C. High School
§110.41. Skills
for English Language Arts and Reading, High School.
The provisions of this written shall be implemented beginning
September 1,1997 .
§110.42. English
I (One Credit).
(a) Introduction.
(1) Students enrolled in English I continue to increase and
refine their communication skills. High school students
are expected to plan, draft, and complete written
compositions on a regular basis. Students edit their
papers for clarity, engaging language, and the correct
use of the conventions and mechanics of written English
and produce final, error-free drafts. In English I,
students practice all forms of writing. An emphasis is
placed on organizing logical arguments with clearly
expressed related definitions, theses, and evidence.
Students write to persuade and to report and describe.
English I students read extensively in multiple genres
from world literature such as reading selected stories,
dramas, novels, and poetry originally written in
English or translated to English from oriental,
classical Greek, European, African, South American, and
North American cultures. Students learn literary forms
and terms associated with selections being read.
Students interpret the possible influences of the
historical context on a literary work.
(2) For students enrolled in English I whose first language
is not English, the students' native language serves as
a foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English I are described in
subsection (b) of this section.
(4) The students will demonstrate exemplary performance
in the reading and writing of the English language.
Students will accomplish the essential knowledge and
skills as well as the student expectations in English I
as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks. Students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in a variety of forms using effective word
choice, structure, and sentence forms with
emphasis on organizing logical arguments with
clearly related definitions, theses, and evidence;
write persuasively; write to report and describe;
and write poems, plays, and stories;
(B) write in a voice and style appropriate to audience
and purpose; and
(C) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts, alone and collaboratively, by
organizing and reorganizing content and by
refining style to suit occasion, audience, and
purpose;
(C) proofread writing for appropriateness of
organization, content, style, and conventions;
(D) refine selected pieces frequently to publish for
general and specific audiences; and
(E) use technology for aspects of creating, revising,
editing, and publishing.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of grammar and
usage, to write clearly and effectively. The student is
expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions; and
(D) produce error-free writing in the final draft.
(4) Writing/inquiry/research. The student uses writing as a
tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, organize, and support
what is known and what needs to be learned about a
topic;
(C) compile information from primary and secondary
sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and
remember information;
(F) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different
fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content;
and
(B) respond productively to peer review of his/her own
work.
(6) Reading/word identification/vocabulary development. The
student uses a variety of strategies to read unfamiliar
words and to build vocabulary. The student is expected
to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins, including Anglo-Saxon,
Latin, and Greek words;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meanings and usage; and
(F) identify the relation of word meanings in
analogies, homonyms, synonyms/antonyms, and
connotation/denotation.
(7) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish a purpose for reading such as to
discover, interpret, and enjoy;
(B) draw upon his/her own background to provide
connection to texts;
(C) monitor reading strategies and modify them when
understanding breaks down such as rereading, using
resources, and questioning;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare and
contrast, cause and effect, and chronological
ordering;
(F) identify main ideas and their supporting details;
(G) summarize texts;
(H) draw inferences such as conclusions,
generalizations, and predictions and support them
from text;
(I) use study strategies such as skimming and
scanning, note taking, outlining, and using study-
guide questions to better understand texts; and
(J) read silently with comprehension for a sustained
period of time.
(8) Reading/variety of texts. The student reads extensively
and intensively for different purposes in varied
sources, including world literature. The student is
expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in such varied sources as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read world literature, including classic and
contemporary works; and
(D) interpret the possible influences of the
historical context on a literary work.
(9) Reading/culture. The student reads widely, including
world literature, to increase knowledge of his/her own
culture, the culture of others, and the common elements
across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading; and
(B) compare text events with his/her own and other
readers' experiences.
(10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journals, oral
interpretations, and dramatizations;
(B) use elements of text to defend his/her own
responses and interpretations; and
(C) compare reviews of literature, film, and
performance with his/her own responses.
(11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) recognize the theme (general observation about
life or human nature) within a text;
(B) analyze the relevance of setting and time frame to
text's meaning;
(C) analyze characters and identify time and point of
view;
(D) identify basic conflicts;
(E) analyze the development of plot in narrative text;
(F) recognize and interpret important symbols;
(G) recognize and interpret poetic elements like
metaphor, simile, personification, and the effect
of sound on meaning; and
(H) understand literary forms and terms such as
author, drama, biography, autobiography, myth,
tall tale, dialogue, tragedy and comedy, structure
in poetry, epic, ballad, protagonist, antagonist,
paradox, analogy, dialect, and comic relief as
appropriate to the selections being read.
(12) Reading/analysis/evaluation. The student reads
critically to evaluate texts. The student is expected
to:
(A) analyze characteristics of text, including its
structure, word choices, and intended audience;
(B) evaluate the credibility of information sources
and determine the writer's motives;
(C) analyze text to evaluate the logical argument and
to determine the mode of reasoning used such as
induction and deduction; and
(D) analyze texts such as editorials, documentaries,
and advertisements for bias and use of common
persuasive techniques.
(13) Reading/inquiry/research. The student reads in order to
research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using texts and technical resources, periodicals
and book indices, including databases and the
Internet;
(C) organize and convert information into different
forms such as charts, graphs, and drawings;
(D) adapt researched material for presentation to
different audiences and for different purposes,
and cite sources completely; and
(E) draw conclusions from information gathered.
(14) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) focus attention on the speaker's message;
(B) use knowledge of language and develop vocabulary
to interpret accurately the speaker's message;
(C) monitor speaker's message for clarity and
understanding such as asking relevant questions to
clarify understanding; and
(D) formulate and provide effective verbal and
nonverbal feedback.
(15) Listening/speaking/evaluation. The student listens to
analyze, appreciate, and evaluate oral performances and
presentations. The student is expected to:
(A) listen and respond appropriately to presentations
and performances of peers or published works such
as original essays or narratives, interpretations
of poetry, or individual or group performances of
scripts;
(B) identify and analyze the effect of artistic
elements within literary texts such as character
development, rhyme, imagery, and language;
(C) evaluate informative and persuasive presentations
of peers, public figures, and media presentations;
(D) evaluate artistic performances of peers, public
presenters, and media presentations; and
(E) use audience feedback to evaluate his/her own
effectiveness and set goals for future
presentations.
(16) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes and
audiences. The student is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task;
(C) prepare, organize, and present a variety of
informative messages effectively;
(D) use effective verbal and nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
and
(F) make relevant contributions in conversations and
discussions.
(17) Listening/speaking/presentations. The student prepares,
organizes, and presents informative and persuasive oral
messages. The student is expected to:
(A) present and advance a clear thesis and support the
major thesis with logical points or arguments;
(B) choose valid evidence, proofs, or examples to
support claims;
(C) use appropriate and effective appeals to support
points or claims; and
(D) use effective verbal and nonverbal strategies such
as pitch and tone of voice, posture, and eye
contact.
(18) Listening/speaking/literary interpretation. The student
prepares, organizes, and presents literary
interpretations. The student is expected to:
(A) make valid interpretations of literary texts such
as telling stories, interpreting poems, stories,
or essays; and
(B) analyze purpose, audience, and occasion to choose
effective verbal and nonverbal strategies such as
pitch and tone of voice, posture, and eye contact.
(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to:
(A) describe how meanings are communicated through
elements of design, including shape, line, color,
and texture;
(B) analyze relationships, ideas, and cultures as
represented in various media; and
(C) distinguish the purposes of various media forms
such as informative texts, entertaining texts, and
advertisements.
(20) Viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to:
(A) investigate the source of a media presentation or
production such as who made it and why it was
made;
(B) deconstruct media to get the main idea of the
message's content;
(C) evaluate and critique the persuasive techniques of
media messages such as glittering generalities,
logical fallacies, and symbols;
(D) recognize how visual and sound techniques or
design convey messages in media such as special
effects, editing, camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as nightly news,
newsmagazines, and documentaries and identify the
unique properties of each; and
(F) compare, contrast, and critique various media
coverage of the same event such as in newspapers,
television, and on the Internet.
(21) Viewing/representing/production. The student produces
visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing
his/her own perception of reality;
(B) use a variety of forms and technologies such as
videos, photographs, and web pages to communicate
specific messages;
(C) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(D) create media products to include a billboard,
cereal box, short editorial, and a three- minute
documentary or print ad to engage specific
audiences; and
(E) create, present, test, and revise a project and
analyze a response, using data-gathering
techniques such as questionnaires, group
discussions, and feedback forms.
§110.43. English
II (One Credit).
(a) Introduction.
(1) Students enrolled in English II continue to increase
and refine their communication skills. High school
students are expected to plan, draft, and complete
written compositions on a regular basis. Students edit
their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written
English and produce final, error-free drafts. In
English II, students practice all forms of writing. An
emphasis is placed on persuasive forms of writing such
as logical arguments, expressions of opinion, and
personal forms of writing. These personal forms of
writing may include a response to literature, a
reflective essay, or an autobiographical narrative.
English II students read extensively in multiple genres
from world literature such as reading selected stories,
dramas, novels, and poetry originally written in
English or translated to English from oriental,
classical Greek, European, African, South American, and
North American cultures. Students learn literary forms
and terms associated with selections being read.
Students interpret the possible influences of the
historical context on a literary work.
(2) For students enrolled in English II whose first
language is not English, the students' native language
serves as a foundation for English language
acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English II are described in
subsection (b) of this section.
(4) Students will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations in English
II as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in a variety of forms with an emphasis on
persuasive forms such as logical argument and
expression of opinion, personal forms such as
response to literature, reflective essay, and
autobiographical narrative, and literary forms
such as poems, plays, and stories;
(B) write in a voice and a style appropriate to
audience and purpose; and
(C) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts both alone and collaboratively by
organizing and reorganizing content and by
refining style to suit occasion, audience, and
purpose;
(C) proofread writing for appropriateness of
organization, content, style, and conventions;
(D) refine selected pieces frequently to publish for
general and specific audiences; and
(E) use technology for aspects of creating, revising,
editing, and publishing texts.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of usage and
grammar, to write clearly and effectively. The student
is expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions; and
(D) produce error-free writing in the final draft.
(4) Writing/inquiry/research. The student uses writing as a
tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, organize, and support
what is known and what needs to be learned about a
topic;
(C) compile information from primary and secondary
sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and
remember information;
(F) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different
fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content;
and
(B) respond productively to peer review of his/her own
work.
(6) Reading/word identification/vocabulary development. The
student acquires an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins as an aid to understanding
meanings, derivations, and spellings as well as
influences on the English language;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meanings and usage;
(F) discriminate between connotative and denotative
meanings and interpret the connotative power of
words; and
(G) read and understand analogies.
(7) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish a purpose for reading such as to
discover, interpret, and enjoy;
(B) draw upon his/her own background to provide
connection with texts;
(C) monitor his/her own reading strategies and make
modifications when understanding breaks down such
as by rereading, using resources, and questioning;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare and
contrast, cause and effect, and chronological
ordering for how they influence understanding;
(F) produce summaries of texts by identifying main
ideas and their supporting details;
(G) draw inferences such as conclusions,
generalizations, and predictions and support them
with text evidence and experience;
(H) use study strategies such as skimming and
scanning, note taking, outlining, and using study-
guide questions to better understand texts; and
(I) read silently with comprehension for a sustained
period of time.
(8) Reading/variety of texts. The student reads extensively
and intensively for different purposes in varied
sources, including world literature. The student is
expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in varied sources such as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read world literature, including classic and
contemporary works; and
(D) interpret the possible influences of the
historical context on a literary work.
(9) Reading/culture. The student reads widely, including
world literature, to increase knowledge of his/her own
culture, the culture of others, and the common elements
across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading; and
(B) compare text events with his/her own and other
readers' experiences.
(10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journals, oral
interpretations, and enactments;
(B) use elements of text to defend his/her own
responses and interpretations; and
(C) compare reviews of literature, film, and
performance with his/her own responses.
(11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) compare and contrast varying aspects of texts such
as themes, conflicts, and allusions;
(B) analyze relevance of setting and time frame to
text's meaning;
(C) describe and analyze the development of plot and
identify conflicts and how they are addressed and
resolved;
(D) analyze the melodies of literary language,
including its use of evocative words and rhythms;
(E) connect literature to historical contexts, current
events, and his/her own experiences; and
(F) understand literary forms and terms such as
author, drama, biography, autobiography, myth,
tall tale, dialogue, tragedy and comedy, structure
in poetry, epic, ballad, protagonist, antagonist,
paradox, analogy, dialect, and comic relief as
appropriate to the selections being read.
