EN 87 Journalistic Writing

Course Curriculum Aligned to the Arizona English Language Arts Standards (Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL NOVEMBER 2018

Table of Contents

Document Introduction………………………………………………………………………………………………………….. Page 1 Standards Overview…………………………………………………………………………………………………………….. Page 3 Course Overview………………………………………………………………………………………………………………… Page 4 Recommended Literature and Resources……………………………………………………………………………………. Page 5 Coding……………………………………………………………………………………………………………………………. Page 9 Reading Standards……………………………………………………………………………………………………………. Page 10 Reading for Literature…………………………………………………………………………………………………. …..Page 12 Reading for Informational Text…………………………………………………………………………………………… Page 15 Writing Standards……………………………………………………………………………………………………………… Page 18 Speaking and Listening Standards…………………………………………………………………………………………... Page 28 Language Standards…………………………………………………………………………………………………………... Page 34 Language Progression Chart…………………………………………………………………………………………………. Page 39 Arizona ELA Standards Grades 11-12………………………………………………………………………………………. Page 42

Introduction

Arizona English Language Arts Standards Arizona English Language Arts Standards define the reading, writing, speaking and listening and language skills that need to be mastered by all students in order to succeed in college-entry courses and in the workplace. Grade-specific K-12 standards translate the broad aims of the Arizona English Language Arts Anchor Standards into appropriate grade-level skills. These standards employ an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.

Mesa Public Schools Curriculum Documents In response to the revision and release of Arizona English Language Arts Standards, Mesa brought together workgroups comprised of content experts for each grade level. These groups included representatives from each of the district’s high school campuses and teachers experienced in each of the courses offered in the district. The grade expert groups created an instructional progression for each standard in each strand of the ELA Standards. As students work toward mastery of these standards, teachers will increase rigor in each quarter by employing increasingly complex texts and tasks. The resulting curriculum documents provide: ● an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and informational text), Writing, Speaking and Listening, and Language ● course information including course number, level of difficulty, and course descriptions ● a key to the correct coding of standards ● a breakdown of suggested quarterly progression of instruction per standard by strand ● a suggested bank of resources available to ELA teachers to support standard-based instruction

The Arizona English Language Arts Standards are not a curriculum prescribed by the state. These documents provide a suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as well as a suggested time frame. These should be used in conjunction with textbooks and resources adopted by the district, supplemental resources provided by the school, and instructional tools suggested in the right-hand column below each standard. The expectation is that every student achieve mastery of every standard in its entirety by the end of the year in alignment with the grade band progression.

1 Introduction

Design Features for MPS Curriculum Documents Grade band standards appear with the appropriate code and full text of the standard taken from the Arizona English Language Arts Standards. Below each standard are two columns.

The left-hand column contains a suggested progression for instruction broken down by level. The levels are meant to be used for scaffolding throughout the semester. Also, remember that these are based on the 11th and 12th grade standards, but the class is also open to 9th or 10th, thus necessitating scaffolding over the course of the semester. Bolded text within this column indicates the next step in the progression of the standard.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.

Standard Code Entire Arizona English Grade Band, Strand, Standard Language Arts Standard

Bolded text indicates a Suggested Activities for Instruction new focus for scaffolding. Standard and Suggested Progression This column contains activities, structures, and strategies that This column contains a suggested might aid in instruction specific to each standard. Note that this progression for instruction. list is in no way an exhaustive or prescriptive list of required strategies.

2 Overview

Arizona English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature: ● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres ● Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose ● Demonstrate complex and deep understanding of a text by supporting their inferences by citing specific and detailed examples ● Demonstrate understanding of author’s purpose, meaning, and tone by analyzing word choice and intentional organizational structures ● Analyze how two or more texts from the same time period treat similar themes or topics Reading Standards for Informational Text: ● Infer multiple meanings and determine main ideas, author’s purpose, and the effectiveness of rhetorical devices and support those inference using detailed examples from the text ● Analyze and synthesize seminal U.S. and world texts to determine how structure, organization, and presentation helps organize ideas and details effectively ● Continue to cite strong evidence contextually to support their analysis and claims Writing Standards: ● Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal ● Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for citation appropriate for the task and audience ● Plan, draft, revise, and edit writing in an effective and strategic manner Speaking and Listening Standards: ● Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal ● Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources ● Present information using various forms of multimedia technology appropriate to the task, purpose, and audience Language Standards: ● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) ● Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences ● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening; vary syntax for effect ● Determine the meanings of unknown words and figurative language using a variety of strategies

