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