(12) Reading/analysis/evaluation. The student reads
critically to evaluate texts and the authority of
sources. The student is expected to:
(A) analyze the characteristics of clearly written
texts, including the patterns of organization,
syntax, and word choice;
(B) evaluate the credibility of information sources,
including how the writer's motivation may affect
that credibility; and
(C) recognize logical, deceptive, and/or faulty modes
of persuasion in texts.
(13) Reading/inquiry/research. The student reads in order to
research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases and the Internet;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) produce reports and research projects in varying
forms for audiences; and
(E) draw conclusions from information gathered.
(14) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) focus attention, interpret, respond, and evaluate
speaker's message; and
(B) engage in critical, empathic, appreciative, and
reflective listening.
(15) Listening/speaking/evaluation. The student listens to
analyze, appreciate, and evaluate oral performance and
presentations. The student is expected to:
(A) listen and respond appropriately to presentations
and performances of peers or published works such
as original essays or narratives, interpretations
of poetry, and individual or group performances of
scripts;
(B) identify and analyze the effect of artistic
elements within literary texts such as character
development, rhyme, imagery, and language;
(C) evaluate informative and persuasive presentations
of peers, public figures, and media presentations;
(D) evaluate artistic performances of peers, public
presenters, and media presentations; and
(E) use feedback to evaluate his/her own effectiveness
and set goals for future presentations.
(16) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes and
audiences. The student is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task;
(C) prepare, organize, and present a variety of
informative and persuasive messages effectively
with an emphasis on persuasion;
(D) use effective verbal and nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
and
(F) make relevant contributions in conversations and
discussions.
(17) Listening/speaking/presentations. The student prepares
and presents informative and persuasive messages. The
student is expected to:
(A) present and advance a clear thesis and logical
points, claims, or arguments to support messages;
(B) choose valid proofs from reliable sources to
support claims;
(C) use appropriate appeals to support claims and
arguments;
(D) use language and rhetorical strategies skillfully
in informative and persuasive messages;
(E) use effective nonverbal strategies such as pitch
and tone of voice, posture, and eye contact; and
(F) make informed, accurate, truthful, and ethical
presentations.
(18) Listening/speaking/literary interpretations. The
student prepares, organizes, plans, and presents
literary interpretations. The student is expected to:
(A) make valid interpretations of a variety of
literary texts;
(B) justify the choice of verbal and nonverbal
performance techniques by referring to the
analysis and interpretations of the text; and
(C) present interpretations by telling stories,
performing original works, and interpreting poems
and stories for a variety of audiences.
(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to:
(A) describe how meanings are communicated through
elements of design such as shape, line, color, and
texture;
(B) analyze relationships, ideas, and cultures as
represented in various media; and
(C) distinguish the purposes of various media forms
such as informative texts, entertaining texts, and
advertisements.
(20) Viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to:
(A) investigate the source of a media presentation or
production such as who made it and why it was
made;
(B) deconstruct media to get the main idea of the
message's content;
(C) evaluate and critique the persuasive techniques of
media messages such as glittering generalities,
logical fallacies, and symbols;
(D) recognize how visual and sound techniques or
design convey messages in media such as special
effects, editing, camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as nightly news,
newsmagazines, and documentaries and identify the
unique properties of each; and
(F) compare, contrast, and critique various media
coverage of the same event such as in newspapers,
television, and on the Internet.
(21) Viewing/representing/production. The student produces
visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing
his/her own perception of reality;
(B) use a variety of forms and technologies such as
videos, photographs, and web pages to communicate
specific messages;
(C) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(D) create media products to include a five- to six-
minute documentary, a print ad, an editorial, a
flier, a movie critique, or an illustrated
children's book to engage specific audiences; and
(E) create, present, test, and revise a project and
analyze a response using data-gathering techniques
such as questionnaires, group discussions, and
feedback forms.
§110.44. English
III (One Credit).
(a) Introduction.
(1) Students enrolled in English III continue to increase
and refine their communication skills. High school
students are expected to plan, draft, and complete
written compositions on a regular basis. Students edit
their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written
English and produce final, error-free drafts. In
English III, students practice all forms of writing. An
emphasis is placed on business forms of writing such as
the report, the business memo, the narrative of a
procedure, the summary or abstract, and the resumé.
English III students read extensively in multiple
genres from American literature and other world
literature. Periods from American literature may
include the pre-colonial period, colonial and
revolutionary periods, romanticism and idealism,
realism and naturalism, early 20th century, and late
20th century. Students learn literary forms and terms
associated with selections being read. Students
interpret the possible influences of the historical
context on a literary work.
(2) For students enrolled in English III whose first
language is not English, the students' native language
serves as a foundation for English language
acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English III are described in
subsection (b) of this section.
(4) Students will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations in English
III as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in various forms with particular emphasis on
business forms such as a report, memo, narrative
or procedure, summary/abstract, and resumé;
(B) write in a voice and style appropriate to audience
and purpose; and
(C) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts both alone and collaboratively by
organizing and reorganizing content and by
refining style to suit occasion, audience, and
purpose;
(C) proofread writing for appropriateness of
organization, content, style, and conventions;
(D) frequently refine selected pieces to publish for
general and specific audiences; and
(E) use technology for aspects of creating, revising,
editing, and publishing texts.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of usage and
grammar, to write clearly and effectively. The student
is expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions;
(D) produce error-free writing in the final draft; and
(E) use a manual of style such as Modern Language
Association (MLA), American Psychological
Association (APA), and The Chicago Manual of Style
(CMS).
(4) Writing/inquiry/research. The student uses writing as a
tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, organize, and support
what is known and what needs to be learned about a
topic;
(C) compile information from primary and secondary
sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and
remember information;
(F) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different
fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content;
and
(B) respond productively to peer review of his/her own
work.
(6) Reading/word identification/vocabulary development. The
student acquires an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, connotation
and denotation of words, analogies, idioms, and
technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins as an aid to understanding
meanings, derivations, and spellings as well as
influences on the English language;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meaning and usage;
(F) discriminate between connotative and denotative
meanings and interpret the connotative power of
words; and
(G) read and understand analogies.
(7) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish and adjust purpose for reading such as
to find out, to understand, to interpret, to
enjoy, and to solve problems;
(B) draw upon his/her own background to provide
connection to texts;
(C) monitor his/her own reading strategies and make
modifications when understanding breaks down such
as by rereading, using resources, and questioning;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare/contrast,
cause/effect, and chronological order for how they
influence understanding;
(F) produce summaries of texts by identifying main
ideas and their supporting details;
(G) draw inferences such as conclusions,
generalizations, and predictions and support them
with text evidence and experience;
(H) use study strategies such as note taking,
outlining, and using study-guide questions to
better understand texts; and
(I) read silently with comprehension for a sustained
period of time.
(8) Reading/variety of texts. The student reads extensively
and intensively for different purposes and in varied
sources, including American literature. The student is
expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in varied sources such as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read American and other world literature,
including classic and contemporary works; and
(D) interpret the possible influences of the
historical context on literary works.
(9) Reading/culture. The student reads widely, including
American literature, to increase knowledge of his/her
own culture, the culture of others, and the common
elements across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading; and
(B) compare text events with his/her own and other
readers' experiences.
(10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journal entries, oral
interpretations, enactments, and graphic displays;
(B) use elements of text to defend, clarify, and
negotiate responses and interpretations; and
(C) analyze written reviews of literature, film, and
performance to compare with his/her own responses.
(11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) compare and contrast aspects of texts such as
themes, conflicts, and allusions both within and
across texts;
(B) analyze relevance of setting and time frame to
text's meaning;
(C) describe the development of plot and identify
conflicts and how they are addressed and resolved;
(D) analyze the melodies of literary language,
including its use of evocative words and rhythms;
(E) connect literature to historical contexts, current
events, and his/her own experiences; and
(F) understand literary forms and terms such as
author, drama, biography, myth, tall tale,
dialogue, tragedy and comedy, structure in poetry,
epic, ballad, protagonist, antagonist, paradox,
analogy, dialect, and comic relief as appropriate
to the selections being read.
(12) Reading/analysis/evaluation. The student reads
critically to evaluate texts and the authority of
sources. The student is expected to:
(A) analyze the characteristics of clearly written
texts, including the patterns of organization,
syntax, and word choice;
(B) evaluate the credibility of information sources,
including how the writer's motivation may affect
that credibility; and
(C) recognize logical, deceptive, and/or faulty modes
of persuasion in texts.
(13) Reading/inquiry/research. The student reads in order to
research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases and the Internet;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) produce reports and research projects in varying
forms for audiences; and
(E) draw conclusions from information gathered.
(14) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) demonstrate proficiency in each aspect of the
listening process such as focusing attention,
interpreting, and responding;
(B) use effective strategies for listening such as
prepares for listening, identifies the types of
listening, and adopts appropriate strategies;
(C) demonstrate proficiency in critical, empathic,
appreciative, and reflective listening;
(D) use effective strategies to evaluate his/her own
listening such as asking questions for
clarification, comparing and contrasting
interpretations with others, and researching
points of interest or contention; and
(E) use effective listening to provide appropriate
feedback in a variety of situations such as
conversations and discussions and informative,
persuasive, or artistic presentations.
(15) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes. The student
is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task;
(C) communicate effectively in conversations and group
discussions while problem solving, and planning;
(D) use effective verbal and nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
and
(F) make relevant contributions in conversations and
discussions.
(16) Listening/speaking/evaluation. The student evaluates
and critiques oral presentations and performances. The
student is expected to:
(A) apply valid criteria to analyze, evaluate, and
critique informative and persuasive messages;
(B) apply valid criteria to analyze, evaluate, and
critique literary performances;
(C) use praise and suggestions of others to improve
his/her own communication; and
(D) identify and analyze the effect of aesthetic
elements within literary texts such as character
development, rhyme, imagery, and language.
(17) Listening/speaking/presentations. The student prepares,
organizes, and presents informative and persuasive
messages. The student is expected to:
(A) present and advance a clear thesis and logical
points, claims, or arguments to support messages;
(B) choose valid proofs from reliable sources to
support claims;
(C) use appropriate appeals to support claims and
arguments;
(D) use language and rhetorical strategies skillfully
in informative and persuasive messages;
(E) make effective nonverbal strategies such as pitch
and tone of voice, posture, and eye contact; and
(F) make informed, accurate, truthful, and ethical
presentations.
(18) Listening/speaking/literary interpretations. The
student prepares, organizes, plans, and presents
literary interpretations. The student is expected to:
(A) make valid interpretations of a variety of
literary texts;
(B) justify the choice of verbal and nonverbal
performance techniques by referring to the
analysis and interpretations of the text; and
(C) present interpretations such as telling stories,
performing original works, and interpreting poems
and stories for a variety of audiences.
(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to:
(A) describe how meanings are communicated through
elements of design, including shape, line, color,
and texture;
(B) analyze relationships, ideas, and cultures as
represented in various media; and
(C) distinguish the purposes of various media forms
such as informative texts, entertaining texts, and
advertisements.
(20) Viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to:
(A) investigate the source of a media presentation or
production such as who made it and why it was
made;
(B) deconstruct media to get the main idea of the
message's content;
(C) evaluate and critique the persuasive techniques of
media messages such as glittering generalities,
logical fallacies, and symbols;
(D) recognize how visual and sound techniques or
design convey messages in media such as special
effects, editing, camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as nightly news,
newsmagazines, and documentaries and identify the
unique properties of each; and
(F) compare, contrast, and critique various media
coverage of the same event such as in newspapers,
television, and on the Internet.
(21) Viewing/representing/production. The student produces
visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing
his/her own perception of reality;
(B) use a variety of forms and technologies such as
videos, photographs, and web pages to communicate
specific messages;
(C) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(D) create media products to include a seven- to ten-
minute documentary, ad campaigns, political
campaigns, or video adaptations of literary texts
to engage specific audiences; and
(E) create, present, test, and revise a project and
analyze a response using data-gathering techniques
such as questionnaires, group discussions, and
feedback forms.
§110.45. English
IV (One Credit).
(a) Introduction.
(1) Students enrolled in English IV continue to increase
and refine their communication skills. High school
students are expected to plan, draft, and complete
written compositions on a regular basis. Students edit
their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written
English and produce final, error-free drafts. In
English IV, students are expected to write in a variety
of forms, including business, personal, literary, and
persuasive texts. English IV students read extensively
in multiple genres from British literature and other
world literature. Periods from British literature may
include the old English period, medieval period,
English renaissance, 17th century, 18th century,
romantic period, Victorian period, and modern and post-
modern period. Students learn literary forms and terms
associated with selections being read. Students
interpret the possible influences of the historical
context on a literary work.
