High School ELA IAS Standards

Critically analyze content found in media used to inform, persuade, entertain, and transmit culture.

Evaluate the intersections and conflicts between visual and verbal messages, and recognize how visual techniques or design elements carry or influence messages in various media.

Analyze the impact of the media on the public, including identifying rhetorical appeals and logical fallacies.

Identify choices producers make while constructing media. Evaluate how choices contribute to the impact on the audience.

Analyze and evaluate the role of media in transmitting cultural and shaping public opinion, including:

Increasing awareness of cultural similarities and differences as well as recognize their interdependence,

Analyze media industry content choices in relation to their specific audience and identify which possible points of bias and prejudice exist, and

Compare media content choices over a variety of outlets and platforms.

Identify and describe how frequent access and critical analysis of media can enhance the ability of citizens to make informed choices when exercising democratic freedoms.

Analyze and evaluate how the consumerism of the media industry influences how content is produced, distributed, and directed toward specific users.

Compare and contrast coverage of the same stories in a variety of print and digital media.

Evaluate the credibility of sources in a variety of print and digital media.

Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press and various media platforms in the United States.

Evaluate the rights, the responsibilities, and the role of a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

Analyze how media law influences the purpose and function of the media industry, including student media.

Identify essential ethical principles and legal limitations within various platforms of media, including student media.

Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of the media industry.

Analyze case studies or examples and evaluate how ethical responsibilities and principles affect media credibility.

Read a variety of nonfiction media from journalistic outlets and read other texts related to media within a range of complexity appropriate for grades 9-12 that include possibilities for analysis of literary techniques, structure and style. By the end of this course, students interact with media products and texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end of the range.

Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.

Analyze and evaluate the effectiveness of the structure used in a persuasive argument including whether the structure makes points that are clear, convincing, and engaging.

Determine perspective or purpose in a piece of media in which the rhetoric is particularly effective. Analyze how style and content contribute to the power and persuasiveness of the media product (e.g.appeals to both friendly and hostile audiences and anticipates and addresses audience’s concerns and counterclaims).

Delineate and evaluate the arguments and specific claims in U.S.and world media, assessing whether the reasoning is valid and the evidence is relevant and sufficient; analyze the impact of false statements and fallacious reasoning (e.g. misinformation/disinformation, copyright, libel/slander, plagiarism, privacy, First Amendment).

Synthesize and evaluate multiple sources of information presented in different mediums in order to address a question or solve a problem.

Analyze and synthesize foundational U.S. and world documents, such as the First Amendment and relevant case law, for their themes, purposes and rhetorical features.

Analyze what a nonfiction media product says explicitly as well as inferences and interpretations drawn from the piece, including determining where the piece leaves matters uncertain by citing strong and thorough facts from observations, quotations, and specific details.

Analyze the development of similar central ideas across two or more media products and determine how specific details shape and refine the central idea.

Analyze a complex set of ideas or sequence of events and explain how specific ideas, facts, events, or individuals develop throughout the product.

Read and interact with a variety of media from journalistic outlets and read other texts related to media within a range of complexity appropriate for grades 9-12 that include possibilities for analysis of literary techniques, structure and style. By the end of this course, students interact with media and texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end of the range.

Analyze what a product says explicitly and implicitly as well as inferences and interpretations drawn from the media product through citing evidence determining where the product leaves matters uncertain.

Compare and contrast the development of similar themes across two or more media products and analyze how they emerge and are shaped and refined by specific details.

Analyze how the producer’s choices impact subject development over the course of a media product.

Make predictions about the context of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why and be able to utilize and continue the skills.

Analyze and evaluate how a producer’s choices concerning how to structure specific parts of a media product contribute to its overall meaning and effect.

Analyze a media product in which the audience must distinguish between what is directly stated and what is intended in order to understand the perspectives.

Analyze multiple interpretations or adaptations of a story and evaluate how each version interprets the original source and the impact of the interpretations on the audience.

Analyze and evaluate media of historical or cultural significance and how two or more media products treat similar themes, conflicts, issues, or topics, and maintain relevance for current audiences.

Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary, probing questions) to communicate effectively with a variety of sources and audiences and for different purposes and media platforms.

Integrate multiple sources of information presented in multiple formats (e.g., graphics, photos, illustrations, public records, audio, video) in order to make informed decisions, solve problems, or create evaluating the credibility, accuracy, and feasibility noting any discrepancies among the information.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Using a range of informal and formal tasks, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, opposing perspectives are addressed, ensuring the organization, development, substance, and style are appropriate to purpose, audience.

Create engaging content that strategically and creatively uses digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

Give and follow multi-step directions.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, critiques, group discussion, interviews, etc.) on current events, sample media, newsworthy issues, creative story ideas, use of technology in projects; building on others’ ideas and expressing personal viewpoints and narratives clearly.

Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific evidence.

Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task.

