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The Great Lost Art of Entertainment

High School, Interdisciplinary

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Description of Unit

In this task, high school will plan, organize, manage, and host an entertainment, travel, or tourism event for their community or school. In small groups, students will research the history of tourism, school and community needs, and the basics of the travel and tourism industry. Based off their new knowledge, they will choose the type of event to plan, decide what kind of entertainment or attractions to feature, determine how to invite and accommodate guests, and manage the logistics of the event. 

This guide links the unit, The Great Lost Art of Entertainment, to the Texas Essential Knowledge and Skills (TEKS) for high school students. The Great Lost Art of Entertainment is an interdisciplinary unit that allows students to explore their interest in the travel and tourism management field. After researching the field, students will plan and host a travel or tourism event for their community or school. For example, students could research, plan, and host a fall festival, booster club benefit, choir or theatre banquet, or any similar school or community event. The task has connections to English language arts and career and technical education. The following document includes the applicable TEKS and the details of the unit, The Great Lost Art of Entertainment. 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. 

Phase I. Learning Experiences

  1. As a class, ask students to discuss their all-time favorite vacations. 
    1. Where did they go? 
    2. How long did they stay? 
    3. What types of things did they do? 
    4. Was the vacation relaxing? Why? 
    5. Were there parts that were stressful? Why?

      Now ask them to change their perspective in thinking about the vacations. Have them discuss the people who worked behind the scenes to make the vacation successful. 
    6. Travel agents? 
    7. Airline employees? 
    8. Resort managers? 
    9. Entertainers? 
      How did the people working behind the scenes make the guest experience more enjoyable? 
  2. Invite a travel agent to join the class as guest speaker. The speaker can teach the students practical information about customer service and planning issues associated with the career field. One option to consider is holding a video chat with an agent. Allow about 15–20 minutes for the guest to speak and an additional 10–15 minutes for questions from the students. If you are unable to find a guest speaker, there are many videos available online that explain more about working in the industry (e.g., A Career as a Travel Agency Consultant)
  3. Divide the class into small groups of three or four students. These student groups will research the history of tourism, what it looked like in the past, how it has evolved, and what it might look like in the future. Students will note connections between the tourism industry of the past and how it functions today. They should pay special attention to changes in costs, guest expectations, and technologies (particularly how evolving technologies have impacted guest experiences).

    4. Have groups draw a timeline of major events and create a short skit for a travel agency 100 years in the future.

  4. Help students develop their career-specific technical vocabulary by examining the vernacular of the travel and tourism industry. Are they familiar with terms such as adventure industry, bed and breakfast, blackout dates, deferred payment processing, event organizer, ground operator, low season, or metrics? Have each student research a vocabulary term unique to customer service in the hospitality and tourism industry and produce a creative two-minute presentation to teach the term to the class. 
  5. Have students brainstorm about what kinds of events might attract people in their school or community. They will create a giant mind map of their ideas on a bulletin board. Questions they should consider include the following:
    1. Could they organize such an event in the school or the community?
    2. Could it be profitable?
    3. Who is the audience?
    4. What logistics must be worked out?  

The groups will develop a rough timeline of tasks they must complete as they plan their event. They should consider features such as the event venue, guests, entertainment, food and beverage, and transportation. 

Phase II. Independent Research

A. Research process 

  1. Selecting a topic. In small- to medium-sized groups, students will research human behavior, school and community needs, and the basics of the travel and tourism industry. Their research will help them decide on a type of event to host in their school or community (e.g., fall festival, booster club benefit, community social, choir or theatre banquet). When the groups have decided on an event to host, they will begin thinking about what kind of entertainment or attractions to feature, how to invite and accommodate guests, and how to manage the logistics of the event. 
  2. Asking guiding questions. Once students have decided on the type of event they wish to organize, each group should develop five to seven guiding questions to direct their research. Examples to consider include the following: 
    1. What types of activities, attractions, and venues should we consider as we plan our event? 
    2. What kind of events fit our budget? 
    3. What types of events will be well received? 
    4. What potential safety, health, and environmental hazards must we consider as we plan our event? 
    5. What steps must be prioritized in the decision-making process to organize a successful event? 
    6. What kind of venue best fits the event? 
    7. What kind of collaborations with related industries (e.g., lodging, food and beverage service, transportation) must be arranged to provide an all-inclusive experience for the customer? 
    8. What marketing techniques will be most useful in promoting the event? 
  3. Designing a research proposal. The student groups should include these components in the research proposal: 
    1. The type of event to be planned and hosted
    2. Guiding questions to research (These will become the foundation of the planning, organizing, and execution of the event.)
    3. A plan for finding previous examples of successful events to use as a model for the product (Students should consider the advantages and disadvantages of various events.)
    4. A list of primary and secondary resources to consult
    5. A five-minute oral presentation to the teacher and/or event sponsors detailing the logistics of the event
    6. A working timeline or checklist to help the students map out and budget time  
  4. Discussing progress. The student groups will provide the teacher with periodic updates to discuss directions, any confusion, and potential changes to their plans. These meetings can be used to encourage and bolster risk taking and problem solving.
  5. Creating a timeline. Revising the timeline created in Phase I, the students will map out goals and deadlines for the project. The students should understand that successful workers in the travel and tourism industry develop and utilize productive work habits, such as organization, time management, and initiative.  


