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Creative Writing 2

Reporting Category

Writing

Standard DraftingBenchmark Number

LA.1112.3.2.3

Benchmark The student will draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with conviction of expression.

Also AssessesItem Types Extended ResponseBenchmark Clarification

Students will write an analysis of language techniques of a professional author including but not limited to word choice, figurative language, descriptive language, punctuation, and rhetorical devices to establish a personal style to achieve an intended purpose.

Content Focus

Figurative elements, punctuation, descriptive elements, rhetorical devices, syntax, Main idea

Content Limits

Students will be given 45 minutes to read and analyze a given text.Text should be derived from professional authors and be on grade level.The work should have an identifiable main idea.Student’s analysis should focus on how the writer crafted his piece and not just paraphrase ideas.Students may focus on one or more aspects to develop their argument as to how the writer developed his personal style with language techniques.

Text Attributes

Excerpts may be used from literary or informational texts.They may represent one published work or two or more shorter works may be used.Overall length should not exceed 1500 words whether from one published work or the combined total of two or more works.Graphs, charts and illustrations may be used if original to the selected work.

Distractor Attributes

Incorrect answer choices will consist of plausible information from the text and may include incorrect inferences and generalizations not supported by evidence provided, or incorrect connections drawn between the evidence and inferences.

Sample Item After reading Updike's, "A&P", discuss how Updike creates unique characters.NEEDS SCORING RUBRIC‼!

Creative Writing 2

Reporting Category

Language

Standard Conventions of Standard EnglishBenchmark Number

LACC.1112.L.1.1

Benchmark Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Also Assesses LACC1112.W.1.3; LACC.1112.L.12.a; LACC.1112.L.1.2.b; LACC.1112.L.1.1aItem Types Multiple ChoiceBenchmark Clarification

These should represent common rules of grammar and usage as found in modern standard English.The focus should be on American standard conventions as some European rules vary. Questions may represent how some standard rules have changed over time.

Content Focus Capitalization, Punctuation, Spelling, Usage, Sentence Structure

Content Limits

Each writing sample should be substantial enough to support at least six items.Each cloze selection should provide enough context for assessment of six spelling and or usage conventions.Word count length for samples should range from 100words to 500 words.Stand Alone items should provide succinct and practical context to text conventions.Stand alone items should test just one skill.Length for standalone items can range from 10-30 words.All items should be on grade level or one level below grade level to minimize impact of reading on students ability to demonstrate mastery of writing skills. .

Text Attributes

Text can be literary or informational


Distractors will consist of plausible year incorrect responses typical of the types of errors students are most likely to make.Distractor may consist of commonly confused words; verb tenses, subject-verb agreement, passive and active voice, pronoun reference, capital letters, punctuation, plurals, misspelled words, unparallel forms misplaced or dangling modifiers, run on sentences, fragments, and or faulty citations.

Sample Item What change, if any, should be made to "aquiring" in line 10. A) aquireing *B) acquiring C) acquireing D) no change

Creative Writing 2

Reporting Category

Language

Standard Conventions of Standard EnglishBenchmark Number

LACC.1112.L.1.2

Benchmark Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Also Assesses

LACC1112.W.1.3 LACC.1112.L.12a LACC.1112.L.1.2b

Item Types selected response (M/C) and extended responseBenchmark Clarification

Student will demonstrate knowledge of the conventions of standard English regarding capitalization, punctuation, and spelling.

Content Focus

Conventions of standard English regarding capitalization, punctuation, and spelling.

Content Limits

Text items should be grade-appropriate. Text items should be should be of interest and appropriate for students.

Text Attributes

Text may be literary or informational (fiction or nonfiction).