Acquire and accurately use academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression, including those standard to the media industry.

Use context to determine or clarify the meaning of words and phrases.

Use the relationship between particular words to better understand each of the words (e.g. synonym/antonym, analogy).

Analyze nuances in the meaning of words with similar denotations.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Select appropriate general and specialized reference materials to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage (e.g. Associated Press Stylebook).

Identify and apply knowledge of media-related terms in the following areas: media production process (pre-production, production, post-production), news reporting, writing, law, ethics, and technology.

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

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the cumulative impact of how an author or producer uses and refines the meaning of a key term or terms over the course of a text or media product.

Interpret figures of speech and the use of colloquial terms (e.g. paradox and idiom) in context and analyze their role in a text or media product.

Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from a variety of texts and media products.

Write legibly in print or cursive, forming letters and words that can be read by others.

Write or produce arguments or commentaries in a variety of forms that:

Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence,

Use rhetorical strategies to enhance the effectiveness of the claim,

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases,

Use effective and varied transitions as well as varied syntax to link the major sections of the media piece, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims,

Establish and maintain a consistent style and tone appropriate to purpose and audience,

Provide a concluding statement or section that follows from and supports the argument presented,

Explore the personal significance of an experience,

Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life,

Maintain a balance between individual events and more general and abstract ideas,

Write or produce informative products on a variety of topics that:

Introduce a topic using a variety of lead-ins; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting(e.g., headings), graphics (e.g.,figures,tables),and multimedia when useful to aiding comprehension,

Utilize credible sources, develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic,

Use appropriate and varied transitions and syntax to link the major sections of the piece,create cohesion, and clarify the relationships among complex ideas and concepts,

Choose language, content- specific vocabulary, and techniques to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy,

Establish and maintain an informative style appropriate to the purpose and audience, and

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write or produce narrative and feature-style media products in a variety of forms that:

Engage and orient the audience by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and including narration and/or sources or characters,

Create a smooth progression of experiences or events,

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple anecdotes to develop experiences, events, and/or sources,

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome,

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Apply the writing process to all formal writing and media product development, including but not limited to argumentative, informative, and narrative.

Plan and develop, draft, revise using appropriate reference materials, rewrite, try a new approach, focusing on addressing what is most significant for a specific purpose and audience, and edit to produce and strengthen. writing that is clear and coherent,

Use technology to generate, produce, publish, and update individual or shared products in response to ongoing feedback, including new arguments or information,

Utilize a standard style guide framework for properly crediting sources in all media product types, utilizing multiple sources when appropriate.

Evaluate and revise the content for meaning, clarity, and purpose.

Revise and edit to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and media format.

Revise and edit to ensure effective, grammatically correct communication.

Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

Discuss ideas for writing with classmates, teachers, other writers, or community members.

Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with the audience.

Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study:

Formulate an inquiry question, and refine and narrow the focus as research evolves,

Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources,

Assess the strengths and limitations of each source in terms of the task, purpose, and audience,

Synthesize and integrate information into the text selectively to maintain the flow of ideas.

Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., AP Style) for citation.

Present information, choosing from a variety of formats.

Ask clear interview questions to guide a balanced and unbiased information-gathering process that include:

Researching background information,

Formulating questions that elicit valuable information,

Observing and recording details during the interview,

Effectively concluding the interview,

Double-checking information before writing the story, and

Keeping dated notes or interview records on file.

Demonstrate command of English grammar and usage, focusing on:

Pronouns– Students are expected to build upon and continue applying conventions learned previously.

Verbs - Students are expected to build upon and continue applying conventions learned previously.

Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.

Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.

Usage- Students are expected to build upon and continue applying conventions learned previously.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Capitalization–Students are expected to build upon and continue applying conventions learned previously.

Punctuation –Students are expected to buildupon and continue applying conventions learned previously.

Spelling –Students are expected to build upon and continue applying conventions learned previously.

Law and Ethics

Media Literacy

Law and Ethics

Learning Outcome

Vocabulary Building

Vocabulary

Nonfiction

Critique of Media

Comprehension

Handwriting

Narrative Storytelling

Writing Genres: Editorial, News, Feature, and Narrative

The Writing Process

Presentation of Knowledge of Ideas

Key Ideas and Textual Support

Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling

Speaking and Listening

Synthesis and Connection of Ideas

Synthesis and Connection of Ideas

Learning Outcome

Learning Outcome

Writing

Media Literacy

Vocabulary in Media Writing and Production

Structural Elements and Organization

Key Ideas and Textual Support

Learning Outcome

Learning Outcome

Structural Elements and Organization

Learning Outcome

Discussion and Collaboration

Learning Outcome

The Research Process: Finding, Assessing, Synthesizing, and Reporting Information

Students discuss and debate ideas based on research and specific evidence, allowing for all perspectives to be heard, and assessing and analyzing a speaker's stylistic choices.