(2) For students enrolled in English IV whose first
language is not English, the students' native language
serves as a foundation for English language
acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English IV are described in
subsection (b) of this section.
(4) Students will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations in English
IV as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms. The student is expected to:
(A) write in a variety of forms with an emphasis on
literary forms such as fiction, poetry, drama, and
media scripts;
(B) draw upon the distinguishing characteristics of
written forms such as essays, scientific reports,
speeches, and memoranda to write effectively in
each form;
(C) write in a voice and style appropriate to audience
and purpose;
(D) employ literary devices to enhance style and
voice;
(E) employ precise language to communicate ideas
clearly and concisely; and
(F) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts both independently and
collaboratively by organizing content such as
paragraphing and outlining and by refining style
to suit occasion, audience, and purpose;
(C) use vocabulary, organization, and rhetorical
devices appropriate to audience and purpose;
(D) use varied sentence structure to express meanings
and achieve desired effect;
(E) revise drafts by rethinking content organization
and style to better accomplish the task;
(F) use effective sequences and transitions to achieve
coherence and meaning;
(G) use technology for aspects of creating, revising,
editing, and publishing texts; and
(H) refine selected pieces to publish for general and
specific audiences.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of usage and
grammar, to write clearly and effectively. The student
is expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions;
(D) produce error-free writing in the final draft; and
(E) use a manual of style such as Modern Language
Association (MLA), American Psychological
Association (APA), and The Chicago Manual of Style
(CMS).
(4) Writing/inquiry/research. The student uses writing as a
tool for learning and research. The student is expected
to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, record, review, and
learn;
(C) use writing to organize and support what is known
and what needs to be learned about a topic;
(D) compile information from primary and secondary
sources using available technology;
(E) organize notes from multiple sources in useful and
informing ways such as graphics, conceptual maps,
and learning logs;
(F) link related information and ideas from a variety
of sources;
(G) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(H) use writing as a tool for reflection, exploration,
learning, problem solving, and personal growth.
(5) Writing/analysis. The student communicates with writers
inside and outside the classroom, including writers who
represent diverse cultures and fields. The student is
expected to:
(A) analyze strategies that writers in different
fields use to compose;
(B) correspond with other writers electronically and
in conventional ways;
(C) collaborate with other writers; and
(D) recognize how writers represent and reveal their
cultures and traditions in texts.
(6) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate how well writing achieves its purposes
and engage in conversations with peers and the
teacher about aspects of his/her own writing and
the writings of others;
(B) analyze and discuss published pieces as writing
models and apply criteria developed by self and
others to evaluate writing; and
(C) accumulate and review his/her own written work to
determine its strengths and weaknesses and to set
his/her own goals as a writer.
(7) Reading/word identification/vocabulary development. The
student acquires an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins as an aid to understanding
meanings, derivations, and spellings as well as
influences on the English language;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meanings and usage;
(F) discriminate between denotative and connotative
meanings and interpret the connotative power of
words; and
(G) read and understand analogies.
(8) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish and adjust purpose for reading such as
to find out, to understand, to interpret, to
enjoy, and to solve problems;
(B) draw upon his/her own background to provide
connection to texts;
(C) monitor his/her own reading strategies and modify
when necessary;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare/contrast,
cause/effect, and chronological order for how they
influence understanding;
(F) produce summaries of texts by identifying main
idea and supporting detail;
(G) draw inferences and support them with textual
evidence and experience;
(H) use study strategies such as note taking,
outlining, and using study-guide questions to
better understand texts; and
(I) read silently with comprehension for a sustained
period of time.
(9) Reading/variety of texts. The student reads extensively
and intensively for different purposes in varied
sources, including British literature, in increasingly
demanding texts. The student is expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in varied sources such as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read British and other world literature, including
classic and contemporary works; and
(D) interpret the possible influences of the
historical context on a literary work.
(10) Reading/culture. The student reads widely, including
British literature, to increase knowledge of his/her
own culture, the culture of others, and the common
elements across culture. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading;
(B) compare text events with his/her own and other
readers' experiences; and
(C) recognize and discuss themes and connections that
cross cultures.
(11) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journal entries, oral
interpretations, enactments, and graphic displays;
(B) use elements of text to defend, clarify, and
negotiate responses and interpretations;
(C) analyze written reviews of literature, film, and
performance to compare with his/her own responses;
and
(D) evaluate text through critical analysis.
(12) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) compare and contrast elements of texts such as
themes, conflicts, and allusions both within and
across texts;
(B) propose and provide examples of themes that cross
texts;
(C) analyze relevance of setting and time frame to
text's meaning;
(D) describe the development of plot and identify
conflicts and how they are addressed and resolved;
(E) analyze the melodies of literary language,
including its use of evocative words and rhythms;
(F) connect literature to historical contexts, current
events, and his/her own experiences; and
(G) understand literary forms and terms such as
author, drama, biography, autobiography, myth,
tall tale, dialogue, tragedy and comedy, structure
in poetry, epic, ballad, protagonist, antagonist,
paradox, analogy, dialect, and comic relief as
appropriate to the selections being read.
(13) Reading/analysis/evaluation. The student reads
critically to evaluate texts and the authority of
sources. The student is expected to:
(A) analyze the characteristics of clear text such as
conciseness, correctness, and completeness;
(B) evaluate the credibility of information sources,
including how the writer's motivation may affect
that credibility;
(C) recognize logical, deceptive, and/or faulty modes
of persuasion in text;
(D) apply modes of reasoning such as induction and
deduction to think critically;
(E) describe how a writer's motivation, stance, or
position may affect text credibility, structure,
and tone; and
(F) analyze aspects of texts such as patterns of
organization and choice of language for their
effect on audiences.
(14) Reading/inquiry/research. The student uses reading and
research skills to develop self-selected topics. The
student is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases and the Internet;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) evaluate the credibility of information sources
and their appropriateness for varied needs;
(E) organize and record new information in systematic
ways such as notes, charts, and graphic
organizers;
(F) produce research projects and reports in varying
forms for audiences; and
(G) draw relevant questions for further study from the
research findings or conclusions.
(15) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) demonstrate proficiency in each aspect of the
listening process such as focusing attention,
interpreting, and responding;
(B) use effective strategies for listening such as
preparing for listening, identifying the types of
listening, and adopting appropriate strategies;
(C) demonstrate proficiency in critical, empathic,
appreciative, and reflective listening;
(D) use effective strategies to evaluate his/her own
listening such as asking questions for
clarification, comparing and contrasting
interpretations with those of others, and
researching points of interest or contention; and
(E) use effective listening to provide appropriate
feedback in a variety of situations such as
conversations and discussions and informative,
persuasive, or artistic presentations.
(16) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes. The student
is expected to:
(A) use conventions of oral language effectively,
including word choice, grammar, and diction;
(B) use informal, standard, and technical English to
meet demands of occasion, audience, and task;
(C) respond appropriately to the opinions and views of
others;
(D) adopt verbal and nonverbal strategies to
accommodate needs of the listener and occasion;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
(F) make relevant contributions in conversations and
discussions;
(G) express and defend a point of view using precise
language and appropriate detail; and
(H) speak responsibly to present accurate, truthful,
and ethical messages.
(17) Listening/speaking/presentations. The student prepares,
organizes, and presents oral messages. The student is
expected to:
(A) present clear thesis statements and claims;
(B) support major thesis with logical points or
arguments;
(C) choose valid evidence or proofs to support claims;
(D) use effective appeals to support points, claims,
or arguments;
(E) use language and rhetorical strategies skillfully
in informative and persuasive messages;
(F) analyze purpose, audience, and occasion to choose
effective verbal and nonverbal strategies for
presenting messages and performances;
(G) interpret literary texts such as telling stories,
and interpreting scenes from narrative or dramatic
texts or poems; and
(H) use feedback to judge effectiveness in
communicating and setting goals for future
presentations.
(18) Listening/speaking/evaluation. The student evaluates
and critiques oral presentations and performances. The
student is expected to:
(A) apply valid criteria to analyze, evaluate, and
critique informative and persuasive messages;
(B) apply valid criteria to analyze, evaluate, and
critique literary performances;
(C) use praise and suggestions of others to improve
his/her own communication; and
(D) identify and analyze the effect of artistic
elements within literary texts such as character
development, rhyme, imagery, and language.
(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to:
(A) describe how meanings are communicated through
elements of design, including shape, line, color,
and texture;
(B) analyze relationships, ideas, and cultures as
represented in various media; and
(C) distinguish the purposes of various media forms
such as informative texts, entertaining texts, and
advertisements.
(20) Viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to:
(A) investigate the source of a media presentation or
production such as who made it and why it was
made;
(B) deconstruct media to get the main idea of the
message's content;
(C) evaluate and critique the persuasive techniques of
media messages such as glittering generalities,
logical fallacies, and symbols;
(D) recognize how visual and sound techniques or
design convey messages in media such as special
effects, editing, camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as nightly news,
newsmagazines, and documentaries and identify the
unique properties of each; and
(F) compare, contrast, and critique various media
coverage of the same event such as in newspapers,
television, and on the Internet.
(21) Viewing/representing/production. The student produces
visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing
his/her own perception of reality;
(B) use a variety of forms and technologies such as
videos, photographs, and web pages to communicate
specific messages;
(C) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(D) create media products to include a ten- to fifteen-
minute investigative documentary, ad campaigns,
political campaigns, or parodies to engage
specific audiences; and
(E) create, present, test, and revise a project and
analyze a response using data-gathering techniques
such as questionnaires, group discussions, and
feedback forms.
§110.46. Independent
Study in English (One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Independent Study in English write
in a variety of forms for a variety of audiences and
purposes. High school students are expected to plan,
draft, and complete written compositions on a regular
basis, and carefully examine their papers for clarity,
engaging language, and the correct use of the
conventions and mechanics of written English.
Independent Study in English students are expected to
write in a variety of forms including business,
personal, literary, and persuasive texts for a variety
of audiences and purposes. Writing is used as a tool
for learning as students create, clarify, critique, and
express appreciation for others' ideas and responses.
Independent Study in English students evaluate their
own written work as well as the work of others.
Students continue to read extensively in increasingly
difficult texts selected in multiple genres for a
variety of purposes. When comprehension breaks down,
students effectively and efficiently monitor and adjust
their use of a variety of comprehension strategies.
Students respond to texts through talking and writing
in both traditional print and electronic formats.
Students connect their knowledge of the world and the
knowledge they gather from other texts with the text
being read. For high school students whose first
language is not English, the students' native language
serves as a foundation for English language acquisition
and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Independent Study in English
are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Writing. The student uses writing as a tool for
learning and research. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to organize and support what is known
and what needs to be learned about a topic;
(C) compile information from primary and secondary
sources using available technology;
(D) use writing to discover, record, review, and
learn;
(E) organize notes from multiple sources, including
primary and secondary sources, in useful and
informing ways;
(F) link related information and ideas from a variety
of sources;
(G) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(H) compile written ideas and representations,
interpret empirical data into reports, summaries,
or other formats, and draw conclusions; and
(I) use writing as a tool such as to reflect, explore,
or problem solve.
(2) Reading. The student inquires through reading and
researching self-selected and assigned topics. The
student is expected to:
(A) read widely to establish a specific area of
interest for further study;
(B) generate relevant, interesting, and researchable
questions with instructor guidance and approval;
(C) locate appropriate print and non-print information
using text and technical resources, including
databases;
(D) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(E) organize and record new information in systematic
ways such as notes, charts, and graphic
organizers;
(F) produce research projects and reports in various
forms for audiences;
(G) draw relevant questions for further study from the
research findings or conclusions; and
(H) conduct a research project(s), producing an
original work in print or another medium with a
demonstration of advanced skill.
(3) Viewing/representing. The student produces visual
representations that communicate with others. The
student is expected to:
(A) use a range of techniques in planning and creating
media text; and
(B) prepare and present a research project.
§110.47. Reading
I, II, III (One-Half to Three Credits).
(a) Introduction.
(1) Reading I, II, III offers students instruction in word
recognition and comprehension strategies and vocabulary
to ensure that high school students have an opportunity
to read with competence, confidence, and understanding.
