Curriculum Framework: Communication/Critical Thinking

1. Listening/Speaking:
- Persuasive and/or choice oral presentation including peer evaluation at a meets standard level as well as a required assignment. (Presentation could be based upon reading a poem or short story excerpt plus the student's personal analytical response.) (second semester)

2. Viewing:
- Create literature documentation for all viewing. The documentation may occur in a variety of methods including card files, literature documentation forms, response journals, charts, mapping, graphic organizers, tests and /or compositions, etc.
- Create a book/film or a film/film comparison at a meets standard level. (first or second semester)
- Pass objective tests and /or create projects for the required films to check comprehension.

3. Reading:
- Create literature documentation for all reading. The documentation may occur in a variety of methods including card files, literature documentation forms, response journals, charts, mapping, graphic organizers, tests and /or compositions, etc.
- Write one analytical response for poetry at a meets standard level.
- Write one analytical response for the choice category at a meets standard level.
- Write reading response journals.
- Demonstrate comprehension through written essays or projects based upon the reading and understanding of required literature.
- Pass objective tests for the required literature to check comprehension.
- Routinely schedule sustained silent reading as an activity and an assessment of reading improvement.

4. Writing:
- Write one analytical response for poetry at a meets standard level. (first semester)
- Write one analytical response for the choice category at a meets standard level. (first or second semester)
- Write an analytical response for editorial at a meets standard level. (first semester)
- Write an analytical response for a novel at a meets standard level. (first or second semester)
- Write an analytical response for drama at a meets standard level.
- Write persuasive, expository, narrative and/or descriptive pieces as needed to complete the graduation portfolio as well as for required course assignments.
Persuasive (first semester)
Expository (second semester)
Narrative (first semester)
Descriptive (second semester)
- Include scores from the Descriptive Student Writing Sample which may meet standard with a score of 3 or better on both the primary and secondary trait.
- Produce a research paper that meets the standard. (first or second semester)
- Write reading response journals.
- Take the TerraNova standardized test.
- Use Oral Language series to review and assess secondary traits.
- Peer edit writing assignments as part of the writing and revision process.

- Present an analysis of their growth as a writer, reader and communicator through an essay, project, presentation, discussion or review of their graduation portfolio. (second semester)

SUPPORT SKILLS

The Support Skills section of this document lists a variety of instructional strategies and activities which may be used to help students meet the Communication standard. These activities are not required, only recommended as a source of ideas to assist a teacher when planning curriculum which will help student complete the required grade-level assessments.

LISTENING

Eleventh/Twelfth Grade: The student will evaluate a speaker's message and analyze the speaker's intent.
-identify the message of a presentation
-ask clarifying questions of the presenter
-critique both the quality of a presentation and the information provided in that presentation
-defend opinions based upon specific facts and observations from the presentation
-identify the speaker's intent
-evaluate the effectiveness of the presenter's ability to achieve the purpose of the presentation
-write analytical responses based upon the presentations of others
-document the presentations heard or presented
-analyze personal growth and improvement as a presenter or listener
-assemble and present the Communication Portfolio for graduation

SPEAKING

Eleventh/Twelfth Grade: The student will speak effectively and concisely in a variety of formats, including narrative, persuasive, expository, and descriptive.
-determine the essential components of a selected format (e.g., determine the primary traits of a narrative speech)
-select a format for a presentation
-research or create the information which will be presented
-analyze, sequence, discard, and organize selectively to formulate a presentation plan
-prepare an outline for the presentation
-practice the presentation with a peer or an outsider who can offer constructive criticism
-revise the presentation based upon the advice of an outsider
-demonstrate control of voice tone, quality, and projection; body language and gestures; and the effective use of audio visuals when making the presentation
-elicit criticism and response concerning the content, effectiveness, and quality of the presentation
-video tape the presentation
-review the video tape and critique the presentation
-compare self-criticism with the criticism of the audience
-present projects with visuals based upon required reading
-rewrite and present a short story
-present a dramatic reading based upon required reading
-write analytical responses based upon a personal presentation or the presentations of others
-document the presentations heard or presented
-analyze personal growth and improvement as a presenter or listener based upon reading a poem or short story, plus own analytical response.
-assemble and present the Communication Portfolio for graduation

