newspaper

evidence when writing or speaking to support conclusions drawn from the text. || * I can read informational text about court cases and/or journalistic law and ethics and present findings in writing or speech and ideas. || * I can consume various forms of media, both written and visual and respond to them analytically. meanings, and analyze how specific word choices shape meaning or tone. || * I can look at recent articles/studies/research/interviews to relate details to an audience. (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. || * I can analyze how a single newsworthy event can be covered in a multitude of ways, such as straight news, feature and opinion. well as in words. || * I can incorporate and synthesize multiple forms of media, including online graphics, blogs, podcasts, info graphics, charts and video to demonstrate comprehensions of subject matter into articles and spreads. || the relevance and sufficiency of the evidence. || * I can, during the editing process: analyze an editorial or informational feature for compelling arguments and validity of claims. approaches the authors take. || * I can analyze how other schools/publications cover an event as a spread and apply to own publication with new ideas. || says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. || * I can read novels such as the ones from this list 25 terrific novels for journalism students or shorter pieces such as those by Twain or Hemingway and determine implied and explicit meaning. development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. || * I can read novels such as the ones from the list above or shorter pieces such as those by Twain, Hemingway etc. to summarize and understand meaning of the text. relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). || * I can write about and discuss author choice and how it relates to meaning, using pieces from the lists above or pieces of comparable quality. including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) || •I can discuss and write about author's language choice and how it affects meaning, using pieces from the lists above or pieces of comparable quality. || a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. || •I can discuss and write about author's language choice and how it affects meaning, using pieces from the lists above or pieces of comparable quality. || directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). || •I can read novels such as the ones from this list 25 terrific novels for journalism students or shorter pieces such as those by Twain or Hemingway and determine point of view and how it affects implied and explicit meaning. || production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) || •Using one Shakespeare play and one American play, I can write a review in which I compare multiple interpretations of a story, drama or poem and how the versions interpret the source text. || foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. || * I can, using pieces from the lists above or pieces of comparable quality, chose two pieces from different time periods and discuss and write about how they address similar issues related to the field of journalism. || dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. || * I can read and synthesize difficult and challenging primary sources such as data-based texts, court opinions and quantitative governmental reports. says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. || * I can read informational text about court cases and/or journalistic law and ethics and present findings in writing or speech. over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. || * I can read feature articles and identify the angle and analyze how anecdotes, sources and quotes, as well as background research, support the angle.* I can read opinion articles to find the overall structure, as well as the argument, counterargument and rebuttal. individuals, ideas, or events interact and develop over the course of the text. || * I can analyze journalistic films, such as "Shattered Glass," "State of Play" and "All the President's Men" to understand characterization, setting and theme. including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). || * Write thorough reviews on new artists/authors and analyze lyrics for rhetorical devices and literary terms. her exposition or argument, including whether the structure makes points clear, convincing, and engaging. || * I can write reviews on new artists/authors and prove why or why not his or her argument is convincing to readers. particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. || * I can edit to ensure no overly dramatic stories are written. media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. || * I can use interviews and primary sources to write in-depth articles. application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). || * I can apply First Amendment rights in the classroom/newspaper. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. || * I can read and analyze the First Amendment and see how it is used today in student press rights. 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. || * I can read and synthesize difficult and challenging primary sources such as data-based texts, court opinions and quantitative governmental reports. and sufficient evidence. || * I can write the following opinion stories to comment and criticize current events and trends: editorials, bylined opinion articles, reviews, and pro/con columns. || through the effective selection, organization, and analysis of content. || * I can write news stories, features, and sports stories to analyze current events and trends. and well-structured event sequences. || * I can write a column, personality profile, human interest feature, and how-to feature. purpose, and audience. || * I can decide when to write news versus feature to best tell a story to an audience. understanding of the subject under investigation. || * I can write articles which use differing lengths and numbers of sources to tell the story most effectively. source, and integrate the information while avoiding plagiarism. || * I can conduct effective interviews using journalistic standards. single sitting or a day or two) for a range of tasks, purposes, and audiences. || * I can write in a variety of journalistic styles, fulfilling various staff roles. using valid reasoning and relevant and sufficient evidence. ||  || claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. ||   || most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. ||   || sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ||   || the norms and conventions of the discipline in which they are writing. ||   || the argument presented. ||   || concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ||  || that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ||  || facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ||  || of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ||  || metaphor, simile, and analogy to manage the complexity of the topic. ||  || the norms and conventions of the