3 Overview Course #: EN87 Grade Level: 9th - 12th Grade Course Name: Journalistic Writing # of Credits: .5 (Sem.) Prerequisites: Typing recommended Course Description: This intensive composition course focuses on professional writing in English with emphasis on journalistic style and format, analysis and organization of information, and accuracy and clarity into concise prose. Students will implement the writing process (research, note taking through editing, proofreading, and publication), as well as be trained interviewing, news ethics, news writing, photography, design layout, production, and circulation of the school publication. Literary genres studied include fiction, nonfiction, historical documents, biographies, autobiographies, and essays.  Based on best practices, students should write daily, receive specific instruction in writing, and write for a variety of purposes and audiences.  An integrated approach is assumed for many course objectives. Components of English are interrelated and intended to be interactive whenever possible. Specific course objectives are not linear and not necessarily sequential.  Multiple assessment methods should be used to evaluate understanding and application of course objectives.  Students have the opportunity to use a variety of informational resources (i.e., libraries, databases, computer networks) to gather, evaluate, and synthesize information.  Students have the opportunity to use technology to enhance communication skills.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS READING SPEAKING AND LISTENING ● Key Ideas and Details ● Comprehension and Collaboration ● Craft and Structure ● Presentation of Knowledge and Ideas ● Integration of Knowledge and Ideas ● Range of Reading and Level of Text Complexity WRITING LANGUAGE ● Text Types and Purposes ● Conventions of Standard English ● Production and Distribution of Writing ● Knowledge of Language ● Research to Build and Present Knowledge ● Vocabulary Acquisition and Use ● Range of Writing Teacher’s Note: The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 11 are the same as those for Grade 12. As teachers work toward mastery of these standards for their students, they should keep in mind that students will work on the same skills in 12th Grade with an increased rigor as they read increasingly complex texts and demonstrate, through writing, increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Any 9th and 10th grade student taking the course will be held to the 11th and 12th grade standards due to the nature of the activity and the creation of a school publication. Italic text denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

4 Resources

Recommended Literature and Resources

DIGITAL RESOURCES: JEA Curriculum Initiative NSPA Info Hub Student Press Law Center (www.splc.org) squareup.com (JEA bookstore)

NONFICTION BOOKS FOR YEARBOOK PUBLICATIONS: All the President’s Men, Carl Bernstein and Bob Woodward AP Stylebook BY-LINE, Ernest Hemingway Dispatches, Michael Herr Following the Equator, Mark Twain Founding Mothers: The Women Who Raised Our Nation, Cokie Roberts From Fact to Fiction: Journalism & Imaginative Writing in America by Shelley Fisher Fishkin Inside Reporting: A Practical Guide to the Craft of Journalism, Tim Harrower The Art of Fact: A Historical Anthology of Literary Journalism, Kevin Kerrane and Ben Yagoda (editors) The Corpse Had a Familiar Face, Edna Buchanan The Elements of Style, William Strunk, Jr. The Greatest Generation, Tom Brokaw The New Journalism, Tom Wolfe The News Writer’s Handbook, Rob Melton The Newspaper Designer’s Handbook, Tim Harrower and Julie M. Elman The Radical Write: A Fresh Approach to Journalistic Writing for Students, Bobby Hawthorne Tuesdays With Morrie: An Old Man, A Young Man, And Life's Greatest Lesson, Mitch Albom Writing for Story, Jon Franklin (a feature-writing guide)

FICTION BOOKS FOR YEARBOOK PUBLICATIONS: Native Tongue, Carl Hiaasen Skin Tight, Carl Hiaasen

5 Resources

CLASSIC REPORTING: Ernie Pyle's War: America's Eyewitness to World War II, James Tobin Homage to Catalonia, George Orwell Orwell: An Age Like This 1920-1940, Sonia Orwell and Ian Angus (editors) Orwell: As I Please, 1943-1945, Sonia Orwell and Ian Angus (editors) Summer for the Gods: The Scopes Trial and America’s Continuing Debate Over Science and Religion, Edward J. Larson The Big Short: Inside the Doomsday Machine, Michael Lewis The Portable, Jack London The Vintage Mencken, Alistair Cooke (compiler)

'NEW' JOURNALISM: In Cold Blood, Truman Capote The Armies of the Night: History as a Novel, the Novel as History, Norman Mailer The New New Journalism: Conversations with America's Best Nonfiction Writers on Their Craft, Robert S. Boynton

‘GONZO’ JOURNALISM: All the Trouble in the World, PJ O’Rourke Fear and Loathing in Las Vegas, Hunter S. Thompson Generation of Swine: Tales of Shame and Degradation in the ‘80s, Hunter S. Thompson Republican Party Reptile, PJ O’Rourke

SPORTS WRITING: Heywood Broun: A Biography, Richard O’Connor Matt Zabitka, Sports: 60 Years of Headlines and Deadlines, Ed Okonowicz and Jerry Rhodes Out of Bounds: Inside the NBA's Culture of Rape, Violence, and Crime, Jeff Benedict Pros and Cons: The Criminals Who Play in the NFL, Jeff Benedict and Don Yaeger Sports Illusion, Sports Reality: A Reporter's View of Sports, Journalism, and Society, Leonard Koppett The Boys of Summer, Roger Kahn

SPORTS WRITERS: Grantland Rice Jim Murray (Los Angeles Times) Leonard Koppett (The New York Times) David Halberstam (The New York Times) George F. Will