B. The product  

The student groups will work with local vendors, event sponsors, and their school or community to plan, organize, manage, and host an entertainment, travel, or tourism event (e.g., fundraiser, festival, show, banquet). The event should last at least one hour and showcase what they have learned about working in the travel and tourism industry. Students will create a business plan and marketing tools to promote the event. Afterward, they will distribute a questionnaire or survey to analyze guests’ reaction to the execution of the event.  

C. Communication  

Students will give two five-minute presentations. The first presentation, to take place prior to the event, will detail the logistics and propose a preliminary business plan to the teacher and mentors for suggestions and approval.  

After the event concludes, teams will give another five-minute presentation. This presentation will allow them to analyze guest comments (from a follow-up survey), propose improvements for future events, and reflect on successes and failures. 

D. A completed project consists of: 

  1. The research proposal 
  2. A journal, research log, note cards, or resource process sheet 
  3. A business plan that details how the organizer(s) will cover expenses for the event
  4. A five-minute oral presentation to the teacher and/or event sponsors detailing the logistics of the event 
  5. Marketing materials to promote the event (e.g., brochures, flyers, print or media ads, social media posts) 
  6. A planned, managed, and executed entertainment, travel, or tourism event (e.g., fundraiser, festival, show, banquet) for the community or school 
  7. A guest questionnaire or satisfaction survey 
  8. A five-minute presentation detailing the outcomes of the event  

Teachers should use the TPSP High School/Exit Level Rubric to assess each standard of the student’s learning and follow up with the student on where the product falls on a scale of novice, practitioner, expert, innovator, or originator. 

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)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(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.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
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)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
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)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
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.

110.32, 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)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
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)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.32(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.
110.32(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)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
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)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(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:
110.32(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.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.33(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.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.33(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.
110.33(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(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.
110.33(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.33(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 an extended written or oral presentation that:
110.33(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.

110.34, English Language Arts and Reading, English IV

110.34(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(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.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(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.
110.34(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(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.
110.34(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.34(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 an extended written or oral presentation that:
110.34(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.

