Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Credit information sources.
• Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use vocabulary appropriate to the topic, audience, and purpose.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Create media messages with a specific point of view.
• Evaluate media sources for relationships between intent and content.
• Analyze the impact of selected media formats on meaning.
• Manage, analyze, and synthesize multiple streams of simultaneous information.
• Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.
• Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
• Discriminate between connotative and denotative meanings and interpret the connotation.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
• Interpret the social or cultural function of American literature.
• Analyze how context and language structures convey an author’s intent and viewpoint.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Compare/contrast literary and informational nonfiction texts.
• Apply information from texts to clarify understanding of concepts.
• Paraphrase and synthesize ideas within and between texts.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
• Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
• Organize claims, counterclaims, and evidence in a sustained and logical sequence.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Use words, phrases, clauses, and varied syntax to create a cohesive argument.
• Blend multiple forms of writing including embedding narratives to produce effective essays.
• Revise writing for clarity of content, accuracy and depth of information.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Use complex sentence structure to infuse sentence variety in writing.
• Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
• Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
• Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
• Demonstrate ethical use of the Internet.

Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Credit information sources.
• Demonstrate the ability to work collaboratively with diverse teams.
• Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use vocabulary appropriate to the topic, audience, and purpose.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Create media messages with a specific point of view.
• Evaluate media sources for relationships between intent and content.
• Manage, analyze, and synthesize multiple streams of simultaneous information.
• Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.
• Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
• Use context, structure, and connotations to determine meanings of words and phrases.
• Discriminate between connotative and denotative meanings and interpret the connotation.
• Explain the meaning of literary and classical allusions and figurative language in text.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Describe contributions of different cultures to the development of American literature.
• Compare and contrast the development of American literature in its historical context.
• Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
• Interpret the social or cultural function of American literature.
• Analyze how context and language structures convey an author’s intent and viewpoint.
• Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts .
• Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply information from texts to clarify understanding of concepts.
• Paraphrase and synthesize ideas within and between texts.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
• Organize claims, counterclaims, and evidence in a sustained and logical sequence.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Use words, phrases, clauses, and varied syntax to create a cohesive argument.
• Blend multiple forms of writing including embedding narratives to produce effective essays.
• Revise writing for clarity of content, accuracy and depth of information.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Use complex sentence structure to infuse sentence variety in writing.
• Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
• Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
• Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
• Demonstrate ethical use of the Internet.

Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Credit information sources.
• Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Anticipate and address alternative or opposing perspectives and counterclaims.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use vocabulary appropriate to the topic, audience, and purpose.
• Evaluate effectiveness of multimodal presentations.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Evaluate media sources for relationships between intent and content.
• Determine the author’s purpose and intended effect on the audience for media messages.
• Manage, analyze, and synthesize multiple streams of simultaneous information.
• Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.
• Use context, structure, and connotations to determine meanings of words and phrases.
• Discriminate between connotative and denotative meanings and interpret the connotation.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Analyze how context and language structures convey an author’s intent and viewpoint.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply information from texts to clarify understanding of concepts.
• Paraphrase and synthesize ideas within and between texts.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
• Organize claims, counterclaims, and evidence in a sustained and logical sequence.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Use words, phrases, clauses, and varied syntax to create a cohesive argument.
• Blend multiple forms of writing including embedding narratives to produce effective essays.
• Revise writing for clarity of content, accuracy and depth of information.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Use complex sentence structure to infuse sentence variety in writing.
• Critically evaluate quality, accuracy, and validity of information.
• Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
• Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
• Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
• Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
• Demonstrate ethical use of the Internet.

Students will:

• Select and effectively use multimodal tools to design and develop presentation content.
• Credit information sources.
• Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Anticipate and address alternative or opposing perspectives and counterclaims.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use vocabulary appropriate to the topic, audience, and purpose.
• Evaluate effectiveness of multimodal presentations.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Evaluate media sources for relationships between intent and content.
• Determine the author’s purpose and intended effect on the audience for media messages.
• Manage, analyze, and synthesize multiple streams of simultaneous information.
• Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages..
• Use context, structure, and connotations to determine meanings of words and phrases.
• Discriminate between connotative and denotative meanings and interpret the connotation.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Compare and contrast the development of American literature in its historical context.
• Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
• Interpret the social or cultural function of American literature.
• Analyze how context and language structures convey an author’s intent and viewpoint.
• Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts ..
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Analyze the use of dramatic conventions in American literature.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Compare/contrast literary and informational nonfiction texts.
• Apply information from texts to clarify understanding of concepts.
• Paraphrase and synthesize ideas within and between texts.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
• Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
• Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
• Organize claims, counterclaims, and evidence in a sustained and logical sequence.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Use words, phrases, clauses, and varied syntax to create a cohesive argument.
• Blend multiple forms of writing including embedding narratives to produce effective essays.
• Revise writing for clarity of content, accuracy and depth of information.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Use complex sentence structure to infuse sentence variety in writing.
• Critically evaluate quality, accuracy, and validity of information.
• Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
• Demonstrate ethical use of the Internet.

Students will: 

• Demonstrate the ability to work collaboratively with diverse teams.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Use vocabulary appropriate to the topic, audience, and purpose.
• Use context, structure, and connotations to determine meanings of words and phrases.
• Discriminate between connotative and denotative meanings and interpret the connotation.
• Explain the meaning of literary and classical allusions and figurative language in text.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Describe contributions of different cultures to the development of American literature.
• Compare and contrast the development of American literature in its historical context.
• Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
• Interpret the social or cultural function of American literature.
• Analyze how context and language structures convey an author’s intent and viewpoint.
• Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts .
• Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Analyze the use of dramatic conventions in American literature.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Compare/contrast literary and informational nonfiction texts.
• Apply information from texts to clarify understanding of concepts.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
• Organize claims, counterclaims, and evidence in a sustained and logical sequence.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Use words, phrases, clauses, and varied syntax to create a cohesive argument.
• Blend multiple forms of writing including embedding narratives to produce effective essays.
• Revise writing for clarity of content, accuracy and depth of information.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Distinguish between active and passive voice.
• Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
• Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
• Demonstrate ethical use of the Internet.

Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Demonstrate the ability to work collaboratively with diverse teams.
• Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use vocabulary appropriate to the topic, audience, and purpose.
• Create media messages with a specific point of view.
• Manage, analyze, and synthesize multiple streams of simultaneous information.
• Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts .
• Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
• Apply information from texts to clarify understanding of concepts.
• Paraphrase and synthesize ideas within and between texts.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Revise writing for clarity of content, accuracy and depth of information.
• Demonstrate ethical use of the Internet.