NRS Level 6 Writing & Language

High Adult Secondary Education (Grade Levels 11.0 – 12.9)

######### TEXT TYPES AND STANDARDS (TT)

- 6.W.TT.1 / 6.W.TT.2 / 6.W.TT.3

######### Essential Understandings:

- • argument written in response to a prompt, follows an effective format, and • argument written in response to a prompt, follows an effective format, and contains a claim(s) supported by valid reasoning and relevant and sufficient evidence.
- • text conveys complex ideas, concepts, and information • text conveys complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- • text develops real or imagined experiences or events using effective • text develops real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

######### Essential Questions:

- • is supporting evidence identified? • is supporting evidence identified?
- • is the difference between informative/explanatory and narrative text? • is the difference between informative/explanatory and narrative text?
- • does the prompt influence the choice of format? • does the prompt influence the choice of format?

######### Students will be able to:

########## (What does mastery look like)

- • effectively-formatted arguments from a prompt by supporting claims in an • effectively-formatted arguments from a prompt by supporting claims in an analysis, using reasoning and relevant, sufficient evidence.
- • effective arguments by introducing claim(s), showing the importance of the • effective arguments by introducing claim(s), showing the importance of the claim(s), distinguishing the claim(s) from opposing claims, and developing an organization of clear relationships among claim(s), counterclaims, reasons, and evidence.
- • effective arguments by developing claim(s) and counterclaims, providing • effective arguments by developing claim(s) and counterclaims, providing relevant evidence for each, while indicating strengths and limitations of both, so that the audience’s knowledge level, concerns, values, and biases are considered.
- • effective arguments by linking sections of the text, creating cohesion, and • effective arguments by linking sections of the text, creating cohesion, and clarifying relationships (between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims) through the use of words, phrases, clauses, and varied syntax.
- • effective arguments in a formal style and objective tone, adhering to the • effective arguments in a formal style and objective tone, adhering to the norms and conventions of the discipline.
- • effective arguments by developing a conclusion that follows from and • effective arguments by developing a conclusion that follows from and supports the argument.
- • effectively-formatted informative/explanatory texts from a prompt by • effectively-formatted informative/explanatory texts from a prompt by considering and presenting complex ideas, concepts, and information in a clear and accurate manner through selection, organization, and analysis of content.
- • effective informative/explanatory texts by introducing a topic or thesis, • effective informative/explanatory texts by introducing a topic or thesis, making connections and distinctions through clear organization of complex ideas and information so that each piece builds on the preceding piece to create a