discipline in which they are writing. ||  || the information or explanation presented (e.g., articulating implications or the significance of the topic). ||  || effective technique, well-chosen details, and well-structured event sequences. ||  || observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. ||  || and multiple plot lines, to develop experiences, events, and/or characters. ||  || another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). ||  || convey a vivid picture of the experiences, events, setting, and/or characters. ||  || observed, or resolved over the course of the narrative. ||  || and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ||  || rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.) ||  || individual or shared writing products in response to ongoing feedback, including new arguments or information. ||  || (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ||  || using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ||  || reflection, and research. ||  || knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). ||  || and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). ||  || revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ||   || building on others’ ideas and expressing their own clearly and persuasively. ||   || orally. ||   || organization, development, and style are appropriate to task, purpose, and audience. ||   || of presentations. ||   || indicated or appropriate. ||   || one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. || * Conduct interviews. || study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. || * Have prepared questions for interviews, press conferences and any other public meeting. set clear goals and deadlines, and establish individual roles as needed. || * Work as a staff at editorial board meetings. || reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. || * Have prepared questions for interviews, press conferences and any other public meeting including the "bomb question" and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. || * Be prepared for press conferences to add to questions being asked. media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. ||  || assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. ||  || and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. ||  || interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ||   || of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) ||  || writing. || * use correct punctuation/capitalization and spelling in articles, headlines, captions and infographics || choices for meaning or style, and to comprehend more fully when reading or listening. ||   || analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ||   || reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression ||   || usage when writing or speaking. ||   || over time, and is sometimes contested. ||   || Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. ||  || punctuation, and spelling when writing. ||  || different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ||  || for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. ||  || phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. ||  || word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ||   || meanings or parts of speech (e.g., conceive, conception, conceivable). ||   || glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. ||  || (e.g., by checking the inferred meaning in context or in a dictionary). ||  || nuances in word meanings. ||  || their role in the text. ||  || phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ||  || > Subject Verb Agreement > Commonly Misused Words > Ten Commonly Misused Words PPT use strategies to improve expression in conventional language. || * I can recognize and interpret variations from standard English in interviews so the audience has proper context for a source's quote. redundancy. || * I can use language that is precise and direct to eliminate redundancy or wordiness. > Diction PowerPoint.ppt = =
 * * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING = || Newspaper ||
 * **Key Ideas and Details** ||  ||
 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
 * I can read literature about journalism and analyze such things as meaning, tone, purpose and syntax
 * I can use recent studies and research to add facts to articles.
 * I can read informational pieces to support arguments and find primary sources in journalistic writing, such as opinion writing. ||
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
 * I can read feature articles and identify the angle and analyze how anecdotes, sources and quotes, as well as background research, support the angle
 * I can read opinion articles to find the overall structure, as well as the argument, counterargument and rebuttal ||
 * 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. || * I can use studies and interviews to write in-depth features.
 * I can analyze journalistic films, such as "Shattered Glass," "State of Play" and "All the President's Men" to understand characterization, setting and theme
 * I can analyze narrative journalism works, such as "Hiroshima," "Friday Night Lights" and "Into Thin Air" to understand characterization, setting and theme ||
 * **Craft and Structure** ||  ||
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * I can examine samples of journalistic stories to explore authors' tone and voice and how word choice conveys meaning
 * Diction: [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32"]] Diction PowerPoint.ppt ||
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
 * I can take a standard feature story and rewrite it in an alternate style, for example Brady Dennis' 300-word stories (i.e. After the Sky Fell) ||
 * 6. Assess how point of view or purpose shapes the content and style of a text. || * I can review notes from interviews to determine the best angle of a story to write an article. What's your angle
 * I can explore various columnists viewpoints on a specific subject (including actual event coverage of 9/11, Hurricane Katrina, etc.) and analyze reasons why distinctions might exist
 * I can examine different approaches to the same topic, such as a column and a feature story, and evaluate the effectiveness of each approach
 * Sample column about the Hoyts: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Rick Reilly Column Sample.pdf
 * Sample news and feature articles about the Hoyts: Team Hoyt ||
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
 * I can analyze an editorial or informational feature for compelling argument and validity of claims (PISA Test)
 * I can identify and understand persuasive appeals (logos, ethos and pathos) and when to apply them, for example Logos, Ethos and Pathos Prezi with advertisements ||
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. Read and comprehend complex literary and informational texts independently and proficiently. || * I can read and synthesize difficult and challenging primary sources such as data-based texts, court opinions, school policies and quantitative governmental reports.
