York's Final Portfolio

English I Final Portfolio
Presentations 23-25th


● Part One: Compile your 10 most convincing pieces of work, that will serve as evidence for your mastery of material this school year. The artifacts must align with one or more of the Learning Goals listed below (a minimum variety of 5 LGs must be represented in total). Add a paragraph for each artifact that explains the connection of skills learned and the goals.

● Part Two: Type a formal letter to your teachers, telling them of
the most valuable lesson you have learned this year. The lesson must pertain to English class. The lesson can literally be a skill, or it may be a philosophical lesson obtained by the class environment and leadership.12 pt. Arial font, 200-500 words.

● Your project must be turned in all together: paper folder or a small binder.
100 pts.

● Start compiling your best work NOW.
● Brainstorm projects/tasks that were most helpful to your learning process this year.
● Have your work ready for our trip to the computer lab May 16th.
● Choose the Learning Goals from which you made the most growth in (example: you now know how to properly cite evidence, and explain your argument. The more comfortable you are in explaining your learning, the easier this project will be).
● Keep it all in one folder to then be turned in.

9th Grade Learning Goals (Choose at least 5 of the following):

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment).

8. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

9. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

10. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

11. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

12. Draw evidence from literary or informational texts to support analysis, reflection, and research. Explain importance, and use proper citations.

13. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.