6 Resources

ETHICS IN JOURNALISM: “Shattered Glass,” Buzz Bissinger

INVESTIGATIVE REPORTING: bostonglobe.com nytimes.com pulitzer.org A Russian Diary: A Journalist's Final Account of Life, Corruption, and Death in Putin's Russia, Anna Politkovskaya Barbarians at the Gate: The Fall of RJR Nabisco, Bryan Burrough and John Helyar Blood on the Street: The Sensational Inside Story of How Wall Street Analysts Duped a Generation of Investors Conspiracy of Fools: A True Story Enron: The Smartest Guys in the Room, Bethany McLean

LEGENDARY JOURNALISTS: Mark Twain, Nellie Bly, H.L. Mencken, Ernest Hemingway, Hunter S. Thompson, Joseph Pulitzer, Water Cronkite, William Randolph Hearst

POETS, DRAMATISTS, AND NOVELISTS WHO HAD CAREERS THAT BEGAN IN JOURNALISM: Walt Whitman, Mark Twain, Theodore Dreiser, Ernest Hemingway, John Dos Passos, John Greenleaf Whittier, William Dean Howells, Stephen Crane, Ambrose Bierce, Jack London, Frank Norris, Upton Sinclair, Willa Cather, James Farrell, Katherine Anne Porter, John Steinbeck, Richard Wright, Eugene O’Neill, Robert Frost, Eudora Welty, James Agee, James Weldon Johnson, Sinclair Lewis, Carl Sandburg, John Hersey. Also: Charles Dickens, George Orwell (Britain), Émile Zola (France), Gabriel Garcia Marquez (Columbia), Mario Vargas Llosa (Peru), and Buchi Emecheta (Nigeria)

CIVIL RIGHTS MOVEMENT AND THE PRESS: March to a Promised Land: the Civil Rights Files of a White Reporter 1952-1968, Al Kuettner Reporting Civil Rights, Part One: American Journalism 1941-1963 (Library of America) The Civil Rights Movement in American Memory, Renee C. Romano and leigh Raiford (editors) The Race Beat: The Press, the Civil Rights Struggle, and the Awakening of a Nation, Gene Roberts and Hank Klibanoff

THE SIXTIES AND THE PRESS: 1968: The Year That Rocked the World, Mark Kurlansky America's Uncivil Wars: The Sixties Era from Elvis to the Fall of Richard Nixon, Mark Hamilton Lytle Decade of Nightmares: The End of the Sixties and the Making of Eighties America, Philip Jenkins From Camelot to Kent State: The Sixties Experience in the Words of Those Who Lived it, Joan Morrison and Robert K. Morrison The Making of the President 1960, Theodore H. White 7 Resources

VIETNAM AND THE PRESS: A Bright Shining Lie: John Paul Vann and America in Vietnam, Neil Sheehan A Rumor of War, Philip Caputo Hell in a Very Small Place: The Siege of Dien Bien Phu, Bernard B. Fall Reporting Vietnam, Part One: American Journalism 1959-1969 (Library of America) The Best and the Brightest, David Halberstam The Things They Carried, Tim O’Brien The Year the Dream Died: Revisiting 1968 in America We Were Soldiers Once…And Young, Lt. Gen. Harold G. Moore and Joseph Galloway

DISASTERS: Breach of Faith: Hurricane Katrina and the Near Death of a Great American City, Jed Horne Katrina's Legacy: White Racism and Black Reconstruction in New Orleans and the Gulf Coast, Eric Mann Rising Tide: The Great Mississippi Flood of 1927 and How It Changed America, John M. Barry The Great Deluge: Hurricane Katrina, New Orleans, and the Mississippi Gulf Coast, Douglas Brinkley There is No Such Thing as a Natural Disaster: Race, Class, and Hurricane Katrina, Chester Hartman and Gregory D. Squires (editors) The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dust Bowl, Timothy Egan

MORE JOURNALISM AND LITERATURE IDEAS: Hiroshima, John Hersey Motoring with Mohammed: Journeys to Yemen and the Red Sea, Eric Hansen The Right Stuff, Tom Wolfe True Stories: A Century of Literary Journalism, Norman Sims Two Towns in Provence, M.F.K. Fisher Whiteout: Lost in Aspen, Ted Conover

8 Coding

Standard 1 Grades 11-12

11-12.RL.1

Strand: Reading Literature

READING

STANDARDS

11 JOURNALISTIC WRITING EN87 READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Learn Cite strong textual evidence to support analysis of what the text says explicitly as well as Working in teams, find three short stories from the inferences drawn from the text. recommended literature list. Read each story and explain on paper why the stories are GQSTUDS. Present stories Practice Cite strong and thorough textual evidence to support analysis of what the text says to class and/or summarize. explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. GQSTUD = a story with Great Quotes, Strong lead, Transition/Quote formula, a Unique angle, Depth and description. Apply Independently and proficiently apply standard in its entirety.

