Unit 2 Synthesizing Information on Leadership Qualities
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
Reading: Integration of Knowledge and Ideas: Informational
Integrates and evaluates a preponderance of text evidence from 7 Habits, Business Leaders, and leadership and career research documents to
compare with several significant key ideas in Ten Things Employers Want. Insightfully evaluates and analyzes how the selected evidence relates to
one another, consistently supporting the thesis statement.
Integrates and evaluates ample text evidence from 7 Habits, Business Leaders, and leadership and/or career research documents to compare with
significant key ideas in Ten Things Employers Want. Effectively evaluates and analyzes how the selected evidence relates to one another in
support of the thesis statement.
Partially Integrates and evaluates multiple pieces of text evidence from 7 Habits, Business Leaders, and leadership and/or career research
documents to compare with key ideas in Ten Things Employers Want. At least partially evaluates and analyzes how the selected evidence relates to
one another in support of the thesis statement.
References text evidence from 7 Habits, Business Leaders, and/or research documents to compare with key ideas in Ten Things Employers Want.
May partially analyze how the selected evidence relates to one another; may connect inconsistently to the thesis statement.
Student shows no evidence of evaluation and synthesis based on text evidence.
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
Reading: Key Ideas and Details: Literary
Student utilizes strong and thorough text evidence to fully analyze and infer character development and connections between ideas in Henry V
and Ten Things Employers Want, fully analyzing the impact of the similarities between evidence from both texts.
Student utilizes strong and thorough text evidence to analyze and infer character development and connections between ideas in Henry V and
Ten Things Employers Want, analyzing the impact of the similarities between evidence from both texts.
Student utilizes relevant text evidence to partially analyze and infer character development and connections between ideas in Henry V and Ten
Things Employers Want, partially analyzing the impact of the similarities between evidence from both texts.
Student references some text evidence to partially analyze character development and connections between ideas from Henry V and Ten Things
Employers Want, partially analyzing the impact of the similarities between evidence from both texts; or with help analyzes at a higher level.
Student shows no evidence of analysis, inference, and/or summary of relevant text-based details.
English 11-12
4
Exceeds
Writing: Independently
Without feedback or outside assistance, expertly blends writing techniques to support developed knowledgeable significant claims on substantive
topics and texts using proven valid reasoning, the most relevant and sufficient evidence, and logical organization, to examine and convey complex
ideas and information clearly and accurately through effective, insightful selection, logical organization, and deep analysis of content building on
previous elements to create a unified whole, and to develop vivid, significant experiences or events using effective techniques, well-chosen
details, and well-structured event sequences creating a smooth progression of events or experiences. Writes to a specific audience (with
knowledge of audience, possible biases, and values) using appropriate style and tone, varied and appropriate syntax, precise language, cohesion,
clarity, correct formatting, an interesting introduction, and an insightful conclusion, and attending to the norms and conventions of the discipline.
Makes connections to larger issues and demonstrates upper level thinking.
Without feedback or outside assistance, blends writing techniques to support developed claims on substantive topics and texts using valid
reasoning, the most relevant and sufficient evidence, and logical organization, to examine and convey complex ideas and information clearly and
accurately through effective selection, logical organization, and thorough analysis of content building on previous elements to create a unified
whole, and to develop significant experiences or events using appropriate techniques, well-chosen details, and well-structured event sequences
creating a progression of events or experiences. Writes to a specific audience (with knowledge of audience, possible biases, and values) using
appropriate style and tone, appropriate syntax, precise language, cohesion, clarity, correct formatting, an introduction, and conclusion, and
attending to the norms and conventions of the discipline. Demonstrates upper level thinking.
Without feedback or outside assistance, applies writing techniques to support claims on topics and texts using some valid reasoning, at least some
relevant evidence, somewhat logical organization, to examine ideas and information through some analysis of content, and to develop experiences
or events using appropriate techniques, details, and event sequences. May inconsistently write to a specific audience using mostly appropriate
style and tone, mostly correct formatting, an introduction, and conclusion, and mostly attending to the norms and conventions of the discipline.