 * I can explore a genre such as literary non-fiction to understand an advanced writing technique such as utilizing fictional or creative strategies in a work of non-fiction. Some examples of literary journalism texts may include: "In Cold Blood,""All Over but the Shoutin',""The Electric Kool-Aid Acid Test,""The Last American Man" ||  ||
 * =Reading Standards for Literature= || NOTE: Possible ways to incorporate literature in the classroom include as part of a summer reading assignment; as part of an independent, choice reading assignment during the school year ([[image:http://www.wikispaces.com/i/mime/32/application/msword.png]] Book project - JRN.doc) or as part of a literature circle assignment ( click here for more information on lit. circles ) throughout the year. ||  ||   ||   ||
 * **Key Ideas and Details** ||  ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * =Reading Standards for Literature= || NOTE: Possible ways to incorporate literature in the classroom include as part of a summer reading assignment; as part of an independent, choice reading assignment during the school year ([[image:http://www.wikispaces.com/i/mime/32/application/msword.png]] Book project - JRN.doc) or as part of a literature circle assignment ( click here for more information on lit. circles ) throughout the year. ||  ||   ||   ||
 * **Key Ideas and Details** ||  ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * I can read fiction and understand what kind of archetypes are being presented and what lessons the author is trying to convey.
 * For example, I may analyze fairy tales and consider which of the seven basic plots are being employed. [[file:The Seven Basic Plots.ppt]]
 * I may demonstrate my understanding of the seven basic plots by finding examples of these in a newspaper.
 * [[file:jwplots and news.doc]] ||
 * 2. Determine two or more themes or central ideas of a text and analyze their
 * I can present an unbiased account of what happened in a piece of fiction.
 * For example, I may write a news story to demonstrate my understanding of what happened in a fairy tale.
 * Assignment: [[file:jwTWISTED TALES.docx]]
 * Student sample: [[file:Student sample.docx]] ||
 * 3. Analyze the impact of the author’s choices regarding how to develop and
 * For example, I may consider the setting, plot and/or characters in fairy tales and discuss how the outcome would be different if the author made different choices. ||
 * **Craft and Structure** ||  ||
 * 4. Determine the meaning of words and phrases as they are used in the text,
 * 4. Determine the meaning of words and phrases as they are used in the text,
 * 5. Analyze how an author’s choices concerning how to structure specific parts of
 * 6. Analyze a case in which grasping point of view requires distinguishing what is
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
 * 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
 * 8. (Not applicable to literature) ||  ||
 * 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. By the end of grade 11, read and comprehend literature, including stories,
 * 10. By the end of grade 11, read and comprehend literature, including stories,
 * I can explore a genre such as literary non-fiction to understand an advanced writing technique such as utilizing fictional or creative strategies in a work of non-fiction. Some examples of literary journalism texts may include: "In Cold Blood,""All Over but the Shoutin',""The Electric Kool-Aid Acid Test," and "The Last American Man." ||
 * =Reading Standards for Informational Text= ||  ||
 * **Key Ideas and Details** ||  ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * I can read informational pieces to support arguments and find primary sources in journalistic writing, such as opinion writing. ||
 * 2. Determine two or more central ideas of a text and analyze their development
 * I can consume various forms of media, both written and visual, and respond to them analytically. ||
 * 3. Analyze a complex set of ideas or sequence of events and explain how specific
 * I can analyze narrative journalism works, such as "Hiroshima," "Friday Night Lights" and "Into Thin Air" to understand characterization, setting and theme. ||
 * **Craft and Structure** ||  ||
 * 4. Determine the meaning of words and phrases as they are used in a text,
 * 4. Determine the meaning of words and phrases as they are used in a text,
 * Edit feature and opinion articles for best use of word choice.
 * Read articles from other high school newspapers to critique and enjoy.
 * I can write thorough reviews on new artists/authors and analyze lyrics for rhetorical devices and literary terms.
 * I can examine samples of journalistic stories to explore authors' tone and voice and how word choice conveys meaning.
