GRADES ELEVEN AND TWELVE

English/Language Arts Standards

 

Reading

 

 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students apply their knowledge of word origins to determine the meaning of new

words encountered in reading materials and use those words accurately.

 

Vocabulary and Concept Development

 

 1.1 Trace the etymology of significant terms used in political science and

history.

Braille Standard

Same as state content standard written above

SEACO: N/A

CSB Activities

·        Through class discussion, students understand the concept of voting. (Social/DLS)

·        Through class discussion, students understand that there are political parties with differing views. Students can name the two major political parties. (Compensatory/Social)

·        When students are age 18 they will register to vote by providing personal information. (Social)

 

1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to

draw inferences concerning the meaning of scientific and mathematical

terminology.

Braille Standard

Same as state content standard written above

SEACO: N/A

CSB Activities

·        During orientation and mobility lessons, or daily living skills activities students will understand and demonstrate the word meanings for angle, parallel, perpendicular. (O&M/DLS)

 

 1.3 Discern the meaning of analogies encountered, analyzing specific

comparisons as well as relationships and inferences.

Braille Standard

Same as state content standard written above

SEACO: N/A

CSB Activities: N/A

 

 2.0 Reading Comprehension (Focus on Informational Materials)

 

Students read and understand grade-level-appropriate material. They analyze

the organizational patterns, arguments, and positions advanced. The selections

in Recommended Literature, Grades Nine Through Twelve illustrate the quality

and complexity of the materials to be read by students. In addition, by grade

twelve, students read two million words annually on their own, including a wide

variety of classic and contemporary literature, magazines, newspapers, and

online information.

 

The grade-level-appropriate materials must be made available in braille to braille

readers in a timely manner.

 

Structural Features of Informational Materials

 

 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.

Braille Standard

Same as state standard as written above

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information.

·        identify the location of desired information within a popular media source (FPI 12.1)

·        use printed material to obtain information on desired item (FPI 12.2)

·        use computer search engine to locate desired information (FPI 12.3)

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

·        choose preferred activities using public documents (FPI 13.3)

CSB Activities

·        Help students read and complete application forms for transit cards, DMV identification cards, work permits, and employment opportunities in the community. (DLS/Vocational)

·        Help students read and complete registration forms to attend community college classes, participate in consumer organization meetings, or participate in school clubs or organizations. (Vocational/Social/R&L)

·        Help students to compile and complete a personal data sheet and a resume. (Vocational/Social)

·        Use computer search engines with assistive technology to research a job. (Technology/Vocational)

 

Comprehension and Analysis of Grade-Level-Appropriate Text

 

 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

2.3. Verify and clarify facts presented in other types of expository texts by

using a variety of consumer, workplace, and public documents.

Braille Standard

Verify and clarify facts presented in other types of expository texts by

using a variety of consumer, workplace, and public documents and asking

for help to locate those documents.

SEACO

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

·        identify common signs and labels (FPI 13.1)

·        compile shopping list from recipe (FPI 13.2)

·        choose preferred activities using public documents (FPI 13.3)

·        make own public transport plan (FPI 13.4)

CSB Activities

·        Prior to going to a work site for the first time, assist students in defining and learning work-related vocabulary. Assist students in using dictionaries, reference documents, and Internet websites to locate information. (Vocational/Technology)

·        Read the want ads section of the newspaper to assist students in learning about popular jobs, and job duties. (Vocational/Compensatory/VE)

 

2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations.

Braille Standard

Same as state standard as written above

SEACO: N/A

CSB Activities: N/A

 

 2.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

Braille Standard

Same as State standard as written above

SEACO: N/A

CSB Activities: N/A

 

Expository Critique

 

 2.6 Critique the power, validity, and truthfulness of arguments set forth in

public documents; their appeal to both friendly and hostile audiences; and

the extent to which the arguments anticipate and address reader concerns

and counterclaims (e.g., appeal to reason, to authority, to pathos and

emotion).

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities:

·        Have students evaluate the validity of television and radios commercials by discussing the information presented in them (e.g., evaluate the factual information presented in commercials about Pepsi or Coke or information about the qualities of cellular telephones). (Listening/DLS/Technology)

·        Have student examine newspaper ads and sales brochures to determine if the information is factual or slanted toward opinion. (VE/Compensatory/Social)

 

 3.0 Literary Response and Analysis

 

Students read and respond to historically or culturally significant works of

literature that reflect and enhance their studies of history and social science.