Incorrect usage of the grammatical structure being testedPlausible but incorrect distractorsInaccurate interpretations of grammar and usage

Sample Item After visiting the library with her friends and eating lunch with her family, Daisy excepted Michael's invitation to the movies. Which type of mistake appears in the underlined section of the sentence? *A) spelling B) punctuation C) capitalization D) sentence structure

Creative Writing 2

Reporting Category

Language

Standard Knowledge of Language

Benchmark Number

LACC.1112.L.2.3

Benchmark Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Also Assesses

LACC1112.W.1.3

Item Types Multiple Choice

Benchmark Clarification

Uses a variety of sentence structures and lengths (e.g., complex and compound-complex sentences; parallel or repetitive sentence structure)

Content Focus

A. sentence structure B. sentence length C. compound-complex sentence D. sentence variation E. repetition of sentences

Content Limits

Each writing sample should be substantial enough to support at multiple items. Each cloze selection should provide enough context for assessment.Word count length for samples should range from 100 words to 500 words.Stand Alone items should provide succinct and practical context to text conventions.Stand alone items should test just one skill.Length for standalone items can range from 10-30 words.All items should be on grade level or one level below grade level to minimize impact of reading on students’ ability to demonstrate mastery of writing skills.

Text Attributes

Informational text


Distractors will consist of plausible year incorrect responses typical of the types of errors students are most likely to make

Sample Item What change, if any, should be made to the sentence in lines 10-12.A) The building will be approximately 150 meters long, have a 46 meter

width, and over 20 meters tall at its tallest point. * B) The building will be approximately 150 meters long and 46 meter wide, and over 20 meters tall. C) The building will be approximately 150 meters long and 46 meters wide; the height will be over 20 meters tall. D) no change

Creative Writing 2

Reporting Category

Language

Standard VocabularyBenchmark Number

LACC.1112.L.3.4

Benchmark Determine or clarify the meaning of unknown and multiple-meaning words & phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

Also AssessesItem Types Multiple ChoiceBenchmark Clarification

Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses context clues, such as word function and placement; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries)

Content Focus

Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.Analyze the ways that historical events influenced the English language.

Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

Creative Writing 2

Content Limits

Each writing sample should be substantial enough to support at least six items.Each cloze selection should provide enough context for assessment of six spelling and or usage conventions.Word count length for samples should range from 100words to 500 words.Standalone items should provide succinct and practical context to text conventions.Stand alone items should test just one skill.Length for standalone items can range from 10-30 words.All items should be on grade level or one level below grade level minimize impact of reading on students ability to demonstrate mastery of writing skills.

Text Attributes

Grade level Literary or Informational text should be used.Other stimuli may include, but are not limited to, illustration with captions, graphics, and charts.Texts must contain a word unfamiliar to most students, and clear and sufficient context must be present for students to determine meaning of word or text must contain appropriate words to assess affixes, root words, and foreign words or phrases.Analogies and idioms will not be tested.


Distractors will consist of plausible year incorrect responses typical of the types of errors students are most likely to make.Distractors may include incorrect meanings; meaning that are correct but not correct to meaning of the text, details drawn from the text but related to meaning to assessed item.When constructing the test using choices with word pairs, the word pairs should be the same part of speech.When assessing affixes, the same part of speech should be used.

Sample Item Read these lines from "Woman with Flower." The leaf's inclined to find its own direction; Give it a chance to seek the sunlight for itself. In the lines above, what does the word "inclined" reveal about the leaf? A) The leaf grows at an angle to find it own direction. B) The leaf bends down to find it own direction. C) The leaf hesitates to find its own direction. *D) The leaf prefers to find its own direction.

Creative Writing 2

Reporting Category

Language


LACC.1112.L.3.4b

Benchmark Identify & correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).


The student will analyze the effect of affixes and forms of positive, comparative, and superlative adjectives.

Content Focus Word structure (affixes, and root words) comparative and superlative formsContent Limits Grade level text.

Words assessed should be no more than two grade levels above the tested grade.When directed back to the text, the text should contain enough context for determination of the correct structure to be derived.

