The Comedic Lens

Description of Unit

Students will explore the use of comedy as a means of social commentary throughout history. Students will learn about different types of comedy and its role and impact in other cultures and eras. They will choose an historic event/era and look at the ways comedy was used in society at that time and how comedy affected popular opinions and attitudes. The final product will be a comedic interpretation of an historic or current event.

This guide links The Comedic Lens: Analyzing a Society through Its Use of Comedy unit to the Texas Essential Knowledge and Skills (TEKS) for ninth and tenth graders, though the unit can also be used for juniors and seniors. The Comedic Lens is an English language arts and social studies unit that allows students to use the genre of comedy to explore a society’s history and/or literature. The Comedic Lens also has interdisciplinary connections to the fine arts disciplines. For example, students will understand traditional historical points of reference in U.S. history, which the Social Studies TEKS cover; they will also develop concepts about self, human relationships, and the environment, which the Theatre TEKS cover. The following document includes the applicable TEKS and the details of The Comedic Lens unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Goals

Students will meet these goals in their explorations:

Understand the relationship between comedies and the times in which they were created
Become familiar with varying types of comedy from different time periods
Learn about the functions of comedy in a society
Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating
Ask questions and explore theories
Have opportunities to generate new ideas

Phase I. Learning Experiences

Introduce the concept of comedy and explain the many kinds of comedy to the students. Examine different forms and definitions of comedy and provide an historical context. You may wish to look at different comedic genres, such as satire, irony, physical, or classic Greek, including reading or viewing samples. Helpful websites include:
Greek and Roman Comedy
Verbal Irony
Have a class discussion about comedy. You may use these questions to guide the discussion:
- What makes something funny?
- What makes a play, movie, or television show a comedy?
- What are the characteristics of comedy that transcend time?
- Why are some things that were funny in the past not funny today?
- When does comedy have a serious purpose?
- What role do ethics play in comedic performances?
Explore the use of comedy in different cultures and different eras. Emphasize connections among cultures and eras. If in a social studies class, you may wish to focus on a culture or era that you have studied/will study extensively. If in an English class, you may wish to focus on a literary genre or movement that is relevant to your curriculum.
Select a current comedy, such as a play, sitcom, or comic strip, and examine the social impact on contemporary culture, and also society’s impact on the comedy. You may wish to use this as a class discussion, small group work, or an individual assignment.

Phase II. Independent Research

A. Research process

Selecting a topic. Divide students into small groups based on their interest. As a group, the students should choose an important historical era or event to study.
Asking guiding questions. Once students have selected their historical era or event, each student should think of three to five guiding questions, such as:
- How was comedy used during this era?
- Who used comedy?
- What purposes did comedy serve?
- How effective was comedy in achieving the goal(s) of the comedian(s)?
- How did other groups receive the comedy?
- Why do you think this example of comedy still exists today?
While these examples are general, the student’s questions about the historical era or event should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include numerous components in the research proposal:
- The historical era or event
- Examples of significant comedies from that time period
- The guiding questions he/she will investigate, as well as hypothetical answers to those questions
- Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
- Any initial thoughts on the social implications of comedy
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one. The students should focus on the social impacts of comedy, as related to the historical era or event.

B. The product

The student groups will collaborate to complete one of the following product options:

A comedy about the historical era or event. Each student should write independently a short analysis of their research findings about comedy and its role in the historical era or event. This analysis might be a good way to assess the individual work of students.
A satire about a contemporary issue. The student chooses the format (e.g., comic strip, play, sitcom, standup routine, op-ed piece) and applies learning from the research process about comedy and its social implications. Again, each student could include a short individual writing assignment to reflect his/her findings.
An updated comedy piece from the historical era or event. Students should take a comedy from the time period studied and update it to make it modern and relevant today. Individual students may write a short explanation of the updated edition and artistic decisions made in order to explain their learning.

C. Communication

Students perform or present the satire or comedic piece. One student in the group should be the director, while the other students act in the performance. If the piece is long, ask students to choose the most representative 5-10 minutes of it to perform. The piece should be followed by an unscripted Q&A session with audience members.

