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Volusia County Schools Curriculum Map K-12 Curriculum and Program Accountability April, 2007 *Map to be revised to CCSS Spring of 2013

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ENGLISH IV HONORS*

Curriculum MapsVolusia County Schools

Volusia County Schools Curriculum Map K-12 Curriculum and Program Accountability April, 2007

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Volusia County Schools Curriculum Map Terminology

Unit/Organizing Principle: The overarching organizational structure used to group content and concepts within the curriculum map Pacing: The recommended time period withi n the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to t he heart of the big idea or content and should meet the following characteristics:

A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares st udents for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed

Concepts/Content: A list of the big ideas, broad topics and subtopics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills : The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skill s Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quali ty, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment : A list of district-required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes.


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ENGLISH IV HONORS CURRICULUM MAP READING

UNIT/ORGANIZING PRINCIPLE:

READING - The student reads grade level text; demonstrates consistent and effective use of vocabulary; and locates, gathers, analyzes, and evaluates information from print and electronic sources

PACING: YEAR LONG

ESSENTIAL QUESTIONS:

• Does the student use a variety of before, during, and after reading strategies and reading tools? • Does the student locate, gather, read, analyze, and evaluate a variety of texts according to the required task? • Does the student read text orally adjusting delivery according to purpose? • Does the student demonstrate consistent and effective use of vocabulary and use strategies to broaden knowledge of academic and interpersonal

vocabularies? • Does the student determine main idea, analyze organizational patterns, and use background knowledge to aid comprehension? • Does the student analyze the validity and reliability of information? • Does the student analyze author’s purpose to determine meaning? • Does the student make inferences and confirm those inferences with textual support and background knowledge? • Does the student select age appropriate material to read for pleasure? • Does the student use independent learning strategies to develop as a reader? • Does the student determine, interpret, and analyze the intertextuality of independent reading and class reading? • Does the student read poetry for pleasure?

CONCEPTS /CONTENT

LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY

Students will gain an understanding of how to read, evaluate, and analyze written information for a variety of purposes using various reading strategies and tools.

1. Vocabulary Development • Use interpersonal and academic vocabularies. • Increase vocabulary using a variety of strategies.

LA. 1112.1.6.1 LA. 1112.1.6.2 LA. 1112.1.6.3 LA. 1112.1.6.4 LA. 1112.1.6.5 LA. 1112.1.6.6 LA. 1112.1.6.7 LA. 1112.1.6.8 LA. 1112 1.6.9

Review previous terminology as appropriate.

• Analysis • Annotation/Mark

ing the text • Attitude • Audience • Author’s purpose • Cause-effect


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2. Reading Fluency

• Read text ora lly and naturally. • Adjust reading rate based on purpose, text difficulty, form, and

style. 3. Comprehension

• Comprehend graphic representations. • Use pre-reading strategies. • Make and confirm predictions and inferences. • Determine main idea or essential message in text. • Analyze organizational patterns in text. • Make competent and informed decisions on gathering and

evaluating written information from print and electronic sources for personal and academic purposes.

• Determine validity and reliability of text. • Select materials to read for pleasure. • Increase the volume of reading for information and pleasure.

LA. 1112 1.6.10 LA. 1112.1.6.11

LA. 1112.1.5.1

LA. 1112.1.7.1 LA. 1112.1.7.2 LA. 1112.1.7.3 LA. 1112.1.7.4 LA. 1112.1.7.5 LA. 1112.1.7.6 LA. 1112.1.7.7 LA.1112.1.7.8

• Chunking • Clarifying • Comparison-

contrast • Context clues • Drawing

conclusions • Evaluation • Evidence • Fact-opinion • Fluency • Inference • Inflection • Interpretation • Main idea • Message • Paraphrase • Personal

connections • Prediction • Pre-reading • Previewing • Prior knowledge • Reflection • Retelling • Reviewing the

text • Skimming/scanni

ng • Summarizing • Supporting

details • Synthesis • Tone • Visualizing

Note: See links to

comprehensive lists of all terminology.