11-12.RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Learn Determine a theme or central idea of a text and analyze the development over the Read a piece from the recommended literature list for course of the text including how it builds to produce a complex account; provide an development of theme and write an objective summary of objective summary of the text. the text.

Practice Determine two or more themes or central ideas of a text and analyze their Read stories that express a universal theme, then write development over the course of the text, including how they interact and build on one story using references to the work(s) read. another to produce a complex account; provide a comprehensive, objective summary of the text.

Apply Independently and proficiently apply standard in its entirety.

11-12.RL.3: Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama. Learn Analyze the impact of the author’s choices regarding how to develop and connect Write a review of a book, including a section on the between element of a story or drama. writer’s word choice and imagery and discuss how that adds to the book.

Practice Analyze and evaluate the impact of the author’s choices regarding how to develop and connect elements of a story or drama.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 12 JOURNALISTIC WRITING EN87 READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.RL.4: Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone. Learn Determine the meaning(s) of words and phrases as they are used in the text, including Given an article with figurative language in it, identify, figurative and connotative meanings. then explain its use.

Practice Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings, while analyzing the impact of specific word choices on meaning and tone.

Apply Independently and proficiently apply standard in its entirety.

11-12.RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact. Learn Analyze how an author’s choices concerning how to structure specific parts of a text Read examples of satire in a newspaper or magazine contribute to its overall structure and meaning. (i.e., Harvard Lampoon, Mad, The Onion) and create a satirical column. Practice Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.

Apply Independently and proficiently apply standard in its entirety.

11-12.RL.6: Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text. Learn Analyze how the narrative point of view impacts the implicit and explicit meanings in a Read books, short stories, etc. by journalists who text. became authors (i.e., Mark Twain, Hemingway, Stephen Crane, Jack London, Upton Sinclair, Willa Cather, Katherine Anne Porter, John Steinbeck, Eudora Welty, Practice Using a variety of genres, analyze how the narrative point of view impacts the implicit Edna Buchanan, etc.) and identify, then analyze literary and explicit meanings in a text. elements.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 13 JOURNALISTIC WRITING EN87 READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.RL.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Learn Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live Listen to and analyze recordings or video of the production of a play or recorded novel or poetry). following works: ● a short story ● a drama Practice Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live ● a poem production of a play or recorded novel or poetry), evaluating how each version ● a humor column interprets the source text.

Apply Independently and proficiently apply standard in its entirety.

11-12.RL.8: (Not applicable to literature) 11-12.RL.9: Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics. Learn Draw on a time period, analyze how two or more texts treat similar themes or topics. Give oral reports on the way news was covered during various historical periods using text from the Recommended Literature list. Practice Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.

Apply Independently and proficiently apply standard in its entirety.

11-12.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12. For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is 1215-1355 Lexile.

Bold text indicates focus for scaffolding 14 JOURNALISTIC WRITING EN87 READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Learn Cite strong textual evidence to support analysis of what the text says explicitly as well as Describe the meaning and limitations of the press: inferences drawn from the text. ● First Amendment ● Fourteenth Amendment Practice Cite strong and thorough textual evidence to support analysis of what the text says ● legal precedents, including but not limited to explicitly as well as inferences drawn from the text, including determining where the text Tinker v. Des Moines Independent School, leaves matters uncertain. Bethel School District v. Fraser, Hazelwood School District v. Kuhlmeier ● pending issues Apply Independently and proficiently apply standard in its entirety.

11-12.RI.2: Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary. Learn Determine and analyze the development of a central idea over the course of a text to Read a journalistic article from the school library or provide a complex analysis or objective summary. Recommended Literature list for development of theme and write an objective summary of the text.

Practice Determine and analyze two or more central ideas of a text to provide a complex analysis Read feature stories or columns that express a or objective summary. universal theme, then write a column, using references to the work(s) read.

Apply Independently and proficiently apply standard in its entirety.

11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Learn Analyze a complex set of ideas or sequence of events. Create a timeline for a news story.

Identify the problem in a news story and then the Practice Analyze a complex set of ideas or sequence of events and explain how specific solution offered. individuals, ideas, or events interact and develop over the course of the text.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 15 JOURNALISTIC WRITING EN87 READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. Learn Determine the meaning of words and phrases as they are used in a text, including Research vocabulary and related areas and write a figurative, connotative, and technical meanings. story, column or editorial on it (i.e., euphemisms, jargon, gobbledygook, dialects, educationese, etc.)

Practice Determine the meaning of words and phrases as they are used in a text, including Play vocabulary games using journalism jargon. figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Apply Independently and proficiently apply standard in its entirety.

11-12.RI.5: Analyze and evaluate the effectiveness of the author's choice of structural elements and text features. Learn Analyze the effectiveness of the author’s choice of structural elements and text features. Using a graphic organizer (i.e., inverted pyramid, etc.) to clarify meaning of text, fill it in after reading a news story. Practice Analyze and evaluate the effectiveness of the author’s choice of structural elements and text features.

Apply Independently and proficiently apply standard in its entirety.