D. A completed project consists of:

The research proposal
A log, note cards, or resource process sheets
The product—comedy about an historical era or event, contemporary satire, or updated comedy
Individual writing assessment that accompanies the product
A Works Cited Page
An audiotape or videotape of the presentation, including an unscripted Q&A session

Elicit

Show students photos of comedians throughout history, without revealing their identities. Challenge students to identify the people in the photos. You can number each person and have students write their guesses on a piece of paper. When you have reviewed the photos, go back through and have students find out who got the most guesses correct.

Engage

Copy and cut out the attached “School Jokes” handout (See Attachment #1). Give each student at least one joke to read to his or her table group or neighbor.

Challenge students to tell appropriate jokes they are familiar with or to create one. Students can write their favorites on sentence strips and post them around the room.

Explain

Introduce the concept of comedy and explain the many kinds of comedy to students. Examine different forms and definitions of comedy and provide an historical context.

Assign different comedic genres and eras, such as satire, irony, physical, or classic Greek to small groups or pairs of students. Have students research and create a poster about their assigned genre. Posters should include an explanation of the genre, a picture, and influential people. Examples should also be provided and timelines may be appropriate, depending on the genre. If the era has passed, students should explain its impact on present-day comedy. Allow students to present their findings to the class.

Explore

Have a class discussion about comedy. You may use these questions to guide the discussion:

What makes something funny?
What makes a play, movie, or television show a comedy?
What are the characteristics of comedy that transcend time?
Why are some things that were funny in the past not funny today?
When does comedy have a serious purpose?
What role do ethics play in comedic performances?

Explain

Challenge students to connect comedy and culture. Ask, “How is comedy different in different locations and between different groups of people?” Explore the use of comedy in different cultures and different eras. Emphasize connections among cultures and eras.

Students should identify an example that answers the question for either an assigned culture and era, or one of their choosing. For example, to show how comedy played a role in the United States during the Civil War, students may find examples of political cartoons published in newspapers, or tell an account of Abraham Lincoln’s sense of humor. Students can create artifacts explaining their examples that could be displayed in the classroom.

Explore

Ask each student to select a current comedy, such as a play, sitcom, or comic strip, and examine the social impact on contemporary culture and its relationship with current issues. Students may cite newspapers, online journals, or television publications. Allow students to share their example with the class, sharing their personal opinions about the comedy.

Elaborate (Phase II)

Research process

Selecting a topic. Divide students into small groups based on their interest. As a group, the students should choose an important historical era or event to study.
Asking guiding questions. Once students have selected their historical era or event, each student should think of three to five guiding questions, such as:
- How was comedy used during this era?
- Who used comedy?
- What purposes did comedy serve?
- How effective was comedy in achieving the goal(s) of the comedian(s)?
- How did other groups receive the comedy?
- Why do you think this example of comedy still exists today?
While these examples are general, the student’s questions about the historical era or event should be specific to the chosen topic. The questions should lead him or her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include numerous components in the research proposal:
- The historical era or event
- Examples of significant comedies from that time period
- The guiding questions he or she will investigate, as well as hypothetical answers to those questions
- Resources he or she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
- Any initial thoughts on the social implications of comedy
Conducting the research. After you have approved student proposals, each student begins using the resources he or she has identified and others he or she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he or she uses and what he or she learns from each one. The students should focus on the social impacts of comedy, as related to the historical era or event.

Explain

Student groups will synthesize their learning through the creation of a comedic piece. Students choose one of the products below and perform in front of an audience.

The product

Student groups will collaborate to complete one of the following product options:

A comedy about the historical era or event. Each student should write independently a short analysis of their research findings about comedy and its role in the historical era or event. This analysis might be a good way to assess the individual work of students.
A satire about a contemporary issue. The student chooses the format (e.g., comic strip, play, sitcom, standup routine, op-ed piece) and applies learning from the research process about comedy and its social implications. Again, each student could include a short individual writing assignment to reflect his or her findings.
An updated comedy piece from the historical era or event. Students should take a comedy from the time period studied and update it to make it modern and relevant today. Individual students may write a short explanation of the updated edition and artistic decisions made in order to explain their learning.

