Grade 12 LA Communications
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Communications
GRADE LEVEL: 12th
CREATION DATE: 2008
Grade 12 LA Communications
Essential Question, Concept or Theme: (A) Students will critically read and analyze
literature, focusing on essays, articles, and other informational writing.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Assessment
READING
1. Students will continue to develop their independent
learning abilities.
a)
locating various texts, media, and traditional
resources for assigned and independent projects
(including S4R and research projects)
b) analyzing the structure of informational materials
c) using knowledge of root words and other vocabulary
words to recognize and decipher new words in their
context and use them correctly in their own speaking
and writing--new vocabulary will be compiled into
individualized reading vocabulary lists.
d) identifying, describing, evaluating, and synthesizing
the essential ideas in texts across the curriculum.
e) demonstrating understanding and interpretation of
both fiction and nonfiction, including public
documents--this includes expressing and supporting
assertions about the text, comparing and contrasting
texts, applying text concepts to related ideas or
situations, assessing the validity of the text,
analyzing and criticizing the position and evidence
expressed in the text, evaluating the author’s
strategies, and critiquing public documents (laws,
policy, etc.)
f) demonstrating reading comprehension and fluency-this includes reading aloud accurately and with
appropriate verbal expression skills
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Quizzes
Tests
Response Paragraphs
Periodical Worksheet
5-Paragraph Essay
Aligned Materials/
Resources/Technology
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
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Periodicals (TIME,
Philadelphia Inquirer,
etc.)
Teacher selected articles,
essays, poems, etc. that
reflect current events
High School library
High School vocabulary
list--root words, prefixes,
suffixes (coming soon)
Audio recordings of texts
Video recordings of texts
and related materials
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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










Activating prior
knowledge
Anticipation guides
Fix-up strategies (read
ahead for clarification,
adjust reading rate, delay
judgment, hypothesize,
reread, seek help)
DRTA (Directed readingthinking activity)
Finding definitions
Reading aloud
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summer reading list
Previewing/surveying
Summarizing
Making associations
Making, assessing, and
revising predictions
Monitoring
comprehension
Self-evaluation
Comparison/contrast
Grade 12 LA Communications
Essential Question, Concept or Theme: (B) Students will critically read and analyze
literature, focusing on essays, articles, and other informational writing.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
READING
2. Students will learn to read informational writing
critically (this applies to RESEARCH below).
a)
critical reading of informational texts and
documents--includes differentiating fact from
opinion, especially in e-texts; identifying the use of
proper references or authorities; evaluating text
organization and content to determine the
effectiveness of the author’s techniques and
arguments
b) identifying propaganda techniques where present in a
variety of sources (advertisement, political rhetoric,
etc.)
c) evaluating the quality of material produced by a
variety of media--this includes selecting reliable
electronic media for research, analyzing techniques
of various media vis a vis their target audiences, and
creating their own media projects to demonstrate
understanding
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Quizzes
Tests
Response Paragraphs
Periodical Worksheet
5-Paragraph Essay
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




Periodicals (TIME,
Philadelphia Inquirer,
etc.)
Teacher selected articles,
essays, poems, etc. that
reflect current events
High School library
High School vocabulary
list--root words, prefixes,
suffixes (coming soon)
Audio recordings of texts
Video recordings of texts
and related materials
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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












Activating prior
knowledge
Anticipation guides
Fix-up strategies (read
ahead for clarification,
adjust reading rate, delay
judgment, hypothesize,
reread, seek help)
DRTA (Directed readingthinking activity)
Finding definitions
Reading aloud
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summer reading list
Previewing/surveying
Summarizing
Making associations
Making, assessing, and
revising predictions
Monitoring
comprehension
Self-evaluation
Comparison/contrast
Grade 12 LA Communications
Essential Question, Concept or Theme: (C) Students will critically read and analyze
literature, focusing on essays, articles, and other informational writing.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
READING
3. Students will demonstrate their ability to read,
analyze, and criticize literature.
a)
reading, understanding, and evaluating works of
literature (see above: "demonstrating understanding
and . . .")
b) applying contemporary community standards of
quality and morality to works of literature (see
FIRST AMENDMENT/CENSORSHIP)
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Quizzes
Tests
Response Paragraphs
Periodical Worksheet
5-Paragraph Essay
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







