Tolleson Union High School District #214

Senior English Writing Portfolio

Student Name: Click or tap here to enter text.

TABLE OF CONTENTS RationalePage Component

1 Rationale1 Objectives1 Essential Writing Goal2 Baseline Writing3 Baseline Writing Reflection4 Mid Unit Writing 15 Writing Portfolio Log6 Mid Unit Writing 27 Writing Portfolio Checklist8 Mid Unit Writing 39 Portfolio Presentation Rubric10 Senior English Writing

Assessments

This guide contains all the information needed to complete the Senior English Writing Portfolio. By the fourth quarter, every TUHSD Senior English student will have completed a writing portfolio, by adding each successive unit’s work to the overall collection. The portfolio is an important tool that will serve as tangible evidence of the student’s growth, improvement, and progress as a writer and a critical thinker. Reflections are a major component of learning. Students will set attainable goals for their writing, and the senior English writing portfolio will serve as a formal record of this process. In the fourth quarter, senior English students will submit their final portfolio to include a Writing Portfolio Final Reflection and will present their portfolio to peers and teachers as a demonstration of writing growth and success.

Students must choose one of three End-of-Unit writing assessments to revise and expand to 6-8 pages to include in the final portfolio. In class, teachers will further explain portfolio contents to include other writing pieces from the school year. Writing portfolios may be kept in a shared folder, on Blackboard, or finalized in Word. Teachers will discuss final products as the fourth quarter draws near.

Objectives Each student is expected to:

craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal.

show the ability to plan, draft, revise, and edit writing in an effective and strategic manner.

provide a thorough reflection of the writing process and identified skills for each writing assignment.

demonstrate progress toward or achievement of his/her writing goals.

demonstrate the ability to present information using various forms of multimedia technology appropriate to the task, purpose, and audience.

Essential Writing Goal

Upon discussing writing goals in class, determine your overall writing goal for the school year and enter it below. You will reflect upon this and other targeted goals throughout the year.

Click or tap here to enter text.

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Cover Letter

Baseline Writing

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:1) Re-read the paper (and teacher feedback). 2) Complete this reflection sheet. 3) Revise the paper accordingly. 4) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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Mid Unit 1 Resume

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:5) Re-read the paper (and teacher feedback). 6) Complete this reflection sheet. 7) Revise the paper accordingly. 8) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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Note: Students will use this form for every assignment reflection.

End of Unit 1 Research Paper

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:1) Re-read the paper (and teacher feedback). 2) Complete this reflection sheet. 3) Revise the paper accordingly. 4) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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Mid Unit 2 Beowulf

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:1) Re-read the paper (and teacher feedback). 2) Complete this reflection sheet. 3) Revise the paper accordingly. 4) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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End of Unit 2 Anglo/Medieval

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:1) Re-read the paper (and teacher feedback). 2) Complete this reflection sheet. 3) Revise the paper accordingly. 4) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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Mid Unit 3 Shakespeare

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:1) Re-read the paper (and teacher feedback). 2) Complete this reflection sheet. 3) Revise the paper accordingly. 4) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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End of Unit 3 Renaissance/Elizabethan/Victorian

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:1) Re-read the paper (and teacher feedback). 2) Complete this reflection sheet. 3) Revise the paper accordingly. 4) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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Other Writing Sample 1

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Other Writing Sample 2

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Other Writing Sample 3

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Other Writing Sample 4

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Other Writing Sample 5

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Student Writing Reflection Sheet

Name: Click or tap here to enter text. Period: Click or tap here to enter text.

Date: Click or tap to enter a date.

Class: Click or tap here to enter text. Teacher: Click or tap here to enter text.

Assignment Title: Click or tap here to enter text.

Student Writing Goal: Click or tap here to enter text.

Instructions:5) Re-read the paper (and teacher feedback). 6) Complete this reflection sheet. 7) Revise the paper accordingly. 8) Submit the revision and this reflection sheet.

What was the purpose of this writing assignment?Click or tap here to enter text.

How did you perform in relation to the expectations of the writing rubric?Click or tap here to enter text.

What aspect of this piece did you do well? (give example/quotes to support claims)Click or tap here to enter text.

Why have you/haven’t you chosen to revise this writing assignment?Click or tap here to enter text.

What will you do better in your next writing assignment, and how will I do it?Click or tap here to enter text.

To what degree of success did you achieve your previously stated goal(s)?Click or tap here to enter text.

Note: Students will use this form for every assignment reflection.

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TUHSD Writing Portfolio Log 2018-19This is a record of all your writing assignments to easily manage your portfolio.

English Unit /

CourseAssignment Title

Digital orPaper

Submission

Date Submitted

Peer Review

Teacher Review/ Scoring +

Score

Revised for Proficiency

+ ScoreReflection

Example: Unit 1 Baseline Writing

☒Digital☐Paper

August 8 N/A 14/20 N/A ☒Unit 1 Mid-Unit Writing Performance Task ☒Digital

☐Paper☐

Unit 1 End-of Unit Writing Performance Task

☒Digital☐Paper

☐Unit 2 Mid-Unit Writing Performance Task ☒Digital

☐Paper☐

Unit 2 End-of Unit Writing Performance Task

☒Digital☐Paper

☐Unit 3 Mid-Unit Writing Performance Task ☒Digital

☐Paper☐

Unit 3 End-of Unit Writing Performance Task

☒Digital☐Paper

☐Other: ☒Digital

☐Paper☐

Other: ☒Digital☐Paper

☐Other: ☒Digital

☐Paper☐

Other: ☒Digital☐Paper

☐Other: ☒Digital

☐Paper☐

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TUHSD Writing Portfolio Cover Letter: Final Reflection (Unit 4)

In the fourth quarter, you will produce for your writing portfolio (a cover letter) which will serve as your final summary of the hard work you put into the writing process during your senior year. In this final piece, you will reflect on your writing experiences and will demonstrate the pride you take in your growth as a thinker, writer, and life-long learner. Please re-read all of the writing assignments in your portfolio prior to writing this cover letter. Address this typed, double-spaced, 500 word reflection to your teacher or a general audience (e.g. “Dear Ms. ___,” or “Dear Reader,”), sign your letter in closing, and include it as the first page of your writing portfolio.