They conduct in-depth analyses of recurrent themes. The selections in

Recommended Literature, Grades Nine Through Twelve illustrate the quality and

complexity of the materials to be read by students.

 

Structural Features of Literature

 

 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory,

pastoral) that are used in poetry, prose, plays, novels, short stories,

essays, and other basic genres.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

Narrative Analysis of Grade-Level-Appropriate Text

 

3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the

“sound” of language achieve specific rhetorical or aesthetic purposes or

both.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

 3.4 Analyze ways in which poets use imagery, personification, figures of

speech, and sounds to evoke readers’ emotions.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Have students read/listen to a variety of poems with varying styles. Discuss the meaning and mood of the poem (e.g. was the tone or mood of the poem happy or sad, funny or dark [define]?) (Compensatory/Social)

·        Have students create poems that represent a specific tone or feeling, and present to others. (Compensatory/Social)

 

 3.5 Analyze recognized works of American literature representing a variety of genres and traditions:

 

 a. Trace the development of American literature from the colonial period

forward.

 

 b. Contrast the major periods, themes, styles, and trends and describe

how works by members of different cultures relate to one another in

each period.

 

 c. Evaluate the philosophical, political, religious, ethical, and social

influences of the historical period that shaped the characters, plots,

and settings.

 

Braille Standard

Same as state content standard as written above

 SEACO: N/A

CSB Activities

·        Provide opportunities for students to be introduced to famous pieces of American Literature by using videos, recordings, and literature that uses vocabulary that is understood by the student population (e.g. Globe Fearron Series). (Compensatory)

·        Discuss with students the event or celebration represented in the video, tape recording, or literature. Discuss how the event or celebration affects our lifestyle today (e.g. signing of the Declaration of Independence in the movie "1776" has provided us with certain rights and freedom, or watching "The Color Purple" describes the plight of slaves during the Civil War). (Compensatory/Social)

 

3.6 Analyze the way in which authors through the centuries have used

archetypes drawn from myth and tradition in literature, film, political

speeches, and religious writings (e.g., how the archetypes of banishment

from an ideal world may be used to interpret Shakespeare’s tragedy

Macbeth).

Braille Standard

Same as state standard as written above

SEACO: N/A

CSB Activities:

·        Discuss and find examples of how archetypes of blindness are found in myths and literature in many cultures. (Social/Technology)

·        Have students watch and critique films that have a blind character. Do the films accurately portray blindness? (Compensatory/Social)

 

 3.7 Analyze recognized works of world literature from a variety of authors:

 

 a. Contrast the major literary forms, techniques, and characteristics of

the major literary periods (e.g., Homeric Greece, medieval, romantic,

neoclassic, modern).

 

 b. Relate literary works and authors to the major themes and issues of

their eras.

 

 c. Evaluate the philosophical, political, religious, ethical, and social

influences of the historical period that shaped the characters, plots,

and settings.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

Literary Criticism

 

 3.8. Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women’s role in organized labor). (Political approach)

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Have students read/listen to essays, speeches, and literary works that reflect important events in our culture or history ( e.g., the women's movement, desegregation, labor movement) (Compensatory/Social)

·        Have students become aware of leaders that have shaped cultural and political events (e.g., Martin Luther King, Caesar Chavez, FDR, John F. Kennedy) (Compensatory/Social)

 

3.9 Analyze the philosophical arguments presented in literary works to

determine whether the authors’ positions have contributed to the quality of

each work and the credibility of the characters. (Philosophical approach)

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: N/A

 

Writing

 

 1.0 Writing Strategies

 

Students write coherent and focused texts that convey a well-defined perspective

and tightly reasoned argument. The writing demonstrates students’ awareness of

the audience and purpose and progression through the stages of the writing

process.

 

Organization and Focus

 

1.1 Demonstrate an understanding of the elements of discourse (e.g.

purpose, speaker, audience, form) when completing narrative, expository,

persuasive, or descriptive writing assignments.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.2 Use point of view, characterization, style (e.g., use of irony), and related

elements for specific rhetorical and aesthetic purpose

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.3 Structure ideas and arguments in a sustained, persuasive, and

sophisticated way and support them with precise and relevant examples.

