12th Grade

ELA

Week of:

MAY 18TH

WICHITA PUBLIC SCHOOLS

9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet.

Consider other family-friendly activities during the day such as:

Learn how to do laundry. 

Wash the laundry, fold and put the laundry away. 

Create a cartoon image of your family. 

Make a bucket list of things to do after the 

quarantine is over with your family. 

Look up riddles to solve with someone 

in your family. 

Mindful Minute: Write down what a typical day was like pre-quarantine and during quarantine. 

How have things changed? 

Do a random act of kindness for someone in 

your house. 

Teach someone in your family to play one of your 

video games. 

Put together a puzzle with your family. 

*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,

contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.

The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4443 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

Grade 12 English Language Arts: May 18-May 22, 2020

Hello Parents and 12th Graders,

Here is a review of content previously taught this school year. This learning

opportunity will strengthen your language arts skills. There are several

opportunities for students to read, write and think about text within the following

work provided.

Week 8: May 18-May 22 Pages 775-779

Work on pages 775-779

Word Definition

Perspective- noun a particular attitude toward or way of

regarding something; a point of view.

Component- noun a part or element of a larger whole,

especially a part of a machine or vehicle.

Irrelevant- adjective not connected with or relevant to

something.

Altered- verb change or cause to change in character

or composition, typically in a

comparatively small but significant way.

● For read aloud accommodations and specialized instructional support please

contact your child’s teacher.

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PERFORMANCE-BASED ASSESSMENT PREP

Write a thesis statement in response to the question:

Identify research strategies to develop the topic:

Evaluate the Strength of Your Evidence Consider your informative essay. Do you have facts to support your thesis? Do you use quotations from primary and secondary sources? If not, make a plan.

Do more research Talk with my classmates

Reread a selection Ask an expert

Other:

YES NO

Identify at least three pieces of evidence that caused your ideas to change or grow.

Identify at least three pieces of evidence that supported your initial response.

1. 1.

2. 2.

3. 3.

Review Evidence for an Informative EssayAt the beginning of this unit, you responded to the following question:

In what ways is home both a place and a state of mind?

� EVIDENCE LOG

Review your Evidence Log and your QuickWrite from the beginning of the unit. Has your response to the question changed?

� STANDARDSWritingIntroduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.

Performance-Based Assessment Prep 775

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PERFORMANCE-BASED ASSESSMENT

� WORD NETWORK

As you write and revise your informative essay, use your Word Network to help vary your word choices.

SOURCES

Review the Elements of an Informative Essay Before you begin writing, read the Informative Text Rubric. Once you have completed your first draft, check it against the rubric. If one or more of the elements is missing or not as strong as it could be, revise your essay to add or strengthen that component.

PART 1

Writing to Sources: Informative EssayThe texts in this unit share a theme of finding home at a time when the definition of home was changing. As borders altered, populations moved, and the concept of nationalism evolved, writers recorded these changes and examined what the idea of home means in a world full of such dramatic shifts.

AssignmentWrite an informative essay in which you explain different perspectives on the concept of home. In your essay, explore this question:

In what ways is home both a place and a state of mind?Integrate evidence from the texts you have read or watched and the research you have conducted in this unit to develop your ideas. Begin with a clear thesis statement that reflects your insights into the source texts. Finish with a conclusion in which you reiterate the significance of the question and reflect on its implications for individuals, families, and communities.

Reread the Assignment Review the assignment to be sure you fully understand it. The assignment may reference some of the academic words presented at the beginning of the unit. Be sure you understand each of the words in order to complete the assignment correctly.

Academic Vocabulary

migrate requisite implication

modify reiterate

�

WritingWrite informative/explanatory texts

to examine and convey complex ideas, concepts, information clearly and accurately through the effective selection, organization, and analysis of content.

time frames and shorter time frames for a range of tasks, purposes, and audiences.

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Informative Text RubricFocus and Organization Evidence and Elaboration Language Conventions

4

The introduction is engaging and reveals the topic in a way that appeals to a reader.

Facts, details, and examples progress logically, and transition words and phrases link and separate ideas.