Communication

Evaluate

Use the TPSP High School/Exit Level Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products

A completed project consists of:

The research proposal
A log, note cards, or resource process sheets
The product—comedy about an historical era or event, contemporary satire, or updated comedy
Individual writing assessment that accompanies the product
A Works Cited Page
An audiotape or videotape of the presentation, including an unscripted question and answer session

In what ways did the student:

develop sophisticated, open-ended questions about the self-selected topic;
use a variety of sources that access advanced content and include multiple perspectives;
collect data using the tools of the discipline;
analyze and interpret the data;
capture and apply his or her analysis through an original product; and
communicate his or her research findings, learning, and ideas to an audience using the language of the discipline?

Extend

The Comedic Lens: Analyzing Society Through Its Use of Comedy provides students with opportunities to study historical events through humor. Interdisciplinary extension activities include the following projects:

Science
As a reflection piece, ask students to explore the science of comedy. Students may pose questions to research such as, “Is laughter therapeutic? What is the relationship between one’s intelligence and comedic abilities? What is the scientific definition of laughter? What is the relationship between brain science and humor?”

Math
Can math be funny? Show students examples of jokes about math from comedic pieces, such as The Simpsons. Challenge students to write their own math joke or comic using a concept you have recently covered in class.

Additional Resources

Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.31(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
110.31(b)(11): Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(14): Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.31(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.31(b)(17): Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(6): Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
110.32(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9): Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12): Reading/Media Literacy. 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.
110.32(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(14): Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.32(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

113.41, United States History Studies Since 1877

113.41(c)(2): History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
113.41(c)(3): History. The student understands the political, economic, and social changes in the United States from 1877 to 1898.
113.41(c)(6): History. The student understands significant events, social issues, and individuals of the 1920s.
113.41(c)(12): Geography. The student understands the impact of geographic factors on major events.
113.41(c)(25): Culture. The student understands the relationship between the arts and the times during which they were created.
113.41(c)(26): Culture. The student understands how people from various groups contribute to our national identity.
113.41(c)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.41(c)(32): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.42, World History Studies

113.42(c)(24): Culture. The student understands the roles of women, children, and families in different historical cultures.
113.42(c)(25): Culture. The student understands how the development of ideas has influenced institutions and societies.
113.42(c)(26): Culture. The student understands the relationship between the arts and the times during which they were created.
113.42(c)(28): Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present.
113.42(c)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.42(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.42(c)(31): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.43, World Geography Studies

113.43(c)(2): History. The student understands how people, places, and environments have changed over time and the effects of these changes.
113.43(c)(5): Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.
113.43(c)(8): Geography. The student understands how people, places, and environments are connected and interdependent.
113.43(c)(16): Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
113.43(c)(17): Culture. The student understands the distribution, patterns, and characteristics of different cultures.
113.43(c)(18): Culture. The student understands the ways in which cultures change and maintain continuity.
113.43(c)(21): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.43(c)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.43(c)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.315, Theatre, Level I

117.315(c)(1): Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
117.315(c)(2): Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations.
117.315(c)(4): Historical and cultural relevance. The student relates theatre to history, society, and culture.
117.315(c)(5): Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.315(c)(3): Creative expression: production. The student applies design, directing, and theatre production concepts and skills.

117.316, Theatre, Level II

117.316(c)(3): Creative expression: production. The student applies design, directing, and theatre production concepts and skills.
117.316(c)(1): Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
117.316(c)(4): Historical and cultural relevance. The student relates theatre to history, society, and culture.
117.316(c)(2): Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations.
117.316(c)(5): Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.