Without feedback or outside assistance, writes to support claims on topics or texts using some evidence of reasoning, at least some appropriate
evidence, and somewhat logical organization, to examine ideas and information through limited analysis of content, and to develop experiences or
events using some appropriate details and event sequences. May inconsistently write to a specific audience, using a beginning, middle, and end,
and inconsistently attending to the norms and conventions of the discipline.
Student shows no evidence of writing in an appropriate mode (purpose) and/or provides an off-topic response.
3
Meets
2
Approaching
1
Below
0
English 11-12
4
Exceeds
0
2.3 Writing: Research to Build and Present Knowledge
Student conducts thorough research that answers a question using relevant and multiple sources. Consistently and accurately includes in-text
citations for every source. Can draw evidence to support clear analysis, reflection and research. Precisely follows a standard MLA format for
essay, citations, and Works Cited—error-free. Does not plagiarize.
Student conducts research that answers a question using relevant and multiple sources. Includes accurate in-text citations for every source. Can
draw evidence to support analysis, reflection and research. Correctly follows a standard MLA format for essay, citations, and Works Cited. Does
not plagiarize.
Student conducts limited research that answers a question using sources. Includes in-text citations for every source. Can draw some evidence to
support analysis, reflection and research. Mostly follows a standard MLA format for essay, citations, and Works Cited. Does not plagiarize.
Student conducts limited research. Few in-text citations of the information researched and/or little evidence of actual research. Can draw
minimal evidence to support analysis, reflection and research. Partially follows a standard MLA format for essay, citations, and/or Works Cited.
Does not plagiarize; or with help, performs at a higher level.
Student shows no evidence of research and/or student plagiarizes.
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
Language: Conventions of Standard English Grammar
Demonstrates command of standard English grammar and usage; demonstrates command of standard English capitalization, punctuation, and
spelling with no errors.
Demonstrates command of standard English grammar and usage; demonstrates command of standard English capitalization, punctuation. Errors
do not detract from readability.
Demonstrates inconsistent command of standard English grammar and usage; demonstrates inconsistent command of standard English
capitalization, punctuation. Errors may detract from readability.
Demonstrates rudimentary command of standard English grammar and usage; demonstrates rudimentary command of standard English
capitalization, punctuation. Errors detract from readability; or with help performs at a higher level.
Student shows no evidence of grade-level understanding of conventions of standard English grammar.
English 11-12
4.0
Exceeds
Speaking and Listening: Presentation of Knowledge and Ideas
Student strategically uses media, style, and language appropriately for audience and purpose, to enhance understanding of information, presenting
with a clear and distinct perspective that follows a logical line of reasoning and, if appropriate, shares valid alternative and opposing viewpoints.
Expertly demonstrates appropriate use of nonverbal communication skills as well as tone of voice, volume, and enunciation.
Student uses media, style and language appropriately for audience and purpose, to present information with a clear and distinct perspective that
follows a line of reasoning and, if appropriate, shares alternative and opposing viewpoints. Demonstrates appropriate use of nonverbal
communication skills as well as tone of voice, volume, and enunciation.
Student uses media, style and language to present information that follows a line of reasoning and, if appropriate, shares alternative or opposing
viewpoints. Sometimes demonstrates appropriate use of nonverbal communication skills as well as tone of voice, volume, and enunciation.
Student uses media, style and language to present information. Rarely demonstrates appropriate use of nonverbal communication skills as well as
tone of voice, volume, and enunciation; or with help, performs at a higher level.
Student does not use media or media is inappropriate. Style and/or language may be inappropriate for the context. Nonverbal communication
skills may be used inappropriately. Tone of voice, volume, or enunciation may make it virtually impossible to understand presentation.
3
Meets
2
Approaching
1
Below
3.0
Meets
2.0
Approaching
1.0
Below
0.0