|
3 |
The student will
demonstrate the ability to
analyze
and critically
evaluate
culturally diverse written
texts
and visual
representations. |
|
|
(6) |
Reading/word
identification/vocabulary development.
The student acquires
an extensive vocabulary through reading and systematic word study. The
student is expected to |
|
|
|
(F) |
discriminate between
connotative and
denotative
meanings and interpret the connotative power
of words; and |
|
|
|
(G) |
read and understand
analogies. |
|
|
(7) |
Reading/comprehension.
The student
comprehends selections using a variety of strategies. The student is
expected to |
|
|
|
(E) |
analyze text structures such as compare/contrast, cause/effect,
and chronological ordering for how they influence understanding; and |
|
|
|
(G) |
draw inferences such as conclusions, generalizations, and predictions
and support them with text evidence [and experience]. |
|
|
(8) |
Reading/variety of
texts. The
student reads extensively and intensively for different purposes in
varied sources, including world literature. The student is expected to |
|
|
|
(D) |
interpret the possible
influences of the
historical context
on a literary work. |
|
|
(10) |
Reading/literary
response. The
student expresses and supports responses to various types of texts. The
student is expected to |
|
|
|
(B) |
use
elements of text to defend his/her own responses and interpretations. |
|
|
(12) |
Reading/analysis/evaluation.
The student reads
critically to evaluate texts and the authority of sources. The student
is expected to |
|
|
|
(A) |
analyze the characteristics of clearly written texts, including the
patterns of organization, syntax, and word choice; |
|
|
|
(B) |
evaluate the
credibility of
information sources,
including how the writer's motivation may affect that credibility; and |
|
|
|
(C) |
recognize
logical, deceptive, and/or faulty modes of
persuasion
in texts. |
|
|
(19) |
Viewing/representing/interpretation.
The student
understands and interprets visual representations. The student is
expected to |
|
|
|
(B) |
analyze
relationships, ideas, [and cultures]
as represented in
various media;
and |
|
|
|
(C) |
distinguish the
purposes
of various media forms such as
informative
texts,
entertaining
texts, and
advertisements. |
|
|
(20) |
Viewing/representing/analysis.
The student analyzes and critiques the significance of visual
representations. The student is expected to |
|
|
|
(B) |
deconstruct media to get the
main idea of the
message's content;
and |
|
|
|
(C) |
evaluate and critique the
persuasive
techniques of
media messages such as glittering
generalities,
logical fallacies,
and symbols. |