 * Diction: [[file:Diction PowerPoint.ppt]] ||
 * 5. Analyze and evaluate the effectiveness of the structure an author uses in his or
 * I can edit stories for inverted pyramid, etc.
 * I can analyze how a single newsworthy event can be covered in a multitude of ways, such as straight news, feature and opinion.
 * I can take a standard feature story and rewrite it in an alternate style, for example Brady Dennis' 300-word stories (i.e. After the Sky Fell) ||
 * 6. Determine an author’s point of view or purpose in a text in which the rhetoric is
 * I can write reviews on new artists/authors/film makers to explain to potential readers and viewers the purpose of a text.
 * I can explore various columnists viewpoints on a specific subject (including actual event coverage of 9/11, Hurricane Katrina, etc.) and analyze reasons why distinctions might exist.
 * I can examine different approaches to the same topic, such as a column and a feature story, and evaluate the effectiveness of each approach.
 * Sample column about the Hoyts: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Rick Reilly Column Sample.pdf
 * Sample news and feature articles about the Hoyts: Team Hoyt ||
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Integrate and evaluate multiple sources of information presented in different
 * 7. Integrate and evaluate multiple sources of information presented in different
 * I can write reviews on up and coming artists and authors.
 * I can use the classics to compare and contrast how valuable a new piece is to society.
 * I can incorporate and synthesize multiple forms of media, including online graphics, blogs, podcasts, infographics, charts and video to demonstrate comprehension of subject matter. ||
 * 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
 * I can analyze an editorial or informational feature for compelling argument and validity of claims ( PISA Test ).
 * I can identify and understand persuasive appeals (logos, ethos and pathos) and when to apply them, for example Logos, Ethos and Pathos Prezi with advertisements. ||
 * 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
 * I can understand major court cases such as Tinker, Hazelwood and Fraiser ||
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
 * 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
 * I can explore a genre such as literary non-fiction to understand an advanced writing technique such as utilizing fictional or creative strategies in a work of non-fiction. Some examples of literary journalism texts may include: "In Cold Blood,""All Over but the Shoutin',""The Electric Kool-Aid Acid Test," and "The Last American Man." ||
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING = ||  ||
 * **Text Types and Purposes** ||  ||
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
 * 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
 * I can use the inverted pyramid or other story organizing techniques to best convey a story.
 * I can use alternative story forms, where appropriate. ||
 * 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
 * I can use anecdotal leads. ||
 * **Production and Distribution of Writing** ||  ||
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 * I can develop an organizational work flow.
 * I can conduct editor conferences with writers to determine the most effective way to tell a story.
 * I can brainstorm coverage and content for the audience.
 * I can analyze the demographics of the school's student body. ||
 * 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. || * I can use an editing process within a newspaper staff.
 * I can incorporate peer editing in to the writing process.
 * I can determine the best and most appropriate format in which to tell a story.
 * I can write the same story in different formats including alts, news and feature format. ||
 * 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. || * I can use design programs, such as InDesign, Photoshop and Illustrator, to publish a newspaper.
 * I can use technology such as GoogleDocs to collaborate on the editing process of stories.
 * I can use online formats such as blogs, web sites, Facebook etc. to publish finished stories. ||
 * **Research to Build and Present Knowledge** ||  ||
 * 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
 * 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
 * I can use interviews and credible studies when writing articles. ||
 * 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
 * I can cite sources (both direct and indirect) for information presented.
 * I can properly attribute sources using journalistic style.
 * I can learn copyright and fair-use law. ||
 * 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. || * I can conduct background research for a story.
 * I can use recent studies to show readers the context for articles written. ||
 * **Range of Writing** ||  ||
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
 * I can write different types of stories under a variety of deadlines.
 * I can write for a variety of journalistic purposes including articles, headlines and cutlines.
 * I can write a column over the period of a trimester, semester, or school year.
