All students should graduate from high school ready for college, careers, and citizenship.
Student 4
1. CCSS Alignment
The student is able to state how the author uses diction to convey tone, but does not offer an explanation. We can’t be sure this student understands the connection because of the limited explanation.
Standard referenced:
RL.9–10.4: 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).
1. Support Materials
From the “Content Understanding” section of the rubric, it is clear that the student reaches a level 2: “Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.” The student briefly notes the disciplinary content (defines connotation and denotation) relevant to the prompt but shows an uneven understanding and is unsuccessful in applying it to the text.
2. CCSS Alignment
The student understands the meaning of connotation and denotation and tries to apply them to chosen words yet is not able to explain the figurative meanings.
Standard referenced:
RL.9–10.4: 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).
1. Understanding
The student is so focused on the elephant that the student is not able to understand the complexity of the narrative.