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Oroville Union High School District |
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English Curriculum |
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Language Arts - Journalism: Graphic Communications |
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Introduction to Graphic Communications
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Graphic Commuications Careers
The learner will be able to
describe the various career opportunities and educational requirements for
employment in the graphic communications industry.
| Strand |
Scope |
Source |
| Introduction to Graphic Communications |
Master |
CA: Industrial and Technology Educaiton Challenge Standards, January 2001, Graphic Communications 1.4. |
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Education in Graphic Communications
The learner will be able to
identify local educational institutions and programs that prepare students for
employment in the graphic communications industry.
| Strand |
Scope |
Source |
| Introduction to Graphic Communications |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 1.5. |
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Sequence of Design Process
The learner will be able to
employ the proper sequence of events in the design process (target audience,
product, budget, and so forth.
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.1. |
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Preparing a Layout
The learner will be able to
prepare a layout using the proper sequence of events in the process (thumbnail, rough layout, comprehensive, and so forth).
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.2. |
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Type Classifications
The learner will be able to
identify type classifications (serif, san-serif, script, and so forth and basic
typographical rules (readability, legibility, and so forth).
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.3. |
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Basic Design Principles
The learner will be able to
demonstrate basic design principles (balance, proportion, contrast, and so forth).
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.4. |
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Illustrations
The learner will be able to
describe the different kinds of illustrations (pencil, ink, airbrush, and so forth).
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.5. |
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Camera-Ready Artwork
The learner will be able to
generate camera-ready artwork using a variety of methods (clip art, line art,
half tones, and so forth).
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.6. |
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Black & White/Color Layouts
The learner will be able to
illustrate the advantages and disadvantages of black and white and color layouts
as applied to graphic design.
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.7. |
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Designing an Advertisement
The learner will be able to
design an advertisement that communicates an idea, service, or product
effectively.
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.9. |
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Teamwork in Production
The learner will be able to
explain the importance of, and use, teamwork in producing a product.
| Strand |
Scope |
Source |
| Graphic Design |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.10. |
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Desktop Design
The learner will be able to
identify various items that can be designed and produced in a desktop
environment.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.1. |
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Software
The learner will be able to
identify, distinguish between, select, and use appropriate software for
word-processing, graphics, scanning, and page layout processes.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.2. |
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File Management Operations
The learner will be able to
organize and demonstrate file management operations for opening, copying, saving, and deleting files.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.3. |
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Hardware Components
The learner will be able to
identify, select, and use appropriate hardware components used in the
industry.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.4. |
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Measuring Copy
The learner will be able to
measure copy in points and picas using appropriate tool.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.5. |
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Typography
The learner will be able to
define letter, word, and line spacing as applied to typography.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.6. |
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Rules of Page Design
The learner will be able to
demonstrate the alignment of text, element positioning, and rules of page design.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.7. |
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Digital Photography
The learner will be able to
apply digital photography and electronic imaging.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.8. |
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Single-Color Layout
The learner will be able to
create a single color layout by placing copy and graphics from various
applications into a page layout program.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.9. |
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Output Media
The learner will be able to
explain the various output media including image setters, digital presses, CD ROMs, and the Internet.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.11. |
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Computerized Desktop Environment
The learner will be able to
use correct terminology in identifying tools and materials used in a computerized desktop environment.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.12. |
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Graphic Communication Careers
The learner will be able to
identify various career opportunities and educational requirement in this sector
of the graphic communications industry.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.13. |
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Education in Graphic Communications
The learner will be able to
name the educational institutions and programs that prepare students for
employment in this sector of the graphic communications industry.
| Strand |
Scope |
Source |
| Electronic Imaging |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.14. |
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Finishing and Distribution
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Finishing and Distribution Careers
The learner will be able to
identify various career opportunities and educational requirement in this sector
of the graphic communications industry.
| Strand |
Scope |
Source |
| Finishing and Distribution |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.7. |
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Education in Finishing & Distributio
The learner will be able to
name the educational institutions and programs that prepare students for
employment in this sector of the graphic communications industry.
| Strand |
Scope |
Source |
| Finishing and Distribution |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.8. |
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Personal Qualities
The learner will be able to
exhibit a positive attitude, self-confidence, honesty, integrity, self-discipline,
and personal hygiene.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.1. |
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Time Management & Priorities
The learner will be able to
manage times and balance priorities to succeed in a work environment.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.2. |
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Life-Long Learning
The learner will be able to
demonstrate capacity for life long learning.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.3. |
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Employability Skills
The learner will be able to
work cooperatively with others, share responsibilities, accept supervision and
assume leadership roles.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.4. |
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Information Skills
The learner will be able to
identify, locate and organize needed information or data.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.5. |
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Active Listening
The learner will be able to
listen attentively and follow instructions, requesting clarification or
additional information as needed.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.6. |
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Work Ethics
The learner will be able to
demonstrate proper ethics in the work place.
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.7. |
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Legal Regulations
The learner will be able to
identify legal regulations as they apply to the graphic communications industry
(Sexual harassment, copyright laws, postal restrictions, and so forth).
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.8. |
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Job Acquisition Skills
The learner will be able to
exhibit job acquisition skills (resume writing, locate job openings, complete
employment application forms and so forth).
| Strand |
Scope |
Source |
| Career Preparation |
Master |
CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.9. |
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Reading Comprehension (Informational)
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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 |
| Structural Features of Info. Materials |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.1. |
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Instructional Resources |
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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) |
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Web Page, www.highschooljournalism.org [On-line]. |
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Unit Instructional Resources |
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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 |
| Structural Features of Info. Materials |
Introduce |
Oroville Union High School District(a) |
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Instructional Resources |
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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) |
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Web Page, www.highschooljournalism.org [On-line]. |
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Unit Instructional Resources |
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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 |
| 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. |
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Instructional Resources |
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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) |
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Web Page, www.highschooljournalism.org [On-line]. |
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Unit Instructional Resources |
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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 |
| 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. |
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Instructional Resources |
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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) |
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Web Page, www.highschooljournalism.org [On-line]. |
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Unit Instructional Resources |
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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 |
| Comprehension & Analysis of Text |
Master |
Oroville Union High School District(a) |
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Instructional Resources |
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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) |
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Web Page, www.highschooljournalism.org [On-line]. |
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Unit Instructional Resources |
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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 |
| 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. |
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Instructional Resources |
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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) |
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Web Page, www.highschooljournalism.org [On-line]. |
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Unit Instructional Resources |
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Literary Response and Analysis
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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 |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3 |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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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 |
| Literary Criticism |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8 |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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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 |
| Organization and Focus |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.1 |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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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 |
| Organization and Focus |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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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 |
| Organization and Focus |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3 |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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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 |
| Organization and Focus |
Master |
Oroville Union High School District(a) |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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Quotes & Context
The learner will be able to
lead into quotes when appropriate by providing context within articles written for publication.
| Strand |
Scope |
Source |
| Organization and Focus |
Master |
Oroville Union High School District(a) |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook]. pp. 38, 59-62, 115, 197-199, 337-338, |
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Unit Instructional Resources |
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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 |
| Organization and Focus |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4 |
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Instructional Resources |
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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) |
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Unit Instructional Resources |
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