Strand: Communication and Multimodal Literacies At the fifth-grade level, students will demonstrate the ability to collaborate with diverse teams by working respectfully with others, using active listening skills, and showing value for individual contributions. Students will create and deliver interactive multimodal presentations. Students will compare/contrast a variety of techniques used in media messages. Teachers will encourage the development of effective interpersonal communication and collaboration skills that are essential for success in future postsecondary education and workplace environments. Teacher Notes Please note student presentation skills may differ within classrooms. Teachers should explicitly teach effective presentations skills with audience involvement. Teachers should provide opportunities for students to create interactive multimodal presentations. Multimodal is the strategic use of two or more interdependent modes of communication where both modes are essential to convey the intended message. For example: graphics, written language, moving images, music, audio, presentation technologies, movement, etc. 5.1 The student will use effective oral communication skills in a variety of settings. a) Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues. b) Participate in and contribute to discussions across content areas. c) Summarize information gathered in group activities. d) Orally express ideas clearly in pairs, diverse groups, and whole class settings. e) Use evidence to support opinions and conclusions. f) Summarize the main points a speaker makes, and connect comments to the remarks of others. g) Demonstrate the ability to collaborate with diverse teams, while sharing responsibility for the work.
keep eye contact with audience, adjust volume, tone, and rate, be aware of posture use natural tone. analyze and critique the relationship among purpose, audience, and content of presentations. collaborate with peers to set guidelines for group presentations and discussions, set clear goals and deadlines, and define individual roles as needed. engage others in a conversation by posing and responding to questions in a group situation. demonstrate active listening skills by looking at the speaker, using body language to indicate attentiveness, and give appropriate feedback. analyze and critique the effectiveness of a speaker’s or group’s voice, language, clarity, organization, relevance, and delivery. 9.2 The student will produce, analyze, and evaluate media messages. a) Analyze and interpret special effects used in media messages. b) Determine the purpose of the media message and its effect on the audience. c) Analyze the purpose of information and persuasive techniques used in diverse media formats. d) Evaluate the motives (e.g., social, commercial, political) behind media presentation(s). e) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations. f) Describe possible cause and effect relationships between mass media coverage and public opinion trends. g) Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content. h) Monitor, analyze, and use multiple streams of simultaneous information. i) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages. Essential Understandings: All students should:
d) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion. e) Analyze the cultural or social function of a literary text. f) Explain the relationship between the author’s style and literary effect. g) Explain the influence of historical context on the form, style, and point of view of a written work. h) Compare and contrast authors’ use of literary elements within a variety of genres. i) Analyze how the author’s specific word choices and syntax impact the author’s purpose. j) Make inferences and draw conclusions using references from the text(s) for support. k) Compare/contrast details in literary and informational nonfiction texts. l) Use reading strategies to monitor comprehension throughout the reading process. Essential Understandings: All students should: understand the relationship between an author’s style and literary effect. understand that analysis of a text should be based on text references, not personal opinion. understand an author’s use of figurative language to create images, sounds, and effects. understand how dramatic conventions impact a reader’s comprehension of a play and are often revealed through staging as well as through narration and dialogue understand a character’s development throughout a text. understand how authors are often influenced by culture, society, or current events. understand that allusions are used to assist readers in providing connections to other works or historical events. Essential Knowledge, Skills, and Processes: To be successful with this standard, students are expected to:
Strand: Research At the eleventh-grade level, students will apply research techniques to synthesize information from primary and secondary sources to produce a research product. They will evaluate the validity and authenticity of sources and will apply research techniques to quote, summarize, paraphrase, and embed findings. In addition, they will cite sources using either MLA or APA style sheet and follow ethical and legal guidelines for gathering and using information. Teachers will encourage the development of research skills that are foundational to effective critical thinking and responsible use of information necessary for success in future postsecondary education and workplace environments. Teacher Notes: Teachers should note that research should be integrated throughout the year and can be individual, collaborative, and Research products should vary from small, informative pieces to large, multimodal presentations throughout the academic year. Teachers will teach students how to embed information effectively into research products. Teachers should collaborate with librarian/media specialists throughout the research process. Teachers will make students aware of possible consequences of plagiarism in postsecondary education and the workplace. Teachers will emphasize giving credit to all sources used when gathering information including music, graphics, and another person’s media. Teachers will have students demonstrate responsible use of the Internet. 11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product. a) Critically evaluate quality, accuracy, and validity of information. b) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.