Indiana State Standards for Language Arts:

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

K.1.1. Concepts About Print: Identify the front cover, back cover, and title page of a book.

K.1.2. Concepts About Print: Follow words from left to right and from top to bottom on the printed page.

K.1.3. Concepts About Print: Understand that printed materials provide information.

K.1.4. Concepts About Print: Recognize that sentences in print are made up of separate words.

K.1.5. Concepts About Print: Distinguish letters from words.

K.1.6. Concepts About Print: Recognize and name all capital and lowercase letters of the alphabet.

K.1.7. Phonemic Awareness: Listen to two or three phonemes (sounds) when they are read aloud, and tell the number of sounds heard, whether they are the same or different, and the order.

K.1.8. Phonemic Awareness: Listen and say the changes in spoken syllables (a word or part of a word that contains one vowel sound) and words with two or three sounds when one sound is added, substituted, omitted, moved, or repeated.

K.1.9. Phonemic Awareness: Listen to and say consonant-vowel-consonant (cvc) sounds and blend the sounds to make words.

K.1.10. Phonemic Awareness: Say rhyming words in response to an oral prompt.

K.1.11. Phonemic Awareness: Listen to one-syllable words and tell the beginning or ending sounds.

K.1.12. Phonemic Awareness: Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words.

K.1.13. Phonemic Awareness: Count the number of syllables in words.

K.1.14. Decoding and Word Recognition: Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.

K.1.15. Decoding and Word Recognition: Read one-syllable and high-frequency (often-heard) words by sight.

K.1.16. Decoding and Word Recognition: Use self-correcting strategies when reading simple sentences.

K.1.17. Decoding and Word Recognition: Read their own names.

K.1.18. Decoding and Word Recognition: Understand the alphabetic principle, which means that as letters in words change, so do the sounds.

K.1.19. Decoding and Word Recognition: Learn and apply knowledge of alphabetical order (first letter) when using a classroom or school library/media center.

K.1.20. Vocabulary and Concept Development: Identify and sort common words in basic categories.

K.1.21. Vocabulary and Concept Development: Identify common signs and symbols.

K.1.22. Vocabulary and Concept Development: Listen to stories read aloud and use the vocabulary in those stories in oral language.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students identify the basic facts and ideas in what they have read, heard, or seen.

K.2.1. Structural Features of Informational and Technical Materials: Locate the title and the name of the author of a book.

K.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.

K.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Generate and respond to questions (who, what, where).

K.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Identify types of everyday print materials.

K.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Identify the order (first, last) of information.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place).

K.3.1. Analysis of Grade-Level-Appropriate Literary Text: Distinguish fantasy from reality.

K.3.2. Analysis of Grade-Level-Appropriate Literary Text: Retell (beginning, middle, end) familiar stories.

K.3.3. Analysis of Grade-Level-Appropriate Literary Text: Identify characters, settings, and important events in a story.

K.3.4. Analysis of Grade-Level-Appropriate Literary Text: Identify favorite books and stories.

K.3.5. Analysis of Grade-Level-Appropriate Literary Text: Understand what is heard or seen by responding to questions (who, what, where).

IN.4. Writing: Processes and Features: Students discuss ideas and tell stories for someone to write. Students use pictures, letters, and words to write.

K.4.1. Organization and Focus: Discuss ideas to include in a story.

K.4.2. Organization and Focus: Tell a story that the teacher or some other person will write.

K.4.3. Organization and Focus: Write using pictures, letters, and words.

K.4.4. Organization and Focus: Write phonetically spelled words (words that are written as they sound) and consonant-vowel-consonant words (demonstrating the alphabetic principle).

K.4.5. Organization and Focus: Write by moving from left to right and from top to bottom.

K.4.6. Research Process and Technology: Ask how and why questions about a topic of interest.

K.4.7. Research Process and Technology: Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology).

K.4.8. Research Process and Technology: Organize and classify information into categories of how and why or by color or size.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): In Kindergarten begin to write and draw pictures for specific purposes and for a specific audience (intended reader).

K.5.1. Draw pictures and write words for a specific reason.

K.5.2. Draw pictures and write for specific people or persons.

IN.6. Writing: English Language Conventions: Students begin to learn the written conventions of Standard English.

K.6.1. Handwriting: Write capital and lowercase letters of the alphabet, correctly shaping and spacing the letters.

K.6.2. Spelling: Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names.

IN.7. Listening and Speaking: Skills, Strategies, and Applications:

K.7.1. Comprehension: Understand and follow one- and two-step spoken directions.

K.7.2. Oral Communication: Share information and ideas, speaking in complete, coherent sentences.

K.7.3. Speaking Applications: Describe people, places, things (including their size, color, and shape), locations, and actions.

K.7.4. Speaking Applications: Recite short poems, rhymes, and songs.

K.7.5. Speaking Applications: Tell an experience or creative story in a logical sequence (chronological order, first, second, last).

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing).

1.1.1. Concepts About Print: Match oral words to printed words.

1.1.2. Concepts About Print: Identify letters, words, and sentences.

1.1.3. Concepts About Print: Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.1.4. Phonemic Awareness: Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound).

1.1.5. Phonemic Awareness: Recognize different vowel sounds in orally stated single-syllable words.

1.1.6. Phonemic Awareness: Recognize that vowels' sounds can be represented by different letters.

1.1.7. Phonemic Awareness: Create and state a series of rhyming words.

1.1.8. Phonemic Awareness: Add, delete, or change sounds to change words.

1.1.9. Phonemic Awareness: Blend two to four phonemes (sounds) into recognizable words.

1.1.10. Decoding and Word Recognition: Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds into recognizable words.

1.1.19. Decoding and Word Recognition: Identify important signs and symbols, such as stop signs, school crossing signs, or restroom symbols, from the colors, shapes, logos, and letters on the signs or symbols.

1.1.11. Decoding and Word Recognition: Read common sight words (words that are often seen and heard).

1.1.12. Decoding and Word Recognition: Use phonic and context clues as self-correction strategies when reading.

1.1.13. Decoding and Word Recognition: Read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in the word ear).

1.1.14. Decoding and Word Recognition: Read common word patterns (-ite, -ate).

1.1.15 Decoding and Word Recognition: Read aloud smoothly and easily in familiar text.

1.1.16. Vocabulary and Concept Development: Read and understand simple compound words (birthday, anything) and contractions (isn't, aren't, can't, won't).

1.1.17. Vocabulary and Concept Development: Read and understand root words (look) and their inflectional forms (looks, looked, looking).

1.1.18. Vocabulary and Concept Development: Classify categories of words.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

1.2.1. Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection.

1.2.2. Structural Features of Informational Materials: Identify text that uses sequence or other logical order.

1.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.

1.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow one-step written instructions.

1.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use context (the meaning of the surrounding text) to understand word and sentence meanings.

1.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when or cause and effect, such as because, since, therefore, so).

1.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Relate prior knowledge to what is read.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of children's literature.

1.3.1. Analysis of Grade-Level-Appropriate Literary Text: Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending.

1.3.2. Analysis of Grade-Level-Appropriate Literary Text: Describe the roles of authors and illustrators.

1.3.3. Analysis of Grade-Level-Appropriate Literary Text: Confirm predictions about what will happen next in a story.

1.3.4. Analysis of Grade-Level-Appropriate Literary Text: Distinguish fantasy from reality.

1.3.5. Analysis of Grade-Level-Appropriate Literary Text: Understand what is read by responding to questions (who, what, when, where, why, how).

IN.4. Writing: Processes and Features: Students discuss ideas for group stories and other writing. Students write clear sentences and paragraphs that develop a central idea.

1.4.1. Organization and Focus: Discuss ideas and select a focus for group stories or other writing.

1.4.2. Organization and Focus: Use various organizational strategies to plan writing.

1.4.3. Evaluation and Revision: Revise writing for others to read.

1.4.4. Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest.

1.4.5. Research Process and Technology: Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles)

1.4.6. Research Process and Technology: Organize and classify information by constructing categories on the basis of observation.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 1 begin to write compositions that describe and explain familiar objects, events, and experiences. Students use their understanding of the sounds of words to write simple rhymes.

1.5.1. Writing Processes and Features: Write brief narratives (stories) describing an experience.

1.5.2. Writing Processes and Features: Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.

1.5.3. Writing Processes and Features: Write simple rhymes.

1.5.4. Writing Processes and Features: Use descriptive words when writing.

1.5.5. Writing Processes and Features: Write for different purposes and to a specific audience or person.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

1.6.1. Handwriting: Print legibly and space letters, words, and sentences appropriately.

1.6.2. Sentence Structure: Write in complete sentences.

1.6.3. Grammar: Identify and correctly use singular and plural nouns (dog/dogs).

1.6.4. Grammar: Identify and correctly write contractions (isn't, aren't, can't).

1.6.5. Grammar: Identify and correctly write possessive nouns (cat's meow, girls' dresses) and possessive pronouns (my/mine, his/hers).

1.6.6. Punctuation: Correctly use periods (I am five.), exclamation points (Help!), and question marks (How old are you?) at the end of sentences.

1.6.7. Capitalization: Capitalize the first word of a sentence, names of people, and the pronoun I.

1.6.8. Spelling: Spell correctly three- and four-letter words (can, will) and grade-level-appropriate sight words (red, fish).

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students listen critically and respond appropriately to oral communication.

1.7.1. Comprehension: Listen attentively.

1.7.2. Comprehension: Ask questions for clarification and understanding.

1.7.3. Comprehension: Give, restate, and follow simple two-step directions.

1.7.4. Organization and Delivery of Oral Communication: Stay on the topic when speaking.

1.7.5. Organization and Delivery of Oral Communication: Use descriptive words when speaking about people, places, things, and events.

1.7.6. Speaking Applications: Recite poems, rhymes, songs, and stories.

1.7.7. Speaking Applications: Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

1.7.8. Speaking Applications: Relate an important life event or personal experience in a simple sequence.

1.7.9. Speaking Applications: Provide descriptions with careful attention to sensory detail.

1.7.10. Speaking Applications: Use visual aids, such as pictures and objects, to present oral information.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing).

2.1.1. Phonemic Awareness: Demonstrate an awareness of the sounds that are made by different letters by: distinguishing beginning, middle, and ending sounds in word; rhyming words; clearly pronouncing blends and vowel sounds.

2.1.2. Decoding and Word Recognition: Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.

2.1.3. Decoding and Word Recognition: Decode (sound out) regular words with more than one syllable (dinosaur, vacation).

2.1.4. Decoding and Word Recognition: Recognize common abbreviations (Jan., Fri.).

2.1.5. Decoding and Word Recognition: Identify and correctly use regular plural words (mountain/mountains) and irregular plural words (child/children, mouse/mice).

2.1.6. Decoding and Word Recognition: Read aloud fluently and accurately with appropriate changes in voice and expression.

2.1.11. Decoding and Word Recognition: Know and use common word families (such as -ale, -est, -ine, -ock, -ump) when reading unfamiliar words.

2.1.7. Vocabulary and Concept Development: Understand and explain common synonyms (words with the same meaning) and antonyms (words with opposite meanings).

2.1.8. Vocabulary and Concept Development: Use knowledge of individual words to predict the meaning of unknown compound words (lunchtime, lunchroom, daydream, raindrop).

2.1.9. Vocabulary and Concept Development: Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful).

2.1.10. Vocabulary and Concept Development: Identify simple multiple-meaning words (change, duck).

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

2.2.1. Structural Features of Informational and Technical Materials: Use titles, tables of contents, and chapter headings to locate information in text.

2.2.11. Structural Features of Informational and Technical Materials: Identify text that uses sequence or other logical order (alphabetical order or time).

2.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: State the purpose for reading.

2.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use knowledge of the author's purpose(s) to comprehend informational text.

2.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

2.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize cause-and-effect relationships in a text.

2.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Interpret information from diagrams, charts, and graphs.

2.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow two-step written instructions.

2.2.9. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use context (the meaning of the surrounding text) to understand word and sentence meanings.

2.2.10. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when or cause and effect, such as because, since, therefore, so).

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of significant works of children's literature.

2.3.1. Analysis of Grade-Level-Appropriate Literary Text: Compare plots, settings, and characters presented by different authors.

2.3.2. Analysis of Grade-Level-Appropriate Literary Text: Create different endings to stories and identify the problem and the impact of the different ending.

2.3.3. Analysis of Grade-Level-Appropriate Literary Text: Compare and contrast versions of same stories from different cultures.

2.3.4. Analysis of Grade-Level-Appropriate Literary Text: Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

2.3.5. Analysis of Grade-Level-Appropriate Literary Text: Confirm predictions about what will happen next in a story.

2.3.6. Analysis of Grade-Level-Appropriate Literary Text: Recognize the difference between fantasy and reality.

2.3.7. Analysis of Grade-Level-Appropriate Literary Text: Identify the meaning or lesson of a story.

IN.4. Writing: Processes and Features: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

2.4.1. Organization and Focus: Create a list of ideas for writing.

2.4.2. Organization and Focus: Organize related ideas together to maintain a consistent focus.

2.4.3. Research Process and Technology: Find ideas for writing stories and descriptions in pictures or books.

2.4.4. Research Process and Technology: Understand the purposes of various reference materials (such as a dictionary, thesaurus, or atlas).

2.4.5. Research Process and Technology: Use a computer to draft, revise, and publish writing.

2.4.6. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

2.4.7. Evaluation and Revision: Proofread one's own writing, as well as that of others, using an editing checklist or list of rules.

2.4.8. Evaluation and Revision: Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 2 are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences.

2.5.1. Writing Processes and Features: Write brief narratives based on experiences that: move through a logical sequence of events (chronological order, order of importance); describe the setting, characters, objects, and events in detail.

2.5.2. Writing Processes and Features: Write a brief description of a familiar object, person, place, or event that: develops a main idea; uses details to support the main idea.

2.5.3. Writing Processes and Features: Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

2.5.4. Writing Processes and Features: Write rhymes and simple poems.

2.5.5. Writing Processes and Features: Use descriptive words when writing.

2.5.6. Writing Processes and Features: Write for different purposes and to a specific audience or person.

2.5.7. Writing Processes and Features: Write responses to literature that: demonstrate an understanding of what is read; support statements with evidence from the text.

2.5.8. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses a variety of resources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors); organizes information by categorizing it into single categories (such as size or color) or includes information gained through observation.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

2.6.1. Handwriting: Form letters correctly and space words and sentences properly so that writing can be read easily by another person.

2.6.2. Sentence Structure: Distinguish between complete (When Tom hit the ball, he was proud.) and incomplete sentences (When Tom hit the ball).

2.6.3. Sentence Structure: Use the correct word order in written sentences.

2.6.4. Grammar: Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement).

2.6.5. Punctuation: Use commas in the greeting (Dear Sam,) and closure of a letter (Love, or Your friend,) and with dates (March 22, 2000) and items in a series (Tony, Steve, and Bill).

2.6.6. Punctuation: Use quotation marks correctly to show that someone is speaking. (Correct: 'You may go home now,' she said. Incorrect: 'You may go home now she said.')

2.6.7. Capitalization: Capitalize all proper nouns (names of specific people or things, such as Mike, Indiana, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials in names.

2.6.8. Spelling: Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns.

2.6.9. Spelling: Spell correctly words with short and long vowel sounds (a, e, i, o, u), r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st). (short vowels: actor, effort, ink, chop, unless; long vowels: ace, equal, bind, hoe, use; r-controlled: park, supper, bird, corn, further; consonant blends: blue, crash, desk, speak, coast)

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students listen critically and respond appropriately to oral communication.

2.7.1. Comprehension: Determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy humor).

2.7.2. Comprehension: Ask for clarification and explanation of stories and ideas.

2.7.3. Comprehension: Paraphrase (restate in own words) information that has been shared orally by others.

2.7.4. Comprehension: Give and follow three- and four-step oral directions.

2.7.5. Organization and Delivery of Oral Communication: Organize presentations to maintain a clear focus.

2.7.6. Organization and Delivery of Oral Communication: Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).

2.7.7. Organization and Delivery of Oral Communication: Tell experiences in a logical order (chronological order, order of importance, spatial order).

2.7.8. Organization and Delivery of Oral Communication: Retell stories, including characters, setting, and plot.

2.7.9. Organization and Delivery of Oral Communication: Report on a topic with supportive facts and details.

2.7.12. Organization and Delivery of Oral Communication: Use descriptive words when speaking about people, places, things, and events.

2.7.10. Speaking Applications: Recount experiences or present stories that: move through a logical sequence of events (chronological order, order of importance, spatial order); describe story elements, including characters, plot, and setting.

2.7.11. Speaking Applications: Report on a topic with facts and details, drawing from several sources of information.

2.7.13. Speaking Applications: Recite poems, rhymes, songs, and stories.

2.7.14. Speaking Applications: Provide descriptions with careful attention to sensory detail.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They select letter patterns and know how to translate them into spoken language using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, -ful), and context (the meaning of the text around a word).

3.1.1. Decoding and Word Recognition: Know and use more difficult word families (-ight) when reading unfamiliar words.

3.1.2. Decoding and Word Recognition: Read words with several syllables.

3.1.3. Decoding and Word Recognition: Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression.

3.1.4. Vocabulary and Concept Development: Determine the meanings of words using knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homophones (words that sound the same but have different meanings and spellings), and homographs (words that are spelled the same but have different meanings).

3.1.5. Vocabulary and Concept Development: Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.

3.1.6. Vocabulary and Concept Development: Use sentence and word context to find the meaning of unknown words.

3.1.7. Vocabulary and Concept Development: Use a dictionary to learn the meaning and pronunciation of unknown words.

3.1.8. Vocabulary and Concept Development: Use knowledge of prefixes (word parts added at the beginning of words such as un-, pre-) and suffixes (word parts added at the end of words such as -er, -ful, -less) to determine the meaning of words.

3.1.9. Vocabulary and Concept Development: Identify more difficult multiple-meaning words (such as puzzle or fire).

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

3.2.1. Structural Features of Informational and Technical Materials: Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text.

3.2.9. Structural Features of Informational and Technical Materials: Identify text that uses sequence or other logical order (alphabetical, time, categorical).

3.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Ask questions and support answers by connecting prior knowledge with literal information from the text.

3.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Show understanding by identifying answers in the text.

3.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recall major points in the text and make and revise predictions about what is read.

3.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Distinguish the main idea and supporting details in expository (informational) text.

3.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Locate appropriate and significant information from the text, including problems and solutions.

3.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow simple multiple-step written instructions.

3.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Distinguish between cause and effect and between fact and opinion in informational text.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of significant works of children's literature.