Initiate and engage in a range of collaborative discussions on grade-appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly and persuasively.

Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific evidence. (E)

Expand conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Conduct, debate, and discuss to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task. (E)

Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, as well as assessing stylistic choices such as word choice, points of emphasis, and tone. (E)

Using a range of informal and formal tasks, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning. Address opposing perspectives, ensuring the organization, development, substance, and style are appropriate to purpose and audience.

Develop engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance audience understanding of findings, reasoning, and evidence. (E)

Analyze the impact of the media on the public, including identifying and analyzing rhetorical and logical fallacies. (E)

Students analyze the author's technique, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Analyze what a text says explicitly and implicitly (e.g., inferences and interpretations) by citing strong and thorough textual evidence to support and explain how the evidence develops the analysis, including where the text leaves matters uncertain. (E)

Analyze and synthesize foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features

Use context to determine or clarify the meaning of words and phrases.

Analyze nuances in the meaning of words with similar denotations.

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

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, denotative, and technical meanings; evaluate the cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text. (E)

Compare and contrast the development of similar themes across two or more works of literature, and analyze how they emerge and are shaped and refined by specific details.

Analyze and evaluate how an author's choices concerning how to structure specific parts of a work of literature (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall meaning and effect of a work. (E)

Analyze and evaluate works of literary or cultural significance in history for the way in which these works have used archetypes drawn from myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topics, and maintain relevance for current audiences.

Analyze the development of similar central ideas across two or more texts and determine how specific details shape and refine the central idea. (E)

Analyze a complex set of ideas or sequence of events and explain how specific ideas, events, and individuals develop throughout the text.

Determine an author's perspective or purpose in a text in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences, anticipates and addresses reader concerns and counterclaims), and analyze how style and content contribute to the power and persuasiveness of the text. (E)

Delineate and evaluate the arguments and specific claims in U.S. and world texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; analyze the impact of false statements and fallacious reasoning.

Synthesize and evaluate multiple sources of information presented in different mediums in order to address a question or solve a problem.

Learning Outcome: Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes; compositions will include correct use of standard formatting (e.g., MLA, APA) with sources correctly cited.

Write arguments in a variety of forms that:

Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Use rhetorical strategies to enhance the effectiveness of the claim.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use effective and varied transitions as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a consistent style and tone appropriate for the purpose and audience.

Provide a concluding statement or section that follows and supports the argument presented. (E)

Write informative compositions on a variety of topics that:

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

Utilizing credible sources, develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Choose language, content-specific vocabulary, and techniques to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

Establish and maintain a style appropriate for the purpose and audience.

Provide a concluding statement or section that follows and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (E)

Write narrative compositions in a variety of forms that:

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

Create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plotlines to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide an ending that follows and reflects on what is experienced, observed, or resolved over the course of the narrative. (E)

Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative:

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, focusing on addressing what is most significant for a specific purpose and audience, and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Utilize a standard style guide framework for in-text documentation, formatting, and works cited in order to properly credit sources in all writing types, utilizing multiple sources when appropriate.

Conduct more sustained research assignments and tasks to build knowledge about the research process and the topic understudy.

Formulate an inquiry question and refine and narrow the focus as research evolves.

Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources.

Assess the strengths and limitations of each source in terms of the task, purpose, and audience.

Synthesize and integrate information into the text selectively to maintain the flow of ideas.

Avoid plagiarism and over reliance on any one source and follow a standard format (e.g., MLA, APA) for citation.

Present information, choosing from a variety of formats. (E)

Reading Comprehension

Communication and Collaboration

Writing

Students actively engage in listening, discussing, and presenting ideas justified by sound reasoning and textual evidence while also evaluating and identifying fallacious reasoning or distorted evidence.

Initiate and participate effectively in a range of collaborative discussions on grade-appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly and persuasively. (E)

Examine, analyze, and reflect on ideas under discussion by providing textual evidence to support or refute those ideas. (E)

Expand conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in reference to the evidence and reasoning presented.

Analyze multiple sources of information presented in diverse media and formats while evaluating the credibility and accuracy of each source.

Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or distorted evidence.

Present information, findings, and supporting evidence logically so that listeners can follow the line of reasoning, ensuring organization and development are appropriate to purpose, audience, and task.

Analyze bias in media through the inclusion or exclusion of information and reliability of the source from visual and verbal messages to achieve a desired result. (E)

Students analyze the author's technique, structure, main ideas, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Analyze what a text says both explicitly and implicitly (e.g., inferences and interpretations) by citing strong and thorough textual evidence. (E)

Analyze nuances in the meaning of words with similar denotations.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Analyze the meaning of words and phrases as they are used in works of literature, including figurative, connotative, and denotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings. (E)

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, denotative, and technical meanings; evaluate the effectiveness of specific word choices on meaning and tone in multiple and varied contexts.