11-12.RI.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text. Learn Determine an author’s point of view or purpose in a text in which rhetoric is particularly Using two or more stories, editorials or columns on the effective. same topic, discuss how authors reached the same or different conclusions. Practice Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 16 JOURNALISTIC WRITING EN87 READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.RI.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem. Learn Evaluate multiple sources of information presented in different media or formats Analyze the depiction of a single story as presented in print and (e.g., visually, quantitatively) as well as in print in order to address a question or video and audio news sources. solve a problem. • a straight news story Practice Integrate and evaluate multiple sources of information presented in different • a question and answer story with just dialogue media or formats (e.g., visually, quantitatively) as well as in print in order to • an editorial address a question or solve a problem. • a humor column

Apply Independently and proficiently apply standard in its entirety.

11-12.RI.8: Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and argument in seminal U.S. and world texts. Learn Evaluate the rhetorical effectiveness of the author’s reasoning, premises, Given a feature story, identify the author’s purpose or angle and purpose, and argument in seminal U.S. and world texts. how the assumptions led to that purpose. Cite the feature story in the written discussion of it.

Practice Delineate and evaluate the rhetorical effectiveness of the author’s reasoning, premises, purpose, and arguments in seminal U.S. texts and world texts.

Apply Independently and proficiently apply standard in its entirety.

11-12.RI.9: Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features. Learn Analyze foundational U.S. and world documents of historical and literary Give oral reports on the way news was covered during various significance for their themes and purposes. historical periods.

Practice Analyze foundational U.S. and world documents of historical and literary significance for their themes and purposes, and rhetorical features.

Apply Independently and proficiently apply standard in its entirety.

11-12.RI.10: By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12. For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 11-12 quantitative complexity measure is 1215-1355 Lexile.

Bold text indicates focus for scaffolding 17

WRITING

STANDARDS

19 JOURNALISTIC WRITING EN87 WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Learn Writes arguments to support claims in an analysis of substantive topics or texts, using reasoning Write an editorial to be published in the and relevant evidence. school newspaper/news magazine. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), Write a point/counterpoint article. distinguish the claim(s) from alternate or opposing claims, and create an organization that Write both pro and con positions for the same logically sequences claim(s), counterclaims, reasons, and evidence. topic. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that Create an ad for print medium. anticipates the audience’s knowledge level, concerns, values, and possible biases. Write a public service announcement c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the persuading citizens to vote. text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Practice Writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence utilizing multiple modes of writing. a. introduces precise claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims, and creates an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. develops claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. c. uses words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing. e. provides a concluding statement or section that follows from and supports the argument presented. Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 20 JOURNALISTIC WRITING EN87 WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Learn Writes informative/explanatory texts to examine and convey ideas, concepts, and information Write a persuasive composition (e.g. speech, accurately through the effective selection, organization, and analysis of content. editorial, letter to the editor, public service a. Introduce a topic; organize complex ideas, concepts, and information so that each announcement) new element builds on that which precedes it to create a unified whole. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Practice Writes informative/explanatory texts to examine and convey ideas, concepts, and information accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 21 JOURNALISTIC WRITING EN87

WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Learn Write narratives to develop real or imagined experiences or events using effective Write a personal experience feature. technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or Write a column incorporating objectives. observation and its significance, establish one point of view, and introducing a narrator and/or characters. b. Use narrative techniques to develop experiences, events, and/or characters. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Practice Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. b. Use narrative techniques to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 22 JOURNALISTIC WRITING EN87 WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Learn Independently and proficiently apply standard in its entirety. Write multi-paragraph stories that describe, explain, inform or summarize ideas and content – feature story, news story, editorial. Practice Independently and proficiently apply standard in its entirety.

Apply Independently and proficiently apply standard in its entirety.

11-12.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) Learn Standard in its entirety Utilize pre-writing strategies sheet – purpose, audience, section of paper, controlling idea, story maps, graphic organizers, and outlines. Practice Standard in its entirety Develop coverage ideas and create multifaceted components, including but not limited to standard story form, infographics, sidebars, photos, and art.

Apply Standard in its entirety Identify potential sources of information about a topic and create a specific list of sources. Arrange interview questions in a logical order. Revise stories using a variety of rubrics and checklists to evaluate stories. Change sentence structure so sentences have a variety of beginnings and flow into one another. Participate in peer review/peer revision with specific attention to AP style and journalistic style. Practice using stylebook, computer tools, online resources, and proofreading marks with which to edit papers. Write a journalistically sound closing to a story.

Bold text indicates focus for scaffolding 23 JOURNALISTIC WRITING EN87 WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Learn Standard in its entirety Create, edit, and submit copy using technology.

Turn in computer-generated stories according to publication’s standards. Practice Standard in its entirety Use a pre-designed template to create a spread.

Apply Standard in its entirety Plan, design, and present a publication to school and community.