3.3.1. Structural Features of Literature: Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

3.3.2. Analysis of Grade-Level-Appropriate Literary Text: Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

3.3.3. Analysis of Grade-Level-Appropriate Literary Text: Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

3.3.4. Analysis of Grade-Level-Appropriate Literary Text: Determine the theme or author's message in fiction and nonfiction text.

3.3.5. Analysis of Grade-Level-Appropriate Literary Text: Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds.

3.3.6. Analysis of Grade-Level-Appropriate Literary Text: Identify the speaker or narrator in a selection.

3.3.7. Analysis of Grade-Level-Appropriate Literary Text: Compare and contrast versions of the same stories from different cultures.

3.3.8. Analysis of Grade-Level-Appropriate Literary Text: Identify the problem and solutions in a story.

IN.4. Writing: Processes and Features: Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea.

3.4.1. Organization and Focus: Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet.

3.4.2. Organization and Focus: Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.

3.4.3. Organization and Focus: Create single paragraphs with topic sentences and simple supporting facts and details.

3.4.9. Organization and Focus: Organize related ideas together within a paragraph to maintain a consistent focus.

3.4.4. Research Process and Technology: Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).

3.4.5. Research Process and Technology: Use a computer to draft, revise, and publish writing.

3.4.6. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

3.4.7. Evaluation and Revision: Proofread one's own writing, as well as that of others, using an editing checklist or list of rules.

3.4.8. Evaluation and Revision: Revise writing for others to read, improving the focus and progression of ideas.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 3 continue to write compositions that describe and explain familiar objects, events, and experiences.

3.5.1. Writing Processes and Features: Write narratives that: provide a context within which an action takes place; include details to develop the plot.

3.5.2. Writing Processes and Features: Write descriptive pieces about people, places, things, or experiences that: develop a unified main idea; use details to support the main idea.

3.5.6. Writing Processes and Features: Write persuasive pieces that ask for an action or response.

3.5.3. Writing Processes and Features: Write personal, persuasive, and formal letters, thank-you notes, and invitations that: show awareness of the knowledge and interests of the audience; establish a purpose and context; include the date, proper salutation, body, closing, and signature.

3.5.4. Writing Processes and Features: Use varied word choices to make writing interesting.

3.5.5. Writing Processes and Features: Write for different purposes and to a specific audience or person.

3.5.7. Writing Processes and Features: Write responses to literature that: demonstrate an understanding of what is read; support statements with evidence from the text.

3.5.8. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors); organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

3.6.1 Handwriting: Write legibly in cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper.

3.6.2. Sentence Structure: Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation. (Declarative: This tastes very good. Imperative: Please take your seats. Interrogative: Are we there yet? Exclamatory: It's a home run!)

3.6.3. Grammar: Identify and use subjects and verbs that are in agreement (we are instead of we is).

3.6.4. Grammar: Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing.

3.6.5. Grammar: Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing.

3.6.6. Punctuation: Use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).

3.6.7. Capitalization: Capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.)

3.6.8. Spelling: Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn't, can't), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare).

3.6.9. Spelling: Arrange words in alphabetical order.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students listen critically and respond appropriately to oral communication.

3.7.1. Comprehension: Retell, paraphrase, and explain what a speaker has said.

3.7.2. Comprehension: Connect and relate experiences and ideas to those of a speaker.

3.7.3. Comprehension: Answer questions completely and appropriately.

3.7.4. Comprehension: Identify the musical elements of literary language, such as rhymes, repeated sounds, and instances of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz).

3.7.15. Comprehension: Follow three- and four-step oral directions.

3.7.5. Organization and Delivery of Oral Communication: Organize ideas chronologically (in the order that they happened) or around major points of information.

3.7.6. Organization and Delivery of Oral Communication: Provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea.

3.7.7. Organization and Delivery of Oral Communication: Use clear and specific vocabulary to communicate ideas and establish the tone.

3.7.8. Organization and Delivery of Oral Communication: Clarify and enhance oral presentations through the use of appropriate props, including objects, pictures, and charts.

3.7.9. Organization and Delivery of Oral Communication: Read prose and poetry aloud with fluency, rhythm, and timing, using appropriate changes in the tone of voice to emphasize important passages of the text being read.

3.7.10. Analysis and Evaluation of Oral and Media Communications: Compare ideas and points of view expressed in broadcast and print media or on the Internet.

3.7.11. Analysis and Evaluation of Oral and Media Communications: Distinguish between the speaker's opinions and verifiable facts.

3.7.16. Analysis and Evaluation of Oral and Media Communications: Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims.

3.7.12. Speaking Applications: Make brief narrative presentations that: provide a context for an event that is the subject of the presentation; provide insight into why the selected event should be of interest to the audience; include well-chosen details to develop characters, setting, and plot that has a beginning, middle, and end.

3.7.13. Speaking Applications: Plan and present dramatic interpretations of experiences, stories, poems, or plays.

3.7.14. Speaking Applications: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word).

4.1.1. Decoding and Word Recognition: Read aloud grade-level-appropriate literary and informational texts with fluency and accuracy and with appropriate timing, changes in voice, and expression.

4.1.2. Vocabulary and Concept Development: Apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.

4.1.3. Vocabulary and Concept Development: Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage.

4.1.4. Vocabulary and Concept Development: Use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer).

4.1.5. Vocabulary and Concept Development: Use a thesaurus to find related words and ideas.

4.1.6. Vocabulary and Concept Development: Distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word).

4.1.7. Vocabulary and Concept Development: Use context to determine the meaning of unknown words.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

4.2.1. Structural Features of Informational and Technical Materials: Use the organization of informational text to strengthen comprehension.

4.2.8. Structural Features of Informational and Technical Materials: Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology.

4.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use appropriate strategies when reading for different purposes.

4.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations.

4.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas.

4.2.9. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize main ideas and supporting details presented in expository (informational texts).

4.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Compare and contrast information on the same topic after reading several passages or articles.

4.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Distinguish between cause and effect and between fact and opinion in informational text.

4.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow multiple-step instructions in a basic technical manual.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of significant works of children's literature.

4.3.1. Structural Features of Literature: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales.

4.3.2. Analysis of Grade-Level-Appropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action.

4.3.3. Analysis of Grade-Level-Appropriate Literary Text: Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.

4.3.4. Analysis of Grade-Level-Appropriate Literary Text: Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures.

4.3.5. Analysis of Grade-Level-Appropriate Literary Text: Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works.

4.3.6. Analysis of Grade-Level-Appropriate Literary Text: Determine the theme.

4.3.7. Analysis of Grade-Level-Appropriate Literary Text: Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story.

IN.4. Writing: Processes and Features: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

4.4.1. Organization and Focus: Discuss ideas for writing. Find ideas for writing in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ideas.

4.4.2. Organization and Focus: Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing.

4.4.3. Organization and Focus: Write informational pieces with multiple paragraphs that: provide an introductory paragraph; establish and support a central idea with a topic sentence at or near the beginning of the first paragraph; include supporting paragraphs with simple facts, details, and explanations; present important ideas or events in sequence or in chronological order; provide details and transitions to link paragraphs; conclude with a paragraph that summarizes the points; use correct indention at the beginning of paragraphs.

4.4.4. Organization and Focus: Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering a question.

4.4.5. Research Process and Technology: Quote or paraphrase information sources, citing them appropriately.

4.4.6. Research Process and Technology: Locate information in reference texts by using organizational features, such as prefaces and appendixes.

4.4.7. Research Process and Technology: Use multiple reference materials and online information (the Internet) as aids to writing.

4.4.8. Research Process and Technology: Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

4.4.9. Research Process and Technology: Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.

4.4.10. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

4.4.11. Evaluation and Revision: Proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

4.4.12. Evaluation and Revision: Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 4 are introduced to writing informational reports and responses to literature.

4.5.1. Writing Processes and Features: Write narratives that: include ideas, observations, or memories of an event or experience; provide a context to allow the reader to imagine the world of the event or experience; use concrete sensory details.

4.5.2. Writing Processes and Features: Write responses to literature that: demonstrate an understanding of a literary work; support statements with evidence from the text.

4.5.4. Writing Processes and Features: Write summaries that contain the main ideas of the reading selection and the most significant details.

4.5.5. Writing Processes and Features: Use varied word choices to make writing interesting.

4.5.6. Writing Processes and Features: Write for different purposes (information, persuasion, description) and to a specific audience or person.

4.5.3. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors); demonstrates that information that has been gathered has been summarized; organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

4.6.1. Handwriting: Write smoothly and legibly in cursive, forming letters and words that can be read by others.

4.6.2. Sentence Structure: Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing.

4.6.3. Sentence Structure: Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions.

4.6.4. Grammar: Identify and use in writing regular (live/lived, shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit), adverbs (constantly, quickly), and prepositions (through, beyond, between).

4.6.5. Punctuation: Use parentheses to explain something that is not considered of primary importance to the sentence, commas in direct quotations (He said, 'I'd be happy to go.'), apostrophes to show possession (Jim's shoes, the dog's food), and apostrophes in contractions (can't, didn't, won't).

4.6.6. Punctuation: Use underlining, quotation marks, or italics to identify titles of documents. When writing by hand or by computer, use quotation marks to identify the titles of articles, short stories, poems, or chapters of books. When writing on a computer italicize the following, when writing by hand underline them: the titles of books, names of newspapers and magazines, works of art, and musical compositions.

4.6.7. Capitalization: Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.

4.6.8. Spelling: Spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as sur-prise or e-col-o-gy).

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students listen critically and respond appropriately to oral communication.

4.7.1. Comprehension: Ask thoughtful questions and respond orally to relevant questions with appropriate elaboration.

4.7.2. Comprehension: Summarize major ideas and supporting evidence presented in spoken presentations.

4.7.3. Comprehension: Identify how language usage (sayings and expressions) reflects regions and cultures.

4.7.4. Comprehension: Give precise directions and instructions.

4.7.15. Comprehension: Connect and relate experiences and ideas to those of a speaker.

4.7.5. Organization and Delivery of Oral Communication: Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and details.

4.7.6. Organization and Delivery of Oral Communication: Use logical structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.

4.7.7. Organization and Delivery of Oral Communication: Emphasize points in ways that help the listener or viewer follow important ideas and concepts.

4.7.8. Organization and Delivery of Oral Communication: Use details, examples, anecdotes (stories of a specific event), or experiences to explain or clarify information.

4.7.9. Organization and Delivery of Oral Communication: Engage the audience with appropriate words, facial expressions, and gestures.

4.7.10. Analysis and Evaluation of Oral and Media Communications: Evaluate the role of the media in focusing people's attention on events and in forming their opinions on issues.

4.7.16. Analysis and Evaluation of Oral and Media Communications: Distinguish between the speaker's opinions and verifiable facts.

4.7.11. Speaking Applications: Make narrative presentations that: relate ideas, observations, or memories about an event or experience; provide a context that allows the listener to imagine the circumstances of the event or experience; provide insight into why the selected event or experience should be of interest to the audience.

4.7.17. Speaking Applications: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

4.7.12. Speaking Applications: Make informational presentations that: focus on one main topic; include facts and details that help listeners focus; incorporate more than one source of information (including speakers, books, newspapers, television broadcasts, radio reports, or Web sites).

4.7.13. Speaking Applications: Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

5.1.1. Decoding and Word Recognition: Read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

5.1.2. Vocabulary and Concept Development: Use word origins to determine the meaning of unknown words.

5.1.3. Vocabulary and Concept Development: Understand and explain frequently used synonyms (words with the same meaning), antonyms (words with opposite meanings), and homographs (words that are spelled the same but have different meanings).

5.1.4. Vocabulary and Concept Development: Know less common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology).

5.1.5. Vocabulary and Concept Development: Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky.) and metaphors (implied comparisons: The stars were brilliant diamonds in the night sky.).

5.1.6. Vocabulary and Concept Development: Understand unknown words by using word, sentence, and paragraph clues to determine meaning.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

5.2.1. Structural Features of Informational and Technical Materials: Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.

5.2.2. Structural Features of Informational and Technical Materials: Analyze text that is organized in sequential or chronological order.

5.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.

5.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

5.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow multiple-step instructions in a basic technical manual.

5.2.5. Expository (Informational) Critique: Distinguish among facts, supported inferences, evidence, and opinions in text.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

5.3.1. Structural Features of Literature: Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

5.3.2. Analysis of Grade-Level-Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved.

5.3.3. Analysis of Grade-Level-Appropriate Literary Text: Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

5.3.4. Analysis of Grade-Level-Appropriate Literary Text: Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly.

5.3.5. Analysis of Grade-Level-Appropriate Literary Text: Describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.

5.3.8. Analysis of Grade-Level-Appropriate Literary Text: Identify the speaker or narrator in a selection and tell whether the speaker or narrator is a character involved in the story.

5.3.6. Literary Criticism: Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.

5.3.7. Literary Criticism: Evaluate the author's use of various techniques to influence readers' perspectives.

IN.4. Writing: Processes and Features: Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays.

5.4.1. Organization and Focus: Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

5.4.2. Organization and Focus: Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

5.4.3. Organization and Focus: Write informational pieces with multiple paragraphs that: present important ideas or events in sequence or in chronological order; provide details and transitions to link paragraphs; offer a concluding paragraph that summarizes important ideas and details.

5.4.11. Organization and Focus: Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data.

5.4.4. Research Process and Technology: Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information.

5.4.5. Research Process and Technology: Use note-taking skills when completing research for writing.

5.4.6. Research Process and Technology: Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.

5.4.7. Research Process and Technology: Use a thesaurus to identify alternative word choices and meanings.

5.4.8. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

5.4.9. Evaluation and Revision: Proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors.

5.4.10. Evaluation and Revision: Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 5 write narrative (story), expository (informational), persuasive, and descriptive texts.

5.5.1. Writing Processes and Features: Write narratives that: establish a plot, point of view, setting, and conflict; show, rather than tell, the events of the story;

5.5.2. Writing Processes and Features: Write responses to literature that: demonstrate an understanding of a literary work; support statements with evidence from the text; develop interpretations that exhibit careful reading and understanding.

5.5.4. Writing Processes and Features: Write persuasive letters or compositions that: state a clear position in support of a proposal; support a position with relevant evidence and effective emotional appeals; follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last; address reader concerns.

5.5.5. Writing Processes and Features: Use varied word choices to make writing interesting.

5.5.6. Writing Processes and Features: Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate.

5.5.7. Writing Processes and Features: Write summaries that contain the main ideas of the reading selection and the most significant details.

5.5.3. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors); demonstrates that information that has been gathered has been summarized; organizes information by categorizing and sequencing.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

5.6.1. Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).

5.6.2. Sentence Structure: Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas.

5.6.8. Sentence Structure: Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing.

5.6.3. Grammar: Identify and correctly use appropriate tense (present, past, present participle, past participle) for verbs that are often misused (lie/lay, sit/set, rise/raise).

5.6.4. Grammar: Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its).

5.6.5. Punctuation: Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.).

5.6.6. Capitalization: Use correct capitalization.

5.6.7. Spelling: Spell roots or bases of words, prefixes (understood/misunderstood, excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won't, it is/it's, they would/they'd), and syllable constructions (in-for-ma-tion, mol-e-cule) correctly.

IN.7. Listening and Speaking Skills: Skills, Strategies, and Applications: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.

5.7.1. Comprehension: Ask questions that seek information not already discussed.

5.7.2. Comprehension: Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.

5.7.3. Comprehension: Make inferences or draw conclusions based on an oral report.

5.7.12. Comprehension: Give precise directions and instructions.

5.7.4. Organization and Delivery of Oral Communication: Select a focus, organizational structure, and point of view for an oral presentation.

5.7.5. Organization and Delivery of Oral Communication: Clarify and support spoken ideas with evidence and examples.

5.7.6. Organization and Delivery of Oral Communication: Use volume, phrasing, timing, and gestures appropriately to enhance meaning.

5.7.13. Organization and Delivery of Oral Communication: Emphasize points in ways that help the listener or viewer follow important ideas and concepts.

5.7.7. Analysis and Evaluation of Oral and Media Communications: Identify, analyze, and critique persuasive techniques, including promises, dares, flattery, and generalities; identify faulty reasoning used in oral presentations and media messages.

5.7.14. Analysis and Evaluation of Oral and Media Communications: Identify claims in different kinds of text (print, image, multimedia) and evaluate evidence used to support these claims.

5.7.8. Analysis and Evaluation of Oral and Media Communications: Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

5.7.9. Speaking Applications: Deliver narrative (story) presentations that: establish a situation, plot, point of view, and setting with descriptive words and phrases; show, rather than tell, the listener what happens.

5.7.15. Speaking Applications: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

5.7.10. Speaking Applications: Deliver informative presentations about an important idea, issue, or event by the following means: frame questions to direct the investigation; establish a controlling idea or topic; develop the topic with simple facts, details, examples, and explanations.

5.7.11. Speaking Applications: Deliver oral responses to literature that: summarize important events and details; demonstrate an understanding of several ideas or images communicated by the literary work; use examples from the work to support conclusions.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

6.1.1. Decoding and Word Recognition: Read aloud grade-level-appropriate poems and literary and informational texts fluently and accurately and with appropriate timing, changes in voice, and expression.

6.1.2. Vocabulary and Concept Development: Identify and interpret figurative language (including similes, comparisons that use like or as, and metaphors, implied comparisons) and words with multiple meanings.

6.1.3. Vocabulary and Concept Development: Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

6.1.4. Vocabulary and Concept Development: Understand unknown words in informational texts by using word, sentence, and paragraph clues to determine meaning.

6.1.5. Vocabulary and Concept Development: Understand and explain slight differences in meaning in related words.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

6.2.1. Structural Features of Informational and Technical Materials: Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information.

6.2.2. Structural Features of Informational and Technical Materials: Analyze text that uses a compare-and-contrast organizational pattern.

6.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Connect and clarify main ideas by identifying their relationships to multiple sources and related topics.

6.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports.

6.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow multiple-step instructions for preparing applications.

6.2.6. Expository (Informational) Critique: Determine the appropriateness of the evidence presented for an author's conclusions and evaluate whether the author adequately supports inferences.

6.2.7. Expository (Informational) Critique: Make reasonable statements and conclusions about a text, supporting them with evidence from the text.

6.2.8. Expository (Informational) Critique: Identify how an author's choice of words, examples, and reasons are used to persuade the reader of something.

6.2.9. Expository (Informational) Critique: Identify problems with an author's use of figures of speech, logic, or reasoning (assumption and choice of facts or evidence).

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

6.3.1. Structural Features of Literature: Identify different types (genres) of fiction and describe the major characteristics of each form.