Analyze in detail the development of two or more themes over the course of a work of literature, including how they emerge and are specific and refined by specific details. (E)

Analyze and evaluate how an author's choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) contribute to the overall meaning and effect of a work.

Analyze in detail the development of two or more central ideas over the course of a text, including how they build on one another to provide a complex analysis.

Analyze a series of ideas or events, including the order in which the points are made and developed, and the connections that are drawn between them.

Determine an author's perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.

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.

Analyze U.S. and world documents of historical and literary significance, including how they address related themes and concepts.

Use context to determine or clarify the meaning of words and phrases.

Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes; compositions will include correct use of standard formatting (e.g., MLA, APA) with correctly cited sources.

Write arguments in a variety of forms that:

Introduce 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.

Use rhetorical strategies to enhance the effectiveness of the claim.

Develop 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.

Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a consistent style and tone appropriate for the purpose and audience.

Provide a concluding statement or section that follows from and supports the argument presented. (E)

Write informative compositions on a variety of topics that:

Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions.

Develop the topic utilizing credible sources with relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Choose language and content-specific vocabulary that express ideas precisely and concisely to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

Establish and maintain a style appropriate for the purpose and audience.

Provide a concluding statement or section that follows and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (E)

Write narrative compositions in a variety of forms that:

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

Create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plotlines to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide an ending that follows and reflects on what is experienced, observed, or resolved over the course of the narrative. (E)

Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative.

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, focusing on addressing what is most significant for a specific purpose and audience, and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically (e.g., use of publishing programs, integration of multimedia).

Utilize a standard style guide framework for in-text documentation, formatting, and works cited in order to properly credit sources in all writing types, utilizing multiple sources when appropriate.

Conduct more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate an inquiry question and refine and narrow the focus as research evolves.

Gather relevant information from multiple authoritative sources, using advanced searches effectively, and annotate sources.

Assess the usefulness of each source in answering the research question.

Synthesize and integrate information into the text selectively to maintain the flow of ideas.

Avoid plagiarism and over reliance on any one source and follow a standard format (e.g., MLA, APA) for citation.

Present information, choosing from a variety of formats. (E)

Demonstrate command of English grammar and usage, focusing on:

Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional and subjunctive moods.

Usage – Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis. (E)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Punctuation – Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses. (E)

Writing

Communication and Collaboration

Reading Comprehension

Read a variety of articles from journalistic publications and other texts related to journalism within a range of complexity appropriate for grades 11-12 that include possibilities for analysis of literary techniques, structure and writing style. By the end of grade 11, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 12, students interact with texts proficiently and independently.

Cite strong and thorough facts from observation, quotations, and specific details that support analysis of what a piece of narrative nonfiction/historical fiction says explicitly as well as inferences and interpretations drawn from the text, including determining where the text leaves matters uncertain. (e.g. excerpts from The Immortal Life of Henrietta Lacks, The Jungle, Unbroken, The Devil in the White City, Into the Wild).

Compare and contrast the development of similar themes or central ideas across two or more works of narrative nonfiction/historical fiction and analyze how the author uses specific details to shape and reveal themes. (e.g. excerpts from Historical fiction of Alexander Thom and Native American poetry, works of Ernie Pyle and Tim O'Brien).

Analyze the impact of the author's choices: How the author uses structure, imagery, and characterization of a story for dramatic effect. (e.g., Mrs. Kelly's Monster).

Students are expected to build upon and continue applying concepts learned previously.

Analyze and evaluate how an author chooses to craft specific parts of a work of narrative nonfiction/historical fiction to contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze the point of view of narrative nonfiction/historical fiction in which the reader must distinguish between what the author directly states and what the author may intend.

Compare and contrast multiple interpretations of narrative nonfiction/historical fiction, evaluating how each version interprets the source text and the potential impact of the interpretations on the reader.

Analyze and evaluate significant works of narrative nonfiction/historical fiction (American, English, or world) and how two or more of the works treat similar themes, conflicts, issues, or topics. (e.g. <em>In Cold Blood</em> and actual accounts of The Clutter murders).

Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States.

Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution, along with federal and state case law, affect the rights and responsibilities of the press.

Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes: Tinker v. Des Moines Independent Community School District (1969), <ul><li>Bethel v. Fraser (1986),</li><li>Hazelwood School District v. Kuhlmeier (1988),</li><li>Morse v. Frederick (2007), and</li><li>other significant or recent decisions.</li></ul>

Apply the legal boundaries and concepts affecting journalism to scholastic journalism. <ul><li>Censorship: removing of material by an authority</li><li>Copyright: giving exclusive rights to material a person has written or created</li><li>Libel and slander: printing or presenting a falsehood that damages another's reputation</li><li>Obscenity and vulgar language: using material that</li><li>Offends community standards and lacks serious artistic purpose</li><li>Prior review: reviewing prior to publication for purposes of approval or rejection</li><li>Retraction: correcting something printed or said in the most timely fashion</li><li>Student expression: voicing ideas and opinions in school environments</li></ul>

Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing: <ul><li>Confidentiality: assuring secrecy for information</li><li>Fabrication: inventing stories or accounts</li><li>Photo-manipulation: portraying false visual information</li><li>Off-the-record remarks: agreeing comments are not for publication</li><li>Plagiarism: using another person's work as one's own</li><li>Anonymous sources: using an unnamed source</li></ul>

Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as: <ul><li>American Society of Newspaper Editors,</li><li>The Poynter Institute for Media Studies, or</li><li>Society of Professional Journalists</li></ul>

Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported.

Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as: <ul><li>Indiana High School Press Association (IHSPA)</li><li>Journalism Education Association (JEA)</li><li>National School Press Association (NSPA).</li></ul>

Critically analyze content found in print and digital media used to inform, persuade, entertain, and transmit social information.

Evaluate how visual techniques or design elements carry or influence messages in various media.

Analyze the impact of social media on trends and public opinion. Identify emotional appeals and logic fallacies.

Identify choices content producers make while constructing media. Evaluate how choices contribute to the impact on the audience.

Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: <ul><li>importance or amount of space or time,</li><li>proximity or nearness,</li><li>timeliness or immediacy,</li><li>prominence or names,</li><li>conflict, consequence, or impact,</li><li>variety,</li><li>human interest</li><li>humor</li></ul>

Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op-ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:<ul><li>accuracy,</li><li>balance,</li><li>fairness,</li><li>proper attribution, and</li><li>truthfulness or credibility.</li></ul>

Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: brevity and clarity content, topics or themes appropriate for the audience <ul><li>credible and multiple information sources</li><li>effective use of language</li><li>rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals)</li><li>structural elements and organization</li></ul>

Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: <ul><li>appropriateness</li><li>audience and purpose</li><li>information provided oratorily</li><li>quality of work or presentation</li><li>rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals)</li><li>type of impact</li></ul>

Compare and contrast coverage of the same news stories in a variety of print and digital media.

Evaluate the credibility of sources in a variety of print and digital media stories.

Read a variety of nonfiction within a range of complexity appropriate for grades 11-CCR. By the end of grade 11, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 12, students interact with texts proficiently and independently.

Cite strong and thorough facts from observation, quotations, and specific details that support analysis of what a piece of nonfiction says explicitly as well as inferences and interpretations drawn from the text, including determining where the text leaves matters uncertain.

Compare and contrast the development of similar themes or central ideas across two or more works of nonfiction and analyze how the author uses specific details to shape and reveal themes.

Analyze a complex set of ideas or sequence of events and explain how specific sources, facts, or events interact and develop over the course of a text. (e.g. article, infographic, editorial cartoon, photo or illustration).

Students are expected to build upon and continue applying concepts learned previously.

Analyze and evaluate the effectiveness of the structure an author uses in his or her lead or claim including whether the structure makes points clear, convincing, and engaging.

Determine an author's perspective or purpose in a column, editorial, or editorial cartoon in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences, anticipates and addresses reader concerns and counterclaims), analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Delineate and evaluate the arguments and specific claims in seminal U.S. and world texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (e.g. copyright, libel/slander, plagiarism, privacy, First Amendment).

Synthesize and evaluate sources of information presented in multimedia platforms in order to address a question or to solve a problem.

Analyze and synthesize foundational U.S. and world documents, such as the First Amendment and relevant case law for their purposes and rhetorical features.

Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary, probing questions) to communicate effectively with a variety of sources and audiences and for different purposes.

Stimulate a thoughtful, well-reasoned debate and exchange of ideas about news and current events supported by information from credible sources.

Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task.

Integrate multiple sources of information presented in multiple formats (e.g., graphics, photos, illustrations, public records, audio, video) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the information.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Present information, findings, and supporting evidence so that listeners can follow a clear line of reasoning. Address alternate or opposing perspectives. The organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Create engaging content that strategically and creatively uses digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

Students are expected to build upon and continue applying concepts learned previously.

Initiate and participate effectively in a range of collaborative discussions (one-on-one critiques, group discussion of news coverage, story ideas, and interviews) on current events, sample media, and newsworthy issues; building on others' ideas and expressing personal viewpoints clearly and persuasively.

Acquire and use accurately general academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression, including those standard to the journalism industry.

Use context to determine or clarify the meaning of words and phrases.

Students are expected to build upon and continue applying concepts learned previously. Grade of Mastery: 7 Use the relationship between particular words to better understand each of the words. (e.g. synonym/antonym, analogy)

Analyze nuances in the meaning of words with similar denotations.

Identify and correctly use related forms of the word. (e.g., conceive, conception, conceivable).

Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage. (e.g. Associated Press Stylebook).