11-12.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learn Conduct short as well as more sustained research projects to answer a Research print journalism: question (including a self-generated question) or solve a problem; • Print Journalism in the computer age – demonstrate understanding of the subject under investigation. Where is journalism going in the technological age? What kind of information can you get from the Internet? Will newspapers be around in Practice Conduct short as well as more sustained research projects to answer a 10 years? question (including a self-generated question) or solve a problem; • The history of the print media – narrow or broaden the inquiry when appropriate; demonstrate understanding of the subject under investigation. When was the first yearbook published? Why? What path has print media taken to get where we are today?

Apply Independently and proficiently apply standard in its entirety. Research papers on individuals or court cases like Walter Cronkite or the Hazelwood Case.

Research a career and interview a professional in that field.

Bold text indicates focus for scaffolding 24 JOURNALISTIC WRITING EN87 WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. Learn Gather relevant information from multiple authoritative print and digital Utilize technology-based research tools to conduct research using a variety sources, using advanced searches effectively; avoiding plagiarism and of sources such as firsthand interviews and other means available, including over-reliance on any one source and following a standard format for Internet sources, EBSCO, previous publications, etc. citation. Practice Gather relevant information from multiple authoritative print and digital Identify potential sources of information about a topic and create a specific sources, using advanced searches effectively; assess the strengths list of sources. and limitations of each source in terms of the task, purpose, and audience; avoiding plagiarism and over-reliance on any one source Create a sufficient number of questions covering 5 w’s and 1 h (who, what, and following a standard format for citation. when, where, why, how). Apply Independently and proficiently apply standard in its entirety. 11-12.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text. Learn Independently and proficiently apply standard in its entirety. Write a research paper—5 to 10-page report on an in-depth topic concerning journalism. All papers should include an oral report with a visual aid for the class. Possible topics include: • Objectivity and fairness – What is it? Can it be achieved? Does the media still practice this? How? How is it changing? What are the views of the media of people from your community? • Ethics of journalism – What are they? From where did they come? Why do we have them? Does anyone use them? • History of yellow journalism – What does the term mean? From where did it originate? What is the history behind it? What is yellow journalism today? • Broadcast vs. print – What is the difference between broadcast and print media? Which is more effective? Why are there differences? Is there really any competition? • Print journalism in the computer age – Where is journalism going in the technological age? What kind of information can you get from the Internet? Will newspapers be around in 10 years? • The history of the yearbook – When was the first yearbook published? Why? What path has print media taken to get where we are today? Research papers on individuals or court cases like Walter Cronkite or the Hazelwood Case. Research a career and interview a professional in that field.

Bold text indicates focus for scaffolding 25 JOURNALISTIC WRITING EN87 WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES Practice Independently and proficiently apply standard in its entirety. Print journalism in the computer age – Where is journalism going in the technological age? What kind of information can you get from the Internet? Will newspapers be around in 10 years?

The history of the newspaper – When was the first newspaper published? Why? What path has print media taken to get where we are today? Apply Independently and proficiently apply standard in its entirety. Research papers on individuals or court cases like Walter Cronkite or the Hazelwood Case

Research a career. Use interviews with alumni in careers.

11-12.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learn Standard in its entirety Activities: Submit writing regularly for mini-deadlines and final deadlines.

Practice Standard in its entirety

Apply Standard in its entirety

Bold text indicates focus for scaffolding 26

SPEAKING AND LISTENING

STANDARDS

29 JOURNALISTIC WRITING EN87 SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Learn Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and Activities: teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Brainstorm story topics, present a. Come to discussions prepared having read and researched material under study; explicitly draw storyboards and articles. on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Participate in editorial board discussions. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Discuss strengths and weaknesses of c. Propel conversations by posing and responding to questions that probe reasoning and evidence; writing in editing teams. ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible Practice Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 30 JOURNALISTIC WRITING EN87 SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.SL.2: Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies. Learn Integrate multiple sources of information presented in diverse media and formats in order to Analyze and discuss a local story as presented make informed decisions and propose solutions. in various local media outlets (print, online, TV).

Practice Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

Apply Independently and proficiently apply standard in its entirety.

11-12.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Learn Evaluate a speaker’s point of view, reasoning, use of evidence, and assessing the stance, Compare and contrast the work of very different premises, links among ideas, word choice, points of emphasis, and tone used. bloggers, looking at the techniques and principles that distinguish journalism from other types of storytelling. Explore why the distinction matters. Practice Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone Participate in a mock interview and analyze used. social and emotional skills used in the interview.

Complete a profile interview with a peer and write an eight-paragraph story that is objective, Apply Independently and proficiently apply standard in its entirety. unbiased, accurate, timely and fairly reflects all sides of the issue.

Bold text indicates focus for scaffolding 31 JOURNALISTIC WRITING EN87 SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.SL.4: Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives. Learn Present information, findings, and supporting evidence in an organized, developed style Activities: appropriate to purpose, audience, and task. Pitch a story to the editorial board, presenting the ideas, method of research and relevance with the Practice Present information, findings, and supporting evidence in an organized, developed style goal of having your story approved. appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives. Plan, design and present a publication to an audience.