6.3.2. Analysis of Grade-Level-Appropriate Literary Text: Analyze the effect of the qualities of the character on the plot and the resolution of the conflict.

6.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze the influence of the setting on the problem and its resolution.

6.3.4. Analysis of Grade-Level-Appropriate Literary Text: Define how tone or meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration (repetition of sounds, such as wild and woolly or threatening throngs), and rhyme.

6.3.5. Analysis of Grade-Level-Appropriate Literary Text: Identify the speaker and recognize the difference between first-person (the narrator tells the story from the 'I' perspective) and third-person (the narrator tells the story from an outside perspective) narration.

6.3.6. Analysis of Grade-Level-Appropriate Literary Text: Identify and analyze features of themes conveyed through characters, actions, and images.

6.3.7. Analysis of Grade-Level-Appropriate Literary Text: Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of fictional and nonfictional texts.

6.3.9. Analysis of Grade-Level-Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved.

6.3.8. Literary Criticism: Critique the believability of characters and the degree to which a plot is believable or realistic.

IN.4. Writing: Processes and Features: Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent, and focused essays.

6.4.1. Organization and Focus: Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

6.4.2. Organization and Focus: Choose the form of writing that best suits the intended purpose.

6.4.3. Organization and Focus: Write informational pieces of several paragraphs that: engage the interest of the reader; state a clear purpose; develop the topic with supporting details and precise language; conclude with a detailed summary linked to the purpose of the composition.

6.4.4. Organization and Focus: Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climactic order.

6.4.5. Research Process and Technology: Use note-taking skills when completing research for writing.

6.4.6. Research Process and Technology: Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information.

6.4.7. Research Process and Technology: Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation.

6.4.8. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

6.4.9. Evaluation and Revision: Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

6.4.10. Evaluation and Revision: Revise writing to improve the organization and consistency of ideas within and between paragraphs.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 6 write narrative, expository (informational), persuasive, and descriptive texts (research reports of 400 to 700 words or more).

6.5.1. Writing Processes and Features: Write narratives that: establish and develop a plot and setting and present a point of view that is appropriate to the stories; include sensory details and clear language to develop plot and character; use a range of narrative devices, such as dialogue or suspense.

6.5.2. Writing Processes and Features: Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: state the thesis (position on the topic) or purpose; explain the situation; organize the composition clearly; offer evidence to support arguments and conclusions.

6.5.4. Writing Processes and Features: Write responses to literature that: develop an interpretation that shows careful reading, understanding, and insight; organize the interpretation around several clear ideas; support statements with evidence from the text.

6.5.5. Writing Processes and Features: Write persuasive compositions that: state a clear position on a proposition or proposal; support the position with organized and relevant evidence and effective emotional appeals; anticipate and address reader concerns and counterarguments.

6.5.6. Writing Processes and Features: Use varied word choices to make writing interesting.

6.5.7. Writing Processes and Features: Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as necessary.

6.5.8. Writing Processes and Features: Write summaries that contain the main ideas of the reading selection and the most significant details.

6.5.3. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations; demonstrates that information that has been gathered has been summarized; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by categorizing and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

6.6.1. Sentence Structure: Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts.

6.6.6. Sentence Structure: Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence)

6.6.2. Grammar: Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects.

6.6.3. Punctuation: Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn't complete the project.).

6.6.4. Capitalization: Use correct capitalization.

6.6.5. Spelling: Spell correctly frequently misspelled words (their/they're/there, loose/lose/loss, choose/chose, through/threw).

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.

6.7.1. Comprehension: Relate the speaker's verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture).

6.7.2. Comprehension: Identify the tone, mood, and emotion conveyed in the oral communication.

6.7.3. Comprehension: Restate and carry out multiple-step oral instructions and directions.

6.7.15. Comprehension: Ask questions that seek information not already discussed.

6.7.4. Organization and Delivery of Oral Communication: Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience.

6.7.5. Organization and Delivery of Oral Communication: Emphasize important points to assist the listener in following the main ideas and concepts.

6.7.6. Organization and Delivery of Oral Communication: Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.

6.7.7. Organization and Delivery of Oral Communication: Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention.

6.7.8. Analysis and Evaluation of Oral and Media Communications: Analyze the use of rhetorical devices, including rhythm and timing of speech, repetitive patterns, and the use of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz), for intent and effect.

6.7.9. Analysis and Evaluation of Oral and Media Communications: Identify persuasive and propaganda techniques (such as the use of words or images that appeal to emotions or an unsupported premise) used in electronic media (television, radio, online sources) and identify false and misleading information.

6.7.16. Analysis and Evaluation of Oral and Media Communications: Identify powerful techniques used to influence readers or viewers and evaluate evidence used to support these techniques.

6.7.10. Speaking Applications: Deliver narrative presentations that: establish a context, plot, and point of view; include sensory details and specific language to develop the plot and character; use a range of narrative (story) devices, including dialogue, tension, or suspense.

6.7.17. Speaking Applications: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

6.7.11. Speaking Applications: Deliver informative presentations that: pose relevant questions sufficiently limited in scope to be completely and thoroughly answered; develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information.

6.7.12. Speaking Applications: Deliver oral responses to literature that: develop an interpretation that shows careful reading, understanding, and insight; organize the presentation around several clear ideas, premises, or images; develop and justify the interpretation through the use of examples from the text.

6.7.13. Speaking Applications: Deliver persuasive presentations that: provide a clear statement of the position; include relevant evidence; offer a logical sequence of information; engage the listener and try to gain acceptance of the proposition or proposal.

6.7.14. Speaking Applications: Deliver presentations on problems and solutions that: theorize on the causes and effects of each problem; establish connections between the defined problem and at least one solution; offer persuasive evidence to support the definition of the problem and the proposed solutions.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

7.1.1. Vocabulary and Concept Development: Identify and understand idioms and comparisons - such as analogies, metaphors, and similes - in prose and poetry.

7.1.2. Vocabulary and Concept Development: Use knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to understand subject-area vocabulary (science, social studies, and mathematics).

7.1.3. Vocabulary and Concept Development: Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the text.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

7.2.1. Structural Features of Informational and Technical Materials: Understand and analyze the differences in structure and purpose between various categories of informational materials (such as textbooks, newspapers, and instructional or technical manuals).

7.2.2. Structural Features of Informational and Technical Materials: Locate information by using a variety of consumer and public documents.

7.2.3. Structural Features of Informational and Technical Materials: Analyze text that uses the cause-and-effect organizational pattern.

7.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Identify and trace the development of an author's argument, point of view, or perspective in text.

7.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Understand and explain the use of a simple mechanical device by following directions in a technical manual.

7.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.

7.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Identify methods (such as repetition of words, biased or incomplete evidence) an author uses to persuade the reader.

7.2.9. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Identify problems with an author's figures of speech and faulty logic or reasoning.

7.2.6. Expository (Informational) Critique: Assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping.

7.2.10. Expository (Informational) Critique: Identify and explain instances of persuasion, propaganda, and faulty reasoning in text, such as unsupported or invalid premises or inferences and conclusions that do not follow the premise.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

7.3.1. Structural Features of Literature: Discuss the purposes and characteristics of different forms of written text, such as the short story, the novel, the novella, and the essay.

7.3.2. Analysis of Grade-Level-Appropriate Literary Text: Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.

7.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze characterization as shown through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

7.3.4. Analysis of Grade-Level-Appropriate Literary Text: Identify and analyze themes - such as bravery, loyalty, friendship, and loneliness - which appear in many different works.

7.3.5. Analysis of Grade-Level-Appropriate Literary Text: Contrast points of view - such as first person, third person, limited and omniscient, and subjective and objective - in a literary text and explain how they affect the overall theme of the work.

7.3.7. Analysis of Grade-Level-Appropriate Literary Text: Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of fictional texts.

7.3.8. Analysis of Grade-Level-Appropriate Literary Text: Analyze the influence of the setting on the problem and its resolution.

7.3.9. Analysis of Grade-Level-Appropriate Literary Text: Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.

7.3.6. Literary Criticism: Compare reviews of literary works and determine what influenced the reviewer.

IN.4. Writing: Processes and Features: Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

7.4.1. Organization and Focus: Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

7.4.2. Organization and Focus: Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

7.4.3. Organization and Focus: Support all statements and claims with anecdotes (first-person accounts), descriptions, facts and statistics, and specific examples.

7.4.4. Organization and Focus: Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts.

7.4.5. Research Process and Technology: Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

7.4.6. Research Process and Technology: Give credit for both quoted and paraphrased information in a bibliography by using a consistent format for citations and understand the issues around copyright and plagiarism.

7.4.7. Research Process and Technology: Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

7.4.8. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

7.4.9. Evaluation and Revision: Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

7.4.10. Evaluation and Revision: Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 7 continue to write narrative, expository (informational), persuasive, and descriptive texts (research reports of 500 to 800 words or more). Students are introduced to biographical and autobiographical narratives and to writing summaries of grade-level-appropriate reading materials

7.5.1. Writing Processes and Features: Write biographical or autobiographical compositions that: develop a standard plot line - including a beginning, conflict, rising action, climax, and denouement (resolution) - and point of view; develop complex major and minor characters and a definite setting; use a range of appropriate strategies, such as dialogue; suspense; and the naming of specific narrative action, including movement, gestures, and expressions.

7.5.2. Writing Processes and Features: Write responses to literature that: develop interpretations that show careful reading, understanding, and insight; organize interpretations around several clear ideas, premises, or images from the literary work; support statements with evidence from the text.

7.5.4. Writing Processes and Features: Write persuasive compositions that: state a clear position or perspective in support of a proposition or proposal; describe the points in support of the proposition, employing well-articulated evidence and effective emotional appeals; anticipate and address reader concerns and counterarguments.

7.5.5. Writing Processes and Features: Write summaries of reading materials that: include the main ideas and most significant details; use the student's own words, except for quotations; reflect underlying meaning, not just the superficial details.

7.5.6. Writing Processes and Features: Use varied word choices to make writing interesting and more precise.

7.5.7. Writing Processes and Features: Write for different purposes and to a specific audience or person, adjusting style and tone as necessary.

7.5.3. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations; demonstrates that information that has been gathered has been summarized and that the topic has been refined through this process; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by categorizing and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to the grade level.

7.6.1. Sentence Structure: Properly place modifiers (words or phrases that describe, limit, or qualify another word) and use the active voice (sentences in which the subject is doing the action) when wishing to convey a livelier effect.

7.6.10. Sentence Structure: Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts.

7.6.2. Grammar: Identify and use infinitives (the word to followed by the base form of a verb, such as to understand or to learn) and participles (made by adding -ing, -d, -ed, -n, -en, or -t to the base form of the verb, such as dreaming, chosen, built, and grown).

7.6.3. Grammar: Make clear references between pronouns and antecedents by placing the pronoun where it shows to what word it refers.

7.6.4. Grammar: Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections) and types and structure of sentences.

7.6.5. Grammar: Demonstrate appropriate English usage (such as pronoun reference).

7.6.6. Punctuation: Identify and correctly use hyphens (-), dashes (-), brackets ( [ ] ), and semicolons ( ; ).

7.6.7. Punctuation: Demonstrate the correct use of quotation marks and the use of commas with subordinate clauses.

7.6.8. Capitalization: Use correct capitalization.

7.6.9. Spelling: Spell correctly derivatives (words that come from a common base or root word) by applying the spellings of bases and affixes (prefixes and suffixes).

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.

7.7.1. Comprehension: Ask questions to elicit information, including evidence to support the speaker's claims and conclusions.

7.7.2. Comprehension: Determine the speaker's attitude toward the subject.

7.7.3. Organization and Delivery of Oral Communication: Organize information to achieve particular purposes and to appeal to the background and interests of the audience.

7.7.4. Arrange supporting details, reasons, descriptions, and examples effectively.

7.7.5. Organization and Delivery of Oral Communication: Use speaking techniques - including adjustments of tone, volume, and timing of speech; enunciation (clear speech); and eye contact - for effective presentations.

7.7.6. Analysis and Evaluation of Oral and Media Communications: Provide helpful feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener.

7.7.7. Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects.

7.7.8. Speaking Applications: Deliver narrative presentations that: establish a context, standard plot line (with a beginning, conflict, rising action, climax, and resolution of the conflict), and point of view; describe major and minor characters and a definite setting; use a range of appropriate strategies to make the story engaging to the audience, including using dialogue and suspense and showing narrative action with movement, gestures, and expressions.

7.7.12. Speaking Applications: Deliver descriptive presentations that: establish a clear point of view on the subject of the presentation; establish the presenter's relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved); contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.

7.7.9. Speaking Applications: Deliver oral summaries of articles and books that: include the main ideas and the most significant details; state ideas in own words, except for when quoted directly from sources; demonstrate a complete understanding of sources, not just superficial details.

7.7.10. Speaking Applications: Deliver research presentations that: pose relevant and concise questions about the topic; provide accurate information on the topic; include evidence generated through the formal research process, including the use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, and dictionaries; cite reference sources appropriately.

7.7.11. Speaking Applications: Deliver persuasive presentations that: state a clear position in support of an argument or proposal; describe the points in support of the proposal and include supporting evidence.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

8.1.1. Vocabulary and Concept Development: Analyze idioms and comparisons - such as analogies, metaphors, and similes - to infer the literal and figurative meanings of phrases.

8.1.2. Vocabulary and Concept Development: Understand the influence of historical events on English word meaning and vocabulary expansion.

8.1.3. Vocabulary and Concept Development: Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

8.2.1. Structural Features of Informational and Technical Materials: Compare and contrast the features and elements of consumer materials to gain meaning from documents.

8.2.2. Structural Features of Informational and Technical Materials: Analyze text that uses proposition (statement of argument) and support patterns.

8.2.7. Structural Features of Informational and Technical Materials: Analyze the structure, format, and purpose of informational materials (such as textbooks, newspapers, instructional or technical manuals, and public documents).

8.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Find similarities and differences between texts in the treatment, amount of coverage, or organization of ideas.

8.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Compare the original text to a summary to determine whether the summary accurately describes the main ideas, includes important details, and conveys the underlying meaning.

8.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem.

8.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Understand and explain the use of simple equipment by following directions in a technical manual.

8.2.9. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

8.2.6. Expository (Informational) Critique: Evaluate the logic (inductive or deductive argument), internal consistency, and structural patterns of text.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

8.3.1. Structural Features of Literature: Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (including ballads, lyrics, couplets, epics, elegies, odes, and sonnets).

8.3.2. Analysis of Grade-Level-Appropriate Literary Text: Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot's development; and the way in which conflicts are (or are not) addressed and resolved.

8.3.3. Analysis of Grade-Level-Appropriate Literary Text: Compare and contrast the motivations and reactions of literary characters from different historical eras confronting either similar situations and conflicts or similar hypothetical situations.

8.3.4. Analysis of Grade-Level-Appropriate Literary Text: Analyze the importance of the setting to the mood, tone, or meaning of the text.

8.3.5. Analysis of Grade-Level-Appropriate Literary Text: Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works.

8.3.6. Analysis of Grade-Level-Appropriate Literary Text: Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer's style and use those elements to interpret the work.

8.3.8. Analysis of Grade-Level-Appropriate Literary Text: Contrast points of view - such as first person, third person, third person limited and third person omniscient, and subjective and objective - in narrative text and explain how they affect the overall theme of the work.

8.3.9. Analysis of Grade-Level-Appropriate Literary Text: Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.

8.3.7. Literary Criticism: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

IN.4. Writing: Processes and Features: Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays.

8.4.1. Organization and Focus: Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

8.4.2. Organization and Focus: Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion.

8.4.3. Organization and Focus: Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices.

8.4.10. Organization and Focus: Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

8.4.4. Research Process and Technology: Plan and conduct multiple-step information searches using computer networks.

8.4.5. Research Process and Technology: Achieve an effective balance between researched information and original ideas.

8.4.6. Research Process and Technology: Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

8.4.7. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

8.4.11. Evaluation and Revision: Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

8.4.8. Evaluation and Revision: Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

8.4.9. Evaluation and Revision: Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 8 continue to write narrative, expository (informational), persuasive, and descriptive essays (research reports of 700 to 1,000 words or more). Students are introduced to writing technical documents.

8.5.1. Writing Processes and Features: Write biographies, autobiographies, and short stories that: tell about an incident, event, or situation, using well-chosen details; reveal the significance of, or the writer's attitude about, the subject; use narrative and descriptive strategies, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters.

8.5.2. Writing Processes and Features: Write responses to literature that: demonstrate careful reading and insight into interpretations; connect response to the writer's techniques and to specific textual references; make supported inferences about the effects of a literary work on its audience; support statements with evidence from the text.

8.5.4. Writing Processes and Features: Write persuasive compositions that: include a well-defined thesis that makes a clear and knowledgeable appeal; present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals; provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

8.5.5. Writing Processes and Features: Write technical documents that: identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization's constitution or guidelines; include all the factors and variables that need to be considered; use formatting techniques, including headings and changing the fonts (typeface) to aid comprehension.

8.5.6. Writing Processes and Features: Write using precise word choices to make writing interesting and exact.

8.5.7. Writing Processes and Features: Write for different purposes and to a specific audience or person, adjusting tone and style as necessary.

8.5.3. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations; demonstrates that information that has been gathered has been summarized and that the topic has been refined through this process; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by categorizing and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

8.6.1. Sentence Structure: Use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style.

8.6.2. Sentence Structure: Identify and use parallelism (use consistent elements of grammar when compiling a list) in all writing to present items in a series and items juxtaposed for emphasis.

8.6.3. Sentence Structure: Use subordination, coordination, noun phrases that function as adjectives (These gestures - acts of friendship - were noticed but not appreciated.), and other devices to indicate clearly the relationship between ideas.

8.6.4. Grammar: Edit written manuscripts to ensure that correct grammar is used.

8.6.8. Grammar: Identify and use infinitives (the word 'to' followed by the base form of a verb, such as 'to understand' or 'to learn') and participles (made by adding -ing, -d, -ed, -n, -en, or -t to the base form of the verb, such as dreaming, chosen, built, and grown).

8.6.5. Punctuation: Use correct punctuation.

8.6.6. Capitalization: Use correct capitalization.

8.6.7. Spelling: Use correct spelling conventions.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.

8.7.1. Comprehension: Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

8.7.2. Organization and Delivery of Oral Communication: Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose.

8.7.3. Organization and Delivery of Oral Communication: Outline the organization of a speech, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

8.7.4. Organization and Delivery of Oral Communication: Use precise language, action verbs, sensory details, appropriate and colorful modifiers (describing words, such as adverbs and adjectives), and the active (I recommend that you write drafts.) rather than the passive voice (The writing of drafts is recommended.) in ways that enliven oral presentations.

