Teachers

3rd Grade

English Language Arts

• Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do. (14)

• Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to (16):

  • Understand how communication changes when moving from one genre of media to another (a)
  • Explain how various design techniques used in media influence the message (e.g., shape, color, sound) (b)
  • Compare various written conventions used for digital media (c)

• The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to (11):

  • Publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video (a)
  • Use presentation software to communicate with specific audiences (b)

4th Grade

English Language Arts

• Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis (12)

• Students are expected to explain how an author uses language to present information to influence what the reader thinks or does (12)

• Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning

• Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to (14):

  • Explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior (a)
  • Explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects (b)
  • Compare various written conventions used for digital media (c)

• Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues (19)

• Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details (19)

5th Grade

English Language Arts

• Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues (19)

• Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details (19)

• Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning (14)

• Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

  • Explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news) (a)
  • Consider the difference in techniques used in media (e.g., commercials, documentaries, news) (b)
  • Identify the point of view of media presentations (c)
  • Analyze various digital media venues for levels of formality and informality (d)

• Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues (19)

• Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives (19)

6th Grade

English Language Arts

• Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to (11)

  • Compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence (a)
  • Identify simply faulty reasoning used in persuasive texts (b)

• Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning (13)

• Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to (13)

  • Explain messages conveyed in various forms of media (a)
  • Recognize how various techniques influence viewers' emotions (b)
  • Critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages (c)
  • Analyze various digital media venues for levels of formality and informality (d)

• Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues (18)

• Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives (18)

7th Grade

English Language Arts

• Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis (11)

• Students are expected to:

  • Analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument (a)
  • Identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts (b)

• Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning (13)

• Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

  • Interpret both explicit and implicit messages in various forms of media (a)
  • Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message (b)
  • Evaluate various ways media influences and informs audiences (c)
  • Assess the correct level of formality and tone for successful participation in various digital media (d)

• Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues (18)

• Students are expected to write a persuasive essay to the appropriate audience that

  • Establishes a clear thesis or position (a)
  • Considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments (b)
  • Includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion (c)