Apply Independently and proficiently apply standard in its entirety.

11-12.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged. Learn Use of digital media in presentations to enhance understanding of findings, reasoning, and Submit computer-generated stories according to evidence to keep the audience engaged. publication’s standards.

Use a pre-designed template to create a spread.

Practice Make strategic use of digital media in presentations to enhance understanding of findings, Plan, design, and present a publication a story or reasoning, and evidence to keep the audience engaged. column utilizing photography and infographics as necessary to keep the audience engaged.

Apply Independently and proficiently apply standard in its entirety. .

Bold text indicates focus for scaffolding 32 JOURNALISTIC WRITING EN87 SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.) Learn Independently and proficiently apply standard in its entirety. Activities:

Conduct a process presentation on the evolution of their story from story conception to final published product. Practice Independently and proficiently apply standard in its entirety.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 33

LANGUAGE

STANDARDS

35 JOURNALISTIC WRITING EN87 LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed. Learn Demonstrate command of the conventions of Standard English grammar and usage when Correct various sentences with style errors using writing or speaking. the AP Stylebook as a guide. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. Practice Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed. Apply Independently and proficiently apply standard in its entirety. 11-12.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use hyphenation conventions. b. Use correct spelling. Learn Demonstrate command of the conventions of Standard English capitalization, punctuation, and Using articles from exchange papers, rewrite the spelling when writing. stories, editing out unnecessary words, passive a. Use correct spelling. voice and correcting any grammar, spelling, and Practice Demonstrate command of the conventions of Standard English capitalization, punctuation, and punctuation errors. spelling when writing. a. Use hyphenation conventions. b. Use correct spelling. Apply Independently and proficiently apply standard in its entirety. 11-12.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Learn Apply knowledge of language to understand how language functions in different contexts, to Read several stories in today’s local newspaper, make effective choices for meaning or style, and to comprehend more fully when reading or then circle any surprising words, especially those listening. they are not used to seeing in the news. Practice Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or Take a story and rewrite information in listening. alternative format, i.e. list, Q & A, bullets, a. Vary syntax for effect, consulting references for guidance as needed; apply an sidebar, timeline, etc. understanding of syntax to the study of complex texts when reading. Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 36 JOURNALISTIC WRITING EN87 LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase. Learn Determine or clarify the meaning of unknown and multiple-meaning words and phrases based Create a variety of headlines and sub-headlines on grades 11–12 reading and content. for the same story. a. Identify patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). Show draft to test readers and interview readers b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s about the draft’s word choice and the readers’ position or function in a sentence) as a clue to the meaning of a word or phrase. level of understanding – share findings with c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, class. thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. Circle words of interest in inspirational texts and d. Verify the preliminary determination of the meaning of a word or phrase. look them up in a historical lexicon, such as the Oxford English Dictionary, find their etymologies. Practice Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 37 JOURNALISTIC WRITING EN87 LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES 11-12.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Learn Demonstrate understanding of figurative language, word relationships, and nuances in word Read the work of a writer they admire, paying meanings. special attention to word choice, and circle any a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the signs of playfulness by the writer, especially text. when the subject matter is serious.

Practice Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

Apply Independently and proficiently apply standard in its entirety.

11-12.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Learn Acquire and use accurately general academic and domain-specific words and phrases, sufficient Research vocabulary and related areas and for reading, writing, speaking, and listening at the college and career readiness level. write a story, column or editorial on it (i.e., euphemisms, jargon, gobbledygook, dialects, educationese, etc.) Practice Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; Play vocabulary games using newspaper demonstrate independence in gathering vocabulary knowledge when considering a word jargon. or phrase important to comprehension or expression.

Apply Independently and proficiently apply standard in its entirety.

Bold text indicates focus for scaffolding 38 Language Strand – Standards 1 & 2 Progressive Skills by Grade

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten 3rd Grade Form regular plural nouns orally by adding /s/or /es/ Explain the function of nouns, pronouns, verbs, adjectives, and Use the most frequently occurring prepositions adverbs in general and their functions in particular sentences Capitalize the first word in a sentence and the pronoun I Form and use regular and irregular plural nouns Recognize and name end punctuation Use abstract nouns Form and use regular and irregular verbs 1st Grade Ensure subject-verb and pronoun-antecedent agreement Use common, proper, and possessive nouns Form and use comparative and superlative adjectives and Use singular and plural nouns with matching verbs adverbs, and choose between them depending on what is to Use personal, possessive, and indefinite pronouns be modified Use verbs to convey a sense of past, present, and future Use coordinating and subordinating conjunctions Produce and expand complete simple and compound Produce simple, compound, and complex sentences declarative, interrogative, imperative, and exclamatory Capitalize appropriate words in titles sentences Use commas in addresses Capitalize dates and names of people Use commas and quotation marks in dialogue Use end punctuation for sentences Form and use possessives Use commas in dates and to separate single words in a series Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words nd 2 Grade th Use collective nouns 4 Grade Form and use frequently occurring irregular plural nouns Use relative pronouns and relative adverbs Use reflexive pronouns Form and use the progressive verb tenses Form and use the past tense of frequently occurring irregular Use modal auxiliaries to convey various conditions verbs Order adjectives within sentences according to conventional patterns Use adjectives and adverbs, and choose between them Form and use prepositional phrases depending on what is to be modified Correctly use frequently confused words Produce, expand, and rearrange complete simple and Use commas and quotation marks to mark direct speech and compound sentences quotations from a text Capitalize holidays, product names, and geographic names Use a comma before a coordinating conjunction in a compound Use commas in greetings and closings of letters sentence Use an apostrophe to form contractions and possessives

