Language Arts - Journalism: Business Communications

Language Arts

·	Beginning English Language Development
·	English 9
·	English 9-Honors
·	English 10
·	English 10-Honors
·	Journalism: Business Communications
·	Journalism: Graphic Communications
·	English 11
·	AP English Language/Composition
·	AP English Literature/Composition
·	Bridge to the Future: Science Fiction
·	Celebrating Our Heritage: Multicultural
·	Creative Writing: Get Published
·	Man and the Environment
·	Twentieth Century Conflicts
·	Public Speaking
·	Fear & Trembling - Classic & Neo-Gothic
·	The Literature of Controversy
·	Shakespeare: From Page to Stage
·	Gilgamesh to Skywalker: Hero's Journey
·	Tough Guys & Mean Streets Literature
·	English 12

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Oroville Union High School District

English Curriculum

Language Arts - Journalism: Business Communications

Printable Version

Goals and Descriptions

Computer Science & Information Tech.

Computer Science & Information Tech. Description

Business and Technology Ethics
The learner will be able to define, explain, and demonstrate proper business and technology ethics, including management of intellectual property.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.1.	Classroom

Computer and Communications System
The learner will be able to use operating systems, hardware and peripherals, integrating communication tools and appropriate resources, to share information.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.2.	Classroom

Computer Applications
The learner will be able to identify, select, and use a variety of business and industry standard applications software; discuss current and emerging standards technology and trends.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.3.	Classroom

Knowledge Management and Business
The learner will be able to use technology and electronic media to identify, analyze, design, and create processes to manage workflow, communicate a collective understanding, and provide feedback for operational management.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.4.	Classroom

Program Design and Development
The learner will be able to identify programming models and data elements including the development of user-friendly systems.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.5.	Classroom

Project Management
The learner will be able to prioritize activities and manage the details including project scope, timelines, and budgets for the life cycle of the system in a team environment.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.6.	Classroom

Security
The learner will be able to illustrate and implement basic security plans and procedures for information systems.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.7.	Classroom

Systems Analysis and Design
The learner will be able to analyze current manual and electronic systems and develop efficient and effective solutions.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.8.	Classroom

Technical Resources
The learner will be able to locate, organize and engage appropriate resources necessary to implement and support systems and/or solve problems.

Strand	Scope	Source	Activities
Computer Science and Information Tech.	Master	CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.9.	Classroom

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Entrepreneurship

Entrepreneurship Description

Business Image
The learner will be able to develop public relations strategies to establish and maintain a positive image.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.1.	Classroom

Capital Budgeting
The learner will be able to create a capital budget, including sources of funding and investment strategies.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.2.	Classroom

Collections
The learner will be able to develop billing and collection policies.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.3.	Classroom

Contracts
The learner will be able to describe the elements of an enforceable contract and evaluate its impact on an entrepreneurial venture.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.4.	Classroom

Entrepreneurial Potential
The learner will be able to describe and analyze the characteristics of a successful entrepreneur.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.5.	Classroom

Financial Planning
The learner will be able to develop operating budgets which project income, expenses, profitability, cash flow, profit and loss.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.6.	Classroom

Financial Resources
The learner will be able to research public and private sources of financial information and describe methods for raising capital.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.7.	Classroom

Financial Statement Analysis
The learner will be able to prepare and analyze financial statements; demonstrate the use of financial statements in making business decisions.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.8.	Classroom

Human Resources Management
The learner will be able to generate an organizational chart and structure; prepare job descriptions, and a plan for recruiting, training, and evaluating personnel.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.11.	Classroom

Legal Considerations and Control
The learner will be able to identify and analyze federal, state, and local requirements which affect business organizations.

Strand	Scope	Source	Activities
Entrepreneurship	Master	CA: Business Education Challenge Standards, 2000, Entrepreneurship 6.1.13.	Classroom

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Marketing

Marketing Description

Cultural Diversity
The learner will be able to discuss a variety of cultures; indicate the guidelines for appropriate and effective communications within each culture.

Strand	Scope	Source	Activities
Communication and Interpersonal Skills	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.1.1.	Classroom

Customer Relations
The learner will be able to describe interpersonal skills needed to develop effective customer relationships, including conflict management and resolution in a workplace environment.