Your cover letter should express the following.

The challenges and difficulties you have encountered when writing The benefits you have gained from using the writing process, setting goals, and reflecting on each

piece Your insight into your own strengths and weaknesses as a writer The goals and actions you will take in your writing as you move beyond high school

You may want to consider the following questions before writing your cover letter.

What have you accomplished this year as a writer, and in what ways will this help you in the future?

In general, how do you feel about the body of work included in your portfolio? Which writing (essay, paper, etc.) makes you most proud and why? What have you learned about your writing from your revisions and reflections? How has your teacher’s comments and feedback influenced the improvement of your writing? What do you want others to know about you as a writer and a learner? Did you surprise yourself in any of your pieces? If so, which assignment(s) and why? What themes and ideas have you noticed in your writing?

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Writing Portfolio Checklist

Please verify that the following items are included in your writing portfolio.

ChecklistPresent in Portfolio

Revised for depth and

length (select 1)Portfolio Checklist (Table of Contents) ☐

Cover Letter: Final Reflection ☐

Writing Portfolio Log ☐

Unit 1 End-of-Unit Writing Performance Task + Reflection ☐ ☐

Unit 2 End-of-Unit Writing Performance Task + Reflection ☐ ☐

Unit 3 End-of-Unit Writing Performance Task + Reflection ☐ ☐

Additional writing assignment (5 pages)+ reflection(s) ☐

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Writing Portfolio Rubric (Unit 4 Mid-Unit Task)

Criteria Score

Portfolio Cover Letter: Final Reflection – 4 points

Portfolio Checklist (Table of Contents) – 1 point

Writing Portfolio Log – 1 point

Unit 1 End-of-Unit Writing Performance Task + Reflection – 2 points

Unit 2 End-of-Unit Writing Performance Task + Reflection – 2 points

Unit 3 End-of-Unit Writing Performance Task + Reflection – 2 points

Additional writing assignment (5 pages)+ reflection – 2 points

Student has crafted quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal. – 4 pointsStudent has shown the ability to plan, draft, revise, and edit writing in an effective and strategic manner. – 4 pointsStudent has provided a thorough reflection of the writing process and identified skills for each writing assignment. – 4 pointsStudent has demonstrated progress toward or achievement of his/her writing goals. – 4 points

Total Points /30

Teacher comments:

Note: Scores for the final portfolio and the portfolio presentation will be converted and entered into the Unit Assessment category in the grade book as percentage points (e.g. 25/30 = 83).

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Portfolio Presentation RubricThe following items were evident in the student’s writing portfolio presentation.

Criteria Score

Student has provided a thorough reflection of the writing process and has identified skills gained for each writing assignment. – 4 points

Student has demonstrated progress toward or achievement of his/her writing goals. – 4 points

Student has demonstrated the ability to present information using various forms of multimedia technology appropriate to the task, purpose, and audience – 4 points

Total Points /12

Teacher comments:

Note: Scores for the final portfolio and the portfolio presentation will be converted and entered into the Unit Assessment category in the grade book as percentage points (e.g. 10/12 = 83).

Overview: Senior English Writing Assessments for SY 2018-19

Senior English will begin with writing and research. The traditional literary focus in senior English will begin in unit 2 with little to no changes in writing expectations. Literary analysis and literary-based argument writing will be required as traditional writing pieces. While unit 4 will include modern and contemporary literature, students will submit a writing portfolio and present their work and reflection to fulfill the unit assessment requirements.

Unit/Quarter 1

Unit 1 is a writing and research workshop that focuses on various writing opportunities that will prepare students for college and career.

Unit 1: Mid-Unit Writing Performance Task

Unit 1: End-of-Unit Writing Performance Task

Unit/Quarter 2

Literary exploration begins with the Anglo-Saxon and Medieval literature. Students are expected to write a research-based literary analysis.

Unit 2: Mid-Unit Writing Performance Task

Unit 2: End-of-Unit Writing Performance Task

Unit/Quarter 3

Unit 3 continues through Renaissance literature. Student writing includes literary research and argument.

Unit 3: Mid-Unit Writing Performance Task

Unit 3: End-of-Unit Writing Performance Task

Unit/Quarter 4

Unit 4 combines the exploration of satire and modern/contemporary literature. In this unit, students will expand one of their previous end-of-unit essays to 6-8 pages. They will compile their work into a writing portfolio, reflect on their writing progress, and present their portfolios and reflections to the class.

Unit 4: Mid-Unit Writing Performance TaskSenior Writing Portfolio

3 end-of-unit essayso Utilizing writing skills taught throughout the

year, students will choose one end-of-unit essay to expand to 6-8 pages for deeper analysis or argument.

5 pages of written pieces from throughout the year (student choice)

Reflection on writing

Unit 4: End-of-Unit Performance TaskStudents will present their writing portfolios, reflecting upon their strengths and areas of growth. Students may choose the media most appropriate for their presentation. Examples may be: PowerPoint, Prezi, PowToon, Sway, Vlog, Podcast, TED Talk format, etc.

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