Grade 12 LA Communications

ROSETREEMEDIASCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: / Communications
GRADE LEVEL: / 12th
CREATION DATE: /

2008

Essential Question, Concept or Theme:(A) Students will critically read and analyze literature, focusing on essays, articles, and other informational writing. / Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
READING
  1. Students will continue to develop their independent learning abilities.
a)locating various texts, media, and traditional resources for assigned and independent projects (including S4R and research projects)
b)analyzing the structure of informational materials
c)using knowledge of root words and other vocabulary words to recognize and decipher new words in their context and use them correctly in their own speaking and writing--new vocabulary will be compiled into individualized reading vocabulary lists.
d)identifying, describing, evaluating, and synthesizing the essential ideas in texts across the curriculum.
e)demonstrating understanding and interpretation of both fiction and nonfiction, including public documents--this includes expressing and supporting assertions about the text, comparing and contrasting texts, applying text concepts to related ideas or situations, assessing the validity of the text, analyzing and criticizing the position and evidence expressed in the text, evaluating the author’s strategies, and critiquing public documents (laws, policy, etc.)
f)demonstrating reading comprehension and fluency--this includes reading aloud accurately and with appropriate verbal expression skills /
  • Quizzes
  • Tests
  • Response Paragraphs
  • Periodical Worksheet
  • 5-Paragraph Essay
/
  • Periodicals (TIME, Philadelphia Inquirer, etc.)
  • Teacher selected articles, essays, poems, etc. that reflect current events
  • High School library
  • High School vocabulary list--root words, prefixes, suffixes (coming soon)
  • Audio recordings of texts
  • Video recordings of texts and related materials
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Activating prior knowledge
  • Anticipation guides
  • Fix-up strategies (read ahead for clarification, adjust reading rate, delay judgment, hypothesize, reread, seek help)
  • DRTA (Directed reading-thinking activity)
  • Finding definitions
  • Reading aloud
  • SQ4R (Survey, Question, Read, Recite, Review, Reflect)
  • SSR/S4R (sustained, silent reading or self-selected reading)
  • Summer reading list
  • Previewing/surveying
  • Summarizing
  • Making associations
  • Making, assessing, and revising predictions
  • Monitoring comprehension
  • Self-evaluation
  • Comparison/contrast

Essential Question, Concept or Theme: (B)Students will critically read and analyze literature, focusing on essays, articles, and other informational writing. / Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
READING
  1. Students will learn to read informational writing critically (this applies to RESEARCH below).
a)critical reading of informational texts and documents--includes differentiating fact from opinion, especially in e-texts; identifying the use of proper references or authorities; evaluating text organization and content to determine the effectiveness of the author’s techniques and arguments
b)identifying propaganda techniques where present in a variety of sources (advertisement, political rhetoric, etc.)
c)evaluating the quality of material produced by a variety of media--this includes selecting reliable electronic media for research, analyzing techniques of various media vis a vis their target audiences, and creating their own media projects to demonstrate understanding /
  • Quizzes
  • Tests
  • Response Paragraphs
  • Periodical Worksheet
  • 5-Paragraph Essay
/
  • Periodicals (TIME, Philadelphia Inquirer, etc.)
  • Teacher selected articles, essays, poems, etc. that reflect current events
  • High School library
  • High School vocabulary list--root words, prefixes, suffixes (coming soon)
  • Audio recordings of texts
  • Video recordings of texts and related materials
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Activating prior knowledge
  • Anticipation guides
  • Fix-up strategies (read ahead for clarification, adjust reading rate, delay judgment, hypothesize, reread, seek help)
  • DRTA (Directed reading-thinking activity)
  • Finding definitions
  • Reading aloud
  • SQ4R (Survey, Question, Read, Recite, Review, Reflect)
  • SSR/S4R (sustained, silent reading or self-selected reading)
  • Summer reading list
  • Previewing/surveying
  • Summarizing
  • Making associations
  • Making, assessing, and revising predictions
  • Monitoring comprehension
  • Self-evaluation
  • Comparison/contrast