130.258, Travel and Tourism Management

130.258(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.258(c)(1)(A)
formulate and organize oral and written information;
130.258(c)(1)(B)
compose a variety of written documents used in travel and tourism such as itineraries, thank you letters, presentations, and advertisements;
130.258(c)(1)(C)
differentiate and deliver different types of presentations such as informative, instructional, persuasive, and decision making;
130.258(c)(1)(D)
calculate basic math and percentages;
130.258(c)(1)(E)
investigate geography and factors that affect the travel and tourism industry;
130.258(c)(1)(F)
summarize how to use the state of the economy to plan products and services.
130.258(c)(2)
The student uses oral and written communication skills in creating, expressing, and interpreting information and ideas, including technical terminology and information.
130.258(c)(2)(A)
select and employ verbal skills when obtaining and conveying information;
130.258(c)(2)(B)
use verbal and nonverbal communication skills effectively with diverse constituents;
130.258(c)(2)(C)
develop and deliver presentations using appropriate technology such as to engage, inform, and persuade audiences.
130.258(c)(3)
The student solves problems independently and in teams using critical-thinking skills.
130.258(c)(3)(A)
generate creative ideas by brainstorming possible solutions;
130.258(c)(3)(B)
guide individuals through the process of making informed travel decisions;
130.258(c)(3)(C)
interpret and use industry standards for principles of budgeting and forecasting to maximize profit and growth;
130.258(c)(3)(D)
analyze customer comments to formulate improvements in services and products.
130.258(c)(4)
The student uses information technology tools specific to the travel and tourism industry to access, manage, integrate, and create information.
130.258(c)(4)(C)
differentiate among recreation such as amusement, attractions, and resort venues;
130.258(c)(4)(E)
create basic multimedia publications.
130.258(c)(5)
The student understands roles within teams, work units, departments, organizations, inter-organization systems, and the larger environment of the travel and tourism industry.
130.258(c)(5)(A)
explain the functions and interactions of various departments within a travel and tourism business;
130.258(c)(5)(B)
research quality-control systems and practices;
130.258(c)(5)(C)
develop plans to accomplish organizational goals;
130.258(c)(5)(D)
formulate collaborative plans with other related industries such as lodging, food and beverage service, and transportation agencies to provide an all-inclusive product for the customer.
130.258(c)(6)
The student understands the importance of health, safety, and environmental systems in the travel and tourism industry and their importance to organizational performance and regulatory compliance.
130.258(c)(6)(A)
identify hazards common to workplaces such as safety, health, and environmental hazards;
130.258(c)(6)(B)
use industry standards to implement safety precautions to maintain a safe worksite;
130.258(c)(6)(C)
research and relate first aid and cardiopulmonary resuscitation skills;
130.258(c)(6)(D)
describe environmental procedures that ensure a facility is in compliance with health codes;
130.258(c)(6)(E)
describe how to train others for emergency situations;
130.258(c)(6)(F)
analyze potential effects caused by common chemicals and hazardous materials;
130.258(c)(6)(G)
compare and contrast security measures to protect the guests, staff, and property.
130.258(c)(7)
The student uses leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.
130.258(c)(7)(A)
apply team-building skills;
130.258(c)(7)(B)
apply decision-making and problem-solving skills;
130.258(c)(7)(C)
apply teamwork qualities in creating a pleasant work environment;
130.258(c)(7)(D)
determine the impact of cultural diversity on teamwork;
130.258(c)(7)(E)
participate in community service opportunities.
130.258(c)(8)
The student knows and understands the importance of professional ethics and legal responsibilities.
130.258(c)(8)(A)
discuss ethical reasoning to a variety of workplace situations in order to make decisions;
130.258(c)(8)(B)
research information on organizational policies in handbooks and manuals.
130.258(c)(9)
The student knows and understands the importance of employability skills and is able to explore and effectively plan for managing travel and tourism careers.
130.258(c)(9)(A)
identify and demonstrate behaviors and skills necessary to be employable;
130.258(c)(9)(B)
identify the training and education requirements that lead toward an appropriate certification for employment;
130.258(c)(9)(C)
demonstrate proper interview techniques;
130.258(c)(9)(D)
update or create a career portfolio;
130.258(c)(9)(E)
investigate continuing education opportunities within the industry;
130.258(c)(9)(F)
examine appropriate credentialing requirements to maintain compliance with industry requirements;
130.258(c)(9)(G)
compare and contrast the effect of stress, fatigue, and anxiety on job performance;
130.258(c)(9)(H)
complete required employment forms such as I-9, work visa, W-4, and licensures to meet employment requirements;
130.258(c)(9)(I)
explore entrepreneurship opportunities within the travel and tourism industry.
130.258(c)(10)
The student develops principles in time management, decision making, effective communication, and prioritizing.
130.258(c)(10)(A)
apply effective practices for time management;
130.258(c)(10)(B)
analyze various steps in the decision-making process for prioritizing effectively;
130.258(c)(10)(C)
discuss the importance of balancing a career, a family, and leisure activities.
130.258(c)(11)
The student uses technical knowledge and skills required in the travel and tourism industry.
130.258(c)(11)(A)
develop job-specific technical vocabulary;
130.258(c)(11)(B)
use marketing techniques to sell products and services;
130.258(c)(11)(C)
evaluate current and emerging technologies to improve guest services;
130.258(c)(11)(D)
explain different types of payment options;
130.258(c)(11)(E)
analyze customer service concepts and scenarios;
130.258(c)(11)(F)
describe how customer service affects a company's bottom line;
130.258(c)(11)(G)
develop an awareness of cultural diversity to enhance travel planning such as differences in social etiquette, dress, and behaviors;
130.258(c)(11)(H)
demonstrate an understanding of tourism sales and the impact on distribution systems;
130.258(c)(11)(I)
demonstrate knowledge of destination, attraction planning, and development, including the use of organizations such as convention and visitor's bureaus and state tourist boards.

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

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.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
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.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.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
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.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.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A
Understand the elements of both formal and informal communication in group discussions, one-on-one situations, and presentations.
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.A.3
Devise a plan for completing work on time.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
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.B.2
Distinguish between and among primary and secondary sources.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
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