Identify and apply knowledge of journalism-related terms in the following areas: reporting, writing, editing, photography, design, law, ethics, and technology.

Analyze the meaning of words and phrases as they are used in works of narrative nonfiction/historical fiction including figurative and connotative meanings; analyze the cumulative impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal and informal tone).

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.

Interpret figures of speech (e.g. <em>paradox</em>) in context and analyze their role in a text.

Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from a variety of texts.

Students are expected to build upon and continue applying concepts learned previously.

Students are expected to build upon and continue concepts learned previously.

Write editorials/commentaries that – <ul><li>Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.</li><li>Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.</li> <li>Use effective transitions as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a consistent style and tone appropriate to purpose and audience.</li><li>Provide a concluding statement or section that follows from and supports the argument presented.</li><li>Explore the personal significance of an experience.</li><li>Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.</li><li>Maintain a balance between individual events and more general and abstract ideas.</li></ul>

Write news that – <ul><li>Uses a variety of creative leads; organizes complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; includes formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.</li><li>Develops the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, attributions, or other information and examples relevant to the audience's knowledge of the topic.</li><li>Contains adequate information from a variety of credible sources.</li><li>Uses appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.</li><li>Chooses language, content-specific vocabulary, and techniques to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.</li><li>Establishes and maintains a news style appropriate to the purpose and audience. (e.g. AP Style).</li></ul>

Write features that - <ul><li>Use a variety of creative leads. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing sources.</li><li>Create a smooth progression of experiences or events.</li><li>Use narrative techniques, such as dialogue, pacing, description, source reflection, and multiple anecdotes to develop experiences, events, and/or sources.</li><li>Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome.</li><li>Contain adequate information from a variety of credible sources.</li><li>Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.</li><li>Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.</li><li>Establish and maintain a feature style appropriate to the purpose and audience. (e.g. AP Style).</li></ul>

Apply the writing process to – <ul><li>Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.</li><li>Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.</li></ul>

Evaluate and revise the content of copy for meaning, clarity, and purpose.

Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form.

Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.

Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

Discuss ideas for writing with classmates, teachers, other writers, or community members.

Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers.

Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.<ul><li>Formulate an inquiry question, and refine and narrow the focus as research evolves.</li><li>Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources.</li><li>Assess the strengths and limitations of each source in terms of the task, purpose, and audience.</li> <li>Synthesize and integrate information into the text selectively to maintain the flow of ideas.</li><li>Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., AP Style) for citation.</li><li>Present information, choosing from a variety of formats.</li></ul>

Ask clear interview questions to guide a balanced and unbiased information-gathering process that include<ul><li>Researching background information</li><li>Formulating questions that elicit valuable information</li><li>Observing and recording details during the interview</li><li>Effectively concluding the interview</li><li>Double-checking information before writing the story</li><li>Keeping dated notes or interview records on file.</li></ul>

Demonstrate command of English grammar and usage, focusing on:

Pronouns – Students are expected to build upon and continue applying conventions learned previously.<ul><li>Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in a sentence.</li></ul>

Verbs - Students are expected to build upon and continue applying conventions learned previously.<ul><li>Forming and using verbs in the indicative, imperative, interrogative, conditional and subjunctive moods.</li></ul>

Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.<ul><li>Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in a sentence.</li></ul>

Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.<ul><li>Recognizing and correcting misplaced and dangling modifiers.</li></ul>

Usage - Students are expected to build upon and continue applying conventions learned previously.<ul><li>Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis.</li></ul>

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Capitalization–Students are expected to build upon and continue applying conventions learned previously.<ul><li>Applying correct usage of capitalization in writing.</li></ul>

Punctuation – Students are expected to build upon and continue applying conventions learned previously.<ul><li>Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses.</li></ul>

Spelling –Students are expected to build upon and continue applying conventions learned previously.<ul><li>Applying correct spelling patterns and generalizations in writing.</li></ul>

Synthesis and Connection of Ideas

The Research Process: Finding, Assessing, Synthesizing, and Reporting Information

Journalism: Vocabulary

Critique of Mass Media

Learning Outcome

Handwriting

Synthesis and Connection of Ideas

Key Ideas and Textual Support

The Writing Process

Media Literacy

Learning Outcome

Structural Elements and Organization

Learning Outcome

Writing

Discussion and Collaboration

Learning Outcome

Law

Presentation of Knowledge of Ideas

Key Ideas and Textual Support

Vocabulary Building

Journalism: Narrative Nonfiction/Historical Fiction

Journalism: Nonfiction

Media Literacy

Ethics

Speaking and Listening

Law and Ethics

Learning Outcome

Vocabulary in Historical Fiction and Nonfiction

Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling

Writing Genres: Editorial, News, and Feature

Structural Elements and Organization

Comprehension

Learning Outcome

Learning Outcome

Make predictions about the context of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why and be able to utilize and continue the skills.

Give and follow multi-step directions.