Esta unidad puede abordar los siguientes TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.31(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.31(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes expliquen la idea central y el propósito específico de un texto expositivo y distingan lo más importante de entre los detalles menos importantes que apoyan el propósito del autor.
110.31(b)(11): Lectura/comprensión de textos informativos/textos de instrucción. Comprende cómo recabar y usar información en textos de instrucción y en documentos.
110.31(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.31(b)(14): Escritura/textos literarios. Escribe textos literarios para expresar sus ideas y sentimientos sobre personas, eventos e ideas reales o imaginarias. Los estudiantes son responsables de al menos dos formas de escritura literaria.
110.31(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.31(b)(17): Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.31(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.31(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.31(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.31(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.31(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continuarán aplicando estándares previos con mayor complejidad.
110.31(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes den presentaciones usando lenguaje informal, formal y técnico de manera efectiva para atender las necesidades de audiencia, propósito y ocasión, empleando contacto visual, velocidad al hablar (p. ej., pausas para efectos específicos), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.32(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(6): Lectura/comprensión de textos literarios/literatura que no es de ficción. Comprende, infiere y saca conclusiones sobre las variadas estructuras y rasgos de la literatura de no ficción, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes evalúen la función de la sintaxis y la dicción y el efecto de la voz, el tono y la evocación de imágenes en un discurso, ensayo literario u otra forma de textos literarios no ficticios.
110.32(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen la idea central y el propósito específico de un pasaje y los elementos textuales que los apoyan elaboran, incluyendo los detalles más importantes y los detalles menos importantes.
110.32(b)(9): Lectura/comprensión de textos informativos/textos expositivos. Analiza, infiere y saca conclusiones sobre el texto expositivo y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.32(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.32(b)(14): Escritura/textos literarios. Escribe textos literarios para expresar sus ideas y sentimientos sobre personas, eventos e ideas reales o imaginarias. Los estudiantes son responsables de al menos dos formas de escritura literaria.
110.32(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.32(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.32(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.32(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.32(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.32(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continuarán aplicando estándares anteriores en textos de complejidad cada vez mayor. Se espera que los estudiantes presenten primero un argumento coherente que incorpore una tesis clara y una progresión lógica de evidencias válidas de fuentes confiables y que empleen contacto visual, velocidad al hablar (p. ej., pausas para dar efecto deseado), volumen, pronunciación, gesticulaciones intencionadas y reglas del lenguaje para comunicar ideas de manera efectiva.

113.41, United States History Studies Since 1877

113.41(c)(2): Historia. El estudiante comprende puntos históricos de referencia tradicionales en la historia de Estados Unidos de 1877 al presente.
113.41(c)(3): Historia. El estudiante comprende los cambios políticos, económicos y sociales en Estudios Sociales de 1877 a 1898.
113.41(c)(6): Historia. El estudiante comprende eventos, asuntos sociales y personas importantes de la década de 1920.
113.41(c)(12): Geografía. El estudiante comprende el impacto de factores geográficos sobre eventos importantes.
113.41(c)(25): Cultura. El estudiante comprende la relación entre las artes y las épocas en que fueron creadas.
113.41(c)(26): Cultura. El estudiante comprende cómo las personas de varios grupos contribuyen a nuestra identidad nacional.
113.41(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.41(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.41(c)(32): Destrezas de Estudios Sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.42, World History Studies

113.42(c)(24): Cultura. El estudiante comprende las funciones de las mujeres, los niños y las familias en culturas históricas diferentes
113.42(c)(25): Cultura. El estudiante entiende cómo el desarrollo de ideas ha influenciado las instituciones y sociedades.
113.42(c)(26): Cultura. El estudiante comprende la relación entre las artes y las épocas en que fueron creadas.
113.42(c)(28): Ciencia, tecnología y sociedad. El estudiante comprende cómo los principales descubrimientos científicos y matemáticos e innovaciones tecnológicas han afectado a las sociedades de 1750 al presente.
113.42(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.42(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.42(c)(31): Destrezas de estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.43, World Geography Studies

113.43(c)(2): Historia. El estudiante comprende cómo las personas, lugares y medio ambientes han cambiado con el tiempo y los efectos de esos cambios.
113.43(c)(5): Geografía. El estudiante comprende cómo los procesos políticos, económicos y sociales dan forma a los patrones y a las características culturales en varios lugares y regiones.
113.43(c)(8): Geografía. El estudiante comprende cómo las personas, los lugares y el medio ambientes están interconectados y son interdependientes.
113.43(c)(16): Cultura. El estudiante comprende cómo los componentes de la cultura afectan la manera en que las personas viven y dan forma a las características de las regiones.
113.43(c)(17): Cultura. El estudiante comprende la distribución, patrones y características de diferentes culturas.
113.43(c)(18): Cultura. El estudiante comprende las formas en que las culturas cambian y las formas en que mantienen continuidad.
113.43(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.43(c)(22): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.43(c)(23): Destrezas de estudios sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.