Essential Question, Concept or Theme: (C)Students will critically read and analyze literature, focusing on essays, articles, and other informational writing. / Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
READING
  1. Students will demonstrate their ability to read, analyze, and criticize literature.
a)reading, understanding, and evaluating works of literature (see above: "demonstrating understanding and . . .")
b)applying contemporary community standards of quality and morality to works of literature (see FIRST AMENDMENT/CENSORSHIP) /
  • Quizzes
  • Tests
  • Response Paragraphs
  • Periodical Worksheet
  • 5-Paragraph Essay
/
  • Periodicals (TIME, Philadelphia Inquirer, etc.)
  • Teacher selected articles, essays, poems, etc. that reflect current events
  • High School library
  • High School vocabulary list--root words, prefixes, suffixes (coming soon)
  • Audio recordings of texts
  • Video recordings of texts and related materials
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Activating prior knowledge
  • Anticipation guides
  • Fix-up strategies (read ahead for clarification, adjust reading rate, delay judgment, hypothesize, reread, seek help)
  • DRTA (Directed reading-thinking activity)
  • Finding definitions
  • Reading aloud
  • SQ4R (Survey, Question, Read, Recite, Review, Reflect)
  • SSR/S4R (sustained, silent reading or self-selected reading)
  • Summer reading list
  • Previewing/surveying
  • Summarizing
  • Making associations
  • Making, assessing, and revising predictions
  • Monitoring comprehension
  • Self-evaluation
  • Comparison/contrast

Essential Question, Concept or Theme: (D) Students will learn to apply critical reading skills to various media genres including advertising, propaganda, journalism, television, and film. / Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11 (modified to apply to film), 1.6.B & F (modified to apply to film)

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
MEDIA ANALYSIS
  1. Students will learn basic elements of the mass media industry.
a)analyzing and discussing the commercial mass media outlets
b)demonstrating an understanding of ratings and how they effect mass media programming
c)exploring the relationship between the mass media and public attitudes toward politics, violence, gender roles, sexuality, racial stereotypes, class relations, and other social phenomena
d)analyzing and discussing commercial advertising
Part II: ADVERTISING
  1. Students will engage in analysis of advertising
a)understanding the basic history and development of advertising and propaganda techniques and industries
b)identifying and analyzing, verbally and/or in writing, the use and effectiveness of the advertising/propagandistic techniques used by a variety of writers/speakers in different situations (marketing, politics, education, etc.)
c)understanding and identifying the essential content of advertising and propaganda, which includes: differentiating fact from opinion by using complete and accurate information and identifying the proper references of reliable authorities
d)determining the “speaker’s” agenda/purpose as a method of evaluating the validity of the message analyzing the influence of profit considerations on various types of news (specifically print and television news) /
  • Oral Presentationw/audio/visual aids
  • Multi-Media Presentation
  • 5 Paragraph Response Essay
  • Quizzes
  • Tests
  • In-class Response Paragraphs
/
  • Photocopied articles, chapters, and examples
  • Periodicals
  • Videotapes and DVDs in language arts collection
  • Online resources
  • Teacher selected non-fiction, ex. Essays, periodical articles etc.
  • Saturday Night Live commercial parodies
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Activating prior knowledge
  • Anticipation guides
  • Fix-up strategies (read ahead for clarification, adjust reading rate, delay judgment, hypothesize, reread, seek help)
  • DRTA (Directed reading-thinking activity)
  • Finding definitions
  • Reading aloud
  • SQ4R (Survey, Question, Read, Recite, Review, Reflect)
  • SSR/S4R (sustained, silent reading or self-selected reading)
  • Summer reading list
  • Previewing/surveying
  • Summarizing
  • Making associations
  • Making, assessing, and revising predictions
  • Monitoring comprehension
  • Self-evaluation
  • Comparison/contrast
  • Book reports
  • Brainstorming
  • Compositions--expository, persuasive, creative, analytical, etc. (including prewriting, drafting, revision, publication)
  • Graphic organizers
  • Journal-writing
  • Notetaking
  • Outlining
  • Mapping
  • Periodical criticism

Essential Question, Concept or Theme: (E) Students will learn to apply critical reading skills to various media genres including advertising/propaganda, journalism, television, and film. / Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11 (modified to apply to film), 1.6.B & F (modified to apply to film)

