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12th Grade Introduction
12th Grade Proficiency Levels
Standard 5: Language
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Students will apply knowledge of grammar and rhetorical style to reading and writing.
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READING: Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.
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Understanding
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Objectives
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Approaching
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12.5.R.1
Students consistently apply their knowledge of grammar and style to analyze and evaluate texts, and use that understanding to manipulate style when appropriate.
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12.5.R.1
Students will apply their knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts, understanding that usage and convention change over time and using that understanding to manipulate style when appropriate.
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Developing
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12.5.R.1
Students can recognize an author’s use of rhetorical style, but do not explain the impact on text.
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12.5.R.1
Students can recognize an author’s use of rhetorical style only with guidance and support.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
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| Developing |
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Teacher will select specific sentences that contain rhetorical devices. The teacher can do a think aloud while “experimenting” with the sentences. During the think-aloud, the teacher may decide to examine the sentence without certain phrases/clauses and discuss the impact. Or the teacher may choose to alter the phrases, or even write new sentences that imitate the structure of the model sentence.
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The focus of the discussion should go beyond recognizing and labeling rhetorical devices.
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Students use sentence stems to analyze rhetorical devices. (i.e By using the repetition of the word/phrase ______ ______ the author wanted to emphasize _____).
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In pairs and small groups ask students to compare annotations and build off of each other's ideas
*These activities should be embedded in the texts we are teaching and/or texts that students are reading independently.
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| Approaching |
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Students read complex texts where the author is clearly manipulating syntax and rhetoric to produce specific effects.
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Help students use annotation strategies to identify instances where the author has intentionally created specific effects using syntax and/or rhetorical devices.
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Students self-select passages from their independent reading where the author demonstrates the use of syntax to create specific effects.
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Students can write a variety of prose style analysis paragraphs and/or essays where the goal is to reflect on rhetorical styles. For example:
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Analyze the shifts of style of one author in different works.
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Compare and Contrast the style of different authors
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Analyze the style of writing during different literary periods.
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Analyze the style of writing in various genres or subgenres.
*These activities should be embedded in the texts we are teaching and/or texts that students are reading independently.
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| Understanding |
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Students read complex texts through the lens of a literary critic and make judgments about the effect of the language used by the author.
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Students self-select their own annotation strategies to identify instances where the author has intentionally created specific effects using syntax and/or rhetorical devices.
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Students can defend their evaluations with a preponderance of evidence.
*These activities should be embedded in the texts we are teaching and/or texts that students are reading independently.
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Deeper
Acquisition
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After analyzing the rhetorical styles used in various works of literature by various authors, students write parodies mimicking the style and utilizing some of the same rhetorical devices used by authors, but changing the topic.
*These activities should be embedded in the texts we are teaching and/or texts that students are reading independently.
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12th Grade Introduction
12th Grade Proficiency Levels
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