8.7.5. Organization and Delivery of Oral Communication: Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations.

8.7.6. Organization and Delivery of Oral Communication: Use audience feedback, including both verbal and nonverbal cues, to reconsider and modify the organizational structure and/or to rearrange words and sentences for clarification of meaning.

8.7.7. Analysis and Evaluation of Oral and Media Communications: Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener.

8.7.8. Analysis and Evaluation of Oral and Media Communications: Evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted or biased material.

8.7.9. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

8.7.10. Speaking Applications: Deliver narrative presentations, such as biographical or autobiographical information that: relate a clear incident, event, or situation, using well-chosen details; reveal the significance of the incident, event, or situation; use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters.

8.7.15. Speaking Applications: Deliver descriptive presentations that: establish a clear point of view on the subject of the presentation; establish the presenter's relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved); contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.

8.7.11. Speaking Applications: Deliver oral responses to literature that: interpret a reading and provide insight; connect personal responses to the writer's techniques and to specific textual references; make supported inferences about the effects of a literary work on its audience; support judgments through references to the text, other works, other authors, or personal knowledge.

8.7.12. Speaking Applications: Deliver research presentations that: define a thesis (a position on the topic); research important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize important perspectives on the topic; use a variety of research sources and distinguish the nature and value of each; present information on charts, maps, and graphs.

8.7.13. Speaking Applications: Deliver persuasive presentations that: include a well-defined thesis (position on the topic); differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language; anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of details, reasons, examples, and other elements; maintain a reasonable tone.

8.7.14. Speaking Applications: Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies (sections of plays in which characters speak out loud to themselves) using voice modulation, tone, and gestures expressively to enhance the meaning.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.

9.1.1. Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand the origins of words.

9.1.2. Vocabulary and Concept Development: Distinguish between what words mean literally and what they imply and interpret what the words imply.

9.1.3. Vocabulary and Concept Development: Use knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

9.2.1. Structural Features of Informational and Technical Materials: Analyze the structure and format of reference or functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

9.2.2. Structural Features of Informational and Technical Materials: Prepare a bibliography of reference materials for a report using a variety of public documents, such as consumer, government, workplace and others.

9.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Generate relevant questions about readings on issues or topics that can be researched.

9.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

9.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Demonstrate use of technology by following directions in technical manuals.

9.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

9.2.6. Expository (Informational) Critique: Critique the logic of functional documents (such as an appeal to tradition or an appeal to force) by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

9.2.7. Expository (Informational) Critique: Evaluate an author's argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

9.3.1. Structural Features of Literature: Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).

9.3.2. Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.

9.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.

9.3.4. Analysis of Grade-Level-Appropriate Literary Text: Determine characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).

9.3.5. Analysis of Grade-Level-Appropriate Literary Text: Compare works that express a universal theme and provide evidence to support the views expressed in each work.

9.3.6. Analysis of Grade-Level-Appropriate Literary Text: Analyze and trace an author's development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).

9.3.7. Analysis of Grade-Level-Appropriate Literary Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.

9.3.8. Analysis of Grade-Level-Appropriate Literary Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.

9.3.9. Analysis of Grade-Level-Appropriate Literary Text: Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

9.3.10. Analysis of Grade-Level-Appropriate Literary Text: Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.

9.3.11. Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.

9.3.12. Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period.

9.3.13. Literary Criticism: Explain how voice, persona, and the choice of narrator affect the mood, tone, and meaning of text.

IN.4. Writing: Processes and Features: Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument.

9.4.1. Organization and Focus: Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

9.4.2. Organization and Focus: Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

9.4.3. Organization and Focus: Use precise language, action verbs, sensory details, and appropriate modifiers.

9.4.13. Organization and Focus: Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

9.4.4. Research Process and Technology: Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.

9.4.5. Research Process and Technology: Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

9.4.6. Research Process and Technology: Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.

9.4.7. Research Process and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

9.4.8. Research Process and Technology: Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.

9.4.9. Research Process and Technology: Use a computer to design and publish documents by using advanced publishing software and graphic programs.

9.4.10. Evaluation and Revision: Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.

9.4.11. Evaluation and Revision: Edit and proofread one's own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.

9.4.12. Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 9 combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students begin to write documents related to career development.

9.5.1. Writing Processes and Features: Write biographical or autobiographical narratives or short stories that: describe a sequence of events and communicate the significance of the events to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood.

9.5.2. Writing Processes and Features: Write responses to literature that: demonstrate a comprehensive grasp of the significant ideas of literary works; support statements with evidence from the text; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text.

9.5.3. Writing Processes and Features: Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that: gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives; communicate information and ideas from primary and secondary sources accurately and coherently; make distinctions between the relative value and significance of specific data, facts, and ideas; use a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic; include visual aids by using technology to organize and record information on charts, data tables, maps, and graphs; anticipate and address readers' potential misunderstandings, biases, and expectations; use technical terms and notations accurately.

9.5.4. Writing Processes and Features: Write persuasive compositions that: organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last; use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning; address readers' concerns, counterclaims, biases, and expectations.

9.5.5. Writing Processes and Features: Write documents related to career development, including simple business letters and job applications that: present information purposefully and in brief to meet the needs of the intended audience; follow a conventional business letter, memorandum, or application format.

9.5.6. Writing Processes and Features: Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that: report information and express ideas logically and correctly; offer detailed and accurate specifications; include scenarios, definitions, and examples to aid comprehension; anticipate readers' problems, mistakes, and misunderstandings.

9.5.7. Writing Processes and Features: Use varied and expanded vocabulary, appropriate for specific forms and topics.

9.5.8. Writing Processes and Features: Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

9.5.9. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions.

9.6.1. Grammar and Mechanics of Writing: Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.

9.6.2. Grammar and Mechanics of Writing: Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.

9.6.3. Manuscript Form: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

9.6.4. Manuscript Form: Apply appropriate manuscript conventions - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning.

9.7.1. Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

9.7.2. Organization and Delivery of Oral Communication: Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), and references to authoritative sources.

9.7.3. Organization and Delivery of Oral Communication: Recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.

9.7.4. Organization and Delivery of Oral Communication: Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

9.7.5. Organization and Delivery of Oral Communication: Produce concise notes for extemporaneous speeches (speeches delivered without a planned script).

9.7.6. Organization and Delivery of Oral Communication: Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.

9.7.7. Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

9.7.8. Analysis and Evaluation of Oral and Media Communications: Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event.

9.7.9. Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Abraham Lincoln's 'House Divided' speech or Winston Churchill's 'We Will Never Surrender' speech) to find the rhetorical devices and features that make them memorable.

9.7.10. Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

9.7.11. Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

9.7.12. Analysis and Evaluation of Oral and Media Communications: Analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and the use of sweeping generalizations.

9.7.13. Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare's Romeo and Juliet with Franco Zefferelli's film version).

9.7.14. Speaking Applications: Deliver narrative presentations that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters; time the presentation of actions to accommodate time or mood changes.

9.7.15. Speaking Applications: Deliver expository (informational) presentations that: provide evidence in support of a thesis and related claims, including information on all relevant perspectives; convey information and ideas from primary and secondary sources accurately and coherently; make distinctions between the relative value and significance of specific data, facts, and ideas; include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs; anticipate and address the listeners' potential misunderstandings, biases, and expectations; use technical terms and notations accurately.

9.7.16. Speaking Applications: Apply appropriate interviewing techniques: prepare and ask relevant questions; make notes of responses; use language that conveys maturity, sensitivity, and respect; respond correctly and effectively to questions; demonstrate knowledge of the subject or organization; compile and report responses; evaluate the effectiveness of the interview.

9.7.17. Speaking Applications: Deliver oral responses to literature that: advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages; support important ideas and viewpoints through accurate and detailed references to the text and to other works; demonstrate awareness of the author's writing style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text.

9.7.18. Speaking Applications: Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: structure ideas and arguments in a coherent, logical fashion from the hypothesis to a reasonable conclusion, based on evidence; contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy); clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning; anticipate and address the listener's concerns and counterarguments.

9.7.19. Speaking Applications: Deliver descriptive presentations that: establish a clear point of view on the subject of the presentation; establish the presenter's relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved); contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.

IN.JRN. Journalism - Students study communications history and the legal boundaries and ethical principles that guide journalistic writing as they learn writing styles and visual design for a variety of media formats. The ability to express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading will prepare students to work on high school publications or broadcast staffs and to take a career path in journalism.

JRN.1. Historical Perspectives: Students understand the function, history, development of a free and independent press in the United States.

JRN.1.1 Define the function of an independent press in a free society and explain how the media in the United States and other free societies differ from the public media in non-free societies and have done so from Colonial times.

JRN.1.2 Explain the role of the free press, such as the publication of the Federalist Papers, in the passage of the Constitution of the United States of America and in the eventual addition of the Bill of Rights.

JRN.1.3 Explain the impact of the First Amendment and important events on the development of freedom of speech and an independent press in the United States that includes:

JRN.1.3.1 1690 1st newspaper in America (Publick Occurrences, Both Forreign and Domestick),

JRN.1.3.2 1721 James Franklin exercises the privilege of editorial independence (The New England Courant),

JRN.1.3.3 1798 Sedition Act,

JRN.1.3.4 1841Horace Greeley introduces the editorial page,

JRN.1.3.5 1887 Nellie Bly joins Pulitzer's newspaper New York World

JRN.1.3.6 1905 Robert S. Abbott founds Chicago Defender,

JRN.1.3.7 1931 case of Near v. Minnesota,

JRN.1.3.8 1951 Edward R. Murrow pioneers television news,

JRN.1.3.9 1966 Freedom of Information Act,

JRN.1.3.10 1971 New York Times publishes the Pentagon Papers,

JRN.1.3.11 1980 1st online newspaper (Columbus Dispatch)

JRN.1.3.12 1991 World Wide Web expands online news and information, and

JRN.1.3.13 Other significant or recent events.

JRN.1.4 Explain how having a free press contributed to the development of our republic and the preservation of democratic principles.

JRN.1.5 Evaluate the impact of significant individuals and their roles in the development of an independent press in the history of American print and non-print journalism, including (in the 1700s) Benjamin Franklin, John Peter Zenger, (in the 1800s) Sara Josepha Hale, Horace Greeley, Frederick Douglass, Nellie Bly, Joseph Pulitzer, William Randolph Hearst, (in the 1900s) Robert S. Abbott, Margaret Bourke-White, Henry Luce, Malcolm Muir, Ernie Pyle, Walter Winchell, Edward R. Murrow, and William S. Paley

JRN.1.6 Identify and describe significant trends in the development of journalism from the introduction of the Gutenberg press to today that include:

JRN.1.6.1 From 1446 to 1800 (newspapers, books, magazines),

JRN.1.6.2 Industrial Revolution advances (telegraph, telephone, phonograph, photography, radio, television), and

JRN.1.6.3 Recent technological innovations (cable, digital, satellite, cellular).

JRN.1.7 Explain how new technologies (online newspapers using media convergence, email, blogs, podcasts, wikis and Wikipedia, talk radio, digital cameras, PDAs, interactive video Web sites, interactive video cell phones) have affected the dissemination of information in the United States.

JRN.1.8 Explain how new technologies are affecting the events or dissemination of information in non-free societies, such as some countries in the Middle East, Africa, or Asia.

JRN.2. Law and Ethics: Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States.

JRN.2.1 Law: Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

JRN.2.2 Law: Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press.

JRN.2.3 Law: Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes:

JRN.2.3.1 Tinker v. Des Moines Independent Community School District (1969),

JRN.2.3.2 Bethel v. Fraser (1986),

JRN.2.3.3 Hazelwood School District v. Kuhlmeier (1988),

JRN.2.3.4 Morse v. Frederick (2007), and

JRN.2.3.5 Other significant or recent decisions.

JRN.2.4 Law: Apply the legal boundaries and concepts affecting journalism to scholastic journalism.

JRN.2.4.1 Censorship: removing of material by an authority

JRN.2.4.2 Copyright: giving exclusive rights to material a person has written or created

JRN.2.4.3 Libel and slander: printing or presenting a falsehood that damages another's reputation

JRN.2.4.4 Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose

JRN.2.4.5 Prior review: reviewing prior to publication for purposes of approval or rejection

JRN.2.4.6 Retraction: correcting something printed or said in the most timely fashion

JRN.2.4.7 Student expression: voicing ideas and opinions in school environments

JRN.2.5 Ethics: Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing:

JRN.2.5.1 Confidentiality: assuring secrecy for information

JRN.2.5.2 Fabrication: inventing stories or accounts

JRN.2.5.3 Photo-manipulation: portraying false visual information

JRN.2.5.4 Off-the-record remarks: agreeing comments are not for publication

JRN.2.5.5 Plagiarism: using another person's work as one's own

JRN.2.5.6 Anonymous sources: using an unnamed source

JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as:

JRN.2.6.1 American Society of Newspaper Editors,

JRN.2.6.2 The Poynter Institute for Media Studies, or

JRN.2.6.3 Society of Professional Journalists.

JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported.

JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as:

JRN.2.8.1 Indiana High School Press Association (IHSPA),

JRN.2.8.2 Journalism Education Association (JEA), or

JRN.2.8.3 National School Press Association (NSPA).

JRN.3. Media Analysis: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media.

JRN.3.1 Analysis and Evaluation of Media: Analyze news stories and reports that focus on specific issues, people, and events for the following qualities:

JRN.3.1.1 Importance or amount of space or time,

JRN.3.1.2 Proximity or nearness,

JRN.3.1.3 Timeliness or immediacy,

JRN.3.1.4 Prominence or names,

JRN.3.1.5 Conflict, consequence, or impact,

JRN.3.1.6 Variety,

JRN.3.1.7 Human interest, or

JRN.3.1.8 Humor.

JRN.3.2 Analysis and Evaluation of Media: Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:

JRN.3.2.1 Accuracy,

JRN.3.2.2 Balance,

JRN.3.2.3 Fairness,

JRN.3.2.4 Proper attribution, and

JRN.3.2.5 Truthfulness or credibility.

JRN.3.3 Analysis and Evaluation of Media: Analyze and evaluate the essential features of journalistic writing in a variety of news sources for:

JRN.3.3.1 Brevity and clarity,

JRN.3.3.2 Content, topics or themes appropriate for the audience,

JRN.3.3.3 Credible and multiple information sources,

JRN.3.3.4 Effective use of language,

JRN.3.3.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.3.6 Structural elements and organization.

JRN.3.4 Analysis and Evaluation of Media: Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

JRN.3.4.1 Appropriateness,

JRN.3.4.2 Audience and purpose,

JRN.3.4.3 Information provided or story

JRN.3.4.4 Quality of work or presentation,

JRN.3.4.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.4.6 Type of impact.

JRN.3.5 Critique of Mass Media: Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media.

JRN.3.6 Critique of Mass Media: Evaluate the credibility of sources in a variety of newspaper and non-print media stories.

JRN.4. Journalistic Writing Processes: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes.

JRN.4.1 Gathering Information: Discuss ideas for writing with classmates, teachers, other writers, or community members.

JRN.4.2 Gathering Information: Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers.

JRN.4.3 Gathering Information: Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes:

JRN.4.3.1 Researching background information,

JRN.4.3.2 Formulating questions that elicit valuable information,

JRN.4.3.3 Observing and recording details during the interview,

JRN.4.3.4 Effectively concluding the interview,

JRN.4.3.5 Double-checking information before writing the story, and

JRN.4.3.6 Keeping dated notes or interview records on file.

JRN.4.4 Gathering Information: Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

JRN.4.5 Organization and Focus: Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes:

JRN.4.5.1 The inverted pyramid (lead, most important details, less important details, least important details),

JRN.4.5.2 Narrative storytelling pattern (indirect lead, facts and information, closing), or

JRN.4.5.3 Combinations of the inverted pyramid and narrative storytelling pattern.

JRN.4.6 Organization and Focus: Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes:

JRN.4.6.1 Short, focused sentences and paragraphs,

JRN.4.6.2 Varied word usage and descriptive vocabulary,

JRN.4.6.3 Active voice verbs, and

JRN.4.6.4 Specific word choice to avoid jargon and vague language.

JRN.4.7 Organization and Focus: Use language effectively to establish a specific tone.

JRN.4.8 Evaluate and Revise: Evaluate and revise the content of copy for meaning, clarity, and purpose.

JRN.4.9 Evaluate and Revise: Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form.

JRN.4.10 Evaluate and Revise: Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.

JRN.5. Writing for Media: Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follow specific style manual guidelines for consistency.

JRN.5.1 Write news stories that:

JRN.5.1.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.1.2 Use a variety of creative leads.

JRN.5.1.3 Contain adequate information from credible sources.

JRN.5.1.4 Narrate events accurately including their significance to the audience.

JRN.5.1.5 Include appropriate quotations and proper attribution.

JRN.5.1.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.1.7 Cite sources of information correctly.

JRN.5.1.8 Follow standard journalistic language and format conventions.

JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that:

JRN.5.2.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.2.2 Use a variety of creative leads.

JRN.5.2.3 Contain adequate information from credible sources.

JRN.5.2.4 Narrate events accurately including their significance to the audience.

JRN.5.2.5 Include appropriate quotations and proper attribution.

JRN.5.2.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.2.7 Cite sources of information correctly.

JRN.5.2.8 Follow standard journalistic language and format conventions.

JRN.5.3 Write in-depth issue features that:

JRN.5.3.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.3.2 Are adequately researched and use a variety of leads.

JRN.5.3.3 Explore the personal significance of an experience

JRN.5.3.4 Use appropriate quotations and provide proper attribution.

JRN.5.3.5 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.3.6 Maintain a balance between individual events and more general or abstract ideas.

JRN.5.3.7 Cite sources of information using the correct form for attribution.

JRN.5.3.8 Follow standard journalistic language and format conventions.

JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that:

JRN.5.4.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.4.2 Use a variety of creative leads and organize material to adequately inform or persuade readers.

JRN.5.4.3 Identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost).

JRN.5.4.4 Compare the new work to previous work.

JRN.5.4.5 Describe audience reaction.

JRN.5.4.6 Use appropriate quotations and provide proper attribution.

JRN.5.4.7 Follow standard journalistic language and format conventions.

JRN.5.5 Write editorials, opinion pieces, or commentaries that:

JRN.5.5.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.5.2 Are adequately researched and use a variety of creative leads.

JRN.5.5.3 Explore the personal significance of an experience.