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
PROPAGANDA
  1. Students will engage in analysis of advertising
a)understanding the basic history and development of advertising and propaganda techniques and industries
b)identifying and analyzing, verbally and/or in writing, the use and effectiveness of the advertising/propagandistic techniques used by a variety of writers/speakers in different situations (marketing, politics, education, etc.)
c)understanding and identifying the essential content of advertising and propaganda, which includes: differentiating fact from opinion by using complete and accurate information and identifying the proper references of reliable authorities
d)determining the “speaker’s” agenda/purpose as a method of evaluating the validity of the messageanalyzing the influence of profit considerations on various types of news (specifically print and television news) /
  • Oral Presentationw/audio/visual aids
  • Multi-Media Presentation
  • 5 Paragraph Response Essay
  • Quizzes
  • Tests
  • In-class Response Paragraphs
/
  • Photocopied articles, chapters, and examples
  • Periodicals
  • Videotapes and DVDs in language arts collection
  • Online resources
  • Teacher selected non-fiction, ex. Essays, periodical articles etc.
  • World War II: The Propaganda Battle
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Activating prior knowledge
  • Anticipation guides
  • Fix-up strategies (read ahead for clarification, adjust reading rate, delay judgment, hypothesize, reread, seek help)
  • DRTA (Directed reading-thinking activity)
  • Finding definitions
  • Reading aloud
  • SQ4R (Survey, Question, Read, Recite, Review, Reflect)
  • SSR/S4R (sustained, silent reading or self-selected reading)
  • Summer reading list
  • Previewing/surveying
  • Summarizing
  • Making associations
  • Making, assessing, and revising predictions
  • Monitoring comprehension
  • Self-evaluation
  • Comparison/contrast
  • Book reports
  • Brainstorming
  • Compositions--expository, persuasive, creative, analytical, etc. (including prewriting, drafting, revision, publication)
  • Graphic organizers
  • Journal-writing
  • Notetaking
  • Outlining
  • Mapping
  • Periodical criticism

Essential Question, Concept or Theme: (F)Students will learn to apply critical reading skills to various media genres including advertising/propaganda, journalism, television, and film. / Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11 (modified to apply to film), 1.6.B & F (modified to apply to film)

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
SATIRE AND PARODY
  1. Students will learn basic elements of satire and parody.
a)understanding and identifying satire and parody as both art and as tools of criticism
b)understanding the effectiveness of using humor, irony, innuendo, etc. to criticize, ridicule, or scorn
c)identifying and analyzing, verbally and/or in writing, the use and effectiveness of satirical techniques used by a variety of writers/speakers in different situations (essays, parody news articles, etc.)
d)determining the “speaker’s” agenda/purpose as a method of evaluating the validity of the message /
  • Oral Presentationw/audio/visual aids
  • Multi-Media Presentation
  • 5 Paragraph Response Essay
  • Quizzes
  • Tests
  • In-class Response Paragraphs
/
  • Photocopied articles, chapters, and examples
  • Periodicals
  • Videotapes and DVDs in language arts collection
  • Online resources
  • Teacher selected non-fiction, ex. Essays, periodical articles etc.
  • Saturday Night Live commercial parodies
  • Family Guy
  • The Simpsons
  • SouthPark
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Activating prior knowledge
  • Anticipation guides
  • Fix-up strategies (read ahead for clarification, adjust reading rate, delay judgment, hypothesize, reread, seek help)
  • DRTA (Directed reading-thinking activity)
  • Finding definitions
  • Reading aloud
  • SQ4R (Survey, Question, Read, Recite, Review, Reflect)
  • SSR/S4R (sustained, silent reading or self-selected reading)
  • Summer reading list
  • Previewing/surveying
  • Summarizing
  • Making associations
  • Making, assessing, and revising predictions
  • Monitoring comprehension
  • Self-evaluation
  • Comparison/contrast
  • Book reports
  • Brainstorming
  • Compositions--expository, persuasive, creative, analytical, etc. (including prewriting, drafting, revision, publication)
  • Graphic organizers
  • Journal-writing
  • Notetaking
  • Outlining
  • Mapping
  • Periodical criticism

Essential Question, Concept or Theme:(G)Students will learn how First Amendment freedoms apply to the mass media, communities, schools, and individuals, with a focus on the conflict between censorship and freedom of speech. / Approx. Time Allotment:

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
FIRST AMENDMENT/CENSORSHIP
  1. Students will learn how First Amendment freedom applies to the mass media, communities, schools, and individuals, with a focus on the conflict between censorship and freedom of speech.
a)understanding the First Amendment and important Supreme Court cases that have interpreted, redefined, or limited the First Amendment
b)applying understanding of the First Amendment to larger discussions of censorship, book banning, and the banning of specific frequently banned books
c)applying understanding of the First Amendment to protection for creators and producers of art forms /
  • Quizzes
  • Tests
  • Response Paragraphs
  • 5-Paragraph Essay
  • Oral Presentationaudio/visual aids
  • Multi-Media Presentation
  • 5 Paragraph Response Essay
  • In-class Response Paragraphs
  • Periodical worksheets (newspaper, magazine, etc.)
/
  • High School library
  • Teacher selected non-fiction (periodicals, court cases, etc.)
  • Fahrenheit 451
  • Network
  • Thank You for Smoking
  • Harold and Maude
/
  • Cooperative learning activities (e.g. jigsaw, think-pair-share, lit circles, etc.)
  • Debate
  • Discussion
  • Dramatization/role-playing
  • Interviewing
  • Modeling