Students are given opportunities to locate information
in varied sources, to read critically, to evaluate
sources, and to draw supportable conclusions. Students
learn how various texts are organized and how authors
choose language for effect. All of these strategies are
applied in texts that cross the subject fields. For
high school students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition and
language learning.
(2) The essential knowledge and skills as well as the
student expectations for Reading I, II, III, elective
courses, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) The student uses a variety of word recognition
strategies. The student is expected to:
(A) apply knowledge of letter-sound correspondences,
language structure, and context to recognize
words; and
(B) use the keys and entry information in
dictionaries, glossaries, and other sources to
confirm pronunciations and meanings of unfamiliar
words.
(2) The student reads with fluency and understanding in
increasingly demanding texts. The student is expected
to:
(A) read silently for a sustained period of time;
(B) read orally at a rate that enables comprehension;
and
(C) adjust reading rate according to purpose for
reading.
(3) The student reads for different purposes in varied
sources. The student is expected to:
(A) read to complete a task, to gather information, to
be informed, to solve problems, to answer
questions, and for pleasure; and
(B) read sources such as literature, diaries,
journals, textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, technical
documents, and other media.
(4) The student builds an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary by reading, listening, and
discussing;
(B) determine meanings by using context;
(C) use prefixes, roots, suffixes, word origins, and
spelling to understand meanings; and
(D) employ reference aids such as glossary,
dictionary, thesaurus, and available technology to
determine meanings.
(5) The student comprehends selections using a variety of
strategies. The student is expected to:
(A) monitor his/her own reading and adjust when
understanding breaks down such as by rereading,
using resources, and questioning;
(B) use previous experience to comprehend;
(C) determine and adjust purpose for reading such as
to find out, to understand, to interpret, to
enjoy, and to solve problems;
(D) find similarities and differences across texts
such as explanations, points of view, or themes;
(E) construct images based on text descriptions;
(F) organize, learn, and recall important ideas from
texts and oral presentations such as note taking,
outlining, using learning logs, rereading,
scanning, and skimming;
(G) summarize texts by identifying main ideas and
relevant details;
(H) make inferences such as drawing conclusions and
making generalizations or predictions, supporting
them with text evidence and experience;
(I) analyze and use text structures such as
compare/contrast, cause/effect, and chronological
order; and
(J) use test-taking skills such as highlighting,
making marginal notes, previewing questions before
reading, noticing key words, employing process of
elimination, allotting time, and following
directions.
(6) The student formulates and supports responses to
various types of texts. The student is expected to:
(A) respond aesthetically, inquisitively, critically,
and actively to texts;
(B) respond to text through discussion, journal
writing, performance, and visual representation;
and
(C) support responses by adjusting, giving evidence,
and clarifying.
(7) The student reads texts to find information on self-
selected and assigned topics. The student is expected
to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) organize and record new information such as notes,
charts, and graphic organizers;
(E) communicate information gained from reading; and
(F) use compiled information and knowledge to raise
additional unanswered questions.
(8) The student reads critically to evaluate texts and the
credibility of sources. The student is expected to:
(A) analyze the characteristics of well-constructed
text;
(B) evaluate the credibility of information sources
and their appropriateness for assigned and self-
selected topics;
(C) describe how a writer's motivation, stance, or
position may affect text credibility, structure,
or tone;
(D) analyze aspects of text, such as patterns of
organization and choice of language, for
persuasive effect;
(E) apply modes of reasoning such as induction and
deduction to think critically; and
(F) recognize logical and illogical arguments in text.
(9) The student reads to increase knowledge of his/her own
culture, the culture of others, and the common elements
of cultures. The student is expected to:
(A) compare text events with his/her own and other
readers' experiences; and
(B) recognize and discuss literary themes and
connections that cross cultures.
§110.48. Reading
Application and Study Skills (One-Half Credit).
(a) Introduction.
(1) High school students that require or request additional
honing of the study skills, especially as the students
prepare for the demands of college, may enroll in the
one semester course, Reading Application and Study
Skills. In this course, students learn techniques for
learning from texts including studying word meanings,
producing effective summaries, identifying and relating
key ideas, drawing and supporting inferences, and
reviewing study strategies. In addition, students will
have opportunities to respond critically to literary
texts. In all cases, interpretations and understandings
will be presented through varying forms including
through use of available technology. Students
accomplish many of the objectives through wide reading
as well as use of (cross-curricular) content texts in
preparation for post secondary schooling. For high
school students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Reading Application and Study
Skills, an elective course, are described in subsection
(b) of this section.
(b) Knowledge and skills.
(1) The student reads widely for different purposes in
varied sources. The student is expected to:
(A) read self-selected and assigned texts in such
varied sources as literature, diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media; and
(B) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing.
(2) The student builds an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussion;
(B) rely on context to determine meanings of words and
phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes to
comprehend;
(D) investigate word origins as an aid to
understanding meanings, derivations, and
spellings;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meaning and usage;
(F) discriminate between connotative and denotative
meanings and interpret the connotative power of
words; and
(G) interpret the meaning of analogies in texts.
(3) The student comprehends selections using a variety of
strategies. The student is expected to:
(A) monitor his/her own reading strategies and make
modifications when understanding breaks down such
as rereading, using resources, and questioning;
(B) activate and draw upon background knowledge in
order to comprehend;
(C) establish and adjust both immediate and
overarching purposes for reading such as to find
out, to understand, to interpret, to enjoy, or to
solve problems; and
(D) construct images based on text descriptions.
(4) The student reads critically to evaluate texts and the
authority of sources. The student is expected to:
(A) analyze the characteristics of clear text;
(B) evaluate the credibility of information sources
and their appropriateness for various needs;
(C) describe how a writer's motivation, expertise, or
stance may affect text credibility, structure, or
tone;
(D) analyze aspects of texts such as patterns of
organization and choice of language for their
effect on audiences;
(E) apply modes of reasoning such as induction and
deduction to think critically; and
(F) recognize logical and illogical modes of
persuasion in texts.
(5) The student uses study strategies to learn from text.
The student is expected to:
(A) learn and recall ideas and concepts from text such
as previewing, skimming, scanning, rereading, and
asking questions;
(B) recall important information by taking notes or
making marginal notations;
(C) summarize information from text through the use of
outlines, study guides, or learning logs;
(D) determine important information in test questions
by highlighting and underlining;
(E) answer different types of questions, including
test-like questions such as multiple choice, open-
ended, literal, and interpretative;
(F) produce summaries of texts that include main ideas
and their supporting details;
(G) draw inferences and support them with text
evidence and experiences;
(H) draw conclusions from text information; and
(I) analyze text structures such as compare/contrast,
cause/effect, or chronological order for how they
influence understanding.
(6) The student inquires through reading and researching
self-selected and assigned topics. The student is
expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) organize and record new information in systematic
ways such as notes, charts, and graphic
organizers;
(E) produce research projects and reports in various
formats for audiences; and
(F) draw relevant questions for further study from the
research findings or conclusions.
(7) The student expresses and supports responses to various
types of texts. The student is expected to:
(A) respond to literary texts through various outlets
such as discussions, journals, oral
interpretations, or enactments;
(B) respond to informational reading through varied
and appropriate modes such as writings,
performances, projects, graphic displays, and
available technology;
(C) negotiate, clarify, and defend responses in large
and small discussion groups;
(D) compare reviews of literature, film, and live
performance with his/her own responses; and
(E) evaluate his/her own responses to reading for
evidence of growth in insight, clarity, and
support.
§110.49. Analysis
of Visual Media (One-Half Credit).
(a) Introduction.
(1) Students need to be critical viewers, consumers, and
producers of media texts. The ability to access,
analyze, evaluate, and produce communication in a
variety of forms is an important part of language
development. High school students enrolled in Analysis
of Visual Media will interpret various media forms for
a variety of purposes. In addition, students will
critique and analyze the significance of visual
representations and learn to produce media messages
that communicate with others. For high school students
whose first language is not English, the students'
native language serves as a foundation for English
language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Analysis of Visual Media, an
elective course, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) The student recognizes/interprets visual
representations as they apply to visual media. The
student is expected to:
(A) identify the historical development of visual
media;
(B) distinguish the purposes of various media forms
such as information, entertainment, and
persuasion; and
(C) recognize strategies used by media to inform,
persuade, entertain, and transmit culture such as
advertising, perpetuation of stereotypes, use of
visual representations, special effects, and
language.
(2) The student analyzes and critiques the significance of
visual representations. The student is expected to:
(A) evaluate the persuasive techniques of media
messages such as glittering generalities,
associations with personalities, logical
fallacies, and use of symbols;
(B) compare and contrast media with other art forms;
(C) analyze techniques used in visual media;
(D) explore the emotional and intellectual effects of
visual media on viewers; and
(E) recognize how visual and sound techniques convey
messages in media such as special effects,
editing, camera angles, reaction shots,
sequencing, and music.
(3) The student produces visual representations that
communicate with others. The student is expected to:
(A) use a variety of forms and technologies to
communicate specific messages;
(B) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(C) study the relationship between subject matter and
choice of media for presenting that subject; and
(D) create, present, test, analyze response, and
revise a project using such data-gathering
techniques as questionnaires, group discussions,
and feedback forms.
§110.50. Media
Literacy-Speech (One Credit).
(a) Introduction.
(1) Mass media influence the way meanings and realities are
created and shared in contemporary society. Students
enrolled in Media Literacy will develop their skill in
understanding, analyzing, using, and producing media
intelligently. High school students should realize that
media can be a vehicle for full participation in
academic, social, and democratic processes. Students
enrolled in Media Literacy will understand how media
influence our tastes, our behavior, our purchasing, and
our voting decisions. Students who are media literate
understand television, radio, film, and other visual
images and auditory messages. For high school students
whose first language is not English, the students'
native language serves as a foundation for English
language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Media Literacy-Speech, an
elective course, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) History. The student traces the history and evolution
of media used for mass communication. The student is
expected to:
(A) trace the history and development of each mass
medium;
(B) examine the development of the technologies that
influence each medium; and
(C) analyze the historical contributions made by
various media personnel.
(2) Functions. The student recognizes the functions of mass
media. The student is expected to:
(A) analyze the roles of media as sources of
information, entertainment, persuasion, and
education; and
(B) analyze strategies used by media to inform,
persuade, entertain, and educate.
(3) Regulations. The student identifies and analyzes
regulations that govern media. The student is expected
to:
(A) identify the appropriate government agencies that
regulate media; and
(B) analyze government regulatory issues regarding
censorship, political campaigns, news, ethics, and
responsibilities.
(4) Influences. The student analyzes the influence of
media. The student is expected to:
(A) analyze the influence of viewing and listening
habits on individuals;
(B) analyze the influence of media on consumers;
(C) analyze the influence of media in shaping various
governmental, social, and cultural norms; and
(D) analyze the influence of media on the democratic
processes.
(5) Production. The student analyzes, creates, and
evaluates visual and auditory messages. The student is
expected to:
(A) analyze the contributions and responsibilities of
various media personnel;
(B) analyze techniques for producing media messages
for specific purposes and effects;
(C) develop skills for organizing, writing and
designing media messages for specific purposes and
effects;
(D) develop technical and communication skills needed
by various media personnel;
(E) plan, organize, produce, and present media
messages; and
(F) evaluate media messages and products.
(6) Evaluation. The student evaluates mass media. The
student is expected to:
(A) analyze and evaluate standards for "quality
programming";
(B) determine the contributions of media on the
democratic process;
(C) analyze and evaluate media's efforts to address
social and cultural problems;
(D) analyze and propose possible ways to improve mass
media; and
(E) formulate guidelines for using media effectively
to achieve governmental, societal, and cultural
goals.
§110.51. Literary
Genres (One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Literary Genres will spend time
analyzing the fictional and poetic elements of literary
texts and read to appreciate the writer's craft. High
school students will discover how well written literary
text can serve as models for their own writing. High
school students respond to texts through such varied
avenues as talk, print, and electronic formats to
connect their knowledge of the world with the text
being read. For high school students whose first
language is not English, the students' native language
serves as a foundation for English language acquisition
and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Literary Genres, an elective
course, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) The student builds an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussion;
(B) investigate word origins as an aid to
understanding meanings, derivations, and
spellings, as well as influences on the English
language; and
(C) discriminate between connotative and denotative
meanings and interpret the connotative power of
words.