JRN.5.5.4 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.5.5 Maintain a balance between individual events and more general and abstract ideas.

JRN.5.5.6 Use appropriate quotations and provide proper attribution.

JRN.5.5.7 Cite sources of information using the correct form for attribution.

JRN.5.5.8 Follow standard journalistic language and format conventions.

JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.

JRN.6. Technology and Design: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats.

JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

JRN.6.2 Follow basic rules of newspaper and online publication design related to layout.

JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes:

JRN.6.3.1 Signature,

JRN.6.3.2 Dummying,

JRN.6.3.3 Ladder,

JRN.6.3.4 Font, and

JRN.6.3.5 Graphics.

JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.6 Analyze and use a variety of media formats that include:

JRN.6.6.1 Media convergence,

JRN.6.6.2 Internet and evolving technologies,

JRN.6.6.3 Podcasts and blogs, and

JRN.6.6.4 Satellite communications.

JRN.7. Media Leadership and Career Development: Students understand the organization, economics, and management of media staffs. They explore career paths and further educational opportunities in journalism.

JRN.7.1 Media Leadership: Analyze and evaluate leadership models used by media staffs and organizations.

JRN.7.2 Media Leadership: Identify the rights and responsibilities guaranteed by state and federal governments for media staffs.

JRN.7.3 Media Leadership: Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines.

JRN.7.4 Media Leadership: Analyze factors affecting the cost of producing a publication that include:

JRN.7.4.1 Development of the copy,

JRN.7.4.2 Format (print, online, or media), and

JRN.7.4.3 Distribution systems.

JRN.7.5 Media Leadership: Create and implement financial plans to support a publication including sales and advertising.

JRN.7.6 Career Development: Analyze the career paths of noted and recent journalists, what made each a distinctive contributor to the field, and how this information could guide a career path.

JRN.7.7 Career Development: Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area.

JRN.7.8 Career Development: Create portfolios (print or non-print) that include:

JRN.7.8.1 Personal narrative summary of high school experience,

JRN.7.8.2 Resumes or career goal statements,

JRN.7.8.3 Letters of recommendation,

JRN.7.8.4 Samples of best clips or work, and

JRN.7.8.5 Recognition, awards, certificates, or testimonies.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.

10.1.1. Vocabulary and Concept Development: Understand technical vocabulary in subject area reading.

10.1.2. Vocabulary and Concept Development: Distinguish between what words mean literally and what they imply, and interpret what words imply.

10.1.3. Vocabulary and Concept Development: Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor).

10.1.4. Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand origins of words.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

10.2.1. Structural Features of Informational and Technical Materials: Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.

10.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Extend - through original analysis, evaluation, and elaboration - ideas presented in primary or secondary sources.

10.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Demonstrate use of sophisticated technology by following technical directions.

10.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

10.2.4. Expository (Informational) Critique: Evaluate an author's argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

10.3.1. Structural Features of Literature: Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).

10.3.2. Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how each genre shapes the author's presentation of the theme or topic.

10.3.3. Analysis of Grade-Level-Appropriate Literary Text: Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot.

10.3.4. Analysis of Grade-Level-Appropriate Literary Text: Analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).

10.3.5. Analysis of Grade-Level-Appropriate Literary Text: Compare works that express a universal theme and provide evidence to support the views expressed in each work.

10.3.6. Analysis of Grade-Level-Appropriate Literary Text: Evaluate an author's development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).

10.3.7. Analysis of Grade-Level-Appropriate Literary Text: Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.

10.3.8. Analysis of Grade-Level-Appropriate Literary Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text.

10.3.9. Analysis of Grade-Level-Appropriate Literary Text: Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

10.3.10. Analysis of Grade-Level-Appropriate Literary Text: Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.

10.3.13. Analysis of Grade-Level-Appropriate Literary Text: Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text.

10.3.11. Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.

10.3.12. Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period.

IN.4. Writing: Processes and Features: Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).

10.4.1. Organization and Focus: Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

10.4.2. Organization and Focus: Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

10.4.3. Organization and Focus: Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).

10.4.13. Organization and Focus: Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

10.4.4. Research Process and Technology: Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.

10.4.5. Research Process and Technology: Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

10.4.6. Research Process and Technology: Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.

10.4.7. Research Process and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

10.4.8. Research Process and Technology: Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.

10.4.9. Research Process and Technology: Use a computer to design and publish documents by using advanced publishing software and graphic programs.

10.4.10. Evaluation and Revision: Review, evaluate, revise, edit, and proofread writing using an editing checklist.

10.4.11. Evaluation and Revision: Apply criteria developed by self and others to evaluate the mechanics and content of writing.

10.4.12. Evaluation and Revision: Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 10 combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters.

10.5.1. Writing Processes and Features: Write biographical or autobiographical narratives or short stories that: describe a sequence of events and communicate the significance of the events to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood.

10.5.2. Writing Processes and Features: Write responses to literature that: demonstrate a comprehensive grasp of the significant ideas of literary works; support statements with evidence from the text; demonstrate awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text; extend writing by changing mood, plot, characterization, or voice.

10.5.3. Writing Processes and Features: Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that: gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives; communicate information and ideas from primary and secondary sources accurately and coherently; make distinctions between the relative value and significance of specific data, facts, and ideas; use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic; include visual aids by using technology to organize and record information on charts, maps, and graphs; anticipate and address readers' potential misunderstandings, biases, and expectations; use technical terms and notations correctly.

10.5.4. Writing Processes and Features: Write persuasive compositions that: organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last; use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning; address readers' concerns, counterclaims, biases, and expectations.

10.5.5. Writing Processes and Features: Write business letters that: provide clear and purposeful information and address the intended audience appropriately; show appropriate use of vocabulary, tone, and style that takes into account the intended audience's knowledge about and interest in the topic and the nature of the audience's relationship to the writer; emphasize main ideas or images; follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents' readability and impact.

10.5.6. Writing Processes and Features: Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that: report information and express ideas logically and correctly; offer detailed and accurate specifications; include scenarios, definitions, and examples to aid comprehension; anticipate readers' problems, mistakes, and misunderstandings.

10.5.7. Writing Processes and Features: Use varied and expanded vocabulary, appropriate for specific forms and topics.

10.5.8. Writing Processes and Features: Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

10.5.9. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions.

10.6.1. Grammar and Mechanics of Writing: Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.

10.6.2. Grammar and Mechanics of Writing: Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.

10.6.3. Manuscript Form: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

10.6.4. Manuscript Form: Apply appropriate manuscript conventions - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning.

10.7.1. Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

10.7.2. Organization and Delivery of Oral Communication: Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources.

10.7.3. Organization and Delivery of Oral Communication: Recognize and use elements of classical speech forms (including the introduction, first and second transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.

10.7.4. Organization and Delivery of Oral Communication: Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

10.7.5. Organization and Delivery of Oral Communication: Produce concise notes for extemporaneous speeches (speeches delivered without a planned script).

10.7.6. Organization and Delivery of Oral Communication: Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.

10.7.7. Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

10.7.8. Analysis and Evaluation of Oral and Media Communications: Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event.

10.7.9. Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Franklin Delano Roosevelt's 'Day of Infamy' speech) to find the rhetorical devices and features that make them memorable.

10.7.10. Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

10.7.11. Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

10.7.12. Analysis and Evaluation of Oral and Media Communications: Analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and logic.

10.7.13. Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

10.7.14. Speaking Applications: Deliver narrative presentations that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters; time the presentation of actions to accommodate time or mood changes.

10.7.15. Speaking Applications: Deliver expository (informational) presentations that: provide evidence in support of a thesis and related claims, including information on all relevant perspectives; convey information and ideas from primary and secondary sources accurately and coherently; make distinctions between the relative value and significance of specific data, facts, and ideas; include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs; anticipate and address the listeners' potential misunderstandings, biases, and expectations; use technical terms and notations correctly.

10.7.16. Speaking Applications: Apply appropriate interviewing techniques: prepare and ask relevant questions; make notes of responses; use language that conveys maturity, sensitivity, and respect; respond correctly and effectively to questions; demonstrate knowledge of the subject or organization; compile and report responses; evaluate the effectiveness of the interview.

10.7.17. Speaking Applications: Deliver oral responses to literature that: advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages; support important ideas and viewpoints through accurate and detailed references to the text and to other works; demonstrate awareness of the author's writing style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text.

10.7.18. Speaking Applications: Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: structure ideas and arguments in a coherent, logical fashion using inductive or deductive arguments; contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy); clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning; anticipate and address the listeners' concerns and counterarguments.

10.7.19. Speaking Applications: Deliver descriptive presentations that: establish a clear point of view on the subject of the presentation; establish the relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved); contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.

IN.JRN. Journalism - Students study communications history and the legal boundaries and ethical principles that guide journalistic writing as they learn writing styles and visual design for a variety of media formats. The ability to express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading will prepare students to work on high school publications or broadcast staffs and to take a career path in journalism.

JRN.1. Historical Perspectives: Students understand the function, history, development of a free and independent press in the United States.

JRN.1.1 Define the function of an independent press in a free society and explain how the media in the United States and other free societies differ from the public media in non-free societies and have done so from Colonial times.

JRN.1.2 Explain the role of the free press, such as the publication of the Federalist Papers, in the passage of the Constitution of the United States of America and in the eventual addition of the Bill of Rights.

JRN.1.3 Explain the impact of the First Amendment and important events on the development of freedom of speech and an independent press in the United States that includes:

JRN.1.3.1 1690 1st newspaper in America (Publick Occurrences, Both Forreign and Domestick),

JRN.1.3.2 1721 James Franklin exercises the privilege of editorial independence (The New England Courant),

JRN.1.3.3 1798 Sedition Act,

JRN.1.3.4 1841Horace Greeley introduces the editorial page,

JRN.1.3.5 1887 Nellie Bly joins Pulitzer's newspaper New York World

JRN.1.3.6 1905 Robert S. Abbott founds Chicago Defender,

JRN.1.3.7 1931 case of Near v. Minnesota,

JRN.1.3.8 1951 Edward R. Murrow pioneers television news,

JRN.1.3.9 1966 Freedom of Information Act,

JRN.1.3.10 1971 New York Times publishes the Pentagon Papers,

JRN.1.3.11 1980 1st online newspaper (Columbus Dispatch)

JRN.1.3.12 1991 World Wide Web expands online news and information, and

JRN.1.3.13 Other significant or recent events.

JRN.1.4 Explain how having a free press contributed to the development of our republic and the preservation of democratic principles.

JRN.1.5 Evaluate the impact of significant individuals and their roles in the development of an independent press in the history of American print and non-print journalism, including (in the 1700s) Benjamin Franklin, John Peter Zenger, (in the 1800s) Sara Josepha Hale, Horace Greeley, Frederick Douglass, Nellie Bly, Joseph Pulitzer, William Randolph Hearst, (in the 1900s) Robert S. Abbott, Margaret Bourke-White, Henry Luce, Malcolm Muir, Ernie Pyle, Walter Winchell, Edward R. Murrow, and William S. Paley

JRN.1.6 Identify and describe significant trends in the development of journalism from the introduction of the Gutenberg press to today that include:

JRN.1.6.1 From 1446 to 1800 (newspapers, books, magazines),

JRN.1.6.2 Industrial Revolution advances (telegraph, telephone, phonograph, photography, radio, television), and

JRN.1.6.3 Recent technological innovations (cable, digital, satellite, cellular).

JRN.1.7 Explain how new technologies (online newspapers using media convergence, email, blogs, podcasts, wikis and Wikipedia, talk radio, digital cameras, PDAs, interactive video Web sites, interactive video cell phones) have affected the dissemination of information in the United States.

JRN.1.8 Explain how new technologies are affecting the events or dissemination of information in non-free societies, such as some countries in the Middle East, Africa, or Asia.

JRN.2. Law and Ethics: Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States.

JRN.2.1 Law: Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

JRN.2.2 Law: Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press.

JRN.2.3 Law: Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes:

JRN.2.3.1 Tinker v. Des Moines Independent Community School District (1969),

JRN.2.3.2 Bethel v. Fraser (1986),

JRN.2.3.3 Hazelwood School District v. Kuhlmeier (1988),

JRN.2.3.4 Morse v. Frederick (2007), and

JRN.2.3.5 Other significant or recent decisions.

JRN.2.4 Law: Apply the legal boundaries and concepts affecting journalism to scholastic journalism.

JRN.2.4.1 Censorship: removing of material by an authority

JRN.2.4.2 Copyright: giving exclusive rights to material a person has written or created

JRN.2.4.3 Libel and slander: printing or presenting a falsehood that damages another's reputation

JRN.2.4.4 Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose

JRN.2.4.5 Prior review: reviewing prior to publication for purposes of approval or rejection

JRN.2.4.6 Retraction: correcting something printed or said in the most timely fashion

JRN.2.4.7 Student expression: voicing ideas and opinions in school environments

JRN.2.5 Ethics: Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing:

JRN.2.5.1 Confidentiality: assuring secrecy for information

JRN.2.5.2 Fabrication: inventing stories or accounts

JRN.2.5.3 Photo-manipulation: portraying false visual information

JRN.2.5.4 Off-the-record remarks: agreeing comments are not for publication

JRN.2.5.5 Plagiarism: using another person's work as one's own

JRN.2.5.6 Anonymous sources: using an unnamed source

JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as:

JRN.2.6.1 American Society of Newspaper Editors,

JRN.2.6.2 The Poynter Institute for Media Studies, or

JRN.2.6.3 Society of Professional Journalists.

JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported.

JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as:

JRN.2.8.1 Indiana High School Press Association (IHSPA),

JRN.2.8.2 Journalism Education Association (JEA), or

JRN.2.8.3 National School Press Association (NSPA).

JRN.3. Media Analysis: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media.

JRN.3.1 Analysis and Evaluation of Media: Analyze news stories and reports that focus on specific issues, people, and events for the following qualities:

JRN.3.1.1 Importance or amount of space or time,

JRN.3.1.2 Proximity or nearness,

JRN.3.1.3 Timeliness or immediacy,

JRN.3.1.4 Prominence or names,

JRN.3.1.5 Conflict, consequence, or impact,

JRN.3.1.6 Variety,

JRN.3.1.7 Human interest, or

JRN.3.1.8 Humor.

JRN.3.2 Analysis and Evaluation of Media: Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:

JRN.3.2.1 Accuracy,

JRN.3.2.2 Balance,

JRN.3.2.3 Fairness,

JRN.3.2.4 Proper attribution, and

JRN.3.2.5 Truthfulness or credibility.

JRN.3.3 Analysis and Evaluation of Media: Analyze and evaluate the essential features of journalistic writing in a variety of news sources for:

JRN.3.3.1 Brevity and clarity,

JRN.3.3.2 Content, topics or themes appropriate for the audience,

JRN.3.3.3 Credible and multiple information sources,

JRN.3.3.4 Effective use of language,

JRN.3.3.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.3.6 Structural elements and organization.

JRN.3.4 Analysis and Evaluation of Media: Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

JRN.3.4.1 Appropriateness,

JRN.3.4.2 Audience and purpose,

JRN.3.4.3 Information provided or story

JRN.3.4.4 Quality of work or presentation,

JRN.3.4.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.4.6 Type of impact.

JRN.3.5 Critique of Mass Media: Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media.

JRN.3.6 Critique of Mass Media: Evaluate the credibility of sources in a variety of newspaper and non-print media stories.

JRN.4. Journalistic Writing Processes: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes.

JRN.4.1 Gathering Information: Discuss ideas for writing with classmates, teachers, other writers, or community members.

JRN.4.2 Gathering Information: Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers.

JRN.4.3 Gathering Information: Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes:

JRN.4.3.1 Researching background information,

JRN.4.3.2 Formulating questions that elicit valuable information,

JRN.4.3.3 Observing and recording details during the interview,

JRN.4.3.4 Effectively concluding the interview,

JRN.4.3.5 Double-checking information before writing the story, and

JRN.4.3.6 Keeping dated notes or interview records on file.

JRN.4.4 Gathering Information: Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

JRN.4.5 Organization and Focus: Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes:

JRN.4.5.1 The inverted pyramid (lead, most important details, less important details, least important details),

JRN.4.5.2 Narrative storytelling pattern (indirect lead, facts and information, closing), or

JRN.4.5.3 Combinations of the inverted pyramid and narrative storytelling pattern.

JRN.4.6 Organization and Focus: Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes:

JRN.4.6.1 Short, focused sentences and paragraphs,

JRN.4.6.2 Varied word usage and descriptive vocabulary,

JRN.4.6.3 Active voice verbs, and

JRN.4.6.4 Specific word choice to avoid jargon and vague language.

JRN.4.7 Organization and Focus: Use language effectively to establish a specific tone.

JRN.4.8 Evaluate and Revise: Evaluate and revise the content of copy for meaning, clarity, and purpose.

JRN.4.9 Evaluate and Revise: Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form.

JRN.4.10 Evaluate and Revise: Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.

JRN.5. Writing for Media: Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follow specific style manual guidelines for consistency.

JRN.5.1 Write news stories that:

JRN.5.1.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.1.2 Use a variety of creative leads.

JRN.5.1.3 Contain adequate information from credible sources.

JRN.5.1.4 Narrate events accurately including their significance to the audience.

JRN.5.1.5 Include appropriate quotations and proper attribution.

JRN.5.1.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.1.7 Cite sources of information correctly.

JRN.5.1.8 Follow standard journalistic language and format conventions.

JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that:

JRN.5.2.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.2.2 Use a variety of creative leads.

JRN.5.2.3 Contain adequate information from credible sources.

JRN.5.2.4 Narrate events accurately including their significance to the audience.

JRN.5.2.5 Include appropriate quotations and proper attribution.

JRN.5.2.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.2.7 Cite sources of information correctly.

JRN.5.2.8 Follow standard journalistic language and format conventions.

JRN.5.3 Write in-depth issue features that:

JRN.5.3.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.3.2 Are adequately researched and use a variety of leads.

JRN.5.3.3 Explore the personal significance of an experience

JRN.5.3.4 Use appropriate quotations and provide proper attribution.

JRN.5.3.5 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.3.6 Maintain a balance between individual events and more general or abstract ideas.

JRN.5.3.7 Cite sources of information using the correct form for attribution.

JRN.5.3.8 Follow standard journalistic language and format conventions.

JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that:

JRN.5.4.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.4.2 Use a variety of creative leads and organize material to adequately inform or persuade readers.

JRN.5.4.3 Identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost).

JRN.5.4.4 Compare the new work to previous work.

JRN.5.4.5 Describe audience reaction.

JRN.5.4.6 Use appropriate quotations and provide proper attribution.

