Communication Arts CURRICULUM GUIDE

HIGH SCHOOL ENGLISH

LAQUEY R-V

Hwy AA PO Box 130 Laquey, Missouri 65534

(573) 765-3716

Mr. Bob Boulware Superintendent

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TABLE OF CONTENTS

Rationale for the Study of Communication Arts …. …………………………... 3 Goals for Graduates ……………………………………………………………… 4 Content and Processes…………………………………………………………. 5 Instructional Strategies ………………………………………………………… 6 Curriculum Evaluation and Revision …………………………………………… 7 Vertical Alignment and Articulation …………………………………………… 8 Scope and Sequence ……………………………………………………………. 10 Course Descriptions (includes Essential Curriculum and Unit Curriculum)

Communication Arts 9 …………………………………………………… Communication Arts 9 Attachments……………………………………. Communication Arts 10 ………………………………………………… Communication Arts 10 Attachments…………………………………… Communication Arts 11 ………………………………………………….. Communication Arts 11 Attachments…………………………………… College English …………………………………………………………… College English Attachments…………………………………………….

Portions of this document are used by permission from

Pattonville R-III School District, St. Ann, Missouri and are

protected by U.S. copyright and other laws.

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RATIONALE FOR THE STUDY OF COMMUNICATION ARTS IN THE

Laquey R-V SCHOOL DISTRICT

The Laquey R-V School District believes that reading, writing, listening and speaking are vital to the success of students in school and in life. This curriculum addresses the national and community need for an educated citizenry. To this end, the communication arts curriculum is structured as a specific area of learning and as integral to all cross-curricular pursuits. In summary, this curriculum has been structured to provide the Laquey R-V students with the 21st Century knowledge and skills required for citizens, workers and family members in an increasingly complex world.

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GOALS FOR GRADUATES IN COMMUNICATION ARTS

The goals for the Laquey R-V graduates in Communication Arts are based on the Missouri Show-Me Standards, both in performance as well as specific knowledge standards. In Performance, students in Missouri public schools will

acquire the knowledge and skills to gather, analyze and apply information and ideas

acquire the knowledge and skills to communicate effectively within and beyond the classroom

acquire the knowledge and skills to recognize and solve problems

acquire the knowledge and skills to make decisions and act as responsible members of society

In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of CA 1 speaking and writing standard English (including grammar, usage,

punctuation, spelling, capitalization) CA 2 reading and evaluating fiction, poetry and drama CA 3 reading and evaluating nonfiction works and material (such as biographies,

newspapers, technical manuals) CA 4 writing formally (such as reports, narratives, essays) and informally (such as

outlines, notes) CA 5 comprehending and evaluating the content and artistic aspects of oral and

visual presentations (such as storytelling, debates, lectures, multimedia productions)

CA 6 participate in formal and informal presentations and discussion in issues and ideas

CA 7 identifying and evaluating relationships between language and culture

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CONTENT AND PROCESSES RELATED TO EQUITY,

TECHNOLOGY, RESEARCH AND WORKPLACE READINESS SKILLS

Throughout the Communication Arts Program, teachers integrate appropriate content and processes related to gender equity, racial/ethnic equity, disability equity, application of technology, research strategies and workplace readiness skills to insure that graduates of the Laquey R-V School District successfully demonstrate understanding and application of the Show-Me-Standards. Equity – All Communication Arts courses integrate meaningful equity issues, including gender, multi-cultural and disability awareness content into specific, appropriate lessons. Examples include:

English I- Romeo and Juliet, Black History Month Webpage

English II-Night; Author Elie Wiesel

English III-Black Like Me; Author John Howard Griffin

English IV-Lesson; A Harlem Renaissance Retrospective: Connecting Art Music, Dance and Poetry

Research – All Communication Arts courses integrate meaningful research techniques into specific, appropriate classes. Students use a variety of available resources including: library, Internet and community resources.

Examples include:

Research Paper- research techniques and source documentation (MLA guidelines)

English I-research paper

Oral Communication- research persuasive speech

Debate and Public Speaking- student research current national debate topic

English III- research background of literary figures

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CONTENT AND PROCESSES RELATED TO EQUITY,

TECHNOLOGY, RESEARCH AND WORKPLACE READINESS SKILLS

Technology – All Communication Arts courses integrate current computer applications and resources to search for and present projects. General examples include: Internet research reports, PowerPoint presentations etc.