Strand	Scope	Source	Activities
Communication and Interpersonal Skills	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.1.2.	Classroom

Customer Service
The learner will be able to explain customer service options appropriate for selected businesses and target markets.

Strand	Scope	Source	Activities
Communication and Interpersonal Skills	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.1.3.	Classroom

Profitability
The learner will be able to explain the importance of customer service and the overall impact on profitability.

Strand	Scope	Source	Activities
Communication and Interpersonal Skills	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.1.5.	Classroom

Advertising
The learner will be able to identify the role of advertising in the promotional mix; describe the use of research, visual presentation, media selection, scheduling, and assessment in the advertising process.

Strand	Scope	Source	Activities
Promotion	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.5.1.	Classroom

Public Relations/Publicity
The learner will be able to describe effective public relations strategies as they relate to a product or service, and explain the use of the promotional mix in creating publicity.

Strand	Scope	Source	Activities
Promotion	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.5.4.	Classroom

Sales Promotion
The learner will be able to identify a variety of sales promotion activities and indicate the media which would be most effective for each activity.

Strand	Scope	Source	Activities
Promotion	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.5.5.	Classroom

Buying Motives and Behaviors
The learner will be able to utilize market research to describe customer buying motives and behaviors in the consumer, business and global sales environment.

Strand	Scope	Source	Activities
Selling Concepts	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.6.1.	Classroom

Customer Transactions
The learner will be able to use appropriate technology to calculate, document and record varied sales transactions.

Strand	Scope	Source	Activities
Selling Concepts	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.6.2.	Classroom

Products and Service Knowledge
The learner will be able to describe the features and benefits of a product or service used to satisfy customer needs and wants.

Strand	Scope	Source	Activities
Selling Concepts	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.6.3.	Classroom

Sales Process
The learner will be able to demonstrate the steps of selling techniques used to aid customers/clients in making buying decisions.

Strand	Scope	Source	Activities
Selling Concepts	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.6.5.	Classroom

Salesmanship
The learner will be able to define the characteristics of a successful salesperson and identify the importance of ethical behavior throughout the selling process.

Strand	Scope	Source	Activities
Selling Concepts	Master	CA: Business Education Challenge Standards, 2000, Marketing 5.6.6.	Classroom

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Reading Comprehension (Informational)

Reading Comprehension (Informational) Description

Features & Rhetoric of Public Docume
The learner will be able to analyze both the features and rhetorical devices of different types of public documents as they appear in media (e.g., policy statements, speeches, debates, platforms, ballots/propositions) and the way in which authors use those features and devices.

Strand	Scope	Source	Activities
Structural Features of Info. Materials	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.1.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Structure of Functional Documents
The learner will be able to analyze the structure of functional documents, including charts and graphs, leases, schedules, notices, maps, simple tax forms, and basic legal documents in researching and writing articles for publication.

Strand	Scope	Source	Activities
Structural Features of Info. Materials	Introduce	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Clarity of Meaning
The learner will be able to (in preparation of articles for publication), analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.2; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Fact & Opinion in Expository Texts
The learner will be able to verify and clarify facts presented in a variety of expository sources by using a variety of consumer and public documents and distinguish between fact and opinion in preparation of articles for publication.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.3; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Influence of Audience
The learner will be able to recognize how audience influences the style and content of a publication in the preparation of articles for publication.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Critique of Arguments in Public Document
The learner will be able to critique the power, truthfulness, and validity of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion) and recognize bias and pro and con positions in the preparation of articles for publication.

Strand	Scope	Source	Activities
Expository Critique	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.6; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Literary Response and Analysis

Literary Response and Analysis Description

Rhetorical & Aesthetic Purposes
The learner will be able to analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both in the preparation of articles for publication.

Strand	Scope	Source	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Political Assumptions in Literature
The learner will be able to analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor) in the preparation of articles for publication.