117.315, Theatre, Level I

117.315(c)(1): Fundamentos: búsqueda y comprensión. El estudiante desarrolla conceptos acerca de sí mismo, relaciones humanas y el medio ambiente, usando elementos de drama y convencionalismos del teatro.
117.315(c)(2): Expresión creativa: actuación. El estudiante interpreta personajes, usando la voz y el cuerpo de manera expresiva, y crea dramatizaciones
117.315(c)(4): Relevancia histórica y cultural. El estudiante relaciona el teatro con la historia, la sociedad y la cultura.
117.315(c)(5): Evaluación y respuesta crítica. El estudiante responde a y evalúa el teatro y las representaciones teatrales
117.315(c)(3): Expresión creativa: producción. El estudiante aplica conceptos y destrezas del diseño, la dirección y la producción de teatro.

117.316, Theatre, Level II

117.316(c)(3): Expresión creativa: producción. El estudiante aplica conceptos y destrezas del diseño, la dirección y la producción de teatro.
117.316(c)(1): Fundamentos: búsqueda y comprensión. El estudiante desarrolla conceptos acerca de sí mismo, relaciones humanas y el medio ambiente, usando elementos de drama y convencionalismos del teatro.
117.316(c)(4): Relevancia histórica y cultural. El estudiante relaciona el teatro con la historia, la sociedad y la cultura.
117.316(c)(2): Expresión creativa: actuación. El estudiante interpreta personajes, usando la voz y el cuerpo de manera expresiva, y crea dramatizaciones
117.316(c)(5): Evaluación y respuesta crítica. El estudiante responde a y evalúa el teatro y las representaciones teatrales

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.A.2: Analyze the interaction between human communities and the environment.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.5: Analyze how various cultural regions have changed over time.
SS.I.B.2: Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3: Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.E.1: Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2: Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3: Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.1: Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2: Explain and evaluate the concept of gender.
SS.II.B.3: Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4: Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.6: Analyze how individual and group identities are established and change over time.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.IV.D.2: Recognize and evaluate counter-arguments.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1: Consider arguments and conclusions of self and others.
CDS.I.B.2: Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3: Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4: Understand and adhere to ethical codes of conduct.
CDS.II.A.1: Use effective prereading strategies.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.B.3: Compose and revise drafts.
CDS.II.C.1: Understand which topics or questions are to be investigated.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1: Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.6: Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.7: Compare and analyze how features of genre are used across texts.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.C.3: Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.C.1: Read widely, including complete texts from American, British, and world literatures.
ELA.II.C.2: Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
ELA.II.D.1: Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.D.2: Recognize the potential of diverse texts to cultivate empathy.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5: Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4: Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.

Social Studies:

SS.I.A.2: Analiza la interacción entre las comunidades humanas y el medio ambiente.
SS.I.A.3: Analiza cómo los procesos físicos y culturales han configurado las comunidades humanas a través del tiempo.
SS.I.A.5: Analiza cómo han cambiado varias regiones culturales a lo largo del tiempo.
SS.I.B.2: Identifica y evalúa las fuentes y patrones de cambio y continuidad a través del tiempo y del espacio.
SS.I.B.3: Analiza las causas y efectos de los principales cambios políticos, económicos y sociales en la historia de Estados Unidos y el mundo.
SS.I.E.1: Identifica diversos grupos sociales y examina cómo se forman y cómo y por qué se sostienen a sí mismos.
SS.I.E.2: Define el concepto de socialización y analiza el papel que juega la socialización en el desarrollo y la conducta humana.
SS.I.E.3: Analiza cómo las instituciones sociales (p. ej., matrimonio, familia, iglesia, escuela) funcionan y satisfacen las necesidades de la sociedad.
SS.I.F.1: Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
SS.I.F.2: Analiza temas éticos en contextos históricos, culturales y sociales.
SS.II.B.1: Explica y evalúa los conceptos de raza, origen étnico y nacionalismo.
SS.II.B.2: Explica y evalúa los conceptos de género.
SS.II.B.3: Analiza diversos conceptos religiosos, estructuras e instituciones en todo el mundo.
SS.II.B.4: Evalúa cómo conceptos filosóficos e intelectuales importantes han influido en la conducta humana o en la identidad.
SS.II.B.6: Analiza cómo se establece la identidad individual y grupal y cómo cambian con el tiempo.
SS.IV.A.1: Identifica y analiza las ideas principales y los puntos de vista en las fuentes.
SS.IV.A.2: Ubica una fuente informativa en su contexto apropiado.
SS.IV.A.3: Evalúa fuentes desde múltiples perspectivas.
SS.IV.A.4: Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
SS.IV.A.5: Lee críticamente textos narrativos.
SS.IV.A.6: Lee críticamente datos de investigación.
SS.IV.B.1: Usa metodologías de investigación establecidas.
SS.IV.B.3: Reúne, organiza y muestra los resultados de los datos y la investigación.
SS.IV.B.4: Identifica y reúne fuentes.
SS.IV.C.1: Comprende e interpreta críticamente presentaciones.
SS.IV.D.1: Elabora una tesis apoyada en evidencias.
SS.IV.D.2: Reconoce y evalúa contraargumentos.
SS.V.A.1: Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
SS.V.A.2: Usa las reglas convencionales de la lengua inglesa escrita.
SS.V.B.1: Acredita las ideas y la información a los materiales de referencia y a los autores.