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ESSENTIAL QUESTIONS: • Does the student use a variety of before, during, and after reading strategies and reading tools? • Does the student locate, gather, read, analyze, and evaluate a variety of texts according to the required task? • Does the student read text orally adjusting delivery according to purpose? • Does the student demonstrate consistent and effective use of vocabulary and use strategies to broaden knowledge of

academic and interpersonal vocabularies? • Does the student determine main idea, analyze organizational patterns, and use background knowledge to aid

comprehension? • Does the student analyze the validity and reliability of information? • Does the student analyze author’s purpose to determine meaning? • Does the student make inferences and confirm those inferences with textual support and background knowledge? • Does the student select age appropriate material to read for pleasure? • Does the student use independent learning strategies to develop as a reader? • Does the student determine, interpret, and analyze the intertextuality of independent reading and class reading? • Does the student read poetry for pleasure?

Activities and Resources

Assessment

Activities/Strategies 1. Reading Fluency

• Choral reading • Oral interpretation • Drama games (role playing)

2. Vocabulary Development

• Visual representation (graphic organizers, role playing) • Context -based instruction (prepared vocabulary resources) • Vocabulary games (baseball, Millionaire, Jeopardy)

3. Comprehension • Annotation/Marking the test • Anticipation guides • Chunking the text • Close reading • Dialectical journal • Graphic organizer • Guided reading • Interactive reading guide • KWL chart

Suggested Assessments

Teacher and/or student generated rubrics School-based vocabulary resources Completed graphic organizer (KWL) ACT/SAT Teacher generated tests Class discussion SpringBoard Embedded Assessments SpringBoard Diagnostic Assessments


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• Predicting • Questioning the text • Quick Writes • SOAPStone • Summarizing/paraphrasing/retelling • Think Aloud • TP-CASTT • Visualizing • Activate prior knowledge • RAFT • Socratic seminar • GIST statements • Increase out of class reading time. • Develop questions (literal, interpretive, evaluative) • Participate in class discussion/seminar • Use contextual clues and word parts to discover the subtleties of

appropriate contextual meaning of vocabulary words. • Determine the textual structure/features of fiction and nonfiction text using

student and professional models. • Construct summaries and paraphrases of challenging text. • Identify the details and facts of text that contribute to the organizational

structure of a text. • Read a variety of poetry (forms, comprehension level, etc.) and respond to

the basic meaning. • Synthesize a variety of texts to understand the intertextuality.

Suggested Resources

• SpringBoard Level Senior “My Name” Unit 1 “Shooting an Elephant” Unit 1

• Prentice Hall The British Tradition Context Clues p. 118 Summarizing p. 161 Recognizing Author’s Purpose p. 529

• Create a parody of a scene from Othello based on www.toxiccustard.com

ENGLIS IV HONORS CURRICULUM MAP LITERARY ANALYSIS


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UNIT/ORGANIZING LITERARY ANALYSIS PRINCIPLE:

• The student identifies, analyzes and applies knowledge of the elements of a variety of fiction and literary text to develop a thoughtful response to a literary selection.

• The student identifies, analyzes and applies knowledge of the elements of a variety of non-fiction informational and expository texts to demonstrate an understanding of the information presented.

PACING: YEAR LONG


• Does the student understand and apply the use of literary devices and techniques as they read and react to a variety of texts? • Does the student identify and explain universal themes in classic and multicultural literature from various time periods? • Does the student understand and apply in writing the technical and stylistic elements of classic and multicultural literature from various time periods? • Does the student identify the characteristics of various texts, genres, and subgenres? • Does the student use independent research strategies to apply to texts studied? • Does the student determine the point of view of text in regards to critical perspectives (reader response, feminist, Marxist, etc)?

CONCEPTS /CONTENT


Students will read, critically analyze, and examine literary devices and elements in various genres of fiction, nonfiction, poetry, and drama while recognizing and explaining textual connections. Students will gain an understanding of the

• Define and identify appropriate grade-level terminology in various texts.

` • Interpret text of various genres for intended meaning and

purpose.

• Evaluate and analyze the effective uses of literary devices unique to each genre.

• Compare characteristics of genres including those that overlap

or cut across lines of genre classifications.

