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Oroville Union High School District |
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English Curriculum |
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Language Arts - Journalism |
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Computer Science & Information Tech.
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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 in the process of publishing a school newspaper.
| Strand |
Scope |
Source |
| Computer Science and Information Tech. |
Master |
CA: Business Education Challenge Standards, 2000, Computer Science and Information Technology 4.1.2. |
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Customer Relations
The learner will be able to
describe interpersonal skills needed to develop effective customer relationships within the context of selling ads.
| Strand |
Scope |
Source |
| Communication and Interpersonal Skills |
Master |
CA: Business Education Challenge Standards, 2000, Marketing 5.1.2. |
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Customer Transactions
The learner will be able to
use appropriate technology to calculate, document and record varied sales transactions.
| Strand |
Scope |
Source |
| Selling Concepts |
Master |
CA: Business Education Challenge Standards, 2000, Marketing 5.6.2. |
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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 |
| Selling Concepts |
Master |
CA: Business Education Challenge Standards, 2000, Marketing 5.6.5. |
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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 |
| Selling Concepts |
Master |
CA: Business Education Challenge Standards, 2000, Marketing 5.6.6. |
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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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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 |
| Organization and Focus |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.5 |
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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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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 |
| Research and Technology |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.7 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-6 [Textbook]. pp. 60, 89, 116 |
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Unit Instructional Resources |
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Databases, Graphics, & Spreadsheets
The learner will be able to
integrate databases, graphics, and spreadsheets into word-processed articles for publication.
| Strand |
Scope |
Source |
| Research and Technology |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.8 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 5, 11 [Textbook]. pp. 89-94, 220-254 |
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Unit Instructional Resources |
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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 |
| Evaluation and Revision |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]. Style and Editing, pp. 31-54 |
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Unit Instructional Resources |
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Writing Applications (Genres)
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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
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| Strand |
Scope |
Source |
| Writing Strategies of Grades 11 and 12 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.3 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 4 [Textbook]. News Writing, pp. 55-82 |
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Unit Instructional Resources |
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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
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| Strand |
Scope |
Source |
| Writing Strategies of Grades 11 and 12 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.5 |
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Unit Instructional Resources |
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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.
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| Strand |
Scope |
Source |
| Writing Strategies of Grades 11 and 12 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.6 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 11 [Textbook]. Newspaper Design, pp. 220-254 |
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Unit Instructional Resources |
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Written and Oral Eng. Lang. Conventions
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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 |
| 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 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]. Style and Editing, pp. 31-54 |
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Unit Instructional Resources |
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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 |
| Manuscript Form |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.2 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]. Style and Editing, pp. 31-54 |
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Unit Instructional Resources |
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Manuscript Requirements in Writing
The learner will be able to
reflect appropriate newspaper style requirements in writing articles for publication.
| Strand |
Scope |
Source |
| Manuscript Form |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.3 |
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Instructional Resources |
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Web Page, http://www.ldl.net/~bill/aparev.htm [On-line]. Guidelines for Writing in APA Style
by William U Borst
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 3 [Textbook]. Style and Editing, pp. 31-54 |
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Unit Instructional Resources |
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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 |
| Manuscript Form |
Master |
Oroville Union High School District(a) |
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Unit Instructional Resources |
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Listening and Speaking Strategies
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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.
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| Strand |
Scope |
Source |
| Listening and Comprehension |
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, 5, 6 [Textbook]. News Writing, pp. 58-62; Sports Writing, pp. 98-99; Feature Writing, pp. 110, 115-118 |
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Unit Instructional Resources |
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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.
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| Strand |
Scope |
Source |
| Listening and Comprehension |
Master |
Oroville Union High School District(a) |
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Unit Instructional Resources |
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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 |
| Listening and Comprehension |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.1 |
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Unit Instructional Resources |
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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 |
| Listening and Comprehension |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.2 |
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Instructional Resources |
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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 |
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Unit Instructional Resources |
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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 |
| Listening and Comprehension |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.3 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook]. Advertising, pp. 305-318 |
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Unit Instructional Resources |
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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.
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| Strand |
Scope |
Source |
| Discussion |
Master |
Oroville Union High School District(a) |
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Unit Instructional Resources |
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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 |
| Organization and Delivery of Oral Com. |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.6 |
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Instructional Resources |
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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 |
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Web Page, http://www.millikin.edu/wcenter/workshop7d.html [On-line]. Rhetoric, Logos, Pathos, and Ethos |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 2, 14 [Textbook]. Rights and Responsibilities, pp. 13-30; Advertising, pp. 305-318 |
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Web Page, http://www.splc.org [On-line]. |
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Unit Instructional Resources |
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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 |
| Organization and Delivery of Oral Com. |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.8 |
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Instructional Resources |
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| · |
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) |
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Unit Instructional Resources |
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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 |
| Analysis/Evaluation of Oral/Media Com. |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.14 |
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Instructional Resources |
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| · |
High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 14 [Textbook]. Advertising, pp. 305-318 |
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Unit Instructional Resources |
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Speaking Applications (Genres)
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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 |
| Speaking Strategies of Grades 11 and 12 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.4 |
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Instructional Resources |
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High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapter 11 [Textbook]. Newspaper Design, pp. 220-254 |
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Unit Instructional Resources |
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