Periodicals (TIME,
Philadelphia Inquirer,
etc.)
Teacher selected articles,
essays, poems, etc. that
reflect current events
High School library
High School vocabulary
list--root words, prefixes,
suffixes (coming soon)
Audio recordings of texts
Video recordings of texts
and related materials
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
















Activating prior
knowledge
Anticipation guides
Fix-up strategies (read
ahead for clarification,
adjust reading rate, delay
judgment, hypothesize,
reread, seek help)
DRTA (Directed readingthinking activity)
Finding definitions
Reading aloud
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summer reading list
Previewing/surveying
Summarizing
Making associations
Making, assessing, and
revising predictions
Monitoring
comprehension
Self-evaluation
Comparison/contrast
Grade 12 LA Communications
Essential Question, Concept or Theme: (D) Students will learn to apply critical reading Approx. Time Allotment:
skills to various media genres including advertising, propaganda, journalism, television,
and film.
Standards: 11.11, 1.2.11, 1.3.11 (modified to apply to film), 1.6.B & F (modified to apply to film)
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
MEDIA ANALYSIS
1. Students will learn basic elements of the mass media
industry.
a)
analyzing and discussing the commercial mass media
outlets
b) demonstrating an understanding of ratings and how
they effect mass media programming
c) exploring the relationship between the mass media
and public attitudes toward politics, violence, gender
roles, sexuality, racial stereotypes, class relations,
and other social phenomena
d) analyzing and discussing commercial advertising
Part II: ADVERTISING
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Oral Presentation
w/audio/visual aids
Multi-Media Presentation
5 Paragraph Response Essay
Quizzes
Tests
In-class Response
Paragraphs
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1. Students will engage in analysis of advertising
a)
understanding the basic history and development of
advertising and propaganda techniques and industries
b) identifying and analyzing, verbally and/or in writing,
the use and effectiveness of the
advertising/propagandistic techniques used by a
variety of writers/speakers in different situations
(marketing, politics, education, etc.)
c) understanding and identifying the essential content
of advertising and propaganda, which includes:
differentiating fact from opinion by using complete
and accurate information and identifying the proper
references of reliable authorities
d) determining the “speaker’s” agenda/purpose as a
Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
Teacher selected nonfiction, ex. Essays,
periodical articles etc.
Saturday Night Live
commercial parodies
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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











Activating prior
knowledge
Anticipation guides
Fix-up strategies (read
ahead for clarification,
adjust reading rate, delay
judgment, hypothesize,
reread, seek help)
DRTA (Directed readingthinking activity)
Finding definitions
Reading aloud
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summer reading list
Previewing/surveying
Summarizing
Making associations
Making, assessing, and
revising predictions
Monitoring
comprehension
Self-evaluation
Comparison/contrast
Book reports
Brainstorming
Grade 12 LA Communications
method of evaluating the validity of the message
analyzing the influence of profit considerations on
various types of news (specifically print and
television news)
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Compositions--expository,
persuasive, creative,
analytical, etc. (including
prewriting, drafting,
revision, publication)
Graphic organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical criticism
Grade 12 LA Communications
Essential Question, Concept or Theme: (E) Students will learn to apply critical reading Approx. Time Allotment:
skills to various media genres including advertising/propaganda, journalism, television,
and film.
Standards: 11.11, 1.2.11, 1.3.11 (modified to apply to film), 1.6.B & F (modified to apply to film)
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
PROPAGANDA
1. Students will engage in analysis of advertising
a)
understanding the basic history and development of
advertising and propaganda techniques and industries
b) identifying and analyzing, verbally and/or in writing,
the use and effectiveness of the
advertising/propagandistic techniques used by a
variety of writers/speakers in different situations
(marketing, politics, education, etc.)
c) understanding and identifying the essential content of
advertising and propaganda, which includes:
differentiating fact from opinion by using complete
and accurate information and identifying the proper
references of reliable authorities
d) determining the “speaker’s” agenda/purpose as a
method of evaluating the validity of the message
analyzing the influence of profit considerations on
various types of news (specifically print and
television news)
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



