ELA (GPS), Grade 12, Writing
ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
  •  a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
  •  b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
  •  e. Writes texts of a length appropriate to address the topic or tell the story.
  •  f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
  •  g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
  • ELA12W2 The student demonstrates competence in a variety of genres. The student produces narrative writing that applies polished narrative strategies acquired in grades 6-8, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:
  •  a. Engages the interest of the reader.
  •  d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.
  •  f. Anticipates and addresses readers' potential misunderstandings, biases, and expectations.
  • ELA12W3 The student uses research and technology to support writing. The student
  •  e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).
  • ELA12W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student
  •  c. Revises writing for specific audiences, purposes, and formality of the contexts.
  • ELA (GPS), Grade 12, Conventions
    Ela12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
  •  a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.
  •  c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (e.g., consistency of verb tense, agreement).
  • ELA12C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student
  •  a. Produces writing that conforms to appropriate manuscript requirements.
  •  b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Produces writing that conforms to appropriate manuscript requirements.
  • ELA (GPS), Grade 12, Listening/Speaking/Viewing
    ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
  •  a. Initiates new topics in addition to responding to adult-initiated topics.
  •  b. Asks relevant questions.
  •  c. Responds to questions with appropriate information.
  •  d. Actively solicits another person's comments or opinion.
  •  e. Offers own opinion forcefully without domineering.
  •  f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
  •  g. Gives reasons in support of opinions expressed.
  •  h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
  •  i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
  •  j. Divides labor so as to achieve the overall group goal efficiently.
  • ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:
  •  a. Identifies and evaluates 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).
  •  b. Analyzes 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.
  •  c. Identifies and evaluates the effect of media on the production and consumption of personal and societal values.
  •  d. Interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).
  •  e. Critiques a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.
  • NETS: Educational Technology (2007), NETS: All Grades, NETS.S: The Next Generation
    1. Creativity and Innovation
    Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
  •  a. apply existing knowledge to generate new ideas, products, or processes.
  •  b. create original works as a means of personal or group expression.
  •  c.. use models and simulations to explore complex systems and issues.
  •  d. identify trends and forecast possibilities.
  • 2. Communication and Collaboration
    Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
  •  a. interact, collaborate, and publish with peers, experts or others employing a variety of digital
    environments and media.
  •  b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
  •  c. develop cultural understanding and global awareness by engaging with learners of other cultures.
  •  d. contribute to project teams to produce original works or solve problems.
  • 3. Research and Information Fluency
    Students apply digital tools to gather, evaluate, and use information. Students:
  •  a.plan strategies to guide inquiry.
  •  b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  •  d.process data and report results.
  • 4. Critical Thinking, Problem-Solving & Decision-Making
    Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
  •  b.plan and manage activities to develop a solution or complete a project.
  • 5. Digital Citizenship
    Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
  •  a.advocate and practice safe, legal, and responsible use of information and technology.
  •  b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
  •  c.demonstrate personal responsibility for lifelong learning.
  •  d.exhibit leadership for digital citizenship.
  • 6. Technology Operations and Concepts
    Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
  •  a.understand and use technology systems.
  •  b.select and use applications effectively and productively.
  •  c.troubleshoot systems and applications.
  •  d.transfer current knowledge to learning of new technologies.
  • Essential Questions

    1. What is rhetoric?

    2. Why is it important to US?

    3. How do we analyze and interpret all types of communication?

    4. How can we use the tools of rhetoric to communicate--write and speak--effectively?

    Key Vocabulary

    1. rhetoric
    2. logos / logical appeal
    3. ethos / ethical appeal
    4. pathos / emotional appeal
    5. speaker
    6. text
    7. audience
    8. exigency
    9. aim/purpose
    10. repetition
    11. parallelism
    12. anaphora
    13. metaphor
    14. simile
    15. imagery
    16. tone
    17. method
    18. structure
    19. analogy
    20. symbol

    Learning Plan