LA.1112.2.1.1 LA.1112.2.1.2 LA.1112.2.1.3 LA.1112.2.1.4 LA.1112.2.1.5 LA.1112.2.1.6 LA.1112.2.1.7 LA.1112.2.1.8 LA.1112.2.1.9

Review previous terminology as appropriate. Allegory Anaphora Apostrophe Black humor Caesura Chiasmus Consonance


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thematic, stylistic, and technical qualities that characterize various genres and texts in a variety of cultures and time periods

• Compare and contrast texts to convey a specific purpose or

argument pertaining to a variety of literary elements or devices.

• Increase knowledge of culture, author, and historical time period.

• Use information on critical perspectives to analyze text in

regards to critical perspectives. • Understand the idea of critical perspectives as a means of

societal commentary.

LA.1112.2.1.10

LA.1112.2.2.1 LA.1112.2.2.2 LA.1112.2.2.3 LA.1112.2.2.4 LA.1112.2.2.5

Elegy Epic Epiphany Gothic Interior Monologue Intertextuality Kenning Literary Criticisms

• Archetypal • Cultural • Feminist • Historical • Marxist • Reader-Response

Literary Movements • Naturalism • Neoclassicism • Realism • Romanticism

Litotes Magical Realism Medieval Romance Miracle Play Metaphysical poetry Metonymy Mock Epic Mock-heroic style Morality Play Ode Synecdoche

Note: See links to

comprehensive lists of all terminology.


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• Does the student understand and apply the use of literary devices and techniques as they read and react to a variety of texts? • Does the student identify and explain universal themes in classic and multicultural literature from various time periods? • Does the student understand and apply in writing the technical and stylistic elements of classic and multicultural literature from

various time periods? • Does the student identify the characteristics of various texts, genres, and subgenres • Does the student use independent research strategies to apply to texts studied? • Does the student determine the point of view of text in regards to critical perspectives (reader response, feminist, Marxist, etc.)?

Activities /Resources

1. Define and identify appropriate grade-level terminology in various texts. • Explicate a poem. • Identify film techniques and terminology. • Annotate text for literary terminology.

2. Interpret text in various genres for intended meaning and purpose.

• Read a text (poem, film, short story, essay, etc.) and write a GIST statement that includes message and purpose of the text.

• Write a reaction to a text that includes commentary on characters, setting, and plot.

3. Evaluate and analyze the effective use of literary devices unique to each genre.

• Close read text to focus on a specific literary device (diction, syntax, figurative language) to discover how these devices influence meaning and purpose.

• Use specific annotations and organize information to reexamine a text. 4. Compare characteristics of genres, including those that overlap or cut across lines of genre classifications.

• Read a variety of genres on a given theme and brainstorm the characteristics of the genres.

5. Compare and contrast texts to convey a specific purpose or argument pertaining to a variety of literary elements or devices.

• Analyze various prompts that include specific literary elements or devices. • Use graphic organizers to show relationships between texts.

Assessment

• Teacher generated tests • Teacher and/or student generated rubrics • Lexile/SRI evaluations • Accelerated Reader • SpringBoard Diagnostic Assessments • SpringBoard Embedded Assessments • SpringBoard Embedded Assessment One Unit 5: “Writing an Analytical

Essay” • Class discussion • Literature circles


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• Write a compare/contrast essay demonstrating knowledge of basic literary elements.

Suggested Resources • SpringBoard Book VI Unit 1 “Numbers Don’t Lie”

Book VI Unit 4 “A Close Reading of Speeches” • Prentice Hall: The British Tradition “Writing About Literature: Evaluate

Literary Themes” “Writing About Literature: Analyze Literary Periods • Novels for Students • Poetry for Students • Plays for Students • Voice Lessons by Nancy Dean • Poetry-portal.com


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ENGLISH IV HONORS CURRICULUM MAP WRITING PROCESS


Writing Process - • The student will use pre-writing strategies to

generate ideas and formulate a plan. • The student will write a draft appropriate to the

topic, audience, and purpose. • The student will revise and refine the draft for

clarity and effectiveness. • The student will edit and correct the draft for

standard language conventions. • The student will write a final product that is

appropriate to purpose for the intended audience.

PACING: Year Long


• Does the student clearly demonstrate effective use of each of the steps of the writing process? • Does the student formulate a thesis in order to create an effective argument based on his/her own experience and/or outside sources? • Does the student revise appropriately for convention errors in mechanics, usage, punctuation, and spelling demonstrating a mature command of language

and writing with support that is substantial, specific, relevant, and concrete? • Does the student produce a text that is focused, organized, well-supported, and grammatically correct?