Oral Presentation
w/audio/visual aids
Multi-Media Presentation
5 Paragraph Response Essay
Quizzes
Tests
In-class Response
Paragraphs
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




Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
Teacher selected nonfiction, ex. Essays,
periodical articles etc.
World War II: The
Propaganda Battle
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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











Activating prior
knowledge
Anticipation guides
Fix-up strategies (read
ahead for clarification,
adjust reading rate, delay
judgment, hypothesize,
reread, seek help)
DRTA (Directed readingthinking activity)
Finding definitions
Reading aloud
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summer reading list
Previewing/surveying
Summarizing
Making associations
Making, assessing, and
revising predictions
Monitoring
comprehension
Self-evaluation
Comparison/contrast
Book reports
Brainstorming
Grade 12 LA Communications
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



Compositions--expository,
persuasive, creative,
analytical, etc. (including
prewriting, drafting,
revision, publication)
Graphic organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical criticism
Grade 12 LA Communications
Essential Question, Concept or Theme: (F) Students will learn to apply critical reading
skills to various media genres including advertising/propaganda, journalism, television,
and film.
Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11 (modified to apply to film), 1.6.B & F (modified to apply to film)
Benchmark/Skills
SATIRE AND PARODY
1. Students will learn basic elements of satire and
parody.
a)
understanding and identifying satire and parody as
both art and as tools of criticism
b) understanding the effectiveness of using humor,
irony, innuendo, etc. to criticize, ridicule, or scorn
c) identifying and analyzing, verbally and/or in writing,
the use and effectiveness of satirical techniques used
by a variety of writers/speakers in different situations
(essays, parody news articles, etc.)
d) determining the “speaker’s” agenda/purpose as a
method of evaluating the validity of the message
Assessment
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

Oral Presentation
w/audio/visual aids
Multi-Media Presentation
5 Paragraph Response Essay
Quizzes
Tests
In-class Response
Paragraphs
Aligned Materials/
Resources/Technology
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










Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
Teacher selected nonfiction, ex. Essays,
periodical articles etc.
Saturday Night Live
commercial parodies
Family Guy
The Simpsons
South Park
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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












Activating prior
knowledge
Anticipation guides
Fix-up strategies (read
ahead for clarification,
adjust reading rate, delay
judgment, hypothesize,
reread, seek help)
DRTA (Directed readingthinking activity)
Finding definitions
Reading aloud
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summer reading list
Previewing/surveying
Summarizing
Making associations
Making, assessing, and
revising predictions
Monitoring
comprehension
Self-evaluation
Comparison/contrast
Book reports
Brainstorming
Grade 12 LA Communications
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





Compositions--expository,
persuasive, creative,
analytical, etc. (including
prewriting, drafting,
revision, publication)
Graphic organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical criticism
Grade 12 LA Communications
Essential Question, Concept or Theme: (G) Students will learn how First Amendment
freedoms apply to the mass media, communities, schools, and individuals, with a focus on
the conflict between censorship and freedom of speech.
Benchmark/Skills
Approx. Time Allotment:
Assessment
FIRST AMENDMENT/CENSORSHIP
1.
a)
Students will learn how First Amendment freedom
applies to the mass media, communities, schools, and
individuals, with a focus on the conflict between
censorship and freedom of speech.
understanding the First Amendment and important
Supreme Court cases that have interpreted,
redefined, or limited the First Amendment
b) applying understanding of the First Amendment to
larger discussions of censorship, book banning, and
the banning of specific frequently banned books
c) applying understanding of the First Amendment to
protection for creators and producers of art forms
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Quizzes
Tests
Response Paragraphs
5-Paragraph Essay
Oral Presentation
audio/visual aids
Multi-Media Presentation
5 Paragraph Response Essay
In-class Response
Paragraphs
Periodical worksheets
(newspaper, magazine, etc.)
Aligned Materials/
Resources/Technology
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High School library
Teacher selected nonfiction (periodicals, court
cases, etc.)
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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