(2) The student analyzes fictional and poetic elements
focusing on how they combine to contribute meaning in
literary texts. The student is expected to:
(A) compare and contrast varying aspects of texts such
as themes, conflicts, and allusions;
(B) propose and provide examples of themes that cross
texts;
(C) connect literature to historical context, current
events, and his/her own experiences;
(D) analyze relevance of setting and time frame to
text's meaning;
(E) identify basic conflicts;
(F) describe the development of plot and how conflicts
are addressed and resolved;
(G) analyze characters' traits, motivations, changes,
and stereotypical features;
(H) describe how irony, tone, mood, style, and sound
of language contribute to the effect of the text;
(I) determine and explain purposes and effects of
figurative language, particularly symbolic and
metaphoric;
(J) identify and analyze text structures;
(K) recognize archetypes, motifs, and symbols across
texts, including heroes and beneficence of nature
such as Dawn;
(L) analyze distinctive features of text genre such as
biography, historical fiction, short story,
dramatic literature, or poetry;
(M) identify how authors create suspense; and
(N) tell how points of view affect tone,
characterization, and credibility.
(3) The student reads critically to evaluate texts and the
authority of sources. The student is expected to:
(A) analyze the characteristics of well-constructed
texts;
(B) describe how a writer's motivation, stance, or
position may affect text credibility, structure,
or tone; and
(C) analyze aspects of texts such as patterns of
organization and choice of language for their
effect on audiences.
(4) The student reads to increase knowledge of his/her own
culture, the culture of others, and the common elements
of cultures. The student is expected to:
(A) compare text events with his/her own and other
readers' experiences;
(B) recognize distinctive and shared characteristics
of cultures through wide reading; and
(C) recognize and discuss themes and connections that
cross cultures.
(5) The student uses writing as a tool for learning and
research. The student is expected to:
(A) use writing to discover, record, review, and
learn; and
(B) link related information and ideas from a variety
of sources.
(6) The student communicates with writers inside and
outside the classroom, including those representing
different cultures. The student is expected to:
(A) examine strategies that writers in different
fields use to compose; and
(B) recognize how writers represent and reveal their
cultures and traditions in texts.
§110.52. Creative
and Imaginative Writing (One-Half to One Credit).
(a) Introduction.
(1) The study of creative and imaginative writing allows
high school students to earn one-half to one credit
while developing versatility as a writer. Creative and
Imaginative Writing, a rigorous composition course,
asks high school students to demonstrate their skill in
such forms of writing as essays, short stories, poetry,
and drama. All students are expected to demonstrate an
understanding of the recursive nature of the writing
process, effectively applying the conventions of usage
and the mechanics of written English. The student's
evaluation of his/her own writing as well as the
writing of others insures that students completing this
course are able to analyze and discuss published and
unpublished pieces of writing, develop and apply
criteria for effective writing, and set their own goals
as writers. For high school students whose first
language is not English, the students' native language
serves as a foundation for English language acquisition
and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Creative and Imaginative
Writing, an elective course, are described in
subsection (b) of this section.
(b) Knowledge and skills.
(1) The student writes for a variety of audiences and
purposes to develop versatility as a writer. The
student is expected to:
(A) write expressive, informative, and persuasive
literary texts effectively;
(B) demonstrate the distinguishing characteristics of
various written forms such as essays, short
stories, poetry, and drama in his/her own writing;
(C) elaborate by using concrete images, figurative
language, sensory observation, dialogue, and other
rhetorical devices to enhance meaning;
(D) employ various points of view to communicate
effectively;
(E) choose topics and forms to develop fluency and
voice;
(F) use word choice, sentence structure, and
repetition to create tone; and
(G) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) The student selects and uses recursive writing
processes for self-initiated and assigned writing. The
student is expected to:
(A) select and apply prewriting strategies to generate
ideas, develop voice, and plan;
(B) develop drafts by organizing ideas such as
paragraphing, outlining, adding, and deleting;
(C) use vocabulary, sentence structure, organization,
and rhetorical devices appropriate to audience and
purpose;
(D) use effective sequence and transitions to achieve
coherence and meaning;
(E) revise drafts by rethinking content, organization,
and style to better accomplish the task;
(F) frequently refines selected pieces to publish for
general and specific audiences;
(G) proofread and edit as appropriate for the
conventions of standard written English using
resources as needed;
(H) use available technology for aspects of creating,
revising, editing, and publishing texts; and
(I) write both independently and/or collaboratively.
(3) The student applies the conventions of usage and the
mechanics of written English to communicate clearly and
effectively. The student is expected to:
(A) produce legible written work, including
handwritten, word processed, and typed documents;
(B) use correct capitalization and punctuation;
(C) spell with accuracy in the final draft; and
(D) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, and verb forms in the final draft.
(4) The student evaluates his/her own writing and the
writings of others. The student is expected to:
(A) analyze and discuss published pieces as writing
models such as use of suspense, repetition for
emphasis, various points of view, literary
devices, and figurative language;
(B) apply criteria generated by self and others to
evaluate writing; and
(C) accumulate, review, and evaluate his/her own
written work to determine its strengths and
weaknesses and to set goals as a writer.
§110.53. Research
and Technical Writing (One-Half to One Credit).
(a) Introduction.
(1) The study of technical writing allows high school
students to earn one-half to one credit while
developing skills necessary for writing persuasive and
informative texts such as essays, reports, proposals,
and memoranda. This rigorous composition course asks
high school students to skillfully research a topic or
a variety of topics and present that information
through a variety of media. All students are expected
to demonstrate an understanding of the recursive nature
of the writing process, effectively applying the
conventions of usage and the mechanics of written
English. The students' evaluation of his/her own
writing as well as the writing of others insures that
students completing this course are able to analyze and
discuss published and unpublished pieces of writing,
develop and apply criteria for effective writing, and
set their own goals as writers. For high school
students whose first language is not English, the
students' native language serves as a foundation for
English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Research and Technical
Writing, an elective course, are described in
subsection (b) of this section.
(b) Knowledge and skills.
(1) The student writes for a variety of purposes and
audiences. The student is expected to:
(A) write informative and persuasive texts, including
essays, reports, and proposals;
(B) use the distinguishing characteristics of various
written forms such as essays, scientific reports,
speeches, and memoranda;
(C) write in voice and style appropriate to audience
and purpose; and
(D) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) The student selects and uses recursive writing
processes for self-initiated and assigned writing. The
student is expected to:
(A) select and apply prewriting strategies to generate
ideas, develop voice, and plan;
(B) employ precise language and technical vocabulary
to communicate ideas clearly and concisely;
(C) use sentence structure, organization, and
rhetorical devices appropriate to audience and
purpose;
(D) use effective sequence and transitions to achieve
coherence and meaning;
(E) revise drafts by rethinking content, organization,
and style to better accomplish the task;
(F) proofread and edit as appropriate for the
conventions of standard written English;
(G) use resources such as texts and other people for
editing;
(H) use available technology for aspects of creating,
revising, editing, and publishing texts; and
(I) write both independently and collaboratively.
(3) The student writes to investigate self-selected and
assigned topics. The student is expected to:
(A) use writing such as learning logs to formulate
questions, refine topics, and clarify ideas;
(B) compile information from primary and secondary
sources using available technology;
(C) organize and link related information from
multiple sources;
(D) represent information in a variety of ways such as
graphics and conceptual maps; and
(E) compile written ideas, representations, and
interpretations into reports, summaries, or other
formats and draw conclusions.
(4) The student applies the conventions of usage and
mechanics of written English. The student is expected
to:
(A) produce legible written work, including
handwritten, word processed, and typed documents;
(B) use correct capitalization and punctuation;
(C) use correct spelling in the final draft;
(D) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, and verb forms in final drafts;
(E) use appropriate technical vocabulary; and
(F) consistently use a manual or form such as Modern
Language Association (MLA), American Psychological
Association (APA), and The Chicago Manual of Style
(CMS).
(5) The student evaluates his/her own writing and the
writing of others. The student is expected to:
(A) analyze and discuss published pieces as writing
models;
(B) apply criteria to evaluate writing; and
(C) accumulate, review, and evaluate his/her own
written work to determine its strengths and
weaknesses and to set goals as a writer.
§110.54. Practical
Writing Skills (One-Half to One Credit).
(a) Introduction.
(1) The study of writing allows high school students to
earn one-half to one credit while developing skills
necessary for composing business letters and requests
for information, as well as for completing job
applications and resumés. This course emphasizes skill
in the use of conventions and mechanics of written
English, the appropriate and effective application of
English grammar, and the effective use of vocabulary.
Students are expected to understand the recursive
nature of the writing process. Evaluation of students'
own writing as well as the writing of others insures
that students completing this course are able to
analyze and evaluate their writing. For high school
students whose first language is not English, the
students' native language serves as a foundation for
English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Practical Writing Skills, an
elective course, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) The student writes for a variety of audiences and
purposes. The student is expected to:
(A) compose business letters with accuracy and
clarity;
(B) compose inquiries and requests;
(C) write for authentic, persuasive purposes;
(D) complete written tasks associated with job
application such as application form, letters of
application, and resumé;
(E) complete order forms; and
(F) take notes.
(2) The student relies increasingly on the conventions and
mechanics of written English to communicate clearly.
The student is expected to:
(A) produce legible written work, including
handwritten, word processed, and typed documents;
(B) employ written conventions appropriately such as
capitalizing and punctuating for various forms
such as business letters and resumés; and
(C) use correct spelling for final products.
(3) The student appropriately applies the rules of usage
and grammar to communicate clearly and effectively. The
student is expected to:
(A) produce error-free writing by demonstrating
control over grammatical elements such as subject-
verb agreement, pronoun-antecedent agreement, and
appropriate verb forms;
(B) use varied sentence structures to express meanings
and achieve desired effect; and
(C) use appropriate vocabulary.
(4) The student selects and uses recursive writing
processes as appropriate for self-initiated and
assigned writing. The student is expected to:
(A) select and apply prewriting strategies to generate
ideas, develop voice, and plan;
(B) develop drafts by organizing ideas such as
paragraphing, outlining, adding, and deleting;
(C) use vocabulary, sentence structure, organization,
and rhetorical devices appropriate to audience and
purpose;
(D) use effective sequence and transitions to achieve
coherence and meaning;
(E) revise drafts by rethinking content, organization,
and style to better accomplish the task;
(F) edit as appropriate for the conventions of
standard written English such as grammar,
spelling, punctuation, capitalization, and
sentence structure in the final draft;
(G) use resources such as texts and other people as
needed for editing;
(H) proofread writing; and
(I) use available technology for creating, revising,
editing, and publishing texts.
(5) The student evaluates his/her own writing and the
writing of others. The student is expected to:
(A) evaluate how well his/her own writing achieves its
purposes;
(B) analyze and discuss published pieces as writing
models;
(C) apply criteria generated by self and others to
evaluate writing; and
(D) accumulate and review his/her own written work to
determine its strengths and weaknesses and to set
goals as a writer.
§110.55. Humanities
(One Credit).
(a) Introduction.
(1) Humanities is an interdisciplinary course in which
students recognize writing as an art form. Students
read widely to understand how various authors craft
compositions for various aesthetic purposes. This
course includes the study of major historical and
cultural movements and their relationship to literature
and the other fine arts. Humanities is a rigorous
course of study in which high school students respond
to aesthetic elements in texts and other art forms
through outlets such as discussions, journals, oral
interpretations, and dramatizations. Students read
widely to understand the commonalties that literature
shares with the fine arts. In addition, students use
written composition to show an in-depth understanding
of creative achievements in the arts and literature and
how these various art forms are a reflection of
history. All students are expected to participate in
classroom discussions and presentations that lead to an
understanding, appreciation, and enjoyment of critical,
creative achievements throughout history. Understanding
is demonstrated through a variety of media. For high
school students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Humanities, an elective
course, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) The student reads widely to recognize writing as an art
form. The student is expected to:
(A) read widely to understand authors' craft and to
discover models to use in his/her own writing;
(B) recognize the major historical and cultural
movements as reflected in various art forms;
(C) identify the elements common to literature and
other fine arts;
(D) read literary responses to political, social, and
philosophical movements;
(E) identify elements of literary creativity;
(F) develop and apply criteria for evaluating literary
works and other art forms; and
(G) read widely to see connections (commonalties) that
literature shares with fine arts.
(2) The student expresses and supports responses to various
types of texts and compositions. The student is
expected to:
(A) respond to aesthetic elements in texts and other
art forms through various outlets such as
discussions, journals, oral interpretations, and
enactments;
(B) use elements of text and other art forms to defend
his/her own responses and interpretations;
(C) compare reviews of literature, film performance,
and other art forms with his/her own responses;
(D) evaluate his/her own responses to text and other
art forms for evidence of growth; and
(E) identify and analyze how various art forms are a
reflection of history such as political, social,
and philosophical movements.