Strand	Scope	Source	Activities
Literary Criticism	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Writing Strategies

Writing Strategies Description

Elements of Discourse in Writing
The learner will be able to demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.1	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Cgaoters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Point of View, Characterization & St
The learner will be able to use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes within articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Structure of Ideas & Arguments
The learner will be able to structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples within articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Unity & Coherence in Writing
The learner will be able to write with unity and coherence (e.g., establish and maintain controlling idea; sequence paragraphs effectively; use transitions; provide ample, concrete support) within articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Quotes & Context
The learner will be able to lead into quotes when appropriate by providing context within articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] pp. 38, 59-62, 115, 197-199, 337-338,

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Rhetorical Devices in Writing
The learner will be able to enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action within articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Language Use & Tone
The learner will be able to use language in natural, fresh, and vivid ways to establish a specific tone within articles written for publication.

Strand	Scope	Source	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.5	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Organizing & Recording Information
The learner will be able to use systematic strategies to organize and record information (eg., notetaking) in preparation of articles for publication.

Strand	Scope	Source	Activities
Research and Technology	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.7	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-6 [Textbook] pp. 60, 89, 116

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Databases, Graphics, & Spreadsheets
The learner will be able to integrate databases, graphics, and spreadsheets into word-processed articles for publication.

Strand	Scope	Source	Activities
Research and Technology	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.8	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 5, 11 [Textbook] pp. 89-94, 220-254

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Text Revision: Voice, Style, & Tone
The learner will be able to revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre within articles written for publication.

Strand	Scope	Source	Activities
Evaluation and Revision	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook] Style and Editing, pp. 31-54

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Writing Applications (Genres)

Reflective Compositions
The learner will be able to write reflective opinion articles for publication: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incident to more general and abstract ideas .

Strand	Scope	Source	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.3	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 4 [Textbook] News Writing, pp. 55-82

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Home Study Guide, Skills Connection, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Job Applications & Resumes
The learner will be able to write job applications or resumes: a. Provide clear and purposeful information and address the intended audience appropriately. b. Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension. c. Modify the tone to fit the purpose and audience. d. Follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to he readability and the impact of the document .

Strand	Scope	Source	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.5	Classroom

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Home Study Guide, Skills Connection, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Multimedia Presentations
The learner will be able to deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience's response and revise the presentation accordingly. .

Strand	Scope	Source	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.6	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 11 [Textbook] Newspaper Design, pp. 220-254

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Home Study Guide, Skills Connection, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Written and Oral Eng. Lang. Conventions

Written and Oral Eng. Lang. Conventions Description

Grammar, Diction, Structure & Usage
The learner will be able to demonstrate control of grammar, diction, and paragraph and sentence structure, and an understanding of English usage within articles written for publication.

Strand	Scope	Source	Activities
Grammar and Mechanics of Writing	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.1	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook] Style and Editing, pp. 31-54

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Spelling, Punctuation & Capitalizati
The learner will be able to produce legible work that shows accurate spelling and correct punctuation and capitalization within articles written for publication.

Strand	Scope	Source	Activities
Manuscript Form	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.2	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook] Style and Editing, pp. 31-54

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Manuscript Requirements in Writing
The learner will be able to reflect appropriate newspaper style requirements in writing articles for publication.

Strand	Scope	Source	Activities
Manuscript Form	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.3	Classroom

Instructional Resources

·	Web Page, http://www.ldl.net/~bill/aparev.htm [On-line] Guidelines for Writing in APA Style by William U Borst
·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook] Style and Editing, pp. 31-54

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Proofread
The learner will be able to proofread for correct spelling and comma usage in preparation of articles written for publication. That/which, who who/whom slow/slowly i.e./e.g. lay/lie beside/besides hanged/hung real/really further/farther .

Strand	Scope	Source	Activities
Manuscript Form	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, http://teachers.net/lessons/posts/1650.html [On-line] #1650. Proofreading and Editing Marks
·	Web Page, http://goanna.cs.rmit.edu.au/~jz/write/proof.html [On-line] Justin Zobel - Proofreading Marks
·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook] Style and Editing, pp. 31-54

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Listening and Speaking Strategies

Listening and Speaking Strategies Description

Focus on Speaker's Message
The learner will be able to focus on the speaker's message in preparation of articles written for publication a. Maintain attention. b. Ask relevant and clarifying questions. c. Summarize verbal information. .