CONCEPTS /CONTENT


Students will use a multi-step process including prewriting, drafting, revision, and editing in order to produce an effective, precise, an aesthetically appropriate text according to purpose, audience, and occasion. Students will understand that writing is a process anyone can learn.

• Generate topics. • Prewrite information for a selected topic.

• Draft ideas from prewrite.

• Revise draft for content specific information.

LA 1112.3.1. LA.1112.3.2 LA.1112.3.3

LA.1112.3.2.1 LA1112.3.2.2 LA.1112.3.2.3

LA.1112.3.3.1 LA.1112.3.3.2


• Authority • Capitalization • Ethos (Ethical

appeal) • Imperative mood • Letter format


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Students will understand that drafts can be improved through revision.

• Edit draft for writing conventions.

• Publish a polished document fluently.

• Evaluate model essays in various modes/genres for structural and stylistic components.

• Use a system of accountability for grammar and language conventions which may in clude a personal “corrections/error” log.

• Analyze various types of texts (political cartoons, cartoons, commercials, etc.) for persuasive techniques?

LA.1112.3.3.3 LA.1112.3.3.4

LA.1112.3.4.1 LA.1112.3.4.2 LA.1112.3.4.3 LA.1112.3.4.4 LA.1112..3.4.5

LA.1112.3.5.1

LA.1112.3.5.2 LA.1112.3.5.3

• Logos (Logical appeal)

• Order of importance

• Paraphrase • Pathos

(Emotional appeal)

• Plagiarism • Primary source • Punctuation • Rhetoric • Secondary

source • Specificity of

support • Subjunctive

mood Note: See links to comprehensive lists of all terminology.


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• Does the student clearly demonstrate effective use of each of the steps of the writing process? • Does the student formulate a thesis in order to create an effective argument based on his/her own experience and/or outside sources? • Does the student revise appropriately for convention errors in mechanics, usage, punctuation, and spelling demonstrating a mature command of language and

writing with support that is substantial, specific, relevant, and concrete? • Does the student produce a text that is focused, organized, well-supported, and grammatically correct?


Assessment

Activities/Strategies 1. Generate topic.

• Classroom discussion • Partnering • Personal experience • Research: newspaper, internet, etc. • Video idea generation • Journal writing • Quick Writes

2. Prewrite information for a selected topic. • Webs • Outlines • Clusters • Lists • Charts • Diagrams • Timelines • Story maps • Prompt analysis • Formulate thesis • Consideration of audience, purpose, message, voice, and genre

3. Draft ideas from prewrite.

• Write/word process with consideration to sentences and paragraphs.

Suggested Assessments • SAT • PSAT • In-class writing assignments • Timed writings • Grading on FCA’s (Focus Correction Areas - organization, support,

conventions) • SAT-like writing prompts • Class discussion • Peer conferences • SpringBoard Embedded Assessments • SpringBoard Diagnostic Assessments


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• Use teacher/student models . • Consider stylistic elements (syntax, diction, figurative language, etc.).

4. Revise draft for content specific information.

• Guided revision – peers, groups, class, self-reflection charts • Focus Correction Areas (FCAs) • Organization strategies • Word choice (diction) • Sentence structure (syntax) • Elaboration strategies – FIRES, SIR, Snack-Meal-Feast, PIE • Stylistic elements (extended metaphor, analogy, symbolism, etc.) • Voice • Prompt analysis review

5. Edit draft for writing conventions. • Daily language practice (spelling, grammar, and mechanics) • Teacher modeling • Peer conferences • Student/teacher conferences • Focus Correction Areas (FCAs) • Textual formatting (graphics, tables, documentation)

Suggested Resources

• SpringBoard Level Senior Unit 4: “First Draft Peer Review” Unit 3: “Narrative Reliability”

• Prentice Hall: The British Tradition Prewriting p. 212, 214, 398, 400 Teaching Resources: Writing Models and Graphic Organizers on Transparencies

• Revising: “to create clear and logical organization” p. 1041


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ENGLISH IV CURRICULUM MAP WRITING APPLICATION

UNIT/ORGANIZING WRITING APPLICATION - PRINCIPLE:

• The student develops and demonstrates creative writing.