Text Attributes Literary, Informational text. Graphics and charts may be used in additionDistractor Attributes

Incorrect structure of words, based on structural analysis, but does not fit context; words with construct similar to the correct response and plausible

Sample Item Read the sentence below from the excerpt and choose what change if any should be made to taller? * A) tallest B) most tall C) more taller D) no changeNo excerpt here

Creative Writing 2

Reporting Category

Language


LACC.1112.L.3.5

Benchmark Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Also Assesses LACC.1112.L.3.5a LACC.1112.L.3.5bItem Types Multiple ChoiceBenchmark Clarification

The student will analyze the meaning of words, phrases, or word relationships by using strategies including, but not limited to, context clues and word structure.

Content Focus Grade level appropriate text should be used with sufficient context for determining meaning.

Content Limits Analogies will not be testedText Attributes Literary or informationalDistractor Attributes

Incorrect meanings, meanings that are correct the isolated word or phrase but not to the context; details drawn from the text but not related to meaning of word or phraseAnswer choices with word pairs should be in the tense and part of speech.

Sample Item Read the sentence below from the excerpt: Though swing never completely died out, it wasn't until the late 1980's that the music experienced a true rebirth.What does the sentence above tell readers about sing music during the late 1980's?

*A) Swing music once again became popular. B) Swing music was rewritten into modern versions. C) Modern instruments gave swing music its sound. D) Unpublished compositions of swing music were discovered.

Creative Writing 2

Reporting Category

Reading: Informational Text

Standard Key Ideas & DetailsBenchmark Number

LACC.1112.RI.1.3

Benchmark Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Also Assesses

LA.CC.1112.RL.1.3

Item Types Multiple ChoiceBenchmark Clarification

The student will be identifying how a text is structured and specifically how the choices the author makes in regards to how information is divulged effects the text.

Content Focus

Text organization and structure

Content Limits

Grade-level appropriate texts should be used.Questions should be limited to identifying the organization of a selection, the effect of this organization, or questions about the connections between the events described.These could include questions about a character's mental state as evidenced by the order of events.

Text Attributes

Text selection could be fiction or non-fiction.The text should include a portion in which the author unfolds analysis or a series of ideas of events.These could be reasoning through something, like which choice a character should make (for example, a character choosing to move away from his/her hometown).


Distractors could include: incorrect identification of an organizational pattern, incorrect descriptions of how ideas are introduced or developed, incorrect descriptions of the connections between each idea in a series (including references to a character's state of mind at the time as evidenced by the order of events revealed), simple restating of the action of a selection.

Creative Writing 2

Sample Item An excerpt from Kate Chopin’s “Story of an Hour”:

“She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom.

Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife.

When the doctors came they said she had died of heart disease--of the joy that kills.”

Which of the following best describes the effect of Chopin’s description of Louise Mallard’s actions?

*A) Chopin’s step-by-step description of Louise Mallard’s physical actions builds the sense of triumph and achievement which is destroyed with the simple revelation that Brently Mallard is still alive. The simplicity of the passage makes Louise’s death even more shocking.

B) Chopin’s simple description of the actions Louise Mallard makes while descending the stairs with her sister makes her following death seem unimportant and trivial.

C) Louise Mallard’s actions reveal that she had accepted the idea that her husband was dead and when he walks through the door, she is overjoyed to the point that her heart cannot bear it and she dies.

D) The subtle descriptions and inferences the reader must make about Louise Mallard’s state of mind and actions make the end of this text more mysterious.

Creative Writing 2

Reporting Category


Standard Craft & StructureBenchmark Number

LACC.1112.RI.2.6

Benchmark Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.


The student will identify the perspective or purpose of the author in sophisticated text.The student will identify how the author's style adds to the persuasive nature of the text.The student will analyze how style and content contribute to the power of the piece and the flow and beauty of the text.

Content Focus

Author's Purpose, Use of Effective Rhetoric, Author's Point-of-View, Author's Style, Persuasion and Diction

Content Limits

A clear author's point-of-view and purpose should be identifiable across texts.Texts should include a strong writing style that is clearly identifiable.Texts should include effective rhetoric that shows elements of persuasiveness and power, as well as a strong use of sophisticated language techniques.