Cooperative learning
activities (e.g. jigsaw,
think-pair-share, lit
circles, etc.)
Debate
Discussion
Dramatization/roleplaying
Interviewing
Modeling
Grade 12 LA Communications
Essential Question, Concept or Theme: (H) Using a variety of formats, most notably
the major research paper, students will continue to refine their mastery of the writing
process, demonstrating and applying an awareness of purpose, audience, style, and
conventions, as well as research methodology.
Standards: 1.4.11, 1.5.11
Benchmark/Skills
Approx. Time Allotment:
Assessment
Aligned Materials/
Resources/Technology
WRITING
1.
a)
Students will demonstrate proficiency in several
types of writing.
writing complex informational pieces (e.g. research
papers, analyses, evaluations, essays) which include
a variety of methods to develop the main idea,
precise language and word choice, thorough and
specific support, logical reasoning, relevant graphics
(e.g. maps, charts, graphs, tables, illustrations,
photographs), and support from primary and
secondary sources
b) writing persuasive pieces which state a clear position
or opinion; provide convincing, elaborately
developed, and properly-cited evidence; develop
reader interest; anticipate and counter reader
concerns and arguments; and include a variety of
methods to advance the argument or position
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Response 5-paragraph
essays
In-class response paragraphs
Periodical worksheets
(newspaper, magazine, etc.)
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Grammar books
High School spelling list
District style manual
(coming soon)
Computers (word
processing)
On-line resources
High School library
Models
Rubrics (PSSA and
others)
District Root Word List
Instructional Strategies
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


Book reports
Brainstorming
Compositions--expository,
persuasive, creative,
analytical, etc. (including
prewriting, drafting,
revision, publication)
Graphic organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical criticism
Grade 12 LA Communications
Essential Question, Concept or Theme: (I) Using a variety of formats, most notably the Approx. Time Allotment:
major research paper, students will continue to refine their mastery of the writing process,
demonstrating and applying an awareness of purpose, audience, style, and conventions, as
well as research methodology.
Standards: 1.4.11, 1.5.11
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
WRITING
 Response 5 Grammar books
2. Students will refine their use of the writing process and produce writing that
paragraph essays
 High School
adheres to high standards of structure, style, and convention.
 In-class response
spelling list
paragraphs
 District style manual
a) writing with a sharp, distinct focus--with a clearly distinguishable topic,
 Periodical
(coming soon)
task, audience, and point of view
worksheets
 Computers (word
b) writing using well-developed content appropriate for the topic--this
(newspaper,
processing)
includes gathering, determining validity and reliability of, analyzing, and
magazine, etc.)
 On-line resources
organizing information; employing the most effective format for purpose
 High School library
and audience; writing fully-developed paragraphs that have details and
 Models
information specific to the topic and relevant to the focus
 Rubrics (PSSA and
c) writing with controlled and/or subtle organization, sustaining a logical
others)
order throughout the piece using meaningful transitions and including an

District Root Word
effective introduction and conclusion
List
d) writing with an understanding of the stylistic aspects of composition,
including effective use of complete sentences, different types and lengths of
sentences, as well as tone and voice through the use of precise language
e) revising written work to improve style, tone, word choice, sentence variety,
and subtlety of meaning after rethinking how questions of purpose,
audience, and genre have been addressed
f) editing written work using the conventions of language as defined by the
Rose Tree Media Style Manual--this includes using correct spelling,
capitalization, punctuation, and parts of speech properly
g) presenting and/or defending written work for publication when appropriate
h) producing written material using appropriate technology, which may
include word processing, presentation software, etc.
i) practicing responsible and ethical use of all resources according to
copyright law
j) practicing responsible and ethical behavior in regard to the intellectual
property of peers
Instructional
Strategies
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Book reports
Brainstorming
Compositions-expository,
persuasive,
creative,
analytical, etc.
(including
prewriting,
drafting, revision,
publication)
Graphic
organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical
criticism
Grade 12 LA Communications
Essential Question, Concept or Theme: (J) Students will continue to develop
appropriate and effective interactive skills in listening, discussion, and presentation.
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
SPEAKING AND LISTENING
1. Students will learn to listen, speak, and interact
effectively in small and large group settings.
a)
listening to others, which includes asking clarifying
questions, synthesizing information critically, and
taking notes
b) active listening to public documents (e.g. Supreme
Court cases, etc.), which includes summarizing and
reflecting on the content, identifying new concepts,
relating them to previous knowledge, analyzing and
synthesizing the content in relation to other
selections, and predicting solutions to identified
problems--this skill is also applicable to film
c) speaking effectively in formal speech situations and
group presentations
d) contributing to small and large group discussions,
which includes asking clarifying questions,
responding appropriately to the questions of others
e) conducting interviews
f) organizing and conducting formal and/or informal
debates
g) using media (especially computer multimedia
software) for presentation
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Discussion Groups
Teacher Observation
Checklists
Graphic Organizers
Debate
Essay Tests (Advanced
Placement and SAT II
formats)
Reader responses
Oral Presentations and
Interpretations
Recitation
Self-Evaluation
Interview (personal, phone,
or e-mail) (B)
Writing folder
Unit Projects
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



Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
Teacher selected nonfiction, ex. Essays,
periodical articles etc.
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies






Cooperative learning
activities (e.g. jigsaw,
think-pair-share, lit
circles, etc.)
Debate
Discussion
Dramatization/roleplaying
Interviewing
Modeling
Grade 12 LA Communications
Essential Question, Concept or Theme: (K) Students will demonstrate and improve
their research skills, including location, organization, and presentation of appropriate
information.
Benchmark/Skills
Assessment
RESEARCH
1. Students will refine their research skills, including
location, organization, and presentation of
appropriate information.
a) selecting and refining a topic for research
b) developing an information seeking strategy based on
RTM Protocol
c) accessing information in a variety of formats,
including print, electronic data bases, on-line
subscriptions, and the Internet
d) using a variety of search methods to locate
information, including traditional methods (tables of
contents, indices, keywords, etc.) and electronic
search techniques (subjects, keywords, Boolean
operators, etc.)
e) determining valid and appropriate resources for
researching the specific topic and evaluating the
quality of the sources
f) critically examining findings and applying the
relevant data by integrating their information from a
variety of sources, addressing the research question,
making inferences, and drawing conclusions
g) reevaluating research questions--during the research
process--based on findings and deciding whether
they need to repeat any steps in the RTM Research
Protocol
h) organizing, summarizing, and presenting the main
ideas from research, which includes: taking effective
notes, developing a thesis based on research, giving
credit for others’ material, using formatting
techniques to aid reader understanding
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Oral presentation with
audio-visual aids
5 paragraph essays
Multi-media presentation
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
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High School library
On-line resources
(WWW)
District style manual
Multi-media tools
Fahrenheit 451
Network
Thank You for Smoking
Harold and Maude
Instructional Strategies
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Information searches
Grade 12 LA Communications
Essential Question, Concept or Theme: (L) All Essential Questions, Concepts, or
Themes
Adaptations/Inclusion
Techniques
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Additional time
As per student IEP
Assignments presented in
smaller segments
Audio tapes
Key-word lists
Organizers
Pre-highlighting by teacher
Skeleton outlines
Teacher demonstrations
Enrichment
Strategies
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Extra-credit film analysis
Independent study
Multi-media activities
Approx. Time Allotment:
Remediation
Strategies
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After school support
Differentiated
instructional assignments
Individual work with
theme reader
Mini lessons
Peer tutoring
Teacher-student
conferences
Multicultural/
Interdisciplinary Connection
All of the reading, writing, speaking, and
thinking in the class considers language in a
distinct social context--i.e. mass media
communications. The course inevitably covers
history (the development of journalism,
advertising, television, film; the uses of
propaganda throughout the twentieth century;
etc.), law (First Amendment and precedentsetting Supreme Court decisions, regulatory
organizations and policies), economics
(television as a commercial medium; the
influence of box office figures on the content
and style of film; the relationship between
television programming and advertising; etc.),
and psychology (the effect of the mass media on
individual identity formation; the effects of
advertising on self image, values, spending
patterns, or behavior; the influence of media sex
or violence on audience behavior; etc.).
Multicultural strands include: presence/absence
of ethnic minorities in prime time television
programming, we might study the work of
specific filmmakers; we might explore the
depiction of criminals on the racial stereotypes
prevalent in society.