Specific examples include:

English I- resume

English II-word processing

English III- internet research and production of PowerPoint presentation

Research paper- internet research and word processing of paper

Workplace Readiness Skills – All Communication Arts courses integrate meaningful work readiness skills of organizing, planning, deadline meeting and working in small group settings, etc

Other examples include:

English I- resume writing

Oral Communications-oral presentations, speaking and listening

Applied Reading-career research

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INSTRUCTIONAL STRATEGIES

The Laquey R-V School District has identified a set of instructional strategies designed to meet the assessed needs of students. Instruction should be performance-based and demonstrate research-based best practices. These may include, but are not limited to, academic reading and writing in all content areas, hands-on active learning, inquiry-oriented learning, and differentiated instruction. Appropriate strategies are selected for each program of instruction to meet the unique needs of the student. Communication Arts instruction may incorporate the following strategies:

Academic reading and writing

Conferencing

Cooperative learning

Discussion

Guided practice

Independent practice

Interviews

Journaling

Literary analysis

Modeling

Oral and written presentations

Performance assessment

Process reading and writing

Problem solving/decision making

Quizzes and/or unit tests with selected and constructed responses

Reading, analyzing, and interpreting writings, speeches, and graphic works

Reading comprehension strategies

Reflective and creative writing

Research

Self and peer assessment

Word analysis

Word processing

Writing reports and research papers

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Evaluation of the curriculum is ongoing and is the responsibility of all those who are involved in the process of communication arts education. Teachers at all levels will be asked to identify the content strengths and weaknesses of the objectives, the suggested resources and assessment tools. Annually, administrators and teachers will look at the district and school-wide results on state and national assessments and determine areas that need to be addressed. A formal comprehensive evaluation of the program will occur every five-six years. This evaluation will take into consideration data collected from assessments, parents, teachers and administrators. Changes in state and national standards, critical issues in communication arts, and new developments in educational pedagogy will be considered. Using this information recommended changes will be made.

CURRICULUM EVALUATION AND REVISION

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VERTICAL ALIGNMENT AND ARTICULATION

Individual learner objectives in the curriculum have been articulated through development of the curriculum in alignment with the Show-Me Standards and Grade Level Expectations. Evidence of articulation by grade level and course sequence includes curriculum organization by content standards with correlation to process goals, scope and sequence in curriculum guides, essential curriculum, grade level meetings, early dismissal and staff development day meetings within and across content areas and grade levels, summer curriculum workshops in curriculum and assessment writing, departmental meetings, team meetings, and advisory meetings.

SCOPE AND SEQUENCE COMMUNICATION ARTS

English I, II, III, IV READING I II III IV

1. Develop and apply skills and strategies to the reading process

C. Phonics

Apply decoding strategies to “problem -solve” unknown words when reading X X X X

D. Fluency

Read grade-level instructional text

With fluency, accuracy and appropriate expression X X X X

adjusting reading rate to difficulty of type of text X X X X

E. Vocabulary

Develop vocabulary through text using

roots and affixes X X X X

context clues X X X X

glossary X X X X

dictionary X X X X

thesaurus X X X X

F. Pre-Reading

Apply, pre-reading strategies to aid comprehension

access prior knowledge X X X X

preview X X X X

predict X X X X

set a purpose and rate for reading X X X X

G. During Reading

Develop and utilize strategies to . . .

self-question and correct X X X X

infer X X X X

visualize X X X X

predict and check using cueing systems: meaning, structure, visual X X X X

H. Post-Reading

Apply post-reading skills to comprehend and interpret text

question to clarify X X X X

reflect X X X X

analyze X X X X

draw conclusions X X X X

summarize X X X X

paraphrase X X X X

I Making Connections

Compare, contrast, analyze, and evaluate connections between. . . X X X X

Information and relationships in various fiction and non-fiction works X X X X

Text ideas and own experiences X X X X

Text ideas and the world by X X X X

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READING I II III IV

2. Develop and apply skills and strategies to comprehend, analyze and evaluate

fiction, poetry and drama from a variety of cultures and times

A. Text Features

Locate

interpret and apply information in title, table of contents and glossary X X X X

recognize the text feature of fiction, poetry and drama in grade-level text X X X X

B. Literary Devices

Analyze and evaluate authors use of figurative language

Irony X X X X

Imagery X X X X

Sound Devices X X X X

C. Text Elements

Use details from the text to . . .