Text Attributes

Texts should be literary.Texts may include, but are not limited to poetry, short stories, literary essays, and speeches.


Distractors may include, but are not limited to: details that do not support the author's purpose or perspective; incorrect interpretations of the author's purpose or perspective; incorrect analysis or evaluation of the impact or effectiveness of the author's rhetoric; wording that does not show the most effective use of style; wording that does not show the most effective use of persuasion or language technique; plausible but incorrect distractors based on the text

Sample Item Read the statement below and determine which statement from the essay reveals the author's initial bias toward her client. * A) "Typical beginner, I thought" B) "First, I turned his reel around" C) "He looked like a model for an outdoor catalogue." D) “The felt on his wading boots was as white as snow."

Creative Writing 2

Reporting Category


Standard Integration of Knowledge & IdeasBenchmark Number

LACC.1112.RI.3.7

Benchmark Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Also Assesses LACC.1112.SL.1.2Item Types Multiple Choice; Extended ResponseBenchmark Clarification

The student will be connecting two or more different texts in two or more different mediums (poetry, short story, painting, graphic, speech, etc).He/she must identify the content and effect of the pieces in relation to each other, while identifying what is emphasized and also what is omitted.

Content Focus Analyzing text organization/structure - how different mediums can address the same idea with the same or different emphasis.Compare/contrast the two texts.

Content Limits Grade level appropriate texts should be used.In the case of artistic mediums, a short explanation should be included where needed for the student to understand the piece.Questions should be limited to questions that can be answered solely on the texts with no outside information needed about the method of creation or historical context.Questions could range from identifying similarities and differences between the texts to analyzing how different emphasis or medium creates a different tone.

Creative Writing 2

Text Attributes Texts must be different mediums but could be a short story and poem, poem and painting, graph and poem, etc.The type of text is unlimited and could include non-fiction and fiction.The texts do not need to both be fiction or non-fiction. For example, a short essay describing a historical event could be paired with a fictionalized painting of that same event.


Distractors could include: incorrect connections between the different texts; summaries of the different texts; incorrect identification of points of emphasis or omission; statements that show little or no connection between the texts at all; invalid assumptions about the author's choice in emphasizing or omitting something.

Sample Item In Breughel’s painting “Landscape with the Fall of Icarus” and Auden’s poem “Musee des Beaux Arts,” how does the lack of emphasis on Icarus’ death contribute to the theme of both works?

A) The lack of emphasis shows that Icarus was not an important person and his death is unimportant.

B) The lack of emphasis shows that Greek Mythology is no longer important in society.

*C) The lack of emphasis mimics how significant things, like someone’s death, are unimportant to the rest of society because they are too busy with their own lives.

D) The lack of emphasis shows that neither author was a believer in Greek Mythology and thought that it was not something worth focusing on and that people should be focused instead on their own lives and troubles.

Extended response question: Analyze how the depiction of Icarus' death in both texts contributes to the theme of each work.

Creative Writing 2

Reporting Category

Reading: Literature


LACC.1112.RL.1.2

Benchmark Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.


The students will determine themes (stated or implied), including how they are developed and how they enhance or build on each other to produce a clear account and/or provide summary of text.

Content Focus

Main Idea, Themes, Summary Statement, Relevant Details, Conclusions, Predictions

Content Limits

Grade level Appropriate texts should include an identifiable main ideas (stated or implied) and relevant details from which students can draw a logical conclusion or make inferences within or across texts. Paraphrasing should not be assessed. However, items may access students’ ability to identify correct summary statement.

Text Attributes

Literary or informational Texts may include graphs and charts along with illustrations


May include but are not limited to the following: details that do not support theme or main idea: Incorrect interpretations of main idea or theme (too broad or too narrow); incorrect inferences, summary statements, predictions based on details in the text.Summary statement should be in complete sentence.Main Idea and theme should be accessed as a summary statement.

