ࡱ> %` hbjbjNN 7,,_ JJJJJJJ^f>f>f>8>L>t^1Y~jAjA(AAAmBmBmBXXXXXXX$Zh]XJDmBmBDDXJJAAXLLLD|JAJAXLDXLLJJLA^A PQOf>DLN Y01YL]E]L]JLmBvBTL7CD{CmBmBmBXXlLXmBmBmB1YDDDD^^^$*0 ^^^0^^^JJJJJJ Correlation to Georgia Performance Standards Subject Area: Eleventh Grade English/Language Arts, Literature State-Funded Course: 23.06/23.03100/23.08500 Textbook Title: 6 Trait Power Write, 6 Year Student License Publisher: Perfection Learning Standard (Cite Number)Standard (Cite specific Standard)Where Taught (If print component, cite page number; if non-print, cite appropriate location.)WRITINGELA11W1The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout. Student Choice and Teacher Assigned writing using the Power Write Process: Business Letter, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Research Report, Book Review, Persuasive Paragraph, Persuasive Essay, Other Writing, Timed Writing; Prewrite/Organize Purpose/Focus/Controlling Idea/Thesis Evaluate 6 Traits Organization, Ideas and Content, Voiceb. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements. Student Choice and Teacher Assigned writing using the Power Write Process: Letters, Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Place, Event, or Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Assignment Details; Evaluate Your Topic Audience and Purpose Prewrite/Organize Purpose/Focus/Controlling Idea/Thesis; Evaluate 6 Traits Ideas and Content, Voicec. Constructs arguable topic sentences, when applicable, to guide unified paragraphs. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Purpose/Focus/Controlling Idea/Thesis for Persuasive Paragraph, Brainstorming Activities Convince Me!; I Say, They Say; Persuasive Facts, Examples, and Reasons; Evaluate 6 Traits Organization, Ideas and Contentd. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choicee. Writes texts of a length appropriate to address the topic or tell the story. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Ideas and Content; Read Aloud/Input and Feedback questions f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organizationg. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits OrganizationELA11W2The student demonstrates competence in a variety of genres. The student produces narrative writing that applies polished narrative strategies acquired in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student: Brainstorming Activities: 1-2-3 Summary, Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Researcha. Engages the interest of the reader. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideas, Voice; Writing Tools - Introductionsb. Formulates a coherent thesis or controlling idea. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Thesis Statement c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Introductionsd. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Introductionse. Includes a variety of information on relevant perspectives, as applicable. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideas; Writing Tools Introductionsf. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideas; Writing Tools Introductionsg. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideash. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker, audience, form). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas i. Incorporates elements of discourse from other writing genres into exposition. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideasj. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, and analogy. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideas, Sentence Fluencyk. Uses language, point of view, characterization, style, and related elements effectively for specific rhetorical and aesthetic purposes. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideas, Sentence Fluency, Word Choicel. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Conclusions, Organization PatternsThe student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style. The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.  ELA11W3The student uses research and technology to support writing. The student a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.Power Write Process: Research Report, Letter of Inquiry Brainstorming Activities: 1-2-3 Summary, Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Researchb. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document. Brainstorming Activities: Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sourcesc. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). Power Write Process: Research Report; Brainstorming Activities: Research Questions and Notes, Writing Tools Documenting Sourcesd. Integrates quotations and citations into a written text while maintaining the flow of ideas. Power Write Process: Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sourcese. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc. Brainstorming Activities: Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sourcesf. Uses systematic strategies to organize and record information (i.e., anecdotal scripting, annotated bibliographies). Brainstorming Activities: Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sourcesg. Designs and publishes documents, using such aids as advanced publishing software and graphic programs. 6 Trait Power Write softwareELA11W4The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. Student Choice and Teacher Assigned writing using the Power Write Process: Timed Writing and all other Forms of Writing; Prewrite/Organize, Write, Evaluate 6 Traits Organization, Ideas, Word Choice, Sentence Fluency, Voice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyb. Revises writing to improve the logic and coherence of the organization and controlling perspective. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Organization, Ideas, Voice; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyc. Revises writing for specific audiences, purposes, and formality of the contexts. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize, Write, Evaluate 6 Traits Organization, Ideas, Word Choice, Sentence Fluency, Voice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyd. Revises writing to sharpen the precision of word choice and achieve desired tone. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copye. Revises text to highlight the individual voice and to improve sentence variety and style. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Sentence Fluency; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copy; Writing Tools Types of Sentences, Varying Sentence Beginnings, Combining Sentences, Correcting Rambling Sentences, Correcting Run-on Sentences f. Edits writing to improve word choice, grammar, punctuation, etc. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect CopyCONVENTIONSELA11C1The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyb. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial), and mechanics of punctuation (i.e., end marks, commas, semicolons, quotations marks, colons, ellipses, hyphens). Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Sentence Fluency, Conventions; Revisec. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses, agreement). Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Sentence Fluency; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copy; Writing Tools Types of Sentences, Varying Sentence Beginnings, Combining Sentences, Correcting Rambling Sentences, Correcting Run-on Sentences ELA11C2The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student a. Produces writing that conforms to appropriate manuscript requirements. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Assignment Details; End with a Perfect Copyb. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Assignment Details; Evaluate 6 Traits Conventions; End with a Perfect Copyc. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (i.e., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writers own words, etc.). Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Assignment Details; Evaluate 6 Traits Conventions; End with a Perfect Copy d. Includes formal works cited or bibliography when applicable. Student Choice and Teacher Assigned writing using the Power Write Process: applicable Forms of Writing; Assignment Details; Evaluate 6 Traits Conventions; End with a Perfect Copy; Writing Tools Documenting SourcesLISTENING, SPEAKING, AND VIEWINGELA11LSV1The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics in addition to responding to adult-initiated topics. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsb. Asks relevant questions. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsc. Responds to questions with appropriate information. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsd. Actively solicits another persons comments or opinion. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionse. Offers own opinion forcefully without domineering. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsf. Volunteers contributions and responds when directly solicited by teacher or discussion leader. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsg. Gives reasons in support of opinions expressed. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsh. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsi. Employ group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution). Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questions, Tackle Final Flawsj. Divides labor so as to achieve the overall group goal efficiently. ELA11LSV2The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student: a. Recognizes strategies used by the media to inform, persuade, entertain (i.e., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language). b. Analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness. c. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication. d. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera angles, background, etc.) e. Analyzes the effect of dialect and language on positive or negative stereotypes among social groups. When delivering and responding to presentations, the student: a. Uses effective and interesting language, including informal expressions for effect, Standard American English for clarity, technical language for specificity. b. Evaluates and uses different effects (i.e., visual, music, sound, graphics) to create competent presentations or productions. c. Analyzes effective speeches made for a variety of purposes and prepares and delivers a speech containing these same features. d. 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