 * I can reflect on the strengths and weaknesses of a newspaper after it is printed. ||
 * =Writing Standards= ||  ||
 * **Text Types and Purposes** ||  ||
 * 1. Write arguments to support claims in an analysis of substantive topics or texts,
 * 1. Write arguments to support claims in an analysis of substantive topics or texts,
 * a. Introduce precise, knowledgeable claim(s), establish the significance of the
 * b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
 * c. Use words, phrases, and clauses as well as varied syntax to link the major
 * d. Establish and maintain a formal style and objective tone while attending to
 * e. Provide a concluding statement or section that follows from and supports
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * a. Introduce a topic; organize complex ideas, concepts, and information so
 * b. Develop the topic thoroughly by selecting the most significant and relevant
 * c. Use appropriate and varied transitions and syntax to link the major sections
 * d. Use precise language, domain-specific vocabulary, and techniques such as
 * e. Establish and maintain a formal style and objective tone while attending to
 * f. Provide a concluding statement or section that follows from and supports
 * 3. Write narratives to develop real or imagined experiences or events using
 * 3. Write narratives to develop real or imagined experiences or events using
 * a. Engage and orient the reader by setting out a problem, situation, or
 * b. Use narrative techniques, such as dialogue, pacing, description, reflection,
 * c. Use a variety of techniques to sequence events so that they build on one
 * d. Use precise words and phrases, telling details, and sensory language to
 * e. Provide a conclusion that follows from and reflects on what is experienced,
 * **Production and Distribution of Writing** ||  ||
 * 4. Produce clear and coherent writing in which the development, organization,
 * 4. Produce clear and coherent writing in which the development, organization,
 * 5. Develop and strengthen writing as needed by planning, revising, editing,
 * 6. Use technology, including the Internet, to produce, publish, and update
 * **Research to Build and Present Knowledge** ||  ||
 * 7. Conduct short as well as more sustained research projects to answer a question
 * 7. Conduct short as well as more sustained research projects to answer a question
 * 8. Gather relevant information from multiple authoritative print and digital sources,
 * 9. Draw evidence from literary or informational texts to support analysis,
 * a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
 * b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
 * **Range of Writing** ||  ||
 * 10. Write routinely over extended time frames (time for research, reflection, and
 * 10. Write routinely over extended time frames (time for research, reflection, and
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING = ||  ||
 * **Comprehension and Collaboration** ||  ||
 * 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
 * 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
 * 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. ||  ||
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
 * 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
 * =Speaking and Listening Standards= ||  ||
 * **Comprehension and Collaboration** ||  ||
 * 1. Initiate and participate effectively in a range of collaborative discussions (one-on-
 * 1. Initiate and participate effectively in a range of collaborative discussions (one-on-
 * a. Come to discussions prepared, having read and researched material under
 * Research topics before conduction interviews or asking questions. ||
 * b. Work with peers to promote civil, democratic discussions and decisionmaking,
 * c. Propel conversations by posing and responding to questions that probe
 * Research topics before conduction interviews or asking questions. ||
 * d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
 * Work with editorial board on decision making. ||
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
 * 6. Adapt speech to a variety of contexts and tasks, demonstrating a command
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE = ||  ||
 * **Conventions of Standard English** ||  ||
 * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. || * publish work that is error free ||
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * **Knowledge of Language** ||  ||
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * **Vocabulary Acquisition and Use** ||  ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ||  ||
 * 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
 * =Language Standards= ||  ||
 * **Conventions of Standard English** ||  ||
 * 1. Demonstrate command of the conventions of standard English grammar and
 * 1. Demonstrate command of the conventions of standard English grammar and
 * a. Apply the understanding that usage is a matter of convention, can change
 * b. Resolve issues of complex or contested usage, consulting references (e.g.,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * a. Observe hyphenation conventions. ||  ||
 * b. Spell correctly. ||  ||
 * **Knowledge of Language** ||  ||
 * 3. Apply knowledge of language to understand how language functions in
 * 3. Apply knowledge of language to understand how language functions in
 * a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
 * **Vocabulary Acquisition and Use** ||  ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
 * b. Identify and correctly use patterns of word changes that indicate different
 * c. Consult general and specialized reference materials (e.g., dictionaries,
 * d. Verify the preliminary determination of the meaning of a word or phrase
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
 * b. Analyze nuances in the meaning of words with similar denotations. ||  ||
 * 6. Acquire and use accurately general academic and domain-specific words and
 * 6. Acquire and use accurately general academic and domain-specific words and
 * = LANGUAGE PROGRESSIVE SKILLS BY GRADE = || Mervin Block's Writing Tips ||
 * Subject-verb agreement || * I can write and edit articles using complete sentences that are grammatically correct.
 * I can write mostly using Subject-Verb-Object format.