VIEWING

Eleventh/Twelfth Grade: The student will analyze the interdependence of the critical components that create the film's message.
-critique films, using the strategies of identification and explanation of the critical components in a film, the film's message, and the relationship of those elements to the effectiveness of the film
-write critiques of a variety of films
-view and discuss a variety of films
-document observations, conclusions, and support information based upon films viewed both in class and independently
-create a film/book project or written work based upon companion pieces of literature that are thematically related, but not the same work, one in print and one in film format, to read and view
-analyze the development of literary elements in both formats, including, but not limited to plot, theme, setting, character development, symbolism, imagery, and/or figurative language
-evaluate the style, technique, and effectiveness of companion pieces of literature in print and film format
-collect and explain at least three collateral textual passages and filmclips to substantiate a position
-defend opinions and conclusions concerning the effectiveness of film and printed text
-view dramatic reenactments
-document the films which were viewed and analyzed
-write analytical responses based upon a variety of viewing experiences
-trace themes through films
-analyze personal growth and improvement as a "consumer" of visual literature
-read and/or view critically and respond to literature in a variety of ways
-assemble and present the Communication Portfolio for graduation

READING

Eleventh/Twelfth Grade: The student will read and analyze a variety of literature, examining and explaining the interdependence of literary elements, theme, tone, and technique.
-read a variety of literature, including, but not limited to, short stories, poetry, and novels
-identify the literary elements and techniques used by the author
-analyze the effectiveness of the literary elements and techniques the author employed to create the work
-identify the theme(s) of the work
-identify the tone(s) of the work
-critique the strengths and weaknesses of the work
-respond to the work in both writing and discussion, substantiating the comments with proof from the text
-determine the author's purpose
-define the author's style, including examples from the text
-analyze and explain the interdependence of the literary elements, theme, tone, and technique of a selected work
-critique the effectiveness of the work, using evidence from the text to substantiate the criticism
-read a variety of non-fiction articles and excerpts
-restate information from literature passages or presentations
-analyze and use less familiar vocabulary through context clues and vocabulary study based upon reading selections
-analyze unfamiliar vocabulary through an examination of roots, suffixes, and prefixes
-use both literal and inferential comprehension skills
-apply various strategies to improve reading speed
-use a variety of comprehension strategies
-identifying the main idea
-summarizing events
-inferring meaning
-making predictions
-questioning while reading
-locating information
-create a map of a book reflecting the significant locations and movements of major characters to reveal own understanding of the plot
-read technical material
-document literature read, heard, or viewed
-write analytical responses based upon a variety of reading experiences
-analyze personal growth and improvement as a reader
-analyze personal growth and improvement as a "consumer" of visual and print literature
-read and/or view critically and respond to literature in a variety of ways
-assemble and present the Communication Portfolio for graduation

WRITING

Eleventh/Twelfth Grade: The student will write effectively and concisely in a variety of formats including narrative, persuasive, expository, and descriptive.
-determine the essential components of a selected format (e.g., determine the primary traits of narrative writing)
-plan, draft, and revise the writing sample
-share the writing sample with peers and outside evaluators
-revise based upon constructive criticism from peers
-check the paper against the appropriate rubrics to make sure the sample meets the requirements
-write a sustained and coherent piece
-write analytical responses based upon a variety of reading, writing, viewing, speaking, and listening experiences
-document literature read, heard, or viewed
-analyze personal growth and improvement as a writer
-analyze personal growth and improvement as a "consumer" of visual and print literature
-read and/or view critically and respond to literature in a variety of ways
-review and assess secondary traits using Daily Oral Language series
-assemble and present the Communication Portfolio for graduation

REFERENCE

High school students refine and apply the research skills learned at the previous levels to write a variety of research papers across content areas.