• The student develops and demonstrates technical writing that provides information related to real world tasks.

• The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

PACING: Year Long


• Does the student write in a variety of expressive and reflective form that incorporates a variety of literary and stylistic devices and rhetorical techniques? • Does the student synthesize information from a variety of sources to produce informational and expository text? • Does the student accurately and coherently assess the validity and reliability of a variety of sources? • Does the student properly attribute sources in an informational and or expository text? • Does the student write an essay using persuasive techniques to support an effective argument? • Does the student produce texts related to real-world tasks?

CONCEPTS /CONTENT


Students will be able to write expository and reflective text Students will be able to write informational and expository text. Students will be able to write persuasive

• Write a narrative essay • Write an expressive text to purpose and audience. • Write in a variety of expository forms, • Record information from a variety of texts. • Write well-developed expository paragraphs. • Write a conventional business letter. • Write functional text for real world situations. • Complete work related documents. • Write a well-supported persuasive text. • Properly attribute sources in written text.

Creative LA.1112.4.1.1 LA.1112.4.1.2 Informative LA.1112.4.2.1 LA.1112.4.2.2 LA.1112.4.2.3 LA.1112.4.2.4 LA.1112.4.2.5

Grade 11 Review previous terminology as appropriate. Introduce new eleventh grade terms: Résumé College Application Tone/attitude


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text. Students will be able to literary, stylistic and rhetorical elements.

• Produce texts in a variety of formats.

LA.1112.4.2.6 Persuasive LA.1112.4.3.1 LA.1112.4.3.2

Message Parenthetical documentation Direct quote Reliability


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• Does the student write in a variety of expressive and reflective form that incorporates a variety of literary and stylistic devices and rhetorical techniques?

• Does the student synthesize information from a variety of sources to produce informational and expository text?

• Does the student accurately and coherently assess the validity and reli ability of a variety of sources? • Does the student properly attribute sources in an informational and or expository text? • Does the student write an essay using persuasive techniques to support an effective argument?


Assessment

Activities/Strategies

5. Produce a polished document. • Hand write or word process • Documents may include narrative, informative, technical report,

expository, persuasive, and critical analysis

6. Write fluently and legibly. • Quick Writes • Journal writing • Timed writing • Polished documents

3. Variety of text • Documented arguments based on literary and/or societal issues • Comparison and contrast essays • Poetry, personal metaphor papers, epilogues, point of view papers

(character switches), memos, emails, résumé, cartoons, commercials, etc. 4. “Publish”/perform one or more of the formats produced.


• SAT • ACT • In-class writing assignments • Timed writings • Grading on FCA’s (Focus Correction Areas - organization, support,

conventions) • SAT-like writing prompts • Class discussion • Peer conferences • SpringBoard Embedded Assessments • SpringBoard Diagnostic Assessments


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Suggested Resources

• Write a Shakespearean sonnet on a contemporary theme. • Write an interior monologue from the perspective of a character in a text . • Write a creative piece (poem, short story, play) focusing on a period in

British literature. • SpringBoard “Preparing for the Show: The Writing Plan” Unit 6 • SpringBoard “Turning Facts into Narrative” Unit 5 • Suggested Texts: The Writer’s Choice MLA Handbook Online Thesaurus: www.m-w.com Voice Lessons by Nancy Dean


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ENGLISH IV HONORS CURRICULUM MAP COMMUNICATION


COMMUNICATION –

• The student engages in the writing process and writes to communicate ideas and experiences.

• The student effectively applies listening and speaking strategies.

PACING: Year Long


• Does the student use listening strategies to describe and evaluate fiction, drama, literary non-fiction, and informational presentations? • Does the student use fluent and legible handwriting skills? • Does the student effectively identify main idea and supporting details in order to analyze and evaluate non-print media messages and the effect on

individuals and society? • Does the student articulate how factors such as content, bias, and the viewer’s past experiences influence his or her understanding of non-print media? • Does the student use volume, stress, pacing, enunciation, eye contact, and gestures in a formal or informal presentation to meet the needs of the audience

and topic? • Does the student use audience questions and comments to adjust needs based on the topic? • Does the student use details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain? • Does the student analyze and evaluate text such as film, commercials, and a variety of other texts and genres and present information in forma and

informal situations?