Strand	Scope	Source	Activities
Listening and Comprehension	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4, 5, 6 [Textbook] News Writing, pp. 58-62; Sports Writing, pp. 98-99; Feature Writing, pp. 110, 115-118

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Accurate & Organized Notes
The learner will be able to take accurate and organized notes during interviews, lectures and discussions distinguishing between main and subordinate ideas in preparation of articles written for publication. a. Identify verbal clues that signify the importance of ideas. · Inflection, tone, volume, significant pauses. · Repetition. · Key words and phrases. b. Take notes using a variety of methods. · Formal outline. · Informal outline. .

Strand	Scope	Source	Activities
Listening and Comprehension	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, http://www.mxctc.commnet.edu/clc/notestsk.htm [On-line] Notetaking and Study Skills: Describes different strategies for notetaking
·	Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line] Effective Notetaking: Describes notetaking strategies upon a pleasant pink background.
·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-6 [Textbook] pp. 60, 89, 116

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Strategies Used by Media
The learner will be able to recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Strand	Scope	Source	Activities
Listening and Comprehension	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.1	Classroom

Instructional Resources

·	Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line] Adbusters: Website critical of media techniques.
·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook] Advertising, pp. 305-318

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Media's Impact on Democratic Process
The learner will be able to analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

Strand	Scope	Source	Activities
Listening and Comprehension	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.2	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 1-2 [Textbook] A Brief History of American Journalism, pp. 1-12; Rights and Responsibilities of Journalists, pp. 13-30

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Communication by Visual Image-Makers
The learner will be able to interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (e.g., advertisers, graphic artists, documentary film makers, illustrators, news photographers).

Strand	Scope	Source	Activities
Listening and Comprehension	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.3	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook] Advertising, pp. 305-318

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Exchange of Ideas
The learner will be able to engage critically and constructively in an exchange of ideas in preparation of articles written for publication. a. Participate actively in discussions b. Facilitate group discussions. c. Refrain from making uninformed comments. d. Listen to others and wait for a suitable time to add comments or insights. e. Build on comments of others in stead of offering tangential ideas. f. Argue with ideas presented instead of personally attacking the speaker or the person being discussed. g. Restate another's point of view to clarify understanding. h. Ask relevant questions. i. Discover multiple viewpoints and, if necessary to reach consensus, negotiate to find common ground. .

Strand	Scope	Source	Activities
Discussion	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, http://www.nusd.k12.az.us/nhs/gthomson.class/web.p [On-line] Socratic Seminars

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Logical, Ethical, & Emotional Appeal
The learner will be able to use logical, ethical, and emotional appeals that enhance a specific tone and purpose in preparation of articles written for publication.

Strand	Scope	Source	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.6	Classroom

Instructional Resources

·	Web Page, http://www.rpi.edu/dept/llc/webclass/web/project1/ [On-line] The Art of Rhetoric: Learning How to Use the Three Main Rhetorical Styles
·	Web Page, http://www.millikin.edu/wcenter/workshop7d.html [On-line] Rhetoric, Logos, Pathos, and Ethos
·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 2, 14 [Textbook] Rights and Responsibilities, pp. 13-30; Advertising, pp. 305-318
·	Web Page, http://www.splc.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Effective & Interesting Language
The learner will be able to use effective and interesting language, including informal expressions for effect, Standard American English for clarity, and technical language for specificity within articles written for publication.

Strand	Scope	Source	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.8	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 3-8 [Textbook] Style and Editing (pp. 31-54), News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Media Message Techniques
The learner will be able to analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Wells' radio broadcast "War of the Worlds").

Strand	Scope	Source	Activities
Analysis/Evaluation of Oral/Media Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.14	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook] Advertising, pp. 305-318

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Speaking Applications (Genres)

Speaking Applications (Genres) Description

Multimedia Presentations
The learner will be able to deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a side range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience's response and revise the presentation accordingly .

Strand	Scope	Source	Activities
Speaking Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.4	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 11 [Textbook] Newspaper Design, pp. 220-254

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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