JRN.5.4.7 Follow standard journalistic language and format conventions.

JRN.5.5 Write editorials, opinion pieces, or commentaries that:

JRN.5.5.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.5.2 Are adequately researched and use a variety of creative leads.

JRN.5.5.3 Explore the personal significance of an experience.

JRN.5.5.4 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.5.5 Maintain a balance between individual events and more general and abstract ideas.

JRN.5.5.6 Use appropriate quotations and provide proper attribution.

JRN.5.5.7 Cite sources of information using the correct form for attribution.

JRN.5.5.8 Follow standard journalistic language and format conventions.

JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.

JRN.6. Technology and Design: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats.

JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

JRN.6.2 Follow basic rules of newspaper and online publication design related to layout.

JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes:

JRN.6.3.1 Signature,

JRN.6.3.2 Dummying,

JRN.6.3.3 Ladder,

JRN.6.3.4 Font, and

JRN.6.3.5 Graphics.

JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.6 Analyze and use a variety of media formats that include:

JRN.6.6.1 Media convergence,

JRN.6.6.2 Internet and evolving technologies,

JRN.6.6.3 Podcasts and blogs, and

JRN.6.6.4 Satellite communications.

JRN.7. Media Leadership and Career Development: Students understand the organization, economics, and management of media staffs. They explore career paths and further educational opportunities in journalism.

JRN.7.1 Media Leadership: Analyze and evaluate leadership models used by media staffs and organizations.

JRN.7.2 Media Leadership: Identify the rights and responsibilities guaranteed by state and federal governments for media staffs.

JRN.7.3 Media Leadership: Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines.

JRN.7.4 Media Leadership: Analyze factors affecting the cost of producing a publication that include:

JRN.7.4.1 Development of the copy,

JRN.7.4.2 Format (print, online, or media), and

JRN.7.4.3 Distribution systems.

JRN.7.5 Media Leadership: Create and implement financial plans to support a publication including sales and advertising.

JRN.7.6 Career Development: Analyze the career paths of noted and recent journalists, what made each a distinctive contributor to the field, and how this information could guide a career path.

JRN.7.7 Career Development: Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area.

JRN.7.8 Career Development: Create portfolios (print or non-print) that include:

JRN.7.8.1 Personal narrative summary of high school experience,

JRN.7.8.2 Resumes or career goal statements,

JRN.7.8.3 Letters of recommendation,

JRN.7.8.4 Samples of best clips or work, and

JRN.7.8.5 Recognition, awards, certificates, or testimonies.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students apply their knowledge of word origins (words from other languages, history or literature, and other fields) to determine the meaning of new words encountered in reading and use those words accurately.

11.1.1. Vocabulary and Concept Development: Understand unfamiliar words that refer to characters or themes in literature or history.

11.1.2. Vocabulary and Concept Development: Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.

11.1.3. Vocabulary and Concept Development: Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

11.2.1. Structural Features of Informational and Technical Materials: Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices.

11.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.

11.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Verify and clarify facts presented in several types of expository texts by using a variety of consumer, workplace, and public documents.

11.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable assertions about an author's arguments by using elements of the text to defend and clarify interpretations.

11.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze an author's implicit and explicit assumptions and beliefs about a subject.

11.2.6. Expository (Informational) Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

11.3.1. Structural Features of Literature: Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

11.3.2. Analysis of Grade-Level-Appropriate Literary Text: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

11.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze the ways in which irony, tone, mood, the author's style, and the 'sound' of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.

11.3.4. Analysis of Grade-Level-Appropriate Literary Text: Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers' emotions.

11.3.5. Analysis of Grade-Level-Appropriate Literary Text: Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that: reflect a variety of genres in each of the respective historical periods; were written by important authors in the respective major historical periods; reveal contrasts in major themes, styles, and trends; reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.

11.3.6. Analysis of Grade-Level-Appropriate Literary Text: Analyze the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings.

11.3.7. Literary Criticism: Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.

11.3.8. Literary Criticism: Analyze the philosophical arguments presented in literary works to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters.

IN.4. Writing: Processes and Features: Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, and revising).

11.4.1. Organization and Focus: Discuss ideas for writing with classmates, teachers, and other writers.

11.4.2. Organization and Focus: Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.

11.4.3. Organization and Focus: Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.

11.4.4. Organization and Focus: Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

11.4.5. Organization and Focus: Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.

11.4.6. Organization and Focus: Use language in creative and vivid ways to establish a specific tone.

11.4.7. Research Process and Technology: Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.

11.4.8. Research Process and Technology: Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.

11.4.9. Research Process and Technology: Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.

11.4.13. Research Process and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

11.4.10. Evaluation and Revision: Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.

11.4.11. Evaluation and Revision: Edit and proofread one's own writing, as well as that of others, using an editing checklist.

11.4.12. Evaluation and Revision: Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 11 continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,200 to 1,500 words or more). Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and resumes.

11.5.1. Writing Processes and Features: Write fictional, autobiographical, or biographical narratives that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood.

11.5.2. Writing Processes and Features: Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes, and unique aspects of the text; support statements with evidence from the text; demonstrate an understanding of the author's style and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

11.5.9. Writing Processes and Features: Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: develops a thesis; creates an organizing structure appropriate to purpose, audience, and context; includes accurate information from primary and secondary sources and excludes extraneous information; makes valid inferences; supports judgments with relevant and substantial evidence and well-chosen details; uses technical terms and notations correctly; provides a coherent conclusion.

11.5.3. Writing Processes and Features: Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion; draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; maintain a balance in describing individual events and relating those events to more general and abstract ideas.

11.5.4. Writing Processes and Features: Write historical investigation reports that: use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument; analyze several historical records of a single event, examining critical relationships between elements of the topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources; include a formal bibliography.

11.5.5. Writing Processes and Features: Write job applications and resumes that: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document.

11.5.6. Writing Processes and Features: Use varied and extended vocabulary, appropriate for specific forms and topics.

11.5.7. Writing Processes and Features: Use precise technical or scientific language when appropriate for topic and audience.

11.5.8. Writing Processes and Features: Deliver multimedia presentations that: combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately, and monitoring for quality; test the audience's response and revise the presentation accordingly.

11.5.10. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; incorporates numeric data, charts, tables, and graphs; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions.

11.6.1. Grammar and Mechanics of Writing: Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.

11.6.2. Manuscript Form: Produce writing that shows accurate spelling and correct punctuation and capitalization.

11.6.3. Manuscript Form: Apply appropriate manuscript conventions in writing - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.

11.6.4. Manuscript Form: Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

11.7.1. Comprehension: Summarize a speaker's purpose and point of view and ask questions to draw interpretations of the speaker's content and attitude toward the subject.

11.7.2. Organization and Delivery of Oral Communication: Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect.

11.7.3. Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: inductive arguments (arguments that demonstrate something that is highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (arguments that draw necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal.); syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

11.7.4. Organization and Delivery of Oral Communication: Use logical (causality, appeal to authority), ethical, and emotional appeals that enhance a specific tone and purpose.

11.7.5. Organization and Delivery of Oral Communication: Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.

11.7.6. Organization and Delivery of Oral Communication: Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity.

11.7.7. Organization and Delivery of Oral Communication: Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect.

11.7.8. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions.

11.7.9. Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language).

11.7.10. Analysis and Evaluation of Oral and Media Communications: Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels.

11.7.11. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

11.7.12. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.

11.7.13. Analysis and Evaluation of Oral and Media Communications: Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience's feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).

11.7.14. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

11.7.15. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast War of the Worlds by H.G. Wells).

11.7.16. Speaking Applications: Deliver reflective presentations that: explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion; draw comparisons between the specific incident and broader themes to illustrate beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas.

11.7.17. Speaking Applications: Deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic); analyze several historical records of a single event, examining each perspective on the event; describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation; include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.

11.7.18. Speaking Applications: Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable; present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies; support important ideas and viewpoints through specific references to the text and to other works; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text.

11.7.19. Speaking Applications: Deliver multimedia presentations that: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly.

11.7.20. Speaking Applications: Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet's soliloquy 'To Be or Not to Be').

IN.CMP.1. Composition: Process: Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing).

CMP.1.1. Plan: Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. [11.4.1/12.4.1]

CMP.1.2. Draft: Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. [11.4.2/12.4.2]

CMP.1.3. Draft: Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. [11.4.3/12/4/3]

CMP.1.4. Draft: Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. [11.4.4/12.4.4]

CMP.1.5. Draft: Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. [11.4.5/12.4.5]

CMP.1.6. Draft: Use language in creative and vivid ways to establish a specific tone. [11.4.6/12.4.6]

CMP.1.7. Draft: Integrate quotations and citations into a written text while maintaining the flow of ideas. [11.4.13/12.4.13]

CMP.1.8. Revise: Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. [11.4.10]

CMP.1.9. Revise: Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. [12.4.10]

CMP.1.10. Revise: Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. [11.4.12/12.4.12]

CMP.1.11. Edit: Revise, edit, and proofread one's own writing, as well as that of others, using an editing checklist. [11.4.11/12.4.11]

CMP.1.12. Publish and Technology: Use technology for all aspects of creating, revising, editing, and publishing. [11.4.9/12.4.9]

CMP.1.13. Research: Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. [11.4.7/12.4.7]

CMP.1.14. Research: Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. [11.4.8/12.4.8]

IN.CMP.2. Composition: Applications: Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and resumes.

CMP.2.1. Writing Process: Write fictional, autobiographical, or biographical compositions that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood. [11.5.1/12.5.1]

CMP.2.2. Writing Process: Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes, and unique aspects of the text; support statements with evidence from the text; demonstrate an understanding of the author's style and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. [11.5.2/12.5.2]

CMP.2.3. Writing Process: Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: develops a thesis; creates an organizing structure appropriate to purpose, audience, and context; includes accurate information from primary and secondary sources and excludes extraneous information; makes valid inferences; supports judgments with relevant and substantial evidence and well-chosen details; uses technical terms and notations correctly; provides a coherent conclusion. [11.5.9/12.5.9]

CMP.2.4. Writing Process: Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion; draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; maintain a balance in describing individual events and relating those events to more general and abstract ideas. [11.5.3/12.5.3]

CMP.2.5. Writing Process: Write historical investigation reports that: use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument; analyze several historical records of a single event, examining critical relationships between elements of the topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources; include a formal bibliography. [11.5.4/12.5.4]

CMP.2.6. Writing Process: Write job applications and resumes that: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document. [11.5.5/12.5.5]

CMP.2.7. Writing Process: Use varied and extended vocabulary, appropriate for specific forms and topics. [11.5.6/12.5.6]

CMP.2.8. Writing Process: Use precise technical or scientific language when appropriate for topic and audience. [11.5.7/12.5.7]

CMP.2.9. Writing Process: Deliver multimedia presentations that: combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly. [11.5.8/12.5.8]

CMP.2.10. Writing Process: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; incorporates numeric data, charts, tables, and graphs; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). [11.5.10/12.5.10]

IN.CMP.3. Composition: English Language Conventions: Students write using Standard English conventions.

CMP.3.1. Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. [11.6.1/12.6.1]

CMP.3.2. Produce writing that shows accurate spelling and correct punctuation and capitalization. [11.6.2/12.6.2]

CMP.3.3. Apply appropriate manuscript conventions in writing - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. [11.6.3/12.6.3]

CMP.3.4. Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. [11.6.4/12.6.4]

IN.LIT.1. Literature: Vocabulary and Concept Development: Students apply their knowledge of word origins (words from other languages, from history or literature, and from other fields) to determine the meaning of new words encountered in reading and use those words accurately.

LIT.1.1. Vocabulary and Concept Development: Understand unfamiliar words that refer to characters or themes in literature or history. [11.1.1/12.1.1]

LIT.1.2. Vocabulary and Concept Development: Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.[11.1.2/12.1.2]

LIT.1.3. Vocabulary and Concept Development: Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. [11.1.3/12.1.3]

IN.LIT.2. Literature: Analysis and Critique of Nonfiction: Students read and understand grade-level-appropriate material. Students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information.

LIT.2.1. Structural Features of Nonfiction: Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. [11.2.1/12.2.1]

LIT.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. [11.2.2/12.2.2]

LIT.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. [11.2.3/12.2.3]

LIT.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable assertions about an author's arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. [11.2.4/12.2.4]

LIT.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze an author's implicit or explicit assumptions and beliefs about a subject. [11.2.5/12.2.5]

LIT.2.6. Expository (Informational) Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. [11.2.6/12.2.6]

IN.LIT.3. Literature: Literary Analysis and Criticism of Fiction: Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as Students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.

LIT.3.1. Structural Features of Literature: Evaluate characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. [11.3.1/12.3.1]

LIT.3.2. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. [11.3.2/12.3.2]

LIT.3.3. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the ways in which irony, tone, mood, the style, and the 'sound' of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. [11.3.3/12.3.3]

LIT.3.4. Literary Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions. [11.3.4/12.3.4]

LIT.3.5. Literary Analysis of Grade-Level-Appropriate Text: Analyze and evaluate works of literary or cultural significance in American, English, or world history that: reflect a variety of genres in the respective major periods in literature; were written by important authors in each historical periods; reveal contrasts in major themes, styles, and trends in these historical periods; reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. [11.3.5/12.3.5]

LIT.3.6. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. [11.3.6/12.3.6]

LIT.3.7. Literary Analysis of Grade-Level-Appropriate Text: Analyze recognized works of world literature from a variety of authors that: contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period; relate literary works and authors to the major themes and issues of their literary period; examine the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. [12.3.7]

LIT.3.8. Literary Analysis of Grade-Level-Appropriate Text: Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. [12.3.10]

LIT.3.9. Literary Criticism: Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. [11.3.7/12.3.8]

LIT.3.10. Literary Criticism: Evaluate the philosophical arguments presented in literary works or the use of dialogue to reveal character to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. [11.3.8/12.3.9]

IN.SPC.1. Speech and Communication: Strategies and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

SPC.1.1. Comprehension: Summarize a speaker's purpose and point of view, discuss, and ask questions to draw interpretations of the speaker's content and attitude toward the subject. [11.7.1/12.7.1]

SPC.1.2. Organization and Delivery of Oral Communication: Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. [11.7.2/12.7.2]

SPC.1.3. Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: inductive arguments: All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.); syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others). [11.7.3/12.7.3]

SPC.1.4. Organization and Delivery of Oral Communication: Use logical, (ad hominem, arguing from a personal perspective; ad populum, appealing to the people) ethical, and emotional appeals that enhance a specific tone and purpose. [11.7.4/12.7.4]

SPC.1.5. Organization and Delivery of Oral Communication: Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. [11.7.5/12.7.5]

SPC.1.6. Organization and Delivery of Oral Communication: Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. [11.7.6/12.7.6]

SPC.1.7. Organization and Delivery of Oral Communication: Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. [11.7.7/12.7.7]

SPC.1.8. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. [11.7.8/12.7.8]

SPC.1.9. Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language). [11.7.9/12.7.9]

SPC.1.10. Analysis and Evaluation of Oral and Media Communications: Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. [11.7.10/12.7.10]

SPC.1.11. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). [11.7.11/12.7.11]

SPC.1.12. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. [11.7.12/12.7.12]

SPC.1.13. Analysis and Evaluation of Oral and Media Communications: Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience's feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). [11.7.13/12.7.13]

SPC.1.14. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. [11.7.14/12.7.4]

SPC.1.15. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast 'War of the Worlds' by H. G. Wells). [11.7.15/12.7.15]

SPC.1.16. Speaking Applications: Deliver reflective presentations that: explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion; draw comparisons between the specific incident and broader themes and illustrate beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas. [11.7.16/12.7.16]

SPC.1.17. Speaking Applications: Deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic); analyze several historical records of a single event, examining each perspective on the event; describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation; include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources. [11.7.17/12.7.17]

SPC.1.18. Speaking Applications: Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable; present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies; support important ideas and viewpoints through specific references to the text and to other works; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text. [11.7.18/12.7.18]

SPC.1.19. Speaking Applications: Deliver multimedia presentations that: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly. [11.7.19/12.7.19]

SPC.1.20. Speaking Applications: Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet's soliloquy 'To Be or Not to Be' or Portia's soliloquy 'The Quality of Mercy Is Not Strained' from The Merchant of Venice). [11.7.20/12.7.20]

IN.JRN. Journalism - Students study communications history and the legal boundaries and ethical principles that guide journalistic writing as they learn writing styles and visual design for a variety of media formats. The ability to express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading will prepare students to work on high school publications or broadcast staffs and to take a career path in journalism.

JRN.1. Historical Perspectives: Students understand the function, history, development of a free and independent press in the United States.

JRN.1.1 Define the function of an independent press in a free society and explain how the media in the United States and other free societies differ from the public media in non-free societies and have done so from Colonial times.

JRN.1.2 Explain the role of the free press, such as the publication of the Federalist Papers, in the passage of the Constitution of the United States of America and in the eventual addition of the Bill of Rights.

JRN.1.3 Explain the impact of the First Amendment and important events on the development of freedom of speech and an independent press in the United States that includes:

JRN.1.3.1 1690 1st newspaper in America (Publick Occurrences, Both Forreign and Domestick),

JRN.1.3.2 1721 James Franklin exercises the privilege of editorial independence (The New England Courant),

JRN.1.3.3 1798 Sedition Act,

JRN.1.3.4 1841Horace Greeley introduces the editorial page,

JRN.1.3.5 1887 Nellie Bly joins Pulitzer's newspaper New York World

JRN.1.3.6 1905 Robert S. Abbott founds Chicago Defender,

JRN.1.3.7 1931 case of Near v. Minnesota,

JRN.1.3.8 1951 Edward R. Murrow pioneers television news,

JRN.1.3.9 1966 Freedom of Information Act,

JRN.1.3.10 1971 New York Times publishes the Pentagon Papers,

JRN.1.3.11 1980 1st online newspaper (Columbus Dispatch)

JRN.1.3.12 1991 World Wide Web expands online news and information, and

JRN.1.3.13 Other significant or recent events.

JRN.1.4 Explain how having a free press contributed to the development of our republic and the preservation of democratic principles.

JRN.1.5 Evaluate the impact of significant individuals and their roles in the development of an independent press in the history of American print and non-print journalism, including (in the 1700s) Benjamin Franklin, John Peter Zenger, (in the 1800s) Sara Josepha Hale, Horace Greeley, Frederick Douglass, Nellie Bly, Joseph Pulitzer, William Randolph Hearst, (in the 1900s) Robert S. Abbott, Margaret Bourke-White, Henry Luce, Malcolm Muir, Ernie Pyle, Walter Winchell, Edward R. Murrow, and William S. Paley

JRN.1.6 Identify and describe significant trends in the development of journalism from the introduction of the Gutenberg press to today that include:

JRN.1.6.1 From 1446 to 1800 (newspapers, books, magazines),

JRN.1.6.2 Industrial Revolution advances (telegraph, telephone, phonograph, photography, radio, television), and

JRN.1.6.3 Recent technological innovations (cable, digital, satellite, cellular).