(3) The student uses writing as a tool for learning and
research. The student is expected to:
(A) show an in-depth understanding of creative
achievements in literature and the arts through
writing;
(B) describe how personal creativity is expressed
within the requirements of an art form;
(C) describe the relationship between form and
expression; and
(D) analyze art forms.
(4) The student speaks clearly and effectively to audiences
for a variety of purposes. The student is expected to:
(A) participate in discussions that lead to
understanding, appreciation, and enjoyment of
creative achievements such as:
(i) discuss how personal creativity is
expressed within the requirements of an
art form;
(ii) discuss conditions that encourage
creativity;
(iii) discuss the relationship between form and
expression; and
(iv) discuss the major historical and cultural
movements as reflected in various art
forms; and
(B) analyze art forms orally such as:
(i) discuss structural elements common to
literature and the other fine arts;
(ii) discuss literary responses to political,
social, and philosophical movements;
(iii) discuss elements of literary creativity;
(iv) discuss criteria for evaluating literary
works and other art forms; and
(v) evaluate (orally) literary works and other
art forms.
(5) The student understands and interprets visual
representations. The student is expected to:
(A) describe how personal creativity is expressed
within the requirements of an art form and through
the elements of artistic design;
(B) identify conditions that encourage creativity; and
(C) explore the relationship between form and
expression.
(6) The student analyzes and critiques the significance of
visual representations. The student is expected to:
(A) recognize and evaluate how literature and various
other art forms convey messages; and
(B) examine the impact of literature and various other
art forms.
§110.56. Speech
Communication (One Credit).
(a) Introduction.
(1) Understanding and developing skills in oral
communication are fundamental to all other learning and
to all levels of human interaction. Students must
understand concepts and processes involved in sending
and receiving oral messages, evaluating, and using
nonverbal communication, and listening for a variety of
purposes. In Speech Communication, students develop
communication competence in interpersonal, group, and
public interaction to establish and maintain productive
relationships and function effectively in social,
academic, and citizenship roles. For high school
students whose first language is not English, the
students' native language serves as a foundation for
English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Speech Communication, an
elective course, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) Communication process. The student demonstrates
knowledge of communication as a process for exchanging
messages and creating meaning. The student is expected
to:
(A) explain the importance of communication in daily
interaction;
(B) identify and analyze the related components of the
communication process as a foundation for
communication skills;
(C) identify characteristics of oral language and
analyze standards for using oral language
appropriately;
(D) identify types of nonverbal communication and
analyze their effects;
(E) identify the components of the listening process;
(F) identify and analyze standards for making
communication choices considering, appropriateness
for self, listener, occasion, and task;
(G) explain how perceptions of self and others
influence communication;
(H) explain how knowledge, attitudes, needs, and
priorities influence communication;
(I) recognize how culture influences communication;
and
(J) identify and analyze responsibilities of
communicators.
(2) Interpersonal. The student uses appropriate
interpersonal communication strategies. The student is
expected to:
(A) explain the importance of productive,
interpersonal communication;
(B) identify characteristics of effective
interpersonal communication such as courtesy,
tact, and assertiveness;
(C) use language appropriately in a variety of
interpersonal situations;
(D) use appropriate nonverbal communication in
interpersonal situations;
(E) use critical, reflective, and empathic listening
skills to enhance interpersonal relationships;
(F) participate appropriately in conversations for a
variety of purposes;
(G) use effective strategies for making communication
decisions, solving problems, and managing
conflicts; and
(H) analyze and evaluate the appropriateness of own
communication and the communication of others in
interpersonal situations.
(3) Group. The student uses appropriate communication in
group situations. The student is expected to:
(A) explain the importance of groups in a democratic
society;
(B) identify the purposes and functions of various
types of informal and formal groups;
(C) demonstrate understanding of basic theories and
principles of effective group dynamics;
(D) analyze roles assumed by group members and their
influence on group effectiveness;
(E) use appropriate verbal, nonverbal, and listening
strategies to communicate effectively in groups;
(F) use effective strategies for problem solving,
conflict management, and consensus building in
groups;
(G) use parliamentary procedure effectively;
(H) prepare, organize, and present group discussions
for an audience;
(I) make appropriate impromptu contributions and/or
speeches in group decision making; and
(J) evaluate group effectiveness.
(4) Speech preparation. The student uses appropriate
processes and skills for preparing speeches. The
student is expected to:
(A) analyze audience, purpose, and occasion;
(B) apply appropriate criteria for choosing and
limiting topics;
(C) choose and limit purposes for speeches;
(D) research topics for speeches using a variety of
primary, secondary, and electronic sources;
(E) organize speeches using the traditional elements
of speech form, including an introduction, body,
and conclusion;
(F) use logical patterns of organization such as
chronological, topical, and cause/effect to
develop specific topics;
(G) organize and develop outlines to reflect logical
speech form;
(H) use appropriate logical, ethical, and emotional
proofs to support and clarify points;
(I) choose appropriate devices for introductions and
conclusions;
(J) use appropriate rhetorical strategies such as
clear transition statements, signposts, previews,
and summaries for clarity;
(K) make effective choices for using language in
speeches such as informal usage for effect,
standard English for clarity, and technical
language for specificity;
(L) write manuscripts for speeches to enhance oral
style and facilitate memory; and
(M) produce and use concise notes and/or visual aids
appropriately.
(5) Speech form. The student analyzes speech form. The
student is expected to:
(A) explain the importance of public dialogue in a
democratic society;
(B) identify and analyze the functions of traditional
elements of speech form, including introductions,
bodies, and conclusions;
(C) analyze the characteristics of speeches to inform,
persuade, or inspire; and
(D) analyze oral and written models of speeches as a
basis for developing speech skills.
(6) Speech presentation. The student uses appropriate
strategies to rehearse and present. The student is
expected to:
(A) use appropriate techniques and strategies to
overcome communication apprehension, build self-
confidence, gain command of ideas and information,
and revise speeches;
(B) use language clearly and appropriately;
(C) use nonverbal strategies appropriately;
(D) use notes, manuscripts, rostrum, visual aids, or
electronic devices appropriately; and
(E) demonstrate a lively sense of interaction with
audiences.
(7) Speech evaluation. The student uses appropriate
strategies to analyze and evaluate speeches. The
student is expected to:
(A) analyze and evaluate oral and written speech
models;
(B) use critical listening skills to evaluate
speeches; and
(C) provide oral or written critiques of his/her own
and others' speeches.
§110.57. Public
Speaking I, II, III (One-Half to One Credit).
(a) Introduction.
(1) In order to have full participation in the democratic
process, students must have a good understanding of
public dialogue. Students must learn the concepts and
skills related to preparing and presenting public
messages and to analyzing and evaluating the messages
of others. Within this process, students will gain
skills in reading, writing, speaking, listening, and
thinking and will examine areas such as invention,
organization, style, memory, and delivery. For high
school students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Public Speaking I, II, III,
elective courses, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) Rhetoric. The student traces the development of the
rhetorical perspective. The student is expected to:
(A) recognize the influence of classical rhetoric in
shaping Western thought;
(B) explain and use the classical rhetorical canons of
invention, organization, style, memory, and
delivery;
(C) analyze how modern public address influences
public opinion and policy in a democracy;
(D) analyze the ethical responsibilities that
accompany freedom of speech;
(E) develop and use critical, deliberative,
evaluative, empathic, and appreciative listening
skills to analyze and evaluate speeches; and
(F) apply knowledge and understanding of rhetoric to
analyze and evaluate oral or written speeches.
(2) Speech forms. The student recognizes and analyzes
varied speech forms. The student is expected to:
(A) identify and analyze the traditional elements of
speech form, including introduction, body, and
conclusion;
(B) identify and analyze logical patterns of
organization for specific speech forms;
(C) identify and analyze the characteristics of a
speech to inform;
(D) identify and analyze the characteristics of a
speech to persuade, including propositions of
fact, value, problem, and/or policy;
(E) identify and analyze characteristics of speeches
for special occasions; and
(F) analyze and evaluate the rhetorical elements in
models of speeches that inform, persuade, or
inspire.
(3) Invention. The student plans speeches. The student is
expected to:
(A) identify and analyze the audience and occasion as
a basis for choosing speech strategies;
(B) select and limit topics for speeches considering
his/her own interests, timeliness, and importance
of the topic;
(C) select and limit purposes for speeches;
(D) research topics using primary and secondary
sources, including electronic technology; and
(E) analyze oral and written speech models to evaluate
the topic, purpose, audience, and occasion.
(4) Organization. The student organizes speeches. The
student is expected to:
(A) apply knowledge of speech form to organize and
design speeches;
(B) organize speeches effectively for specific topics
and purposes, audiences, and occasions;
(C) choose logical patterns of organization for bodies
of speech;
(D) prepare outlines reflecting logical organization;
and
(E) analyze and evaluate the organization of oral or
written speech models.
(5) Proofs. The student uses valid proofs and appeals in
speeches. The student is expected to:
(A) analyze the implications of the audience occasion,
topic, and purpose as a basis for choosing proofs
and appeals for speeches;
(B) choose logical proofs that meet standard tests of
evidence;
(C) use logical, ethical, and emotional proofs and
appeals to support and clarify claims in speeches;
(D) choose proofs and appeals that enhance a specific
topic, purpose, and tone;
(E) choose and develop appropriate devices for
introductions and conclusions;
(F) choose or produce effective visual supports; and
(G) analyze and evaluate the proofs and appeals used
in oral or written speech models.
(6) Style. The student develops skills in using oral
language in public speeches. The student is expected
to:
(A) distinguish between oral and written language
styles;
(B) write manuscripts to facilitate language choices
and enhance oral style;
(C) use rhetorical and stylistic devices to achieve
clarity, force, and aesthetic effect;
(D) use informal, standard, and technical language
appropriately;
(E) employ previews, transitions, summaries,
signposts, and other appropriate rhetorical
strategies to enhance clarity; and
(F) evaluate a speaker's style in oral or written
speech models.
(7) Delivery. The student uses appropriate strategies for
rehearsing and presenting speeches. The student is
expected to:
(A) employ techniques and strategies to reduce
communication apprehension, develop self-
confidence, and facilitate command of information
and ideas;
(B) rehearse and employ a variety of delivery
strategies;
(C) develop verbal, vocal, and physical skills to
enhance presentations;
(D) use notes, manuscripts, rostrum, microphone,
visual aids, and/or electronic devices; and
(E) maintain a lively sense of interaction with an
audience.
(8) Evaluation. The student analyzes and evaluates
speeches. The student is expected to:
(A) use critical, deliberative, and appreciative
listening skills to evaluate speeches; and
(B) critique speeches using knowledge of rhetorical
principles.
§110.58. Communication
Applications (One-Half Credit).
(a) Introduction.
(1) For successful participation in professional and social
life, students must develop effective communication
skills. Rapidly expanding technologies and changing
social and corporate systems demand that students send
clear verbal messages, choose effective nonverbal
behaviors, listen for desired results, and apply valid
critical-thinking and problem solving processes.
Students enrolled in Communication Applications will be
expected to identify, analyze, develop, and evaluate
communication skills needed for professional and social
success in interpersonal situations, group
interactions, and personal and professional
presentations. For high school students whose first
language is not English, the students' native language
serves as a foundation for English language acquisition
and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Communication Applications are
described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Communication process. The student demonstrates
knowledge of various communication processes in
professional and social contexts. The student is
expected to:
(A) explain the importance of effective communication
skills in professional and social contexts;
(B) identify the components of the communication
process and their functions;
(C) identify standards for making appropriate
communication choices for self, listener,
occasion, and task;
(D) identify the characteristics of oral language and
analyze standards for using informal, standard,
and technical language appropriately;
(E) identify types of nonverbal communication and
their effects;
(F) recognize the importance of effective nonverbal
strategies such as a firm handshake, direct eye
contact, and appropriate use of space and
distance;
(G) identify the components of the listening process;
(H) identify specific kinds of listening such as
critical, deliberative, and empathic;
(I) recognize the importance of gathering and using
accurate and complete information as a basis for
making communication decisions;
(J) identify and analyze ethical and social
responsibilities of communicators; and
(K) recognize and analyze appropriate channels of
communication in organizations.