Write legibly in print or cursive, forming letters and words that can be read by others.

Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.

Use the relationship between particular words to better understand each of the words (e.g. synonym/antonym, analogy).

Critically analyze content found in media used to inform, persuade, entertain, and transmit culture.

Evaluate the intersections and conflicts between visual and verbal messages, and recognize how visual techniques or design elements carry or influence messages in various media.

Analyze the impact of the media on the public, including identifying rhetorical appeals and logical fallacies.

Identify choices producers make while constructing media. Evaluate how choices contribute to the impact on the audience.

Analyze and evaluate the role of media in transmitting cultural and shaping public opinion, including:<ul><li>Increasing awareness of cultural similarities and differences as well as recognize their interdependence,</li><li>Analyze media industry content choices in relation to their specific audience and identify which possible points of bias and prejudice exist, and</li><li>Compare media content choices over a variety of outlets and platforms.</li></ul>

Identify and describe how frequent access and critical analysis of media can enhance the ability of citizens to make informed choices when exercising democratic freedoms.

Analyze and evaluate how the consumerism of the media industry influences how content is produced, distributed, and directed toward specific users.

Compare and contrast coverage of the same stories in a variety of print and digital media.

Evaluate the credibility of sources in a variety of print and digital media.

Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press and various media platforms in the United States.

Evaluate the rights, the responsibilities, and the role of a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

Analyze how media law influences the purpose and function of the media industry, including student media.

Identify essential ethical principles and legal limitations within various platforms of media, including student media.

Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of the media industry.

Analyze case studies or examples and evaluate how ethical responsibilities and principles affect media credibility.

Read a variety of nonfiction media from journalistic outlets and read other texts related to media within a range of complexity appropriate for grades 9-12 that include possibilities for analysis of literary techniques, structure and style. By the end of this course, students interact with media products and texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end of the range.

Analyze the development of similar central ideas across two or more media products and determine how specific details shape and refine the central idea.

Analyze a complex set of ideas or sequence of events and explain how specific ideas, facts, events, or individuals develop throughout the product.

Students are expected to build upon and continue applying concepts learned previously.

Analyze and evaluate the effectiveness of the structure used in a persuasive argument including whether the structure makes points that are clear, convincing, and engaging.

Determine perspective or purpose in a piece of media in which the rhetoric is particularly effective. Analyze how style and content contribute to the power and persuasiveness of the media product (e.g. appeals to both friendly and hostile audiences and anticipates and addresses audience's concerns and counterclaims).

Delineate and evaluate the arguments and specific claims in U.S. and world media, assessing whether the reasoning is valid and the evidence is relevant and sufficient; analyze the impact of false statements and fallacious reasoning (e.g. misinformation/disinformation, copyright, libel/slander, plagiarism, privacy, First Amendment).

Synthesize and evaluate multiple sources of information presented in different mediums in order to address a question or solve a problem.

Analyze and synthesize foundational U.S. and world documents, such as the First Amendment and relevant case law, for their themes, purposes and rhetorical features.

Analyze what a nonfiction media product says explicitly as well as inferences and interpretations drawn from the piece, including determining where the piece leaves matters uncertain by citing strong and thorough facts from observations, quotations, and specific details.

Read and interact with a variety of media from journalistic outlets and read other texts related to media within a range of complexity appropriate for grades 9-12 that include possibilities for analysis of literary techniques, structure and style. By the end of this course, students interact with media and texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end of the range.

Analyze what a product says explicitly and implicitly as well as inferences and interpretations drawn from the media product through citing evidence determining where the product leaves matters uncertain.

Compare and contrast the development of similar themes across two or more media products and analyze how they emerge and are shaped and refined by specific details.

Analyze how the producer's choices impact subject development over the course of a media product.

Students are expected to build upon and continue applying concepts learned previously.

Analyze and evaluate how a producer's choices concerning how to structure specific parts of a media product contribute to its overall meaning and effect.

Analyze a media product in which the audience must distinguish between what is directly stated and what is intended in order to understand the perspectives.

Analyze multiple interpretations or adaptations of a story and evaluate how each version interprets the original source and the impact of the interpretations on the audience.

Analyze and evaluate media of historical or cultural significance and how two or more media products treat similar themes, conflicts, issues, or topics, and maintain relevance for current audiences.

Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary, probing questions) to communicate effectively with a variety of sources and audiences and for different purposes and media platforms.

Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific evidence.

Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task. Comprehension

Integrate multiple sources of information presented in multiple formats (e.g., graphics, photos, illustrations, public records, audio, video) in order to make informed decisions, solve problems, or create evaluating the credibility, accuracy, and feasibility noting any discrepancies among the information.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Using a range of informal and formal tasks, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, opposing perspectives are addressed, ensuring the organization, development, substance, and style are appropriate to purpose, audience.