Sample Item Which statement best expresses the overall theme of the passage? WHAT PASSAGE?

*A) The work of the ecologist Herman Dempsey is critical in field of environmental studies. B) Herman Dempsey was the most influential ecologist of his time. C) Ecologists' work transformed ideas on the environment in American culture. D) Herman Dempsey studied the impact of slash and burn farming on the environment.

Creative Writing 2

Reporting Category

Reading: Literature


LACC.1112.RL.1.3

Benchmark Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Also Assesses LACC.1112.RI.1.3; LACC.1112.RL.2.5Item Types Multiple ChoiceBenchmark Clarification

Students will analyze author's choices regarding setting, pattern of organizations and characterization.

Content Focus Setting, pattern of organization, characterization

Content Limits Grade level appropriate texts organizational patterns may include but are not limited to cause and effect, chronological, comparison and contrast, argument and support, flashbacks, and foreshadowing.Characterization through dialogue, physical attributes revealing point of view, motivation, conflict and or resolution.Characters my represent archetypes.

Text Attributes Literary fictional or informational grade level texts.Easily identifiable pattern of organization and common archetypes.Answers should include a brief elaboration on how it impacts meaning and not be a general list or category.


Incorrect interpretations; incorrect relationships; incorrect details drawn from text.Figurative language should not be assessed.While theme may referenced, it is not the focus of this item and should not be assessed.

Sample Item How does the setting of the essay contribute to the development of the narrative?

A) The description of the creek provides an opportunity to explain howthe fishing gear is used.

B) The abundance of the fish in the wilderness stream allows for adetailed description of fly-fishing.

*C) The Remote dude ranch furnishes the background for the fly-fishing adventure experienced by the client.

D) The family vacation destination presents a location where the family members can enjoy activities together.

Creative Writing 2

Reporting Category

Reading: Literature


LACC.1112.RL.2.4

Benchmark Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


The student will analyze words that have multiple meanings and determine the correct meaning of the word as used in the text. The student will analyze word choice and determine its influence on tone of a sophisticated text. The student will identify figurative and connotative meanings of words and phrases within that text.

Content Focus Multiple Meanings, Denotative and Connotative Meanings in Context, Analyzing Tone

Content Limits

Some texts should be taken from the literary canon, including Shakespeare, as well as other authors.Both contemporary and historical text should be used.Excerpted text must contain clear and sufficient context for determining the meaning and tone of the assessed word or phrase.Text should show examples of figurative language, including but not limited to symbols, metaphors, similes, hyperbole.

Text Attributes

Text should be literary.Texts must contain words with multiple meanings and must provide clear and sufficient context for the student to determine the correct meaning and tone. The text should be sophisticated, with language that is particularly fresh, engaging, or beautiful.Texts should include Shakespeare, as well as other authors.


Distractors may include, but are not limited to: correct meanings of the assessed words but inappropriate to the text; meanings drawn from the text but unrelated to the meaning of the assessed word or test item; words constructed similarly to the correct response (i.e., same affix, same tense; and plausible but incorrect distractors based on the text.

Sample Item ****missing****

Creative Writing 2

Reporting Category

Reading: Literature


LACC.1112.RL.2.5

Benchmark Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


The student will be asked to identify the author's choices concerning structural elements of a text, specifically the choice of where to begin and end a story and the choice of resolution. The students will analyze how these choices affect the text as a whole, as well as a text's aesthetic impact.

Content Focus Structural elements, such as story beginning, resolution, parallel plots, pacing, flashbacks, repetition, anaphora and the effect of these.

Content Limits

Grade-level appropriate texts should be used which include in them unique structural elements such as fast paced dialogue, flashbacks, or parallel plots or characters, repetition, comic resolution, tragic resolution, and anaphora.The selection must be long enough for the student to see how a structural choice changes the text.

Text Attributes

Texts would most likely be fiction, although nonfiction could work as well (an example might be King's "I Have a Dream" speech).The structural choices must be clearly identifiable or pointed out in the question.