(2) Interpersonal. The student uses appropriate
interpersonal-communication strategies in professional
and social contexts. The student is expected to:
(A) identify types of professional and social
relationships, their importance, and the purposes
they serve;
(B) employ appropriate verbal, nonverbal, and
listening skills to enhance interpersonal
relationships;
(C) use communication-management skills to build
confidence and develop appropriate assertiveness,
tact, and courtesy;
(D) use professional etiquette and protocol in
situations such as making introductions, speaking
on the telephone, and offering and receiving
criticism;
(E) make clear appropriate requests, give clear and
accurate directions, ask appropriate and
purposeful questions, and respond appropriately to
the requests, directions, and questions of others;
(F) participate appropriately in conversations;
(G) communicate effectively in interviews;
(H) identify and use appropriate strategies for
dealing with differences, including gender,
ethnicity, and age; and
(I) analyze and evaluate the effectiveness of own and
others' communication.
(3) Group communication. The student communicates
effectively in groups in professional and social
contexts. The student is expected to:
(A) identify kinds of groups, their importance, and
the purposes they serve;
(B) analyze group dynamics and processes for
participating effectively in groups, committees,
or teams;
(C) identify and analyze the roles of group members
and their influence on group dynamics;
(D) demonstrate skills for assuming productive roles
in groups;
(E) use appropriate verbal, nonverbal, and listening
strategies to promote group effectiveness;
(F) identify and analyze leadership styles;
(G) use effective communication strategies in
leadership roles;
(H) use effective communication strategies for solving
problems, managing conflicts, and building
consensus in groups; and
(I) analyze the participation and contributions of
group members and evaluate group effectiveness.
(4) Presentations. The student makes and evaluates formal
and informal professional presentations. The student is
expected to:
(A) analyze the audience, occasion, and purpose when
designing presentations;
(B) determine specific topics and purposes for
presentations;
(C) research topics using primary and secondary
sources, including electronic technology;
(D) use effective strategies to organize and outline
presentations;
(E) use information effectively to support and clarify
points in presentations;
(F) prepare scripts or notes for presentations;
(G) prepare and use visual or auditory aids, including
technology, to enhance presentations;
(H) use appropriate techniques to manage communication
apprehension, build self-confidence, and gain
command of the information;
(I) use effective verbal and nonverbal strategies in
presentations;
(J) prepare, organize, and participate in an
informative or persuasive group discussion for an
audience;
(K) make individual presentations to inform, persuade,
or motivate an audience;
(L) participate in question and answer sessions
following presentations;
(M) apply critical-listening strategies to evaluate
presentations; and
(N) evaluate effectiveness of his/her own
presentation.
§110.59. Oral
Interpretation I, II, III (One to Three Credits).
(a) Introduction.
(1) In Oral Interpretation, students study the oral reading
or performance of a literary text as a communication
art. Students enrolled in Oral Interpretation I, II,
III will select, research, analyze, adapt, interpret,
and perform literary texts. Students focus on
intellectual, emotional, sensory, and aesthetic levels
of texts to attempt to capture the entirety of the
author's work. Individual or group performances of
literature will be presented and evaluated. For high
school students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Oral Interpretation I, II,
III, elective courses, are described in subsection (b)
of this section.
(b) Knowledge and skills.
(1) Definition and theory. The student recognizes oral
interpretation as a communication art. The student is
expected to:
(A) explain contemporary definitions and theories of
oral interpretation as a communication art;
(B) analyze the role of the interpreter and the
ethical responsibilities to the author, the
literary text, and the audience; and
(C) develop and use a workable theory of
interpretation as a basis for performance choices.
(2) Selection. The student selects literature for
performance. The student is expected to:
(A) select literature appropriate for the reader, the
audience, and the occasion;
(B) apply standards of literary merit when selecting
literature for individual or group performance;
(C) choose literature that can be appropriately
adapted; and
(D) select performance materials from a variety of
literary genre.
(3) Research. The student uses relevant research to promote
understanding of literary works. The student is
expected to:
(A) read the text to grasp the author's meaning,
theme, tone, and purpose; and
(B) research the author, author's works, literary
criticism, allusions in the text, definition and
pronunciations of words to enhance understanding
and appreciation of the chosen text.
(4) Analysis. The student analyzes the chosen text to
assess its implications for adaptation, interpretation,
and performance. The student is expected to:
(A) identify and analyze the literary form or genre;
(B) identify and analyze structural elements in the
chosen text;
(C) identify and analyze the narrative voice and/or
other speakers (personae) in the literature;
(D) identify and analyze the time, place, and
atmosphere (locus);
(E) analyze the shifts or transitions in speaker,
time, and place to determine who is speaking, to
whom, where, when and for what reason;
(F) analyze individual units such as paragraphs,
verses, sentences, and lines for meaning and
specificity;
(G) identify descriptive phrases, figures of speech,
stylistic devices, and word choices to analyze the
imagery in the text;
(H) trace the emotional progression of the text; and
(I) recognize literal and symbolic meanings, universal
themes, or unique aspects of the text.
(5) Adaptation. The student adapts written text for
individual or group performance based on appropriate
research and analysis. The student is expected to:
(A) maintain ethical responsibility to author, text,
and audience when adapting literature;
(B) apply appropriate criteria for lifting scenes and
cutting literary selections;
(C) use effective strategies for planning and
organizing programs focused on a specific theme,
author, or central comment; and
(D) write appropriate introductions, transitions,
and/or conclusions to supplement the text.
(6) Interpretation. The student applies research and
analysis to make appropriate performance choices. The
student is expected to:
(A) justify the use or nonuse of manuscript or other
aids;
(B) justify strategies for the use of focus, gesture,
and movement;
(C) justify the use of vocal strategies such as rate,
pitch, inflection, volume, and pause;
(D) justify the use of dialect, pronunciation,
enunciation, or articulation; and
(E) use research, analysis, personal experiences, and
responses to the literature to justify performance
choices.
(7) Rehearsal and performance. The student uses insights
gained from research and analysis to rehearse and
perform literature for a variety of audiences and
occasions. The student is expected to:
(A) use effective rehearsal strategies to promote
internalization and visualization of the text;
(B) use appropriate rehearsal strategies to develop
confidence and enhance effective communication of
the text to an audience in individual and group
performance;
(C) participate in effective group decision-making
processes to prepare and present group
performances; and
(D) present individual and group performances.
(8) Evaluation. The student uses critical and appreciative
listening to evaluate individual and group
performances. The student is expected to:
(A) listen critically and appreciatively and respond
appropriately to performance of others;
(B) analyze and evaluate various performance styles;
(C) use a variety of techniques to evaluate and
critique own and others' performances; and
(D) set goals for future performances based on
evaluation.
§110.60. Debate
I, II, III (One to Three Credits).
(a) Introduction.
(1) Controversial issues arise in aspects of personal,
social public, and professional life in modern society.
Debate and argumentation are widely used to make
decisions and reduce conflict. Students who develop
skills in argumentation and debate become interested in
current issues, develop sound critical thinking, and
sharpen communication skills. They acquire life-long
skills for intelligently approaching controversial
issues and clashes of opinion. For high school students
whose first language is not English, the students'
native language serves as a foundation for English
language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Debate I, II, III, elective
courses, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) Role in society. The student examines the historical
and contemporary contributions of debate in decision-
making and democratic processes. The student is
expected to:
(A) identify the historical and contemporary use of
debate in social, political, and religious arenas;
(B) examine the role of the forensic progression of
discussion, persuasion, and debate in dealing with
controversial issues; and
(C) recognize the role of argumentation and debate as
an effective means of analyzing issues,
discovering truth, finding solutions to problems,
and understanding opposing viewpoints.
(2) Analysis of issues. The student analyzes controversial
issues. The student is expected to:
(A) use appropriate standards to analyze and interpret
propositions of fact, value, problem, and policy;
(B) accurately phrase and define debatable
propositions;
(C) analyze and evaluate propositions and related
issues presented in academic and public settings;
and
(D) recognize, analyze, and use various debate formats
to support propositions.
(3) Propositions of value. The student develops and
demonstrates skills for debating propositions of value.
The student is expected to:
(A) explain the concept of a value as it applies to a
debate;
(B) analyze the role of value assumptions in
formulating and evaluating argument;
(C) analyze the works of classical and contemporary
philosophers;
(D) apply various standards for evaluating
propositions of value;
(E) apply value assumptions and/or classical and
contemporary philosophies appropriately in
formulating arguments;
(F) develop and use valid approaches to construct
affirmative and negative cases;
(G) use valid proofs appropriately to support claims
in propositions of value;
(H) construct briefs for value propositions; and
(I) apply voting criteria to value propositions.
(4) Propositions of policy. The student develops and
demonstrates skills for debating propositions of
policy. The student is expected to:
(A) evaluate implications of stock issues in
affirmative and negative case construction and
refutation;
(B) use and evaluate a variety of valid affirmative
and negative strategies to construct affirmative
and negative cases;
(C) construct debate briefs for policy propositions;
and
(D) analyze and adapt approaches to accommodate a
variety of judging paradigms.
(5) Logic. The student applies critical thinking, logic,
and reasoning in debate. The student is expected to:
(A) analyze and create arguments using various forms
of logic such as inductive and deductive
reasoning, syllogisms, traditional models of
logic, and cause-effect;
(B) identify fallacies in reasoning and apply
standards of validity and relevancy in analyzing
and constructing argument; and
(C) analyze the role of value assumptions in personal,
social, and political conflicts.
(6) Proof. The student utilizes research and proof in
debate. The student is expected to:
(A) locate and use a variety of reliable technological
and print sources;
(B) identify and apply standard tests of evidence for
choosing appropriate logical proofs;
(C) demonstrate skill in recording and organizing
information; and
(D) observe ethical guidelines for debate research and
use of evidence.
(7) Case construction. The student identifies and applies
the basic concepts of debate case construction. The
student is expected to:
(A) identify the roles and responsibilities of the
affirmative and negative positions;
(B) explain and apply the distinctive approaches to
prima facie case construction; and
(C) use a variety of approaches to construct logical
affirmative and negative cases.
(8) Refutation. The student identifies and applies the
basic concepts of argumentation and refutation. The
student is expected to:
(A) listen critically to formulate responses;
(B) take accurate notes during argumentation (flow a
debate);
(C) analyze and apply a variety of approaches for
refuting and defending arguments;
(D) recognize and use effective cross-examination
strategies; and
(E) extend cross-examination responses into
refutation.
(9) Delivery. The student uses effective communication
skills in debating. The student is expected to:
(A) use precise language and effective verbal skills
in argumentation and debate;
(B) use effective nonverbal communication in
argumentation and debate;
(C) use effective critical-listening strategies in
argumentation and debate;
(D) demonstrate ethical behavior and courtesy during
debate; and
(E) develop extemporaneous speaking skills.
(10) Evaluation. The student evaluates and critiques
debates. The student is expected to:
(A) use a knowledge of debate principles to develop
and apply evaluation standards for various debate
formats; and
(B) provide valid and constructive written and/or oral
critiques of debates.
§110.61. Independent
Study in Speech (One-Half to One Credit).
(a) Introduction.
(1) Communication skills are important in all aspects of
life. Students who have mastered concepts and developed
skills in introductory courses should be provided an
opportunity to extend their knowledge and expand their
skills in more advanced study. Independent study in
speech provides opportunity for advanced students to
plan, organize, produce, perform, and evaluate a
project that enables them to develop advanced skills in
communication, critical thinking, and problem solving.
For high school students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition and
language learning.
(2) The essential knowledge and skills as well as the
student expectations for Independent Study in Speech,
an elective course, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) Proposal. The student plans and designs an independent
study project. The student is expected to:
(A) select a topic and define a purpose for an
independent study project focused on a specific
aspect of communication;
(B) review the research related to the topics
identified;
(C) develop a formal proposal for project; and
(D) plan the format and develop timelines for
production and presentation.
(2) Research. The student conducts research to support and
develop the approved project. The student is expected
to:
(A) locate and gather information from a variety of
primary, secondary, and electronic sources;
(B) use systematic strategies to organize and record
information; and
(C) analyze the research data and develop conclusions
to provide a basis for the project.
(3) Produce. The student produces the final product for the
project. The student is expected to:
(A) limit and focus the chosen topic, purpose, and
format for the presentation;
(B) develop systematic strategies to document the
project;
(C) develop appropriate evaluation strategies for each
aspect of the production and presentation of the
project;
(D) organize and outline the text for the
presentation;
(E) choose appropriate proofs, literary texts, and/or
scenes to develop and support the text;
(F) produce a written text of superior quality; and
(G) review and revise plans, outlines, and scripts
with the teacher.