The conclusion leaves a strong impression on the reader.

Ideas are supported with specific and relevant examples from research and the texts.

The tone of the essay is formal and objective.

Vocabulary is used strategically and appropriately for the audience and purpose.

The essay intentionally uses standard English conventions of usage and mechanics.

3

The introduction is engaging and clearly reveals the topic.

Facts, details, and examples progress logically, and transition words appear frequently.

The conclusion follows from the rest of the essay.

Ideas are supported with relevant examples from research and the texts.

The tone of the essay is mostly formal and objective.

Vocabulary is generally appropriate for the audience and purpose.

The essay demonstrates accuracy in standard English conventions of usage and mechanics.

2

The introduction states the topic.

Facts, details and examples progress somewhat logically, and transition words may be used.

The conclusion restates the main ideas.

Many ideas are supported with examples from research and the texts.

The tone of the essay is occasionally formal and objective.

Vocabulary is somewhat appropriate for the audience and purpose.

The essay demonstrates some accuracy in standard English conventions of usage and mechanics.

1

The introduction does not clearly state the topic, or there is no introduction.

Facts, details, and examples do not progress logically, and sentences seem disconnected.

The conclusion does not follow from the essay, or there is no conclusion.

Ideas are not supported with examples from research and the texts, or examples are irrelevant.

The tone of the essay is informal.

Vocabulary is limited or ineffective.

The essay contains mistakes in standard English conventions of usage and mechanics.

ESSENTIAL QUESTION: What does it mean to call a place home?

Performance-Based Assessment 777

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PERFORMANCE-BASED ASSESSMENT

PART 2

Speaking and Listening: Media Presentation

AssignmentUse your informative essay as the basis for a media presentation. Enhance your presentation with images to add interest and aid comprehension.

Follow these steps to make your presentation memorable:

Reread your informative essay, and note concepts that could be illuminated or expanded upon through the use of images.

Create or locate a few key images to use as slides or posters for your presentation.

During your presentation, speak clearly, and adapt your volume, pacing, and tone to suit both your audience and the content you are sharing.

Review the Rubric Before you deliver your presentation, check your plans against this rubric. If one or more of the elements is missing or not as strong as it could be, revise your presentation.

Content Use of Media Presentation Technique

3

The presentation clearly and compellingly responds to the question in the prompt.

The presentation contains a clear introduction and conclusion, with interesting and relevant examples from research and the texts.

The images supplement but do not overwhelm the presentation.

The images chosen are relevant, minimal but powerful, and enhance the presentation.

The speaker maintains effective eye contact.

The speaker presents with energy and enthusiasm.

2

The presentation clearly responds to the question in the prompt.

The presentation contains an introduction and conclusion with some examples in support.

The images supplement but may sometimes overwhelm or distract from the presentation.

Most images chosen are relevant, but there may be too many or too few images.

The speaker mostly maintains effective eye contact.

The speaker presents with some level of energy and enthusiasm.

1

The presentation does not respond to the prompt.

An introduction or conclusion may be lacking, and some examples may lack relevance.

The images overwhelm or do not add information to the presentation.

The images may be irrelevant, and there may be too many or too few images.

The speaker does not establish eye contact.

The speaker presents without energy or enthusiasm.

� STANDARDSSpeaking and Listening

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of

media in presentations to enhance understanding of findings, reasoning,

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UNIT 6 REFLECTION

SCAN FOR MULTIMEDIA

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Reflect on the UnitNow that you’ve completed the unit, take a few moments to reflect on your learning. Use the questions below to think about where you succeeded, what skills and strategies helped you, and where you can continue to grow in the future.

Reflect on the Unit GoalsLook back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts.

Reflect on the Learning Strategies Discuss It Write a reflection on whether you were able to improve your

learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before joining a class discussion.

Reflect on the TextChoose a selection that you found challenging, and explain what made

Explain something that surprised you about a text in the unit.

Which activity taught you the most about what it means to call a place home? What did you learn?

� STANDARDSSpeaking and Listening

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Performance-Based Assessment 779