Distractors could include: incorrect identification of the text structure element, and incorrect effects of the text structure element.

Creative Writing 2

Sample Item Martin Luther King Jr.'s "I Have a Dream" speech excerpt:

"I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today!"

What is the effect of King’s use of anaphora/repetition in this selection of his speech?

*A) Tension and excitement builds until the short culminating restatement of the last line, “I have a dream today!” creating a sense of urgency and immediacy for the audience members.

B) The repetition of “I have a dream” over and over simplifies the message for the audience so they will remember it.

C) The use of imagery in the selection helps audience members visualize different parts of the country.

D) The repetition makes the words sound lyrical and therefore memorable.

Creative Writing 2

Reporting Category

Reading: Literature

Standard Integration of Knowledge & IdeasBenchmark Number

LA.CC.1112.RL.3.7

Benchmark Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Also Assesses LA.CC.1112.RL.3.9Item Types Multiple ChoiceBenchmark Clarification

Students will identify similarities and differences between two interpretations of an original work.

Content Focus Compare similarities and contrast differences

Content Limits

Grade level texts which should include elements that are comparable.These may include but are not limited to character, setting, descriptive language, subject, author's purpose, author's perspective, main idea, themes, and topics.

Text Attributes

Texts may include both print and non-print interpretations, such as video or audio recording of a poem.Original source material should be provided.


Incorrect comparisons; incorrect contrasts; similarities or differences drawn from source or interpretations but not related to question.

Sample Item After reviewing both versions of Hamlet's soliloquy from ACT 2 scene 1 performed by Laurence Olivier and Mel Gibson, how do the interpretations differ?

A) The image presented by Olivier are quiet while the image presentedby Gibson are erratic.

*B) Olivier uses an internal monologue to demonstrate his angst while Gibson uses physical movementC) Setting in Olivier's interpretation relays on supernatural elements

while Gibson relays on natural elements.D) Images of Olivier relays mainly on close up shots while images of

Gibson relays on wide shots.

Requires visual video viewing not in question – Please include link to videos

Creative Writing 2

Reporting Category Speaking & ListeningStandard Comprehension & CollaborationBenchmark Number LACC.1112.SL.1.2

Benchmark

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Also Assesses LACC1112.W.1.3; LACC.1112.SL.1.3; LA.CC.1112.RL.3.7Item Types Multiple Choice; Extended Response

Benchmark Clarification

Students will analyze information including but not limited to graphs, videos, and images. Students will determine bias, point of view, creditability and accuracy of sources noting inconsistencies among data sources given.

Content Focus Validity of items; bias; point of view; purpose; creditability accuracy across sources

Content Limits

Should address a common problem relevant to grade level.Should allow for multiple points of view.Should aid the student's determination of validity and reliability.Should allow students to express and determine relationships across ideas and points of views.Should reflect ideas that can be analyzed or evaluated.Can be either primary, secondary or represent both.Synthesis should be accessed by student's ability to demonstrate relationship between two or more ideas.

Text Attributes

Texts should be mainly informational, but occasionally may include literary; both may be represented in print or video; both may represent primary or secondary sources.Primary accounts may include but are not limited to, eyewitness accounts, images, letters, journals, diaries, and historical documents.Secondary sources may include but are not limited to graphs, charts, biographical excerpts, newspaper and magazines excerpts.


Incorrect answer choices will consist of plausible information from the text and may include incorrect inferences and generalizations not supported by evidence provided, or incorrect connections drawn between the evidence and inferences.

Creative Writing 2

Sample Item What is the strongest evidence in support of the glacial erosion theory? A) The tallest mountains are those closest the equator. B) The faults are forty miles long and several miles deep. C) Angles of mountain slopes increase below the snow line.* D) Rocks of similar ages appear at different heights and locations.