JRN.1.7 Explain how new technologies (online newspapers using media convergence, email, blogs, podcasts, wikis and Wikipedia, talk radio, digital cameras, PDAs, interactive video Web sites, interactive video cell phones) have affected the dissemination of information in the United States.

JRN.1.8 Explain how new technologies are affecting the events or dissemination of information in non-free societies, such as some countries in the Middle East, Africa, or Asia.

JRN.2. Law and Ethics: Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States.

JRN.2.1 Law: Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

JRN.2.2 Law: Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press.

JRN.2.3 Law: Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes:

JRN.2.3.1 Tinker v. Des Moines Independent Community School District (1969),

JRN.2.3.2 Bethel v. Fraser (1986),

JRN.2.3.3 Hazelwood School District v. Kuhlmeier (1988),

JRN.2.3.4 Morse v. Frederick (2007), and

JRN.2.3.5 Other significant or recent decisions.

JRN.2.4 Law: Apply the legal boundaries and concepts affecting journalism to scholastic journalism.

JRN.2.4.1 Censorship: removing of material by an authority

JRN.2.4.2 Copyright: giving exclusive rights to material a person has written or created

JRN.2.4.3 Libel and slander: printing or presenting a falsehood that damages another's reputation

JRN.2.4.4 Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose

JRN.2.4.5 Prior review: reviewing prior to publication for purposes of approval or rejection

JRN.2.4.6 Retraction: correcting something printed or said in the most timely fashion

JRN.2.4.7 Student expression: voicing ideas and opinions in school environments

JRN.2.5 Ethics: Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing:

JRN.2.5.1 Confidentiality: assuring secrecy for information

JRN.2.5.2 Fabrication: inventing stories or accounts

JRN.2.5.3 Photo-manipulation: portraying false visual information

JRN.2.5.4 Off-the-record remarks: agreeing comments are not for publication

JRN.2.5.5 Plagiarism: using another person's work as one's own

JRN.2.5.6 Anonymous sources: using an unnamed source

JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as:

JRN.2.6.1 American Society of Newspaper Editors,

JRN.2.6.2 The Poynter Institute for Media Studies, or

JRN.2.6.3 Society of Professional Journalists.

JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported.

JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as:

JRN.2.8.1 Indiana High School Press Association (IHSPA),

JRN.2.8.2 Journalism Education Association (JEA), or

JRN.2.8.3 National School Press Association (NSPA).

JRN.3. Media Analysis: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media.

JRN.3.1 Analysis and Evaluation of Media: Analyze news stories and reports that focus on specific issues, people, and events for the following qualities:

JRN.3.1.1 Importance or amount of space or time,

JRN.3.1.2 Proximity or nearness,

JRN.3.1.3 Timeliness or immediacy,

JRN.3.1.4 Prominence or names,

JRN.3.1.5 Conflict, consequence, or impact,

JRN.3.1.6 Variety,

JRN.3.1.7 Human interest, or

JRN.3.1.8 Humor.

JRN.3.2 Analysis and Evaluation of Media: Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:

JRN.3.2.1 Accuracy,

JRN.3.2.2 Balance,

JRN.3.2.3 Fairness,

JRN.3.2.4 Proper attribution, and

JRN.3.2.5 Truthfulness or credibility.

JRN.3.3 Analysis and Evaluation of Media: Analyze and evaluate the essential features of journalistic writing in a variety of news sources for:

JRN.3.3.1 Brevity and clarity,

JRN.3.3.2 Content, topics or themes appropriate for the audience,

JRN.3.3.3 Credible and multiple information sources,

JRN.3.3.4 Effective use of language,

JRN.3.3.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.3.6 Structural elements and organization.

JRN.3.4 Analysis and Evaluation of Media: Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

JRN.3.4.1 Appropriateness,

JRN.3.4.2 Audience and purpose,

JRN.3.4.3 Information provided or story

JRN.3.4.4 Quality of work or presentation,

JRN.3.4.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.4.6 Type of impact.

JRN.3.5 Critique of Mass Media: Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media.

JRN.3.6 Critique of Mass Media: Evaluate the credibility of sources in a variety of newspaper and non-print media stories.

JRN.4. Journalistic Writing Processes: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes.

JRN.4.1 Gathering Information: Discuss ideas for writing with classmates, teachers, other writers, or community members.

JRN.4.2 Gathering Information: Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers.

JRN.4.3 Gathering Information: Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes:

JRN.4.3.1 Researching background information,

JRN.4.3.2 Formulating questions that elicit valuable information,

JRN.4.3.3 Observing and recording details during the interview,

JRN.4.3.4 Effectively concluding the interview,

JRN.4.3.5 Double-checking information before writing the story, and

JRN.4.3.6 Keeping dated notes or interview records on file.

JRN.4.4 Gathering Information: Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

JRN.4.5 Organization and Focus: Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes:

JRN.4.5.1 The inverted pyramid (lead, most important details, less important details, least important details),

JRN.4.5.2 Narrative storytelling pattern (indirect lead, facts and information, closing), or

JRN.4.5.3 Combinations of the inverted pyramid and narrative storytelling pattern.

JRN.4.6 Organization and Focus: Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes:

JRN.4.6.1 Short, focused sentences and paragraphs,

JRN.4.6.2 Varied word usage and descriptive vocabulary,

JRN.4.6.3 Active voice verbs, and

JRN.4.6.4 Specific word choice to avoid jargon and vague language.

JRN.4.7 Organization and Focus: Use language effectively to establish a specific tone.

JRN.4.8 Evaluate and Revise: Evaluate and revise the content of copy for meaning, clarity, and purpose.

JRN.4.9 Evaluate and Revise: Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form.

JRN.4.10 Evaluate and Revise: Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.

JRN.5. Writing for Media: Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follow specific style manual guidelines for consistency.

JRN.5.1 Write news stories that:

JRN.5.1.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.1.2 Use a variety of creative leads.

JRN.5.1.3 Contain adequate information from credible sources.

JRN.5.1.4 Narrate events accurately including their significance to the audience.

JRN.5.1.5 Include appropriate quotations and proper attribution.

JRN.5.1.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.1.7 Cite sources of information correctly.

JRN.5.1.8 Follow standard journalistic language and format conventions.

JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that:

JRN.5.2.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.2.2 Use a variety of creative leads.

JRN.5.2.3 Contain adequate information from credible sources.

JRN.5.2.4 Narrate events accurately including their significance to the audience.

JRN.5.2.5 Include appropriate quotations and proper attribution.

JRN.5.2.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.2.7 Cite sources of information correctly.

JRN.5.2.8 Follow standard journalistic language and format conventions.

JRN.5.3 Write in-depth issue features that:

JRN.5.3.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.3.2 Are adequately researched and use a variety of leads.

JRN.5.3.3 Explore the personal significance of an experience

JRN.5.3.4 Use appropriate quotations and provide proper attribution.

JRN.5.3.5 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.3.6 Maintain a balance between individual events and more general or abstract ideas.

JRN.5.3.7 Cite sources of information using the correct form for attribution.

JRN.5.3.8 Follow standard journalistic language and format conventions.

JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that:

JRN.5.4.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.4.2 Use a variety of creative leads and organize material to adequately inform or persuade readers.

JRN.5.4.3 Identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost).

JRN.5.4.4 Compare the new work to previous work.

JRN.5.4.5 Describe audience reaction.

JRN.5.4.6 Use appropriate quotations and provide proper attribution.

JRN.5.4.7 Follow standard journalistic language and format conventions.

JRN.5.5 Write editorials, opinion pieces, or commentaries that:

JRN.5.5.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.5.2 Are adequately researched and use a variety of creative leads.

JRN.5.5.3 Explore the personal significance of an experience.

JRN.5.5.4 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.5.5 Maintain a balance between individual events and more general and abstract ideas.

JRN.5.5.6 Use appropriate quotations and provide proper attribution.

JRN.5.5.7 Cite sources of information using the correct form for attribution.

JRN.5.5.8 Follow standard journalistic language and format conventions.

JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.

JRN.6. Technology and Design: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats.

JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

JRN.6.2 Follow basic rules of newspaper and online publication design related to layout.

JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes:

JRN.6.3.1 Signature,

JRN.6.3.2 Dummying,

JRN.6.3.3 Ladder,

JRN.6.3.4 Font, and

JRN.6.3.5 Graphics.

JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.6 Analyze and use a variety of media formats that include:

JRN.6.6.1 Media convergence,

JRN.6.6.2 Internet and evolving technologies,

JRN.6.6.3 Podcasts and blogs, and

JRN.6.6.4 Satellite communications.

JRN.7. Media Leadership and Career Development: Students understand the organization, economics, and management of media staffs. They explore career paths and further educational opportunities in journalism.

JRN.7.1 Media Leadership: Analyze and evaluate leadership models used by media staffs and organizations.

JRN.7.2 Media Leadership: Identify the rights and responsibilities guaranteed by state and federal governments for media staffs.

JRN.7.3 Media Leadership: Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines.

JRN.7.4 Media Leadership: Analyze factors affecting the cost of producing a publication that include:

JRN.7.4.1 Development of the copy,

JRN.7.4.2 Format (print, online, or media), and

JRN.7.4.3 Distribution systems.

JRN.7.5 Media Leadership: Create and implement financial plans to support a publication including sales and advertising.

JRN.7.6 Career Development: Analyze the career paths of noted and recent journalists, what made each a distinctive contributor to the field, and how this information could guide a career path.

JRN.7.7 Career Development: Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area.

JRN.7.8 Career Development: Create portfolios (print or non-print) that include:

JRN.7.8.1 Personal narrative summary of high school experience,

JRN.7.8.2 Resumes or career goal statements,

JRN.7.8.3 Letters of recommendation,

JRN.7.8.4 Samples of best clips or work, and

JRN.7.8.5 Recognition, awards, certificates, or testimonies.

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.

12.1.1. Vocabulary and Concept Development: Understand unfamiliar words that refer to characters or themes in literature or history.

12.1.2. Vocabulary and Concept Development: Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.

12.1.3. Vocabulary and Concept Development: Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

12.2.1. Structural Features of Informational and Technical Materials: Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices.

12.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.

12.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others.

12.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable assertions about an author's arguments by using hypothetical situations or elements of the text to defend and clarify interpretations.

12.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze an author's implicit and explicit assumptions and beliefs about a subject.

12.2.6. Expository (Informational) Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

12.3.1. Structural Features of Literature: Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

12.3.2. Analysis of Grade-Level-Appropriate Literary Text: Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

12.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze the ways in which irony, tone, mood, the author's style, and the 'sound' of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.

12.3.4. Analysis of Grade-Level-Appropriate Literary Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.

12.3.5. Analysis of Grade-Level-Appropriate Literary Text: Analyze and evaluate works of literary or cultural significance in American, English, or world history that: reflect a variety of genres in the major periods in literature; were written by important authors in each historical period; reveal contrasts in major themes, styles, and trends in these historical periods; reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.

12.3.6. Analysis of Grade-Level-Appropriate Literary Text: Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings.

12.3.7. Analysis of Grade-Level-Appropriate Literary Text: Analyze recognized works of world literature from a variety of authors that: contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period; relate literary works and authors to the major themes and issues of their literary period; evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.

12.3.10. Analysis of Grade-Level-Appropriate Literary Text: Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others.

12.3.8. Literary Criticism: Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.

12.3.9. Literary Criticism: Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters.

IN.4. Writing: Processes and Features: Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, and revising).

12.4.1. Organization and Focus: Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task.

12.4.2. Organization and Focus: Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.

12.4.3. Organization and Focus: Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.

12.4.4. Organization and Focus: Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

12.4.5. Organization and Focus: Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.

12.4.6. Organization and Focus: Use language in creative and vivid ways to establish a specific tone.

12.4.7. Research Process and Technology: Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.

12.4.8. Research Process and Technology: Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies.

12.4.9. Research Process and Technology: Use technology for all aspects of creating, revising, editing, and publishing.

12.4.13. Research Process and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

12.4.10. Evaluation and Revision: Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer.

12.4.11. Evaluation and Revision: Revise, edit, and proofread one's own writing, as well as that of others, using an editing checklist.

12.4.12. Evaluation and Revision: Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 12 continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and resumes; and to deliver multimedia presentations.

12.5.1. Writing Processes and Features: Write fictional, autobiographical, or biographical narratives that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood.

12.5.2. Writing Processes and Features: Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes, and unique aspects of the text; support statements with evidence from the text; demonstrate an understanding of the author's style and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

12.5.9. Writing Processes and Features: Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: develops a thesis, creates an organizing structure appropriate to purpose, audience, and context; includes accurate information from primary and secondary sources and excludes extraneous information; makes valid inferences; supports judgments with relevant and substantial evidence and well-chosen details; uses technical terms and notations correctly; provides a coherent conclusion.

12.5.3. Writing Processes and Features: Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion; draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; maintain a balance in describing individual events and relating those incidents to more general and abstract ideas.

12.5.4. Writing Processes and Features: Write historical investigation reports that: use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument; analyze several historical records of a single event, examining critical relationships between elements of the topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources; include a formal bibliography.

12.5.5. Writing Processes and Features: Write job applications and resumes that: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typefaces), and spacing that contribute to the readability and impact of the document.

12.5.6. Writing Processes and Features: Use varied and extended vocabulary, appropriate for specific forms and topics.

12.5.7. Writing Processes and Features: Use precise technical or scientific language when appropriate for topic and audience.

12.5.8. Writing Processes and Features: Deliver multimedia presentations that: combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly.

12.5.10. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; incorporates numeric data, charts, tables, and graphs; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).

IN.6. Writing: English Language Conventions: Students write using Standard English conventions.

12.6.1. Grammar and Mechanics of Writing: Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage.

12.6.2. Manuscript Form: Produce writing that shows accurate spelling and correct punctuation and capitalization.

12.6.3. Manuscript Form: Apply appropriate manuscript conventions in writing - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.

12.6.4. Manuscript Form: Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

12.7.1. Comprehension: Summarize a speaker's purpose and point of view, discuss, and ask questions to draw interpretations of the speaker's content and attitude toward the subject.

12.7.2. Organization and Delivery of Oral Communication: Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect.

12.7.3. Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.); syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.)

12.7.4. Organization and Delivery of Oral Communication: Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose.

12.7.5. Organization and Delivery of Oral Communication: Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.

12.7.6. Organization and Delivery of Oral Communication: Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity.

12.7.7. Organization and Delivery of Oral Communication: Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect.

12.7.8. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions.

12.7.9. Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language).

12.7.10. Analysis and Evaluation of Oral and Media Communications: Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels.

12.7.11. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

12.7.12. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.

12.7.13. Analysis and Evaluation of Oral and Media Communications: Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience's feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).

12.7.14. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

12.7.15. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker's character (using, for example, the Duke of Windsor's abdication speech).

12.7.16. Speaking Applications: Deliver reflective presentations that: explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion; draw comparisons between the specific incident and broader themes and to illustrate beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas.

12.7.17. Speaking Applications: Deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic); analyze several historical records of a single event, examining each perspective on the event; describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation; include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.

12.7.18. Speaking Applications: Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable; present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies; support important ideas and viewpoints through specific references to the text and to other works; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text.

12.7.19. Speaking Applications: Deliver multimedia presentations that: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately, and monitoring for quality; test the audience's response and revise the presentation accordingly.

12.7.20. Speaking Applications: Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet's soliloquy 'To Be or Not to Be' or Portia's soliloquy 'The Quality of Mercy Is Not Strained' from The Merchant of Venice).

IN.CMP.1. Composition: Process: Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing).

CMP.1.1. Plan: Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. [11.4.1/12.4.1]

CMP.1.2. Draft: Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. [11.4.2/12.4.2]

CMP.1.3. Draft: Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. [11.4.3/12/4/3]

CMP.1.4. Draft: Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. [11.4.4/12.4.4]

CMP.1.5. Draft: Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. [11.4.5/12.4.5]

CMP.1.6. Draft: Use language in creative and vivid ways to establish a specific tone. [11.4.6/12.4.6]

CMP.1.7. Draft: Integrate quotations and citations into a written text while maintaining the flow of ideas. [11.4.13/12.4.13]

CMP.1.8. Revise: Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. [11.4.10]

CMP.1.9. Revise: Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. [12.4.10]

CMP.1.10. Revise: Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. [11.4.12/12.4.12]

CMP.1.11. Edit: Revise, edit, and proofread one's own writing, as well as that of others, using an editing checklist. [11.4.11/12.4.11]

CMP.1.12. Publish and Technology: Use technology for all aspects of creating, revising, editing, and publishing. [11.4.9/12.4.9]

CMP.1.13. Research: Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. [11.4.7/12.4.7]

CMP.1.14. Research: Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. [11.4.8/12.4.8]

IN.CMP.2. Composition: Applications: Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and resumes.

CMP.2.1. Writing Process: Write fictional, autobiographical, or biographical compositions that: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings; pace the presentation of actions to accommodate changes in time and mood. [11.5.1/12.5.1]

CMP.2.2. Writing Process: Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes, and unique aspects of the text; support statements with evidence from the text; demonstrate an understanding of the author's style and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. [11.5.2/12.5.2]

CMP.2.3. Writing Process: Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: develops a thesis; creates an organizing structure appropriate to purpose, audience, and context; includes accurate information from primary and secondary sources and excludes extraneous information; makes valid inferences; supports judgments with relevant and substantial evidence and well-chosen details; uses technical terms and notations correctly; provides a coherent conclusion. [11.5.9/12.5.9]

CMP.2.4. Writing Process: Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion; draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; maintain a balance in describing individual events and relating those events to more general and abstract ideas. [11.5.3/12.5.3]

CMP.2.5. Writing Process: Write historical investigation reports that: use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument; analyze several historical records of a single event, examining critical relationships between elements of the topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources; include a formal bibliography. [11.5.4/12.5.4]

CMP.2.6. Writing Process: Write job applications and resumes that: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document. [11.5.5/12.5.5]

CMP.2.7. Writing Process: Use varied and extended vocabulary, appropriate for specific forms and topics. [11.5.6/12.5.6]

CMP.2.8. Writing Process: Use precise technical or scientific language when appropriate for topic and audience. [11.5.7/12.5.7]

CMP.2.9. Writing Process: Deliver multimedia presentations that: combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly. [11.5.8/12.5.8]

CMP.2.10. Writing Process: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; incorporates numeric data, charts, tables, and graphs; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). [11.5.10/12.5.10]

IN.CMP.3. Composition: English Language Conventions: Students write using Standard English conventions.