CONCEPTS /CONTENT

LEARNING TARGETS/SKILLS

BENCHMARKS KEY TERMINOLOGY

Students will improve their use of fluent and legible handwriting skills Students will gain an understanding of how to use listening, and viewing strategies effectively to determine purpose, audience, occasion, and message of the speaker.

Handwrite fluently and legibly Demonstrate effective listening skills and behaviors for a variety of purposes, and critically evaluate and analyze oral presentations.

Understand the impact of volume, stress, pacing, articulation, diction, and nonverbal behaviors in conversation and/or a presentation.

Research and organize information to sustain a line of argument.

LA.1112.5.1.1

LA.1112.5.2.1 LA.1112.5.2.2 LA.1112.5.2.3 LA.1112.5.2.4

LA.1112.5.2.5

Review previous terminology as appropriate Viewi ng/Speaking

• Analogy • Articulation • Attitude • Audience • Bias


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Students will gain an understanding of how to use speaking strategies effectively in individual or group settings that are either formal or informal.

Use details, illustrations, analogies, and visual aids to create effective oral presentations.

Present information in Socratic seminar, personal readings and speeches.

• Diction • Impromptu • Main idea • Non-verbal clues • Occasion • Pacing • Persuasion

techniques • Prejudice • Propaganda • Purpose • Stereotype • Stress • Tone • Volume

Note: See links to comprehensive lists of all terminology.


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• Does the student use listening strategies to describe and evaluate fiction, drama, literary non-fiction, and informational presentations? • Does the student use fluent and legible handwriting skills? • Does the student effectively identify main idea and supporting details in order to analyze and evaluate non-print media messages and the effect on individuals and

society? • Does the student articulate how factors such as content, bias, and the viewer’s past experiences influence his or her understanding of non-print media? • Does the student use volume, stress, pacing, enunciation, eye contact, and gestures in a formal or informal presentation to meet the needs of the audience and

topic? • Does the student use audience questions and comments to adjust needs based on the topic? • Does the student use details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain? • Does the student analyze and evaluate text such as film, commercials, and a variety of other texts and genres and present information in forma and informal

situations?


Assessment

Suggested Activities/Strategies

1. Listening • Demonstrate effective listening skills and behaviors for a variety of

purposes, and critically evaluate and analyze oral presentations.

2. Viewing • Understand the impact of volume, stress, pacing, articulation, diction, and

nonverbal behaviors in conversation and/or a presentation.

3. Speaking • Research and organize information to sustain a line of argument.

• Use details, illustrations, analogies, and visual aids to create effective oral

presentations. 4. Technology Tools

• Use software applications incorporating clipart, charts, and tables. • Use sounds, images, and text to communicate information in a multi-media

presentation.


• Teacher-generated tests • Teacher and/or student generated rubrics • Class discussion • SpringBoard Embedded Assessments • SpringBoard Diagnostic Assessments


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Suggested Specific Activities: • Oral reading of some class assignments • Drama games/role-playing related to literature assignments • Participate in structured class discussion techniques, such as Fishbowl,

Literature Circles and Socratic Seminars. • Perform individual or group oral interpretation of poetry, fiction or drama. • Assess the presentations of peers using rubrics. • Listen to an informational presentation and take appropriate notes. • Create and deliver oral presentations using appropriate media. • View examples of mass media to analyze how film techniques are used to

shape the message (bias, prejudice, and propaganda).

Suggested Resources

• Springboard Level Senior “Bringing the Plot to Life” Unit 4 “Creating a Photo Essay Unit 1 • Prentice Hall: The British Tradition

Extension Activities: Listening and Speaking - Debate p. 335 Extension Activities: Listening and Speaking - Role Playing p. 1285 CD collection of literary works

• Critique historical speeches from CD or tape


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ENGLISH IV CURRICULUM MAP INFORMATION AND MEDIA LITERACY


Information and Media Literacy -

• The student comprehends the wide array of informational text that is part of our day to day experiences.

• The student uses a systematic process for the collection, processing, and presentation of information.

• The student develops and demonstrates and understanding of media literacy as a life skill that is integral to informed decision making.