Essential Question, Concept or Theme: (H) Using a variety of formats, most notably the major research paper, students will continue to refine their mastery of the writing process, demonstrating and applying an awareness of purpose, audience, style, and conventions, as well as research methodology. / Approx. Time Allotment:
Standards: 1.4.11, 1.5.11

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
WRITING
  1. Students will demonstrate proficiency in several types of writing.
a)writing complex informational pieces (e.g. research papers, analyses, evaluations, essays) which include a variety of methods to develop the main idea, precise language and word choice, thorough and specific support, logical reasoning, relevant graphics (e.g. maps, charts, graphs, tables, illustrations, photographs), and support from primary and secondary sources
b)writing persuasive pieces which state a clear position or opinion; provide convincing, elaborately developed, and properly-cited evidence; develop reader interest; anticipate and counter reader concerns and arguments; and include a variety of methods to advance the argument or position /
  • Response 5-paragraph essays
  • In-class response paragraphs
  • Periodical worksheets (newspaper, magazine, etc.)
/
  • Grammar books
  • High School spelling list
  • District style manual (coming soon)
  • Computers (word processing)
  • On-line resources
  • High School library
  • Models
  • Rubrics (PSSA and others)
  • District Root Word List
/
  • Book reports
  • Brainstorming
  • Compositions--expository, persuasive, creative, analytical, etc. (including prewriting, drafting, revision, publication)
  • Graphic organizers
  • Journal-writing
  • Notetaking
  • Outlining
  • Mapping
  • Periodical criticism

Essential Question, Concept or Theme:(I)Using a variety of formats, most notably the major research paper, students will continue to refine their mastery of the writing process, demonstrating and applying an awareness of purpose, audience, style, and conventions, as well as research methodology. / Approx. Time Allotment:
Standards: 1.4.11, 1.5.11

Benchmark/Skills

/

Assessment

/ Aligned Materials/
Resources/Technology / Instructional Strategies
WRITING
  1. Students will refine their use of the writing process and produce writing that adheres to high standards of structure, style, and convention.
a)writing with a sharp, distinct focus--with a clearly distinguishable topic, task, audience, and point of view
b)writing using well-developed content appropriate for the topic--this includes gathering, determining validity and reliability of, analyzing, and organizing information; employing the most effective format for purpose and audience; writing fully-developed paragraphs that have details and information specific to the topic and relevant to the focus
c)writing with controlled and/or subtle organization, sustaining a logical order throughout the piece using meaningful transitions and including an effective introduction and conclusion
d)writing with an understanding of the stylistic aspects of composition, including effective use of complete sentences, different types and lengths of sentences, as well as tone and voice through the use of precise language
e)revising written work to improve style, tone, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed
f)editing written work using the conventions of language as defined by the Rose Tree Media Style Manual--this includes using correct spelling, capitalization, punctuation, and parts of speech properly
g)presenting and/or defending written work for publication when appropriate
h)producing written material using appropriate technology, which may include word processing, presentation software, etc.
i)practicing responsible and ethical use of all resources according to copyright law
j)practicing responsible and ethical behavior in regard to the intellectual property of peers /
  • Response 5-paragraph essays
  • In-class response paragraphs
  • Periodical worksheets (newspaper, magazine, etc.)
/
  • Grammar books
  • High School spelling list
  • District style manual (coming soon)
  • Computers (word processing)
  • On-line resources
  • High School library
  • Models
  • Rubrics (PSSA and others)
  • District Root Word List
/
  • Book reports
  • Brainstorming
  • Compositions--expository, persuasive, creative, analytical, etc. (including prewriting, drafting, revision, publication)
  • Graphic organizers
  • Journal-writing
  • Notetaking
  • Outlining
  • Mapping
  • Periodical criticism

Essential Question, Concept or Theme: (J)Students will continue to develop appropriate and effective interactive skills in listening, discussion, and presentation. / Approx. Time Allotment:

Benchmark/Skills