Analyze character plot, setting, point of view and development of theme X X X X

Evaluate proposed solutions X X X X

Analyze the development of a theme across genres X X X X

Evaluate the effect of author’s style and complex literary techniques X X X X

3. Develop and apply skills and strategies to comprehend, analyze and evaluate

non-fiction (such as biographies, newspapers, technical manuals) from a variety

of cultures and times

A. Text Features

Evaluate author’s use of text features to clarify meaning in multiple

primary/secondary sources

X

X

X

X

B. Literary Devices

Analyze and evaluate author’s nonfiction use of . . .

Irony X X X X

Imagery X X X X

Sound Devices X X X X

C. Text Elements

Use details from text to. . .

Analyze and evaluate the logic, reasonableness, and audience appeal of

arguments in texts

X

X

X

X

Identify and analyze faulty reasoning and unfounded inferences X X X X

Evaluate for accuracy and adequacy of evidence X X X X

Analyze/evaluate the author’s use of information and logic to express ideas X X X X

D. Understanding Directions

Read and apply multi-step directions to perform complex procedures/tasks X X X X

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WRITING I II III IV

1. Apply a writing process in composing text

A. Writing Process

Follow a writing process to . . .

Independently create appropriate graphic organizers as needed X X X X

Write effectively in various forms and types of writing X X X X

2. Compose well-developed text using standard English conventions

B. Capitalization

Use conventions of capitalization in written text X X X X

C. Punctuation

In composing text, . . .

Correct formatting in citations X X X X

Hyphens for compound adjectives X X X X

D. Parts of Speech

Use parts of speech correctly in written text. X X X X

E. Spelling

In writing, use . . .

Dictionary X X X X

Spell-check X X X X

Other resources X X X X

F. Sentences Construction

In composing text use . . .

A variety of sentence structures X X X X

Active voice X X X X

3. Write effectively in various forms and types of writing

A. Narrative and Descriptive Writing

Write a personal narrative that is a narrative for real-llife experiences X X X X

B. Note-Taking

Routinely use and appropriate method for note-taking. X X X X

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WRITING I II III IV

C. Expository and Persuasive Writing

Write . . .

Multi-paragraph informative and persuasive essays with

>an effective thesis statement X X X X

>effective paragraphing X X X X

>convincing elaboration through specific and relevant details X X X X

>originality and individual perspective X X X X

>individual style and voice X X X X

>complex ideas in a sustained and compelling manner X X X X

Multi-paragraph texts that

>interpret, evaluate or persuade X X X X

>use specific rhetorical devices X X X X

>use relevant evidence to defend a position X X X X

A reflective paper that compares specific incidents and themes X X X X

An analysis and/or evaluation on the use of. . .

>imagery X X X X

>language X X X X

>themes X X X X

>stylistic devices X X X X

>tone X X X X

D. Summary Writing

Write. . .

A multiple text that summarizes large amounts of information X X X X

Complete research papers/projects that conform to a style manual X X X X

E. Audience and Purpose

Compose texts. . .

For a variety of career and workplace communications X X X X

For various audiences and purposes, selecting and applying appropriate

format, style, tone and point of view

X

X

X

X

LISTENING AND SPEAKING

1. Develop and apply effective listening skills and strategies

A. Purpose for Listening

Listen

For enjoyment X X X X

For information X X X X

For directions X X X X

Critically to summarize and evaluate communications X X X X

To evaluate own and other’s effectiveness X X X X

To evaluate the validity and reliability of speaker’s message X X X X

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LISTENING AND SPEAKING I II III IV

B. Listening Behavior

Use active listening behaviors X X X X

2. Develop and apply effective speaking skills and strategies for various

audiences and purposes

A. Discussion and Presentation

In discussions and presentations,

Create concise presentations on a variety of topics X X X X

Incorporate appropriate media or technology X X X X

Respond to feedback X X X X

Defend ideas X X X X

Demonstrate poise and self-control X X X X

B. Giving Directions

Give clear and concise multi-step oral directions to complete complex

procedures/task

X

X

X

X

INFORMATIONAL LITERACY

1. Develop and apply effective research process skills to gather, analyze and

evaluate information

A. Research Plan

Develop and appropriate research plan X X X X

B. Acquire Information

Locate and use multiple primary resources to. . .

Select relevant and credible information X X X X

Evaluate reliability of information X X X X

Evaluate reliability of sources X X X X

C. Record Information

Record relevant information from multiple primary and secondary sources X X X X

D. Sources Consulted

Document sources of information using a standard citation format X X X X

2. Develop and apply effective skills and strategies to analyze and evaluate oral

and visual media

A. Media Messages

Analyze, describe and evaluate the elements of messages in various media X X X X

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