Language Arts - Journalism: Graphic Communications

Language Arts

·	English 9
·	English 9-Honors
·	English 10
·	English 10-Honors
·	Journalism: Business Communications
·	Journalism: Graphic Communications
·	Journalism
·	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: Graphic Communications

Printable Version

Goals and Descriptions

Introduction to Graphic Communications

Introduction to Graphic Communications Description

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	Activities
Introduction to Graphic Communications	Master	CA: Industrial and Technology Educaiton Challenge Standards, January 2001, Graphic Communications 1.4.	Classroom

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	Activities
Introduction to Graphic Communications	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 1.5.	Classroom

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Graphic Design

Graphic Design Description

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	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.1.	Classroom

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	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.2.	Classroom

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	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.3.	Classroom

Basic Design Principles
The learner will be able to demonstrate basic design principles (balance, proportion, contrast, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.4.	Classroom

Illustrations
The learner will be able to describe the different kinds of illustrations (pencil, ink, airbrush, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.5.	Classroom

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	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.6.	Classroom

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	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.7.	Classroom

Designing an Advertisement
The learner will be able to design an advertisement that communicates an idea, service, or product effectively.

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.9.	Classroom

Teamwork in Production
The learner will be able to explain the importance of, and use, teamwork in producing a product.

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.10.	Classroom

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Electronic Imaging

Electronic Imaging Description

Desktop Design
The learner will be able to identify various items that can be designed and produced in a desktop environment.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.1.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.2.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.3.	Classroom

Hardware Components
The learner will be able to identify, select, and use appropriate hardware components used in the industry.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.4.	Classroom

Measuring Copy
The learner will be able to measure copy in points and picas using appropriate tool.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.5.	Classroom

Typography
The learner will be able to define letter, word, and line spacing as applied to typography.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.6.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.7.	Classroom

Digital Photography
The learner will be able to apply digital photography and electronic imaging.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.8.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.9.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.11.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.12.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.13.	Classroom

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	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.14.	Classroom

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Finishing and Distribution

Finishing and Distribution Description

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	Activities
Finishing and Distribution	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.7.	Classroom

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	Activities
Finishing and Distribution	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.8.	Classroom

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Career Preparation

Career Preparation Description

Personal Qualities
The learner will be able to exhibit a positive attitude, self-confidence, honesty, integrity, self-discipline, and personal hygiene.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.1.	Classroom

Time Management & Priorities
The learner will be able to manage times and balance priorities to succeed in a work environment.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.2.	Classroom

Life-Long Learning
The learner will be able to demonstrate capacity for life long learning.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.3.	Classroom

Employability Skills
The learner will be able to work cooperatively with others, share responsibilities, accept supervision and assume leadership roles.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.4.	Classroom

Information Skills
The learner will be able to identify, locate and organize needed information or data.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.5.	Classroom

Active Listening
The learner will be able to listen attentively and follow instructions, requesting clarification or additional information as needed.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.6.	Classroom

Work Ethics
The learner will be able to demonstrate proper ethics in the work place.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.7.	Classroom

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	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.8.	Classroom

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	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.9.	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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