Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Credit information sources.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Critique 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 factual content.
• Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
• Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
• 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.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.
• Compare/contrast details in literary and informational nonfiction texts.
• Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
• Compare and contrast traditional and contemporary poems from many cultures.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
• Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
• Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
• 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 that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
• Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
• Blend multiple forms of writing including embedding a narrative to produce effective essays.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
• Revise writing for clarity of content, depth of information, and technique of presentation.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Write to clearly describe personal qualifications for potential occupational or educational opportunities.
• Use complex sentence structure to infuse sentence variety in writing.
• Edit, proofread, and prepare writing for intended audience and purpose.
• Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.
• Critically evaluate the accuracy, quality, and validity of the information.

Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Demonstrate the ability to work collaboratively with diverse teams.
• Anticipate and address alternative or opposing perspectives and counterclaims. 
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Evaluate media sources for relationships between intent and factual content.
• Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
• Manage, analyze, and synthesize multiple streams of simultaneous information.
• 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 common idioms, and literary and classical allusions in text.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Compare and contrast the development of British literature in its historical context.
• Analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.
• Compare/contrast details in literary and informational nonfiction texts.
• Interpret the social and cultural function of British literature.
• Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
• Evaluate how dramatic conventions contribute to the theme and effect of plays from American, British, and other cultures.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
• Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
• Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
• Draw conclusions and make inferences on explicit and implied information using textual support.e) Analyze false premises claims, counterclaims, and other evidence in persuasive writing.
• 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.
• Blend multiple forms of writing including embedding a narrative to produce effective essays.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• Revise writing for clarity of content, depth of information, and technique of presentation.
• Write and revise to a standard acceptable both in the workplace and in postsecondary education.
• Write to clearly describe personal qualifications for potential occupational or educational opportunities.
• Use complex sentence structure to infuse sentence variety in writing.
• Edit, proofread, and prepare writing for intended audience and purpose.
• Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.
• Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
• Critically evaluate the accuracy, quality, and validity of the information.
• 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.
• Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
• Use context, structure, and connotations to determine meanings of words and phrases.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Use critical thinking to generate and respond logically to literal, inferential, and evaluative 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.
• Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
• Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.

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.
• Evaluate the various techniques used to construct arguments in multimodal presentations.
• Critique effectiveness of multimodal presentations.
• 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 common idioms, and literary and classical allusions in text.
• Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
• Compare and contrast the development of British literature in its historical context.
• Analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.
• Compare/contrast details in literary and informational nonfiction texts.
• Interpret the social and cultural function of British literature.
• Evaluate how dramatic conventions contribute to the theme and effect of plays from American, British, and other cultures.
• Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
• Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
• Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
• Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
• Draw conclusions and make inferences on explicit and implied information using textual support.
• Analyze false premises claims, counterclaims, and other evidence in persuasive writing.
• 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 that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
• Blend multiple forms of writing including embedding a narrative to produce effective essays.
• Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

Students will: 

• Select and effectively use multimodal tools to design and develop presentation content.
• Anticipate and address alternative or opposing perspectives and counterclaims. 
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Evaluate media sources for relationships between intent and factual content.
• Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
• Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.
• 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 British literature in its historical context.
• Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
• Compare and contrast traditional and contemporary poems from many cultures.
• Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
• 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, overstatement, and understatement in text.
• Draw conclusions and make inferences on explicit and implied information using textual support.e) Analyze false premises claims, counterclaims, and other evidence in persuasive writing.
• 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 that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
• Blend multiple forms of writing including embedding a narrative to produce effective essays.
• Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
• Revise writing for clarity of content, depth of information, and technique of presentation.
• Write to clearly describe personal qualifications for potential occupational or educational opportunities.
• Use complex sentence structure to infuse sentence variety in writing.
• Edit, proofread, and prepare writing for intended audience and purpose.
• Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.
• Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
• Critically evaluate the accuracy, quality, and validity of the information.
• 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.
• Anticipate and address alternative or opposing perspectives and counterclaims. 
• Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
• Describe possible cause and effect relationships between mass media coverage and public opinion trends.
• Evaluate media sources for relationships between intent and factual content.
• Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
• Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.
• 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 British literature in its historical context.
• Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
• Compare and contrast traditional and contemporary poems from many cultures.
• Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
• 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, overstatement, and understatement in text.
• Draw conclusions and make inferences on explicit and implied information using textual support.e) Analyze false premises claims, counterclaims, and other evidence in persuasive writing.
• 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 that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
• Blend multiple forms of writing including embedding a narrative to produce effective essays.
• Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
• Revise writing for clarity of content, depth of information, and technique of presentation.
• Write to clearly describe personal qualifications for potential occupational or educational opportunities.
• Use complex sentence structure to infuse sentence variety in writing.
• Edit, proofread, and prepare writing for intended audience and purpose.
• Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.
• Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
• Critically evaluate the accuracy, quality, and validity of the information.
• 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.