Grade 12 LA Advanced Communications
Essential Question, Concept or Theme: A. Students will critically read and analyze
literature and any type of media message, focusing on essays, articles, print and
multimedia advertisements and other informational writing.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
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 generated from
readings and handouts 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
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.
f) demonstrating reading comprehension and fluency
Assessment
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



Teacher/student conference
Teacher monitoring via
homework checks
Quizzes
Tests
Demonstrations
Aligned Materials/
Resources/Technology






Teacher selected current
periodicals (TIME,
Philadelphia Inquirer,
The World Report,
Adbusters, The Onion,
etc.)
Plentiful handouts (short
stories, articles, essays,
poems, etc.)
High School library
Audio recordings of texts
Video recordings of texts
and related materials
E-mail
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 Advanced Communications
Essential Question, Concept or Theme: A. Students will critically read and analyze
literature and any type of media message, focusing on essays, articles, print and
multimedia advertisements and other informational writing.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
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
Assessment





Teacher/student conference
Teacher monitoring via
homework checks
Quizzes
Tests
Demonstrations
Aligned Materials/
Resources/Technology





Periodicals (TIME,
Philadelphia Inquirer,
The World Report,
Adbusters, The Onion,
etc.)
Plentiful handouts (short
stories, articles, essays,
poems, etc.)
High School library
Audio recordings of texts
Video recordings of texts
and related materials
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 Advanced Communications
Essential Question, Concept or Theme: A. Students will critically read and analyze
literature and any type of media message, focusing on essays, articles, print and
multimedia advertisements and other informational writing.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
READING
3. Students will demonstrate their ability to read, analyze,
and criticize media messages.
a) demonstrating media messages for their structure and
content.
b) applying contemporary community standards of
quality and morality to literature and media
messages.
Assessment





Teacher/student conference
Teacher monitoring via
homework checks
Quizzes
Tests
Demonstrations
Aligned Materials/
Resources/Technology





Periodicals (TIME,
Philadelphia Inquirer,
The World Report,
Adbusters, The Onion,
etc.)
Plentiful handouts (short
stories, articles, essays,
poems, etc.)
High School library
Audio recordings of texts
Video recordings of texts
and related materials
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 Advanced Communications
Essential Question, Concept or Theme: B. Students will learn to apply critical reading
skills to various media genres including advertising/propaganda, journalism, television,
internet and film.
Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11, 1.6.B & F
Benchmark/Skills
MEDIA ANALYSIS
1. Students will engage in analysis of advertising and
propaganda.
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
e) creating example propaganda pieces to demonstrate
knowledge of the above skills
Assessment



Projects
Demonstrations
Student-led discussions
Aligned Materials/
Resources/Technology





Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
Teacher selected
periodicals and articles
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 Advanced Communications
Essential Question, Concept or Theme: B. Students will learn to apply critical reading
skills to various media genres including advertising/propaganda, journalism, television,
internet and film.
Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11, 1.6.B & F
Benchmark/Skills
MEDIA ANALYSIS
2. Students will learn basic elements of the mass media
industry.
a) understanding the history of television as an
invention and as an industry
b) analyzing and discussing television as a commercial
medium
c) demonstrating an understanding of Nielsen ratings
and how they effect television programming
d) exploring the relationship between television
programming and public attitudes toward politics,
violence, sexuality, racial stereotypes, class relations,
and other social phenomenon
e) understanding the history of the internet as an
invention and as a medium
f) evaluating internet sites for accuracy, validity, and
relevance
g) understanding how cross-promotional marketing
limits viewer choice and undermines individuality
(AOL Time Warner)
Assessment



Projects
Demonstrations
Student-lead discussions
Aligned Materials/
Resources/Technology





Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
Teacher selected
periodicals and articles
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 Advanced Communications
Essential Question, Concept or Theme: B. Students will learn to apply critical reading
skills to various media genres including advertising/propaganda, journalism, television,
internet and film.
Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11, 1.6.B & F
Benchmark/Skills
MEDIA ANALYSIS
3. Students will view, analyze, and interpret film.
a) understanding the history of film as an invention, an
artistic genre, and as an industry (Hollywood,
primarily)
b) understanding basic elements of film technology
(e.g. persistence of vision, film stock, lenses, camera
angles, etc.)
c) analyzing (verbally and/or in writing) the use and
effectiveness of film techniques used by various
directors to create meaning and to establish themes
and motifs
d) determining, analyzing, and evaluating directorial
style by studying multiple films by a single director
e) applying understanding of film techniques to the
production of a short film (VHS or digital)
Assessment




Worksheets
Literature Circles
Tests and quizzes
Essays
Aligned Materials/
Resources/Technology




Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
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 Advanced Communications
Essential Question, Concept or Theme: B. Students will learn to apply critical reading
skills to various media genres including advertising/propaganda, journalism, television,
internet and film.
`
Approx. Time Allotment:
Standards: 11.11, 1.2.11, 1.3.11, 1.6.B & F
Benchmark/Skills
MEDIA ANALYSIS
4. Students will learn the basic elements of parody and
satire.
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
e) creating student-made examples of satire and parody.
Assessment




Worksheets
Literature Circles
Tests and quizzes
Essays
Aligned Materials/
Resources/Technology




Photocopied articles,
chapters, and examples
Periodicals
Videotapes and DVDs in
language arts collection
Online resources
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 Advanced Communications
Essential Question, Concept or Theme: C. 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.
Approx. Time Allotment:
Standards: 1.4.11, 1.5.11
Benchmark/Skills
WRITING
1. Students will demonstrate proficiency in several types
of writing.
a) 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
c) writing college application essays that positively
distinguish the student from the larger pool of
applicants while fulfilling the requirements of the
specific essay question
d) writing journal-style entries that require students to
evaluate themselves within the context of
commercialism
Assessment
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

In-class and take-home
essays
Journals
Tests and quizzes
Aligned Materials/
Resources/Technology







High School spelling list
District style manual
(coming soon)
Computers (word
processing)
On-line resources
High School library
Models
Rubrics (PSSA and
others)
Instructional Strategies
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
Brainstorming
Compositions--expository,
persuasive, creative,
analytical, etc. (including
prewriting, drafting,
revision, publication)
Graphic organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical criticism
Grade 12 LA Advanced Communications
Essential Question, Concept or Theme: C. 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.
Approx. Time Allotment:
Standards: 1.4.11, 1.5.11
Benchmark/Skills
WRITING
2. Students will refine their use of the writing process and produce writing
that adheres to high standards of structure, style, and convention.
a) writing with a sharp, distinct focus--with a clearly distinguishable topic,
task, audience, and point of view
b) writing using well-developed content appropriate for the topic--this
includes gathering, determining validity and reliability of, analyzing, and
organizing information; employing the most effective format for purpose
and audience; writing fully-developed paragraphs that have details and
information specific to the topic and relevant to the focus
c) writing with controlled and/or subtle organization, sustaining a logical
order throughout the piece using meaningful transitions and including an
effective introduction and conclusion
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
alleged 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
Assessment



In-class and takehome essays
Journals
Tests and quizzes
Aligned Materials/
Resources/Technology








High School spelling
list
District style manual
(coming soon)
Computers (word
processing)
On-line resources
High School library
Models
Rubrics (PSSA and
others)
High School
vocabulary list
Instructional
Strategies








Brainstorming
Compositions-expository,
persuasive,
creative, analytical,
etc. (including
prewriting,
drafting, revision,
publication)
Graphic organizers
Journal-writing
Notetaking
Outlining
Mapping
Periodical criticism
Grade 12 LA Advanced Communications
Essential Question, Concept or Theme: D. Students will continue to develop
appropriate and effective interactive skills in listening, discussion, and presentation.
Approx. Time Allotment:
Standards: 1.6.11
Benchmark/Skills
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
Assessment




Worksheets
Literature Circles
Tests and quizzes
Essays
Aligned Materials/
Resources/Technology




Photocopied articles,
chapters, and
examples
Periodicals
Videotapes and DVDs
in language arts
collection
Online resources
Instructional
Strategies






Cooperative
learning activities
(e.g. jigsaw, thinkpair-share, lit
circles, etc.)
Debate
Discussion
Dramatization/roleplaying
Interviewing
Modeling
Grade 12 LA Advanced Communications
Essential Question, Concept or Theme: E. Students will demonstrate and improve
their research skills, including location, organization, and presentation of appropriate
information.
Approx. Time Allotment:
Standards: 1.8.11
Benchmark/Skills
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
Assessment

Required: (10-15) page research
paper on topic relating to any
form of media so long as the
topic has been professionally
researched and studied by viable
author(s).
Aligned Materials/
Resources/Technology




High School library
On-line resources
(WWW)
District style manual
Models
Instructional
Strategies

Information
searches
Grade 12 LA Advanced Communications
Essential Question, Concept or Theme: All Essential Questions, Concepts, or Themes
Approx. Time Allotment:
Standards: All Standards
Adaptations/Inclusion
Techniques

See attached “Special
Adaptations: Special
Adaptations”--these techniques
are used in the Language Arts
department
Enrichment
Strategies

See attached “Special
Adaptations: Gifted
Adaptations”--these
techniques are used in the
Language Arts department
Remediation
Strategies
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
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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.),
(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.). The course is
inherently interdisciplinary.
Multicultural strands are incorporated throughout the
course as well, but on a smaller scale. For instance, we
might discuss the 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. Or, students may research a
particular ethnic author or director.
Grade 12 LA Advanced Communications