Technology Expectations:

Students will be expected to use Microsoft Word or an equivalent word processing tool to complete written assignments. Research will be completed in the media center or outside of school, requiring students to be familiar with the internet. Students may also be expected to complete a group project using Microsoft PowerPoint as a means of communication.

 

South Carolina Standards:

Reading Informational – Principles of Reading (P)

Standard 1: Demonstrate understanding of the organization and basic features of print.

 

Standard 2:Demonstrate understanding of spoken words, syllables, and sounds.

 

Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.

 

Standard 4: Read will sufficient accuracy and fluency to support comprehension.

4.1 Read grade-level text with purpose and understanding.

4.3 Use context to confirm or self-correct word recognition and understanding, reading as necessary during independent reading of text.

 

Reading Informational – Meaning and Context (MC)

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

5.1 Cite significant textual evidence in order to articulate explicit meanings and meanings that can be inferred from the text; identify multiple supported interpretations.

 

Standard 6: Summarize key details and ideas to support analysis of central ideas.

6.1 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

 

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.1 Explain how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.

 

Reading Informational – Language, Craft, and Structure (LCS)

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.

8.1 Determine figurative, connotative, or technical meanings of words and phrases; analyze the impact of specific words, phrases, analogies or allusions on meaning and tone.

 

Standard 9: Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

 

Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

 

Reading Informational – Range and Complexity (RC)

Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex texts over time.

 

Writing – Meaning, Context, and Craft (MCC)

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

• Write arguments that:

1. Introduce a precise claim and differentiate between the claim and counterclaims;
2. Use relevant information from multiple print and multimedia sources;
3. Assess the credibility and accuracy of each source;
4. Use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;
5. Develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretations of data for each delineating the strengths and limitations of the claim and counterclaims;
6. Develop and strengthen writing as needed by planning, revising, editing, and rewriting;
7. Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;
8. Avoid logical fallacies and demonstrate an understanding or objectivity and subjectivity;
9. Provide a concluding statement or section that follows from and supports the argument presented; and
10. Include a call to action.

 

Standard 2: Write informative/expository texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

 

Standard 3: Write narratives to develop real or imagined experiences using effective techniques, well-chosen details, and well-structured event sequences.

 

Writing – Language (L)

Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

Writing – Range and Complexity (RC)

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

 

Communication – Meaning and Context (MC)

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; and develop logical interpretations of new findings.

 

1.2 Initiate and participate effectively in a range of collaborative discussions with diverse partners; build on the ideas of others and express own ideas clearly and persuasively.

 

1.3 Develop, apply, and adjust reciprocal communication skills and techniques with other students and adults.

 

1.4 Engage in dialogue with peers and adults to explore meaning and interaction of ideas, concepts, and elements of text, reflecting, constructing, and articulating new understandings.

 

1.5 Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.

 

1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.

 

Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

2.1 Present information and findings from multiple authoritative sources; assess the usefulness of each source in answering the research question, citing supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning, and the organization, development, substance, and style are appropriate to purpose, audience, and task.

 

2.2 Distinguish between credible and non-credible sources of information.

 

2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

 

2.4 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.

 

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

3.1 Analyze how context influences choice of communication, and employ the appropriate mode for presenting ideas in a given situation.

 

3.2 Construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

 

Communication – Language, Craft, and Structure (LCS)

Standard 4: Critique how a speaker addresses content and uses craft techniques that structurally inform, engage, and impact audience and convey messages.

4.1 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacies in reasoning or exaggerated or distorted evidence.

 

4.2 Analyze the speaker’s delivery of messages that present an apparent and logical perspective on the subject and support the central idea with well-chosen and well-organized facts and details.

 

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

5.1 Remain conscious of the audience and anticipate possible misconceptions or objections.

 

5.2 Deliver messages that present an apparent and logical perspective on the subject and support the central idea with well-chosen and well- organized facts and details.

 

5.3 Develop messages that use logical, emotional, and ethical appeals.

Required Instructional Materials and Resources:

Textbook:   Newspaper Production

Other materials:

    3-ring binder with dividers

    1-Subject spiral-bound notebook

Notebook paper
    Pencils/Pens

Flash Drive (if possible—not required

Optional Materials and Resources:

Personal laptops (used for academic purposes only), or tablets.