CMP.3.1. Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. [11.6.1/12.6.1]

CMP.3.2. Produce writing that shows accurate spelling and correct punctuation and capitalization. [11.6.2/12.6.2]

CMP.3.3. Apply appropriate manuscript conventions in writing - including title page presentation, pagination, spacing, and margins - and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. [11.6.3/12.6.3]

CMP.3.4. Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. [11.6.4/12.6.4]

IN.LIT.1. Literature: Vocabulary and Concept Development: Students apply their knowledge of word origins (words from other languages, from history or literature, and from other fields) to determine the meaning of new words encountered in reading and use those words accurately.

LIT.1.1. Vocabulary and Concept Development: Understand unfamiliar words that refer to characters or themes in literature or history. [11.1.1/12.1.1]

LIT.1.2. Vocabulary and Concept Development: Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.[11.1.2/12.1.2]

LIT.1.3. Vocabulary and Concept Development: Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. [11.1.3/12.1.3]

IN.LIT.2. Literature: Analysis and Critique of Nonfiction: Students read and understand grade-level-appropriate material. Students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information.

LIT.2.1. Structural Features of Nonfiction: Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. [11.2.1/12.2.1]

LIT.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. [11.2.2/12.2.2]

LIT.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. [11.2.3/12.2.3]

LIT.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Make reasonable assertions about an author's arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. [11.2.4/12.2.4]

LIT.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Analyze an author's implicit or explicit assumptions and beliefs about a subject. [11.2.5/12.2.5]

LIT.2.6. Expository (Informational) Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. [11.2.6/12.2.6]

IN.LIT.3. Literature: Literary Analysis and Criticism of Fiction: Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as Students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.

LIT.3.1. Structural Features of Literature: Evaluate characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. [11.3.1/12.3.1]

LIT.3.2. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. [11.3.2/12.3.2]

LIT.3.3. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the ways in which irony, tone, mood, the style, and the 'sound' of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. [11.3.3/12.3.3]

LIT.3.4. Literary Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions. [11.3.4/12.3.4]

LIT.3.5. Literary Analysis of Grade-Level-Appropriate Text: Analyze and evaluate works of literary or cultural significance in American, English, or world history that: reflect a variety of genres in the respective major periods in literature; were written by important authors in each historical periods; reveal contrasts in major themes, styles, and trends in these historical periods; reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. [11.3.5/12.3.5]

LIT.3.6. Literary Analysis of Grade-Level-Appropriate Text: Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. [11.3.6/12.3.6]

LIT.3.7. Literary Analysis of Grade-Level-Appropriate Text: Analyze recognized works of world literature from a variety of authors that: contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period; relate literary works and authors to the major themes and issues of their literary period; examine the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. [12.3.7]

LIT.3.8. Literary Analysis of Grade-Level-Appropriate Text: Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. [12.3.10]

LIT.3.9. Literary Criticism: Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. [11.3.7/12.3.8]

LIT.3.10. Literary Criticism: Evaluate the philosophical arguments presented in literary works or the use of dialogue to reveal character to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. [11.3.8/12.3.9]

IN.SPC.1. Speech and Communication: Strategies and Applications: Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

SPC.1.1. Comprehension: Summarize a speaker's purpose and point of view, discuss, and ask questions to draw interpretations of the speaker's content and attitude toward the subject. [11.7.1/12.7.1]

SPC.1.2. Organization and Delivery of Oral Communication: Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. [11.7.2/12.7.2]

SPC.1.3. Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: inductive arguments: All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.); syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others). [11.7.3/12.7.3]

SPC.1.4. Organization and Delivery of Oral Communication: Use logical, (ad hominem, arguing from a personal perspective; ad populum, appealing to the people) ethical, and emotional appeals that enhance a specific tone and purpose. [11.7.4/12.7.4]

SPC.1.5. Organization and Delivery of Oral Communication: Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. [11.7.5/12.7.5]

SPC.1.6. Organization and Delivery of Oral Communication: Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. [11.7.6/12.7.6]

SPC.1.7. Organization and Delivery of Oral Communication: Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. [11.7.7/12.7.7]

SPC.1.8. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. [11.7.8/12.7.8]

SPC.1.9. Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language). [11.7.9/12.7.9]

SPC.1.10. Analysis and Evaluation of Oral and Media Communications: Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. [11.7.10/12.7.10]

SPC.1.11. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). [11.7.11/12.7.11]

SPC.1.12. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. [11.7.12/12.7.12]

SPC.1.13. Analysis and Evaluation of Oral and Media Communications: Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience's feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). [11.7.13/12.7.13]

SPC.1.14. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. [11.7.14/12.7.4]

SPC.1.15. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast 'War of the Worlds' by H. G. Wells). [11.7.15/12.7.15]

SPC.1.16. Speaking Applications: Deliver reflective presentations that: explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion; draw comparisons between the specific incident and broader themes and illustrate beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas. [11.7.16/12.7.16]

SPC.1.17. Speaking Applications: Deliver oral reports on historical investigations that: use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic); analyze several historical records of a single event, examining each perspective on the event; describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation; include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources. [11.7.17/12.7.17]

SPC.1.18. Speaking Applications: Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable; present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies; support important ideas and viewpoints through specific references to the text and to other works; demonstrate an awareness of the author's style and an appreciation of the effects created; identify and assess the impact of ambiguities, nuances, and complexities within the text. [11.7.18/12.7.18]

SPC.1.19. Speaking Applications: Deliver multimedia presentations that: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience's response and revise the presentation accordingly. [11.7.19/12.7.19]

SPC.1.20. Speaking Applications: Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet's soliloquy 'To Be or Not to Be' or Portia's soliloquy 'The Quality of Mercy Is Not Strained' from The Merchant of Venice). [11.7.20/12.7.20]

IN.JRN. Journalism - Students study communications history and the legal boundaries and ethical principles that guide journalistic writing as they learn writing styles and visual design for a variety of media formats. The ability to express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading will prepare students to work on high school publications or broadcast staffs and to take a career path in journalism.

JRN.1. Historical Perspectives: Students understand the function, history, development of a free and independent press in the United States.

JRN.1.1 Define the function of an independent press in a free society and explain how the media in the United States and other free societies differ from the public media in non-free societies and have done so from Colonial times.

JRN.1.2 Explain the role of the free press, such as the publication of the Federalist Papers, in the passage of the Constitution of the United States of America and in the eventual addition of the Bill of Rights.

JRN.1.3 Explain the impact of the First Amendment and important events on the development of freedom of speech and an independent press in the United States that includes:

JRN.1.3.1 1690 1st newspaper in America (Publick Occurrences, Both Forreign and Domestick),

JRN.1.3.2 1721 James Franklin exercises the privilege of editorial independence (The New England Courant),

JRN.1.3.3 1798 Sedition Act,

JRN.1.3.4 1841Horace Greeley introduces the editorial page,

JRN.1.3.5 1887 Nellie Bly joins Pulitzer's newspaper New York World

JRN.1.3.6 1905 Robert S. Abbott founds Chicago Defender,

JRN.1.3.7 1931 case of Near v. Minnesota,

JRN.1.3.8 1951 Edward R. Murrow pioneers television news,

JRN.1.3.9 1966 Freedom of Information Act,

JRN.1.3.10 1971 New York Times publishes the Pentagon Papers,

JRN.1.3.11 1980 1st online newspaper (Columbus Dispatch)

JRN.1.3.12 1991 World Wide Web expands online news and information, and

JRN.1.3.13 Other significant or recent events.

JRN.1.4 Explain how having a free press contributed to the development of our republic and the preservation of democratic principles.

JRN.1.5 Evaluate the impact of significant individuals and their roles in the development of an independent press in the history of American print and non-print journalism, including (in the 1700s) Benjamin Franklin, John Peter Zenger, (in the 1800s) Sara Josepha Hale, Horace Greeley, Frederick Douglass, Nellie Bly, Joseph Pulitzer, William Randolph Hearst, (in the 1900s) Robert S. Abbott, Margaret Bourke-White, Henry Luce, Malcolm Muir, Ernie Pyle, Walter Winchell, Edward R. Murrow, and William S. Paley

JRN.1.6 Identify and describe significant trends in the development of journalism from the introduction of the Gutenberg press to today that include:

JRN.1.6.1 From 1446 to 1800 (newspapers, books, magazines),

JRN.1.6.2 Industrial Revolution advances (telegraph, telephone, phonograph, photography, radio, television), and

JRN.1.6.3 Recent technological innovations (cable, digital, satellite, cellular).

JRN.1.7 Explain how new technologies (online newspapers using media convergence, email, blogs, podcasts, wikis and Wikipedia, talk radio, digital cameras, PDAs, interactive video Web sites, interactive video cell phones) have affected the dissemination of information in the United States.

JRN.1.8 Explain how new technologies are affecting the events or dissemination of information in non-free societies, such as some countries in the Middle East, Africa, or Asia.

JRN.2. Law and Ethics: Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States.

JRN.2.1 Law: Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness.

JRN.2.2 Law: Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press.

JRN.2.3 Law: Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes:

JRN.2.3.1 Tinker v. Des Moines Independent Community School District (1969),

JRN.2.3.2 Bethel v. Fraser (1986),

JRN.2.3.3 Hazelwood School District v. Kuhlmeier (1988),

JRN.2.3.4 Morse v. Frederick (2007), and

JRN.2.3.5 Other significant or recent decisions.

JRN.2.4 Law: Apply the legal boundaries and concepts affecting journalism to scholastic journalism.

JRN.2.4.1 Censorship: removing of material by an authority

JRN.2.4.2 Copyright: giving exclusive rights to material a person has written or created

JRN.2.4.3 Libel and slander: printing or presenting a falsehood that damages another's reputation

JRN.2.4.4 Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose

JRN.2.4.5 Prior review: reviewing prior to publication for purposes of approval or rejection

JRN.2.4.6 Retraction: correcting something printed or said in the most timely fashion

JRN.2.4.7 Student expression: voicing ideas and opinions in school environments

JRN.2.5 Ethics: Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing:

JRN.2.5.1 Confidentiality: assuring secrecy for information

JRN.2.5.2 Fabrication: inventing stories or accounts

JRN.2.5.3 Photo-manipulation: portraying false visual information

JRN.2.5.4 Off-the-record remarks: agreeing comments are not for publication

JRN.2.5.5 Plagiarism: using another person's work as one's own

JRN.2.5.6 Anonymous sources: using an unnamed source

JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as:

JRN.2.6.1 American Society of Newspaper Editors,

JRN.2.6.2 The Poynter Institute for Media Studies, or

JRN.2.6.3 Society of Professional Journalists.

JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported.

JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as:

JRN.2.8.1 Indiana High School Press Association (IHSPA),

JRN.2.8.2 Journalism Education Association (JEA), or

JRN.2.8.3 National School Press Association (NSPA).

JRN.3. Media Analysis: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media.

JRN.3.1 Analysis and Evaluation of Media: Analyze news stories and reports that focus on specific issues, people, and events for the following qualities:

JRN.3.1.1 Importance or amount of space or time,

JRN.3.1.2 Proximity or nearness,

JRN.3.1.3 Timeliness or immediacy,

JRN.3.1.4 Prominence or names,

JRN.3.1.5 Conflict, consequence, or impact,

JRN.3.1.6 Variety,

JRN.3.1.7 Human interest, or

JRN.3.1.8 Humor.

JRN.3.2 Analysis and Evaluation of Media: Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:

JRN.3.2.1 Accuracy,

JRN.3.2.2 Balance,

JRN.3.2.3 Fairness,

JRN.3.2.4 Proper attribution, and

JRN.3.2.5 Truthfulness or credibility.

JRN.3.3 Analysis and Evaluation of Media: Analyze and evaluate the essential features of journalistic writing in a variety of news sources for:

JRN.3.3.1 Brevity and clarity,

JRN.3.3.2 Content, topics or themes appropriate for the audience,

JRN.3.3.3 Credible and multiple information sources,

JRN.3.3.4 Effective use of language,

JRN.3.3.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.3.6 Structural elements and organization.

JRN.3.4 Analysis and Evaluation of Media: Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

JRN.3.4.1 Appropriateness,

JRN.3.4.2 Audience and purpose,

JRN.3.4.3 Information provided or story

JRN.3.4.4 Quality of work or presentation,

JRN.3.4.5 Rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and

JRN.3.4.6 Type of impact.

JRN.3.5 Critique of Mass Media: Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media.

JRN.3.6 Critique of Mass Media: Evaluate the credibility of sources in a variety of newspaper and non-print media stories.

JRN.4. Journalistic Writing Processes: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes.

JRN.4.1 Gathering Information: Discuss ideas for writing with classmates, teachers, other writers, or community members.

JRN.4.2 Gathering Information: Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers.

JRN.4.3 Gathering Information: Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes:

JRN.4.3.1 Researching background information,

JRN.4.3.2 Formulating questions that elicit valuable information,

JRN.4.3.3 Observing and recording details during the interview,

JRN.4.3.4 Effectively concluding the interview,

JRN.4.3.5 Double-checking information before writing the story, and

JRN.4.3.6 Keeping dated notes or interview records on file.

JRN.4.4 Gathering Information: Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

JRN.4.5 Organization and Focus: Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes:

JRN.4.5.1 The inverted pyramid (lead, most important details, less important details, least important details),

JRN.4.5.2 Narrative storytelling pattern (indirect lead, facts and information, closing), or

JRN.4.5.3 Combinations of the inverted pyramid and narrative storytelling pattern.

JRN.4.6 Organization and Focus: Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes:

JRN.4.6.1 Short, focused sentences and paragraphs,

JRN.4.6.2 Varied word usage and descriptive vocabulary,

JRN.4.6.3 Active voice verbs, and

JRN.4.6.4 Specific word choice to avoid jargon and vague language.

JRN.4.7 Organization and Focus: Use language effectively to establish a specific tone.

JRN.4.8 Evaluate and Revise: Evaluate and revise the content of copy for meaning, clarity, and purpose.

JRN.4.9 Evaluate and Revise: Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form.

JRN.4.10 Evaluate and Revise: Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.

JRN.5. Writing for Media: Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follow specific style manual guidelines for consistency.

JRN.5.1 Write news stories that:

JRN.5.1.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.1.2 Use a variety of creative leads.

JRN.5.1.3 Contain adequate information from credible sources.

JRN.5.1.4 Narrate events accurately including their significance to the audience.

JRN.5.1.5 Include appropriate quotations and proper attribution.

JRN.5.1.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.1.7 Cite sources of information correctly.

JRN.5.1.8 Follow standard journalistic language and format conventions.

JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that:

JRN.5.2.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.2.2 Use a variety of creative leads.

JRN.5.2.3 Contain adequate information from credible sources.

JRN.5.2.4 Narrate events accurately including their significance to the audience.

JRN.5.2.5 Include appropriate quotations and proper attribution.

JRN.5.2.6 Describe specific incidents, and actions, with sufficient detail.

JRN.5.2.7 Cite sources of information correctly.

JRN.5.2.8 Follow standard journalistic language and format conventions.

JRN.5.3 Write in-depth issue features that:

JRN.5.3.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.3.2 Are adequately researched and use a variety of leads.

JRN.5.3.3 Explore the personal significance of an experience

JRN.5.3.4 Use appropriate quotations and provide proper attribution.

JRN.5.3.5 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.3.6 Maintain a balance between individual events and more general or abstract ideas.

JRN.5.3.7 Cite sources of information using the correct form for attribution.

JRN.5.3.8 Follow standard journalistic language and format conventions.

JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that:

JRN.5.4.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.4.2 Use a variety of creative leads and organize material to adequately inform or persuade readers.

JRN.5.4.3 Identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost).

JRN.5.4.4 Compare the new work to previous work.

JRN.5.4.5 Describe audience reaction.

JRN.5.4.6 Use appropriate quotations and provide proper attribution.

JRN.5.4.7 Follow standard journalistic language and format conventions.

JRN.5.5 Write editorials, opinion pieces, or commentaries that:

JRN.5.5.1 Use effective headlines (label, sentence, combination) and captions.

JRN.5.5.2 Are adequately researched and use a variety of creative leads.

JRN.5.5.3 Explore the personal significance of an experience.

JRN.5.5.4 Draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life.

JRN.5.5.5 Maintain a balance between individual events and more general and abstract ideas.

JRN.5.5.6 Use appropriate quotations and provide proper attribution.

JRN.5.5.7 Cite sources of information using the correct form for attribution.

JRN.5.5.8 Follow standard journalistic language and format conventions.

JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.

JRN.6. Technology and Design: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats.

JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

JRN.6.2 Follow basic rules of newspaper and online publication design related to layout.

JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes:

JRN.6.3.1 Signature,

JRN.6.3.2 Dummying,

JRN.6.3.3 Ladder,

JRN.6.3.4 Font, and

JRN.6.3.5 Graphics.

JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.6 Analyze and use a variety of media formats that include:

JRN.6.6.1 Media convergence,

JRN.6.6.2 Internet and evolving technologies,

JRN.6.6.3 Podcasts and blogs, and

JRN.6.6.4 Satellite communications.

JRN.7. Media Leadership and Career Development: Students understand the organization, economics, and management of media staffs. They explore career paths and further educational opportunities in journalism.

JRN.7.1 Media Leadership: Analyze and evaluate leadership models used by media staffs and organizations.

JRN.7.2 Media Leadership: Identify the rights and responsibilities guaranteed by state and federal governments for media staffs.

JRN.7.3 Media Leadership: Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines.

JRN.7.4 Media Leadership: Analyze factors affecting the cost of producing a publication that include:

JRN.7.4.1 Development of the copy,

JRN.7.4.2 Format (print, online, or media), and

JRN.7.4.3 Distribution systems.

JRN.7.5 Media Leadership: Create and implement financial plans to support a publication including sales and advertising.

JRN.7.6 Career Development: Analyze the career paths of noted and recent journalists, what made each a distinctive contributor to the field, and how this information could guide a career path.

JRN.7.7 Career Development: Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area.

JRN.7.8 Career Development: Create portfolios (print or non-print) that include:

JRN.7.8.1 Personal narrative summary of high school experience,

JRN.7.8.2 Resumes or career goal statements,

JRN.7.8.3 Letters of recommendation,

JRN.7.8.4 Samples of best clips or work, and

JRN.7.8.5 Recognition, awards, certificates, or testimonies.