• The student develops the essential technology skills for using and understanding conventional and current tools, material, and processes.

PACING: Year Long


• Does the student research and organize information to develop and sustain a line of argument in a speaking situation? • Does the student use software and hardware to manipulate digital data to communicate information? • Does the student choose appropriate reference materials for a research task and evaluate them for validity and reliability? • Does the student organize, classify, and synthesize research information effectively? • Does the student communicate the results of research in a clear, well-supported and ethically documented product? • Does the student read informational text and use the research process to produce a text that utilizes multiple aspects of technology?

CONCEPTS /CONTENT


Students will gain an understanding of how to use software and hardware effectively to manipulate digital data to communicate information

• Use software applications incorporating clipart, charts, and tables. • Identify the issue or problem. • Develop a comprehensive, but flexible search plan and record

LA.1112.6.4.1

LA.1112.6.2.1

LA.1112.2.2


• Film


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Students will use a systematic and ethical research process for the collection, processing, and presentation of information.

findings. • Evaluate the validity and reliability of primary and secondary

sources. • Organize, classify, interpret, and synthesize research information. • Communicate information clearly using an appropriate delivery

method considering purpose, audience, occasion and message. • Integrate a variety of oral, written, and technological skills. • Use correct internal and final documentation to avoid plagiarism

and understand the consequences of unethical research practices. • Produce a multi-media presentation using a variety of sources.

• Use sounds, images, and text to communicate information in a

multi-media presentation.

LA.1112.6.3.3

LA.1112.6.4.1

LA.1112.6.2.4

• Camera Angles • Camera

movements • Editing

techniques • Lighting • Shots • Sound • Abstract • Authority • Citation • Ethos (Ethical

appeal) • Full text • Logos (Logical

appeal) • Parenthetical

documentation • Pathos

(Emotional appeal)

• Primary source • Secondary

source • Works cited page

Note: See links to comprehensive lists of all terminology


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• Does the student research and organize information to develop and sustain a line of argument in a speaking situation? • Does the student use software and hardware to manipulate digital data to communicate information? • Does the student choose appropriate reference materials for a research task and evaluate them for validity and reliability? • Does the student organize, classify, and synthesize research information effectively? • Does the student communicate the results of research in a clear, well-supported, and ethically documented product? • Does the student read informational text and use the research process to produce a text that utilizes multiple aspects of technology?


Assessment

Activities/Strategies 1. Identify the issue or problem.

• Class brainstorm • Newspapers • Current events • Interviews • Video clips • Documentaries • Surveys • Books

2. Develop a comprehensive, but flexible search plan and record findings. • Generate questions. • Develop outline and choose a method of organization. • Develop a controlling statement (thesis) based on purpose. • Take notes. • Document sources.

3. Evaluate the validity and reliability of primary and secondary sources.

• Consider timeliness of source. • Examine source for ethos (credibility, trustworthiness), pathos (emotional

effect), and logos (logical presentation of information).

Suggested Resources

• Teacher and/or student generated rubrics for documented papers and projects

• Teacher generated tests on terminology and techniques • WebQuest rubrics • SpringBoard Embedded Assessments • SpringBoard Diagnostic Assessments • Class discussions


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4. Interpret and synthesize research information. • Develop a GIST statement. • Use SOAPSTone organizer. • Use or create an appropriate graphic organizer. • Mark (annotate) the text. • Paraphrase information. • Write a summary.

6. Integrate a variety of oral, written, and technological skills to communicate information appropriately and effectively.

• Create a PowerPoint presentation. • Develop charts, graphs, and posters appropriate for purpose and audience. • Create commercials. • Write an advertising campaign. • Develop a first-person historical speech. • Create a photo essay. • Develop a documentary.

7. Use correct internal and final documentation to avoid plagiarism and understand the consequences of unethical research practices.

• Use a reputable resource for documentation. • Practice documentation techniques in groups. • Model (teacher) documentation. • Demonstrate types of plagiarism and other unethical research practices. • Utilize outside experts to clarify unethical practices and explain associated

consequences. Suggested Resources

• SpringBoard Level Senior “Voir Dire” Unit 6

• Prentice Hall The BritishTtradition Research paper p. 942-947 Multi-media report p. 1300-1303

• Web Quests • Plagiarism: It’s a Crime