5th Grade 7th Grade Explain the function of conjunctions, prepositions, and interjections Explain the function of phrases and clauses in general and their in general and their function in particular sentences function in specific sentences Form and use the perfect verb tenses Choose among simple, compound, complex, and compound-complex Use verb tense to convey various times, sequences, states, and sentences to signal differing relationships among ideas conditions Place phrases and clauses within a sentence, recognizing and Recognize and correct inappropriate shifts in verb tense correcting misplaced and dangling modifiers Use correlative conjunctions Use a comma to separate coordinate adjectives Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of 8th Grade the sentence Explain the function of verbals (gerunds, participles, infinitives) in Use a comma to set off the words yes and no, to set off a tag general and their function in particular sentences question from the rest of the sentence, and to indicate direct Form and use verbs in the active and passive voice address Form and use verbs in the indicative, imperative, interrogative, Use underlining, quotation marks, or italics to indicate titles of conditional, and subjunctive mood works Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break 6th Grade Use an ellipsis to indicate an omission Ensure that pronouns are in the proper case Use intensive pronouns 9th/10th Grade Recognize and correct inappropriate shifts in pronoun number and Use parallel structure person Use a semicolon (and perhaps a conjunctive adverb) to link two or Recognize and correct vague pronouns more closely related independent clauses Recognize variations from standard English in their own and Use a colon to introduce a list or quotation others’ writing and speaking, and identify and use strategies to improve expression in conventional language 11th/12th Grade Use punctuation to set off nonrestrictive/parenthetical elements Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting references Observe hyphenation conventions

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

Arizona English Language Arts Standards – 11-12th Grade Reading Standards for Literature Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the 11-12.RL.1 text, including determining where the text leaves matters uncertain. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how 11-12.RL.2 they interact and build on one another to produce a complex account; provide an objective summary of the text. 11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.

Craft and Structure Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while 11-12.RL.4 analyzing the impact of specific choices on meaning and tone. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, 11-12.RL.5 as well as its aesthetic impact. 11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.

Integration of Knowledge and Ideas Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), 11-12.RL.7 evaluating how each version interprets the source text. 11-12.RL.8 (Not applicable to literature)

11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.

Range of Reading and Level of Text Complexity By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11. 11-12.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

Arizona English Language Arts Standards – 11-12th Grade Reading Standards for Informational Text Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the 11-12.RI.1 text, including determining where the text leaves matters uncertain. Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex 11-12.RI.2 analysis or objective summary. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop 11-12.RI.3 over the course of the text. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 11-12.RI.4 analyze how an author uses and refines the meaning of a key term or terms over the course of a text. 11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and 11-12.RI.6 content contribute to the effectiveness of the text. Integration of Knowledge and Ideas Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well 11-12.RI.7 as in print in order to address a question or solve a problem. Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. 11-12.RI.8 and world texts.

11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features. Range of Reading and Level of Text Complexity By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11. 11-12.RI.10 By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.

Arizona English Language Arts Standards – 11-12th Grade Writing Standards Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. 11-12.W.1 b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. 11-12.W.2 c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐ structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques to develop experiences, events, and/or characters. 11-12.W.3 c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Arizona English Language Arts Standards – 11-12th Grade Writing Standards Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and 11-12.W.4 audience. (Grade‐ specific expectations for writing types are defined in standards 1–3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on 11-12.W.5 addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing 11-12.W.6 feedback, including new arguments or information. Research to Build and Present Knowledge Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a 11-12.W.7 problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the 11-12.W.8 strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research. 11-12.W.9 a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational and nonfiction text. Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a 11-12.W.10 day or two) for a range of tasks, purposes, and audiences.

Arizona English Language Arts Standards – 11-12th Grade Speaking and Listening Standards Comprehension and Collaboration Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas. 11-12.SL.1 b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose 11-12.SL.2 solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies. Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among 11-12.SL.3 ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and 11-12.SL.4 task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the 11-12.SL.5 audience engaged. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See 11-12.SL.6 grades 11–12 Language standards 1 and 3 for specific expectations.)

Arizona English Language Arts Standards – 11-12th Grade Language Standards Conventions of Standard English Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.L.1 a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 11-12.L.2 a. Use hyphenation conventions. b. Use correct spelling. Knowledge of Language Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 11-12.L.3 a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). 11-12.L.4 b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 11-12.L.5 a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and 11-12.L.6 listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.