CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Developing: Student picks out specific details or example, but the evidence does not support the claim or inference that the author is trying to make or the student picks out weak examples of evidence that only vaguely relate, missing critical pieces.
Meeting: Student picks out the best specific detail or example that helps make their claim or inference stronger.
Exceeding: Student picks out multiple details or pieces of evidence and uses them TOGETHER to make a single claim or uses multiple pieces of evidence to develop a stronger inference.
“These contain maps and information on the original borders in the Middle East and in Africa and how, when re-configured, caused a lot of tension. The maps are important because, to really understand the reasons behind the conflicts, you need to be able to see the discrepancies. In doing so, you can see that the tension seemed to come, in large part, by DP's, or displaced persons. People who were once all in the same tribe, or of the same background, are now split up and often times forced to live in conjunction with people who they have very deep hatred for. This caused a lot of massacres and unnecessary wars over people trying to get back what was rightfully theirs. (Effects of Imperialism) “
This shows the standard because I used the details from the maps and from the article that talked about DP’s to come to the conclusion that the tension was caused from separation of people from similar people and from separation of people from land.
CCSS.ELA-LITERACY.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Developing: Student describes parts (ideas, events) of the text but does not describe how those parts are being used together.
Meeting: Student identifies a variety of parts to the text and says how the author uses those different parts together to help make their point.
Exceeding: Students develops an argument for why the author of a text puts the parts of a text together, describes why or how a text reinforces its claims or how the structure of the parts helps the reader understand the content better.
“This resource is important because it describes specific questions that you can ask to gain more insight into feminist criticism. I found this important because it helps start training you to question and think about the things that you are reading and are introduced to at a much deeper and troubling level, promoting real thought about your world. “
You can see I met this standard by how I referenced the importance of the questions in other pieces of literature and how it can help you better understand the content.
CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Developing: The student’s final presentation is confusing and does not leave the listener clear on their major new learning or the purpose of their final product.
Meeting: The student’s final presentation is clear and focuses on the most important big ideas gained and the purpose of their final product.
Exceeding: The student’s final presentation is engaging, clear, provides evidence of their thinking and learning, and leaves the audience wanting to know more.
“In the end I came up with two ideas for a video (a series of interviews asking people "What is rightfully yours?", and a narrative of the process of the final project), a sketch of a sculpture (stacked cubes with organic shapes cut out of the middle), and a concept for a painting.”
This shows I’ve met the standards by letting you know what I am doing with a brief description, but not explaining all my thinking so that you still have questions and want to know more.
CCSS.ELA-LITERACY.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Developing: The student does use language of the discipline or content when sharing their learning.
*language of the discipline - is in fact a phrase or “language of discipline” for academia and teaching.
Meeting: The student’s work uses a language of the discipline when sharing what is most important about new content. The students learning is evident simply by the new vocabulary they can integrate into conversation or writing.
Exceeding: The student’s work uses an expanded vocabulary, with theories, discipline specific terms, and important groups involved in the content field to build student arguments and strengthen their validity.
“I read these articles about the insurgency movements because they contained quotes from people actually fighting, explaining some of their motivations and reasons , which I thought was a better source than someone else's secondary or tertiary analysis of what is driving the movements.”
“ In doing so, you can see that the tension seemed to come, in large part, by DP's, or displaced persons.”
“Medical Ethic; A code (or multiple codes) put in place to regulate a persons right to control and refuse medical treatment and a doctors right to treat and choose for the patient.”
“For the political category, I chose to research the subtopic of border wars in the past and present, mainly because of the current and future implications that arbitrary borders present, specifically in Africa and the Middle East.”
You can see that I’ve met this standard by the way that I use terminology specific to the topics to show a well-researched knowledge of the discipline that help back up my claims.