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Unit 5: Regional America RL.11-12.

5
American Experience

Proficiency Scale Descriptors Evidence of Meeting the Standard

4-Exceeds
Standard
3.5 Meets Level 3 and shows some evidence of Level 4
3-Meets RL.11-12.5 Analyze how an authors choices concerning Students:
Standard how to structure specific parts of a text (e.g., the choice
Students use writing and/or speaking to:
of where to begin or end a story, the choice to provide a
(Consistent comedic or tragic resolution) contribute to its overall analyze how an author's choices in regard to
Evidence, structure and meaning as well as its aesthetic impact. structuring specific parts of a text contribute
Independent to overall structure and aesthetic impact of
) a text
Support analysis with textual evidence
Discuss how point of view shapes a text
Discuss how setting impacts a text
Discuss how the sequence of events
impacts how a text is received
How alternative sequences impact the
effect of the text)

2.5 Meets Level 2 and shows some evidence of Level 3


2- Students recognize or recall specific vocabulary such as: Articulate how a text impacts them
Approachin analyze personally, but struggle to support with
g Standard structure specific moments from the text or with
reference to authors choices.
texts
(Independen Identify point of view
comedic or tragic resolution
t) Identify sequence of events and recognize
meaning
aesthetic impact that it affects overall impact

Created by Southeast Polk High School ELA Teachers


Updated: 11.20.2016
Students demonstrate they have the ability to:
Students are able to:
analyze the form or structure of literature
determine what choices were made by the author to enhance
the intended meaning.
analyze how elements of a text's structure were manipulated to
contribute to overall meaning and impact
support thinking with textual evidence
Summarize a text
Discuss personal reactions to text
Beginning to reference to the text to support insights

1-Not at With help, partial success at score 2.0 content and score
Standard 3.0 content
0-No With help, no success and/or no evidence of success.
Evidence

Created by Southeast Polk High School ELA Teachers


Updated: 11.20.2016