 * Mervin Block's Writing Tips
 * Mervin Block's Writing Tips
 * 10 Subject Verb Agreement Rules
 * Grammar Girl: Subject Verb Agreement ||
 * Pronoun-antecedent agreement || * I can write and edit articles using complete sentences that are grammatically correct.
 * Pronoun Agreement
 * Grammar Girl: Pronoun and Antecedents ||
 * Choose words and phrases for effect || * I can use words that evoke a specific emotion in the reader.
 * I can pay attention to diction while writing articles.
 * Using Strong Verbs
 * Determining your audience
 * Grammar Girl: Word Choice
 * Grammar Girl: Word Choice List ||
 * Use complete sentences, recognizing and correcting inappropriate fragments or run-ons || * I can write and edit articles using complete sentences that are grammatically correct.
 * Run-On Sentences
 * Avoiding Comma Splices game
 * Avoiding Comma Splices Game 2
 * Repairing Run On Sentences Game
 * Run-On Sentence Game
 * Fragments
 * Fragments Quiz
 * Grammar Girl: Run-On Sentences
 * Grammar Girl: Fragment Sentences ||
 * Correctly use frequently confused words (to/too/two, their/they're/there) || * I can write and edit articles that can be easily transferred to another medium such as web delivery.
 * I can write and edit articles using complete sentences that are grammatically correct.
 * Broadcast Writing Tips
 * Grammar Girl: Funny Homophones
 * Grammar Girl: Affect vs. Effect ||
 * Choose punctuation for effect || * I can use punctuation to highlight important points.
 * Types of Sentences
 * Grammar Girl: Punctuation Tips ||
 * Recognize and correct inappropriate shifts in verb tense || * I can write and edit articles using complete sentences that are grammatically correct, paying particular attention to verb tense agreement.
 * Revising Techniques
 * Grammar Girl: Is it ok to switch verb tenses? ||
 * Recognize and correct inappropriate shifts in pronoun number and person || * I can write and edit articles using complete sentences that are grammatically correct and that follow correct pronoun, number and person agreement.
 * Revising Techniques
 * Grammar Girl: Pronoun and Antecedents ||
 * Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). || * I can be specific in writing, using clear words to show readers the story.
 * Revising Techniques
 * Purdue Owl: Using Pronouns Clearly ||
 * Recognize variations from standard English in their own and others’ writing and speaking, and identify and
 * Grammar Girl: Grammar tips ||
 * Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. || * I can write and edit articles using complete sentences that are grammatically correct.
 * Cool, Cool Commas lesson
 * Comma Sense
 * Grammar Girl: Comma Splice
 * Grammar Girl: Parentheses, Brackets and Braces
 * Grammar Girl: Dashes, Parentheses and Commas ||
 * Vary sentence patterns for meaning, reader/listener interest, and style.‡ || * I can vary sentence pattern and word choice to keep my reader's attention and interest.
 * 6 Ways to add variety to your sentences
 * Variety in Sentence Structure ||
 * Maintain consistency in style and tone. || * I can stick with a consistent style and tone in my writing.
 * Grammar Girl: Understanding Voice and Tone ||
 * Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. || * I can write and edit articles using complete sentences that are grammatically correct and do not use any dangling or misplaced modifiers.
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png width="32" height="32" link="file/view/Misplaced+and+Dangling+Modifiers.pptx"]] Misplaced and Dangling Modifiers.pptx
 * All About Modifiers
 * Grammar Girl: Misplaced Modifiers ||
 * Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
 * Using Concise Language
 * Eliminating Wordiness Quiz
 * Writing Concise Sentences Quiz Game
 * Rewriting Bloated Sentence Quiz Game
 * Revising Redundancy
 * Grammar Girl: Wordiness and Idioms
 * Grammar Girl: Are you annoyingly redundant? ||
 * Recognize and correct inappropriate shifts in verb voice and mood. || * I can write and edit articles using appropriate use of verbs, voice and mood.
 * I can use active voice in my writing and avoid passive voice.
 * Grammar Basics, including Active vs. Passive
 * Passive and Active
 * Grammar Girl: Active vs. Passive Voice ||
 * Use parallel structure. || * I can use parallel structure in my writing.
 * Grammar Girl: False Series
 * Parallel Structure videos & resources
 * Parallel Structure packet ||