creates an organizing structure appropriate to a specific purpose, audience, and context
  • Addresses reader concerns
  • Excludes extraneous details and inappropriate information
  • Provides a sense of closure to the writing
  • Raises the level of language using appropriate strategies (word choice)

6th Grade

English Language Arts (6W2)

• The student demonstrates competence in a variety of genres

• The student produces a multi-paragraph persuasive essay that:

  • Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest
  • States a clear position of a proposition or proposal
  • Supports the position with organized and relevant evidence
  • Excludes information and arguments that are irrelevant
  • Creates an organizing structure appropriate to a specific purpose, audience, and context
  • Anticipates and addresses readers' concerns and counter-arguments
  • Provides an sense of closure to the writing

English Language Arts (6LSV2)

• The student listens to and views various forms of text and media in order to gather and share messages using rubrics as assessment tools

• When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic media, the student

  • Identifies persuasive and propaganda techniques uses in media and identified false and misleading information
  • Identifies the tone, mood, and emotion conveyed in the oral communication

7th Grade

English Language Arts (7LSV2)

• The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

• The student will select and critically analyze messages using rubrics as assessment tools

• When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic media) the student:

  • Analyzes the effect on the view of the image, text, and sound in electronic journalism
  • Identifies the techniques used to achieve the effects studied in each instance

• When delivering and responding to presentations, the student:

  • Gives oral presentations or dramatic interpretations for various purposes
  • Organizers information to achieve particular purposes and to appeal to the background and interests of the audience
  • Shows appropriate changes in delivery (e.g. gestures, vocabulary, pace, visuals)
  • Uses language for dramatic effect
  • Uses rubrics as assessment tools
  • Responds to oral communications with questions, challenges, or affirmations
  • Uses multimedia in presentations