York's+Final+Portfolio

=York's Final Portfolio= English I Final Portfolio York/Legge Presentations 23-25th


 * Directions:**

● 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.
 * Suggestions:**


 * 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.**