Yr 10 Formal Letter WritingCreated by Daniel D'Souza
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| 1. Standard Not Met | 2. Approaching Standard | 3. Standard Met | 4. Exceeding Standard | |
|---|---|---|---|---|
Creativity.1 - CreativityGenerate and express new ideas. Fail and learn from failures. Seek feedback on ideas. Take action on new ideas.21st Century Skill | Generated new ideas. Struggled to continue after an unsuccessful attempt. Reluctant to hear feedback on ideas. Struggled to put new ideas into action. | Generated new ideas. Failed and continued trying. Received feedback on ideas. Started taking action on new ideas. | Generated and expressed new ideas. Failed and learned from failures. Sought feedback on ideas. Took action on new ideas. | Generated and expressed innovative ideas. Failed and used previous attempts to improve later attempts. Sought and implemented feedback on ideas. Took action on new ideas, seeing an idea to completion. |
CriticalThinking.1.C - Critical ThinkingApply reasonable and thoughtful judgment when making decisions.21st Century Skill | Made decisions without consulting background information OR was unable to interpret information to support making decisions. | Understood and synthesized available information to inform decisions. | Used a process of making judgments that included; analyzing available information, evaluating the importance and value of that information, and synthesizing learned information into an understanding strong enough to make an informed decision. | Used a process of making judgments that included; analyzing available information, evaluating the importance and value of that information, and synthesizing learned information into an understanding strong enough to make an informed decision. Reflected on the decision made and checked the judgment against further information and interpretations. |
W.9-10.1.A - WritingIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. | Introduced the claim(s), acknowledging alternate or opposing claims. Provided reasons and evidence that were clear. | Introduced the claim(s), acknowledging and distinguishing the claim(s) from alternate or opposing claims. Provided reasons and evidence that were organized logically. | Introduced precise claim(s), acknowledging and distinguishing the claim(s) from alternate or opposing claims. Provided organization that showed clear connections between claim(s), counterclaims, reasons, and evidence. | Introduced and established the significance of precise claim(s), acknowledging and distinguishing the claim(s) from alternate or opposing claims. Provided organization that showed clear connections between claim(s), counterclaims, reasons, and evidence. |
W.9-10.1.B - WritingDevelop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. | Struggled to develop claim(s) and counterclaims fairly. | Developed claim(s) and counterclaims fairly. Provided evidence for each. | Developed claim(s) and counterclaims fairly. Provided evidence for each while pointing out the strengths and limitations of both. Anticipated the audience's knowledge level and concerns. | Developed claim(s) and counterclaims fairly and thoroughly. Provided the most relevant evidence for each while pointing out the strengths and limitations of both. Anticipated the audience's knowledge level, concerns, and biases. |
W.9-10.1.D - WritingEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | Maintained a formal style through most of the writing. | Maintained a formal style of writing. | Established and maintained a formal style and objective tone appropriate to the discipline of the writing. | Established and maintained a formal style and objective tone most appropriate to the discipline of the writing and targeted audience. |
W.9-10.1.E - WritingProvide a concluding statement or section that follows from and supports the argument presented. | Provided a concluding statement or section that related to the argument presented but did not contribute to the argument. | Provided a concluding statement or section that follows from the argument presented. | Provided a concluding statement or section that follows from and supports the argument presented. | Provided a concluding statement or section that follows from and supports the argument presented. Conclusion could lead to the reader taking action. |
W.9-10.4 - WritingProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | Struggled to produce writing that was clear or coherent or where the development, organization, or style was appropriate to task, purpose, or audience. | Produced writing that was sometimes clear and coherent and the development, organization, or style was somewhat appropriate to task, purpose, or audience. | Produced clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | Produced clear, coherent, and engaging writing in which the development, organization, and style are best suited to task, purpose, and audience. |