(4) Rehearse and present. The student presents the final
product. The student is expected to:
(A) use rehearsal strategies to gain command of the
text and enhance communication and staging of the
presentation;
(B) demonstrate appropriate verbal and nonverbal
communication skills to enhance and enliven the
presentation;
(C) use appropriate visual and auditory aids to
support, create interest, and/or add aesthetic
appeal to the final presentation; and
(D) present documentation of the progress of the
project and submit the final written text or
script.
(5) Evaluate. The student and designated individuals
evaluate the project. The student is expected to:
(A) use designated strategies to evaluate the project
and the presentation; and
(B) analyze problems related to the project and assess
implications for future projects.
§110.62. Journalism
(One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Journalism write in a variety of
forms for a variety of audiences and purposes. High
school students enrolled in this course are expected to
plan, draft, and complete written compositions on a
regular basis, carefully examining their papers for
clarity, engaging language, and the correct use of the
conventions and mechanics of written English. In
Journalism, students are expected to write in a variety
of forms and for a variety of audiences and purposes.
Students will become analytical consumers of media and
technology to enhance their communication skills.
Writing, technology, visual, and electronic media are
used as tools for learning as students create, clarify,
critique, write, and produce effective communications.
Students enrolled in Journalism will learn journalistic
traditions, research self-selected topics, write
journalistic texts, and learn the principles of
publishing. For high school students whose first
language is not English, the students' native language
serves as a foundation for English language acquisition
and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Journalism, an elective
course, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) The student demonstrates an understanding of media
development, press law, and responsibility. The student
is expected to:
(A) identify the history and development of American
journalism through people and events;
(B) identify the foundations of journalistic ethics;
and
(C) distinguish between responsible and irresponsible
media action.
(2) The student reports and writes for a variety of
audiences and purposes and researches self-selected
topics to write journalistic texts. The student is
expected to:
(A) locate information sources such as persons,
databases, reports, and past interviews; gathers
background information; and researches to prepare
for an interview or investigate a topic;
(B) plan and write relevant questions for an interview
or in-depth research;
(C) evaluate and confirm the validity of background
information from a variety of sources such as
other qualified persons, books, and reports;
(D) incorporate direct and indirect quotes and other
research to write in copy;
(E) revise and edit copy using appropriate copyreading
and proofreading symbols;
(F) use different forms of journalistic writing such
as reviews, ad copy, columns, news, features, and
editorials to inform, entertain, and/or persuade;
(G) demonstrate an understanding of the elements of
news through writing;
(H) select the most appropriate journalistic format of
present content;
(I) use journalistic style;
(J) gather information through interviews (in person
or telephone);
(K) write captions;
(L) demonstrate an understanding of the function of
headlines through the writing of headlines; and
(M) rewrite copy.
(3) The student demonstrates understanding of the
principles of publishing through design using available
technologies. The student is expected to:
(A) identify the variety of journalistic publications
and products such as newspapers, newsmagazines,
and newsletters;
(B) design elements into an acceptable presentation;
(C) use illustrations or photographs that have been
cropped, to communicate and emphasize a topic;
(D) use graphic devices such as lines, screens, and
art to communicate and emphasize a topic;
(E) prepare a layout for publication; and
(F) design an advertisement for a particular audience.
(4) The student demonstrates an understanding of the
economics of publishing. The student is expected to:
(A) differentiate between advertising appeals and
propaganda;
(B) demonstrate understanding of the type of
advertising such as classified, display, or public
service; and
(C) understand general salesmanship in selling student-
produced publications.
§110.63. Independent
Study in Journalism (One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Independent Study in Journalism
write in a variety of forms for a variety of audiences
and purposes. High school students enrolled in this
course are expected to plan, draft, and complete
written communications on a regular basis, carefully
examining their copy for clarity, engaging language,
and using the conventions and mechanics of written
English correctly. Students will become analytical
consumers of media and technology to enhance their
communication skills. Writing, technology, visual, and
electronic media are used as tools for learning as
students create, clarify, critique, write, and produce
effective communications. Students enrolled in
Independent Study in Journalism will refine and enhance
their journalistic skills, research self-selected
topics, plan, organize, and prepare a project(s). For
high school students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition and
language learning.
(2) The essential knowledge and skills as well as the
student expectations for Independent Study in
Journalism, an elective course, are described in
subsection (b) of this section.
(b) Knowledge and skills.
(1) The student refines and enhances journalistic skills.
The student is expected to:
(A) formulate questions, refine topics, and clarify
ideas;
(B) organize and support what is known and what needs
to be learned about a topic;
(C) compile information from primary and secondary
sources using available technology;
(D) organize information from multiple sources,
including primary and secondary sources;
(E) link related information and ideas from a variety
of sources; and
(F) access appropriate print and non-print information
using text and technical resources, including
databases.
(2) The student produces visual representations that
communicate with others. The student is expected to:
(A) conduct a research project(s) with instructor
guidance and produce an original work in print or
another medium demonstrating advanced skill; and
(B) use a range of techniques in planning and creating
projects.
§110.64. Advanced
Broadcast Journalism I, II, III (One-Half Credit to One Credit).
(a) Introduction.
(1) Students need to be critical viewers, consumers, and
producers of media. The ability to access, analyze,
evaluate, and produce communication in a variety of
forms is an important part of language development.
High school students enrolled in this course will apply
and use their journalistic skills for a variety of
purposes. Students will learn the laws and ethical
considerations that affect broadcast journalism; learn
the role and function of broadcast journalism; critique
and analyze the significance of visual representations;
and learn to produce by creating a broadcast journalism
product. For high school students whose first language
is not English, the students' native language serves as
a foundation for English language acquisition and
language learning.
(2) The essential knowledge and skills as well as the
student expectations for Advanced Broadcast Journalism
I, II, III, elective courses, are described in
subsection (b) of this section.
(b) Knowledge and skills.
(1) The student demonstrates knowledge of broadcast
journalism. The student is expected to:
(A) identify the historical development of
broadcasting from early radio to present day
television;
(B) identify the function and role of broadcast media
(radio, television) in society;
(C) evaluate the laws and ethical considerations
affecting broadcast journalism;
(D) explore the impact of radio and television on
society;
(E) identify the role of broadcast media consumers;
and
(F) identify the strategies of broadcasting to reach
certain audiences, including programming
decisions.
(2) The student recognizes how broadcast productions are
created and disseminated. The student is expected to:
(A) understand the role of various personnel,
including producers, station managers, technical
directors, camera operators, and news anchors, in
broadcast journalism;
(B) identify technical elements of broadcast
production used to create and deliver news such as
equipment, camera basics, editing, and captions;
(C) understand the economics of broadcasting such as
advertising and public funds; and
(D) demonstrate understanding of how media content is
produced by creating and presenting a broadcast
journalism product such as a news report, or an
interview.
§110.65. Photojournalism
(One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Photojournalism communicate in a
variety of forms for a variety of audiences and
purposes. High school students are expected to plan,
interpret, and critique visual representation,
carefully examining their product for publication.
Students will become analytical consumers of media and
technology to enhance their communication skills. High
school students will study the laws and ethical
considerations that impact photography. Technology,
visual, and electronic media are used as tools for
learning as students create, clarify, critique, and
produce effective visual representations. Students
enrolled in this course will refine and enhance their
journalistic skills, plan, prepare, and produce
photographs for a journalistic publication. For high
school students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Photojournalism, an elective
course, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) The student interprets/critiques visual
representations. The student is expected to:
(A) recognize the major events in the development of
modern day photography;
(B) recognize composition principles and their impact
on photography;
(C) recognize and apply ethical and legal standards to
all aspects of photojournalism; and
(D) recognize the impact of electronic technology and
future trends in digital imaging on the
traditional field of photo journalism.
(2) The student produces visual representations that
communicate with others. The student is expected to:
(A) identify the basic parts of a camera and their
functions;
(B) identify different types of film and determine
their appropriate uses;
(C) produce a properly exposed print where the subject
is sharply focused and demonstrate the use of the
elements or principles of design;
(D) use lighting and be aware of its qualities such as
direction, intensity, color, and the use of
artificial light;
(E) stop action by determining appropriate shutter
speed or use panning or hand holding with slower
shutter speeds;
(F) evaluate technical qualities of photos;
(G) practice safety in handling and disposing of
chemicals when operating in a darkroom;
(H) learn the theory of film developing by
understanding the latent image, film structure,
and method of development;
(I) use appropriate equipment to process film and make
prints and make contact sheets;
(J) create digitized images using technology to
complete the process; and
(K) improve print quality by using appropriate
equipment or technology.
(3) The student incorporates photographs into journalistic
publication. The student is expected to:
(A) plan photo layouts;
(B) illustrate events with appropriate photos and
captions;
(C) plan photographs in relation to assignments from
an editor; and
(D) set up or follow a system for keeping track of
negatives, photo images, contact sheets, and
meeting deadlines.
§110.66. Advanced
Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine
(One-Half to One Credit).
(a) Introduction.
(1) Students enrolled in Advanced Journalism: Yearbook I,
III, III/Newspaper I, II, III/Literary Magazine
communicate in a variety of forms for a variety of
audiences and purposes. High school students are
expected to plan, draft, and complete written and/or
visual communications on a regular basis, carefully
examining their copy for clarity, engaging language,
and the correct use of the conventions and mechanics of
written English. In Advanced Journalism: Yearbook I,
II, III/Newspaper I, II, III/Literary Magazine,
students are expected to become analytical consumers of
media and technology to enhance their communication
skills. In addition, students will learn journalistic
ethics and standards. Writing, technology, and visual
and electronic media are used as tools for learning as
students create, clarify, critique, write, and produce
effective communications. Students enrolled in Advanced
Journalism: Yearbook I, II, III/Newspaper I, II,
III/Literary Magazine will refine and enhance their
journalistic skills, research self-selected topics, and
plan, organize, and prepare a project(s). For high
school students whose first language is not English,
the students' native language serves as a foundation
for English language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Advanced Journalism: Yearbook
I, II, III/Newspaper I, II, III/Literary Magazine,
elective courses, are described in subsection (b) of
this section.
(b) Knowledge and skills.
(1) The student understands individual and staff
responsibilities of coverage appropriate for the
publication's audience. The student is expected to:
(A) understand the role and responsibilities of each
staff member and the purpose of the publication;
(B) use the skills necessary to plan and produce a
publication;
(C) read other publications, both professional and
student-produced, and generate story ideas of
interest or of need to the publication's audience;
(D) conduct research using a variety of sources such
as firsthand interviews and other means available,
including the Internet; and
(E) conceive coverage ideas and create multifaceted
presentations of material, including but not
limited to, standard story form, infographics,
sidebars, photos, and art.
(2) The student understands journalistic ethics and
standards and the responsibility to cover subjects of
interest and importance to the audience. The student is
expected to:
(A) find a variety of sources to provide balance to
coverage;
(B) compose the story accurately keeping his/her own
opinion out of non-editorial coverage;
(C) provide editorial coverage to inform and encourage
the reader to make intelligent decisions;
(D) critique the publication to find its strengths and
weaknesses and work toward an improved product
based on those critiques; and
(E) actively seeks non-staff opinion on the
publication and determine whether that opinion
should affect the publication.
(3) The student understands all aspects of a publication
and the means by which that publication is created. The
student is expected to:
(A) report and write for publications;
(B) write and design headlines for publications;
(C) research and write captions for publications;
(D) plan and produce photographs for publications;
(E) design publications;
(F) create and follow a financial plan for supporting
publications, including sales and advertising; and
(G) consider finances in making decisions, including
number of pages and cost-incurring extras such as
color, paper quality, number of copies.
(4) The student produces publications. The student is
expected to:
(A) determine which events and issues are newsworthy
for a readership;
(B) use skills in reporting and writing to produce
publications;
(C) select the most appropriate journalistic format to
present content;
(D) create pages for publications;
(E) incorporate photographs with captions or graphics
into publications;
(F) use available technology to produce publications;
and
(G) evaluate stories/coverage for balance and
readability.
(5) The student demonstrates leadership and teamwork
abilities. The student is expected to:
(A) determine roles for which different team members
will assume responsibility;
(B) determine coverage and concepts for publications;
(C) develop a deadline schedule and a regular means of
monitoring progress;
(D) submit work for editing and critiquing and make
appropriate revisions;
(E) edit and critique work of others; and
(F) work cooperatively and collaboratively through a
variety of staff assignments.