Sample Extended response: Analyze the following articles, graphs, and excerpts than respond using specific support to the problem of deforestation.WHAT ARTICLES/GRAPHS? NEEDS SCORING RUBRIC According the graph, at the current of deforestation our planet will be in severe jeopardy. While the graph on the rise of world population density demonstrates that population increases have led to difficulty with finding adequate space to live and grow food for our needs- deforestation cannot be part of the solution. Instead we need to look at ways to live with nature in harmony. The study done by the South American Trust, a nonprofit agency which supports the need to protect natural resources, stated at the current rate of harvesting, we could be facing global catastrophe in a matter of decades. In his Nobel prize speech, Hector Dempsey, notable agriculturalist, spoke about how people can use small spaces for large crop yields. His work with third world countries demonstrates how we can do a lot with little space. In addition, Thomas Gains, a renowned architect has released his vision of the future with innovating housing designs that can allow to build the same house which would have taken up 2500 square feet in an area of 1500square feet. With new innovations in both agriculture and architecture, we can stop the harmful effects of deforestation.

Creative Writing 2

Reporting Category

Writing

Standard Text Types & PurposesBenchmark Number

LACC1112.W.1.3

Benchmark Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Also Assesses LACC1112.W.1.3a LACC1112.W.1.3b LACC1112.W.1.3c LACC1112.W.1.3d LACC1112.W.1.3e LACC1112.W.1.3 LACC1112.W.2.5 LACC1112.W.2.6 LACC.1112.W.4.10

Item Types Performance PortfolioBenchmark Clarification

Students will develop a portfolio including polished pieces of writing incorporating evidence of narrative techniques that work to explain or persuade an audience to a specific purpose or theme. Body of work should reflect student development through the course focusing on the use of clear sentence structure, word choice, and organization with evidence of a clearly identified problem and/or conflict.It should also reflect student development of clear tone and point of view. Student should include evidence of planning, editing, and revision as part of the writing process.

Content Focus Narrative elements; figurative and descriptive language; grammar; structure. Evidence of Planning, Editing, and Revising

Content Limits

Narrative elements including but not limited to the following: characterization, conflict / resolution, dialogue, setting, plot development.Figurative and descriptive elements including but limited to the following: metaphor, simile, personification, hyperbole, and symbolism.Grammar Elements including but not limited to the following: Sentence structure, punctuation, spelling, and syntax.Structure should include a clear pattern of organization and evidence of intended sentence and paragraph structure.Total body of work provided as evidence should not exceed 2000 words but should not be less than 500 words.Students may provide one piece that is well Representative of the objectives or they may provide multiple pieces that demonstrate different components. If student chooses to submit multiple pieces, each selection should be labeled with which aspect it being scored for such as but not limited to the following: structure, dialogue, or syntax.Final draft should be typed and follow MLA guidelines for page numbers, header, footer and title (cover sheet not needed).The submission should also include a reflection on what the student has learned about his or her writing through the writing process.Final reflection should be no more than 500 words and is not included in the original portfolio word count.Portfolio submissions can be done online or by mail.They do not need to be in folder, just one staple in top left corner.

Text Attributes

None specified

Creative Writing 2


Note: items should be assessed as a completed polish piece of writing. Evidence of planning, editing and revising should be included but not scored. Note: piece should represent original student work including idea, characters, and conflict.Students may use archetype elements, but should not rely on stock plots.Note: students may choose from any genres appropriate to their selection of desired theme and purpose.

Sample Item Write a narrative including dialogue regarding first contact of an alien species.NEEDS SCORING RUBRIC

Creative Writing 2

Reporting Category

Writing

Standard Production & Distribution of WritingBenchmark Number

LACC1112.W.2.4

Benchmark Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Also Assesses

LACC1112.W.1.3; LACC1112.W.2.5; LACC1112.W.2.6 ;LACC.1112.W.4.10

Item Types PerformanceBenchmark Clarification

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Content Focus

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Content Limits

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Text Attributes

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Sample Item missing

Documents

Web viewWord count length for samples should range from 100 words to 500 words. ... idioms, similes, metaphors to infer the meaning of ... just one staple in top left corner