Cross-Disciplinary Standards:

CDS.I.A.1: Participa en el diálogo y la investigación académica.
CDS.I.A.2: Acepta la crítica constructiva y cambia las opiniones personales cuando la evidencia válida lo justifique.
CDS.I.B.1: Considera los argumentos y conclusiones propias y los de los demás.
CDS.I.B.2: Elabora argumentos con un razonamiento sólido para explicar fenómenos, convalida conjeturas o apoya posturas.
CDS.I.B.3: Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
CDS.I.B.4: Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
CDS.I.D.1: Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
CDS.I.D.2: Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
CDS.I.D.3: Se esfuerza por ser exacto y preciso.
CDS.I.D.4: Persevera hasta completar y dominar las tareas.
CDS.I.E.1: Trabaja de forma independiente.
CDS.I.E.2: Trabaja de manera colaborativa.
CDS.I.F.1: Acredita ideas e información a las fuentes de referencia y a las personas.
CDS.I.F.2: Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
CDS.I.F.3: Incluye las ideas de otros y las complejidades del debate, tema o problema.
CDS.I.F.4: Entiende y adopta códigos de conducta.
CDS.II.A.1: Usa estrategias efectivas de preparación.
CDS.II.A.2: Usa una variedad de estrategias para comprender el significado de palabras nuevas.
CDS.II.A.3: Identifica el propósito del texto y el público al que se dirige.
CDS.II.A.4: Identifica la información principal y los detalles de apoyo.
CDS.II.A.5: Analiza críticamente la información textual.
CDS.II.A.6: Comenta, resume, parafrasea y describe textos cuando sea apropiado.
CDS.II.A.7: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.A.8: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.B.1: Escribe clara y coherentemente usando las reglas convencionales de la escritura.
CDS.II.B.2: Escribe en una variedad de formas para varios públicos y propósitos.
CDS.II.B.3: Redacta y revisa borradores.
CDS.II.C.1: Entiende cuáles temas o preguntas deben investigarse.
CDS.II.C.2: Explora un tema de investigación.
CDS.II.C.3: Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
CDS.II.C.4: Evalúa la validez y confiabilidad de las fuentes.
CDS.II.C.5: Sintetiza y organiza la información de manera efectiva.
CDS.II.C.6: Diseña y presenta un producto efectivo.
CDS.II.C.7: Integra las referencias.
CDS.II.C.8: Presenta un producto final.
CDS.II.D.3: Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
CDS.II.E.1: Usa tecnología para reunir información.
CDS.II.E.2: Usa tecnología para organizar, manejar y analizar información.
CDS.II.E.3: Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
CDS.II.E.4: Usa la tecnología apropiadamente.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1: Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.6: Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.7: Compare and analyze how features of genre are used across texts.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.C.3: Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.C.1: Read widely, including complete texts from American, British, and world literatures.
ELA.II.C.2: Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
ELA.II.D.1: Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.D.2: Recognize the potential of diverse texts to cultivate empathy.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5: Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4: Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.