Create engaging content that strategically and creatively uses digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

Students are expected to build upon and continue applying concepts learned previously.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, critiques, group discussion, interviews, etc.) on current events, sample media, newsworthy issues, creative story ideas, use of technology in projects; building on others' ideas and expressing personal viewpoints and narratives clearly.

Acquire and accurately use academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression, including those standard to the media industry.

Use context to determine or clarify the meaning of words and phrases.

Students are expected to build upon and continue applying concepts learned previously.

Analyze nuances in the meaning of words with similar denotations.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Select appropriate general and specialized reference materials to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage (e.g. Associated Press Stylebook).

Identify and apply knowledge of media-related terms in the following areas: media production process ( pre-production, production, post-production), news reporting, writing, law, ethics, and technology.

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

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the cumulative impact of how an author or producer uses and refines the meaning of a key term or terms over the course of a text or media product.

Interpret figures of speech and the use of colloquial terms (e.g. paradox and idiom) in context and analyze their role in a text or media product.

Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from a variety of texts and media products.

Students are expected to build upon and continue applying concepts learned previously.

Write or produce arguments or commentaries in a variety of forms that:

Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence,

Use rhetorical strategies to enhance the effectiveness of the claim,

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases,

Use effective and varied transitions as well as varied syntax to link the major sections of the media piece, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims,

Establish and maintain a consistent style and tone appropriate to purpose and audience,

Provide a concluding statement or section that follows from and supports the argument presented,

Explore the personal significance of an experience,

Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life,

Maintain a balance between individual events and more general and abstract ideas,

Write or produce informative products on a variety of topics that:

Introduce a topic using a variety of lead-ins; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures,tables), and multimedia when useful to aiding comprehension,

Utilize credible sources, develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic,

Use appropriate and varied transitions and syntax to link the major sections of the piece, create cohesion, and clarify the relationships among complex ideas and concepts,

Choose language, content- specific vocabulary, and techniques to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy,

Establish and maintain an informative style appropriate to the purpose and audience, and

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write or produce narrative and feature-style media products in a variety of forms that:

Engage and orient the audience by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and including narration and/or sources or characters,

Create a smooth progression of experiences or events,

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple anecdotes to develop experiences, events, and/or sources,

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome,

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Apply the writing process to all formal writing and media product development, including but not limited to argumentative, informative, and narrative.

Plan and develop, draft, revise using appropriate reference materials, rewrite, try a new approach, focusing on addressing what is most significant for a specific purpose and audience, and edit to produce and strengthen. writing that is clear and coherent,

Use technology to generate, produce, publish, and update individual or shared products in response to ongoing feedback, including new arguments or information,

Utilize a standard style guide framework for properly crediting sources in all media product types, utilizing multiple sources when appropriate.

Evaluate and revise the content for meaning, clarity, and purpose.

Revise and edit to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and media format.

Revise and edit to ensure effective, grammatically correct communication.

Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

Discuss ideas for writing with classmates, teachers, other writers, or community members.

Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with the audience.

Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study:

Formulate an inquiry question, and refine and narrow the focus as research evolves,

Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources,

Assess the strengths and limitations of each source in terms of the task, purpose, and audience,

Synthesize and integrate information into the text selectively to maintain the flow of ideas.

Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., AP Style) for citation.

Present information, choosing from a variety of formats.

Ask clear interview questions to guide a balanced and unbiased information-gathering process that include:

Researching background information,

Formulating questions that elicit valuable information,

Observing and recording details during the interview,

Effectively concluding the interview,

Double-checking information before writing the story, and

Keeping dated notes or interview records on file.

Demonstrate command of English grammar and usage, focusing on:

Pronouns– Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 4 - Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in a sentence.

Verbs - Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 10 - Forming and using verbs in the indicative, imperative, interrogative, conditional and subjunctive moods.

Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 4 - Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in a sentence.

Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 7 - Recognizing and correcting misplaced and dangling modifiers.

Usage- Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 10 - Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Capitalization–Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 5 - Applying correct usage of capitalization in writing.

Punctuation – Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 10 - Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses.

Spelling – Students are expected to build upon and continue applying conventions learned previously. Grade of Mastery: 5 - Applying correct spelling patterns and generalizations in writing.

Media Literacy Learning Outcome

Vocabulary Building

The Writing Process

Structural Elements and Organization

Synthesis and Connection of Ideas

Narrative Storytelling

Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling

Presentation of Knowledge of Ideas

Media Literacy

Nonfiction

Key Ideas and Textual Support

Handwriting

Writing Genres: Editorial, News, Feature, and Narrative

Speaking and Listening

Writing

Law and Ethics

The Research Process: Finding, Assessing, Synthesizing, and Reporting Information

Synthesis and Connection of Ideas

Mass Media: Law and Ethics

Vocabulary in Media Writing and Production

Discussion and Collaboration

Critique of Media

Key Structural Elements and Organization

Vocabulary

Key Ideas and Textual Support