I can cite strong and thorough textual evidence that supports my inferences and analysis of the text

I can determine where a text leaves matters uncertain

I can determine two or more ideas of a text

I can analyze the development of central ideas throughout a text including how they interact or build upon each other

I can give an objective summary of a text.

I can analyze a complex set of ideas or sequence and explain how they interact or develop throughout the text

I can determine the figurative, connotative, or technical meaning of words or phrases in a grade 11 or 12 text.

I can analyze how an author refines the meaning of key terms over the course of a text

I can analyze and evaluate the effectiveness of the structure an author uses in his/her argument

I can determine whether the author’s structure makes points clear, convincing and engaging

I can determine the author’s point of view in a text.

I can determine the author’s purpose for writing a text

I can analyze how style and content contribute to the power, persuasiveness, and beauty of a text

I can address a question or solve a problem by integrating and evaluating multiple sources of information that are presented in various media.

I can delineate and evaluate the reasoning in seminal US texts, including application of constitutional principles and legal reasoning

I can evaluate the premises, purposes and arguments in works on public advocacy

I can analyze 17^th, 18^th and 19^th century foundational US documents for their themes, purposes and rhetorical features.

I can read and comprehend informational text appropriate for the grade 11-12 grade span

I can prepare for a class discussion and participate by referring to my findings during discussion

I can work with my peers to have a civil democratic discussion

I can propel a conversation by posing and responding that probe reasoning and evidence, verify and challenge ideas and conclusions and promote divergent perspectives  

I can respond thoughtfully to diverse perspectives, synthesize comments, claims & evidence, on all sides of an issue, resolve contradictions when possible and determine when additional information is needed.

I can integrate multiple sources of information to make informed decisions and solve problems while evaluating the credibility and accuracy of each source

I can evaluate a speaker’s point of view, reasoning, or use of evidence/rhetoric.

I can address the stance, premises, links, word choice, points of emphasis and tone of a presentation  

I can present information, important findings and supporting evidence with a distinct perspective showing alternative viewpoints in a way that so listeners can follow the line of reasoning.

I can present information where the organization, development, substance, and style are appropriate for the audience and a range of tasks

I can strategically use digital media to enhance understandings and add interest.

I can adapt my speech to a variety of tasks and contexts.

I can demonstrate a command of formal English when appropriate.

I can cite strong and thorough textual evidence that supports my inferences and analysis of the text

I can determine where a text leaves matters uncertain

I can determine two or more themes of a text

I can analyze the development of the theme throughout a text, including how they interact or build upon each other

I can give an objective summary of a text.

I can analyze the impact of the author’s choice on how he/she develops & relates elements of a story (plot, characters, setting, etc)

I can determine the figurative and connotative meaning of words and phrases based on how they are used in a text.

I can analyze the impact of word choice on the meaning or tone of a text.

I can analyze how an author’s choices about the specific parts of a text relate to the overall structure and meaning

I can analyze a point of view or cultural experience as reflected in a work from outside the U.S.

I can analyze how understanding the point-of-view of some texts requires distinguish what is directly stated from what is meant (satire, sarcasm, irony, understatement, etc.)

I can demonstrate knowledge of 18^th, 19^th and 20^th century American literature by comparing how two or more texts from the same period treat similar themes/topics.

I can read and comprehend literature at the eleventh-twelfth grade span; reading literature appropriate to my grade level and skill

I can interpret, analyze and evaluate literature by making connections to other texts, ideas and situations and can self-select text to respond to

I can establish and use criteria to classify, select and evaluate texts to make informed judgments about the quality of the texts

I can write arguments to support claims of substantive topics or texts, using valid reasoning, relevant, and sufficient evidence, where I introduce precise knowledgeable claims, establish the significance of claims, distinguish my claims from opposing claims, and create an organization that logically sequences claims, counter-claims and evidence ;  develop claims/counterclaims fairly, and thoroughly supplying evidence for and pointing out strengths and limitations of both sides, in a manner that anticipates audience’s knowledge and possible biases;  use words, phrases, and clauses to link sections of the text, create cohesion, and clarify relationships;  establish and maintain a formal style and objective tone, while attending to the norms of the discipline in which they are writing, and provide a concluding statement or section that flows from the presented argument.

I can write an informative piece, which examines and conveys complex ideas/information through effective selection, organization, and analysis of content; where I introduce a topic, organize complex ideas to make connections, include formatting, graphics, and multimedia when useful;  use well-chosen and relevant facts, definitions, details, and quotations, or other examples to develop the topic; use appropriate, varied transitions and syntax to create cohesion and clarify relationships;  use precise language and domain-specific (metaphor, simile, analogy vocabulary to manage the complexity of the topic; establish and maintain a formal style and objective tone, while attending to the norms of the discipline in which they are writing and provide a concluding statement or section that supports the information presented.

I can write a narrative to develop real or imagined events, using effective technique, details and well-structured sequence, where I set out a problem or situation, establish point of view, introduce a narrator and/or characters, and create a smooth progression of events,; use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events, experiences, and characters,; use a variety of techniques to sequence events so they build on one another, create a coherent whole and build toward a particular tone and outcome; use precise words and phrases and sensory details and language to convey vivid picture of experiences, events, setting, and characters, and provide a conclusion that follows the form and reflects on the narrated events.

I can produce clear, coherent writing in which the development, organization, and style are appropriate for eleventh and twelfth grade tasks, purposes, and audiences.

I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches.

I can focus on addressing the most specific need for purpose and audience in my writing.

I can use technology to produce, publish, and update my own work, and shared writing projects

I can conduct short or sustained research projects, that answer a specific question or solve a problem

I can narrow or broaden my search when appropriate.

I can synthesize multiple sources on a subject and demonstrate the subject under investigation

I can gather information from multiple sources (print and digital) and assess strengths and limitations of each source in terms of the task, purpose and audience

I can integrate information into a text while maintaining a flow of ideas and avoiding plagiarism

I can follow a standard format for citation in my work

I can use evidence from literature to support analysis, reflection, and research in my writing

I can use evidence from informational text to support analysis, reflection, and research in my writing

I can write for a range of time, tasks, purposes, and audiences

I can use a wide variety of pre-writing strategies to express connections and insights

I can identify, analyze and use elements and techniques to affect meaning

I can develop innovate perspectives on texts

I can create poetry, stories, plays and other literary forms