Braille Standard

Same as state content standard as written above

SEACO; N/A

CSB Activities

·        Encourage students to organize their ideas and thoughts in a list format in order to communicate in a more persuasive manner. (Compensatory/Social)

·        Teach students to use assertiveness skills when they communicate verbally and in writing. (Compensatory/Social)

 

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        When writing letters or thank you notes encourage and model the use of wording that enhances the tone of the letter. Explain to students that descriptive language (adjectives) can make the letter more personal or business-like depending its intent. (Social)

·        When students write stories or essays in class model the use of descriptive words to enhance the tone or mood, as well as enhance the structure of the language used. (Compensatory/Social)

 

Research and Technology

 

1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Explain the concept and purpose of conducting research. (Academic/Social)

·        Have students create a research project where they have to gather information from other students (e.g., Ask students what types of healthy snack foods they like or the types of fruit juices that are most popular). (Social/DLS)

·        Have students present the information using a tactile graph or by compiling the data into a written report that is given to a school administrator). (Technology/Compensatory)

 

1.7 Use systematic strategies, adaptive computer hardware and software, a

scanner, an electronic notetaker, and computer storage devices to

organize and record information (e.g., anecdotal scripting, annotated

bibliographies).

Braille Standard

Use systematic strategies, adaptive computer hardware and software, a

scanner, an electronic notetaker, and computer storage devices to

organize and record information (e.g., anecdotal scripting, annotated

bibliographies).

SEACO

Standard 12 - identify the structural features of popular media and use the features to obtain information.

·        identify the location of desired information within a popular media source (FPI 12.1)

·        use printed material to obtain information on a desired item (FPI 12.2)

·        use computer search engine to locate desired information (FPI 12.3)

Standard 16- Demonstrate basic keyboarding skills and familiarity with computer terminology.

·        indicate awareness of computer (FPI 16.1)

·        use an input device for cause and effect (FPI 16.2)

·        make choices using single/multiple input devices (FPI 16.3)

·        utilize keyboard/device to access software (FPI 16.4)

·        utilize keyboard/device for writing functions (FPI 16.5)

CSB Activities

·        Have students demonstrate their computer keyboarding skills by recording personal information, writing letters, creating a story or essay, or recording notes from a telephone call or a class discussion. (Technology)

·        Have students use adaptive software to locate information on the Internet or in on-line encyclopedias. (Compensatory/VE)

·        Have students scan printed materials (e.g., job applications, DMV identification card applications, magazine articles or book chapters) into braille. (Technology/Braille)

·        Have students use a braille notetaking device to record information from class lectures, or from information that was read to the student. (Compensatory/Braille)

 

1.8 Integrate databases, graphics, and spreadsheets into word-processed

documents.

Braille Standard

Same as state content stand as written above.

SEACO: N/A

CSB Activities

·        Using screen readers and adapted software have students design a spreadsheet to keep track of school assignments or resources available for independent living aids or assistive technology websites. (Technology/Academic/DLS)

·        Using a notetaking device, have students develop a database of their CD collection or their address book. (Technology/Social/R&L)

·        Using adaptive software, have students develop a PowerPoint presentation on a topic of interest. (Technology/Social)

 

Evaluation and Revision

 

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Braille Standard

Revise text, using a braille notetaker or a computer with a screen reader,

to highlight the individual voice, improve sentence variety and style, and

enhance subtlety of meaning and tone in ways that are consistent with the

purpose, audience, and genre.

SEACO: N/A

CSB Activities

·        After students have written a story, a book report, a personal or business letter, thank you note, or job application, work with students to proofread their work for spelling, punctuation, or grammatical errors. (Compensatory/Social/Vocational)

·        After students have written a story, a book report, a personal or business letter, thank you note, or job application, work with students to revise sentences so the wording is clear and there is variety in the use of statements, questions, and exclamation. (Compensatory/Social/Vocational)

 

2.0 Writing Applications (Genres and Their Characteristics)

 

Students combine the rhetorical strategies of narration, exposition, persuasion,

and description to produce texts of at least 1,500 words each. Student writing

demonstrates a command of standard American English and the research,

organizational, and drafting strategies outlined in Writing Standard 1.0.

 

Using the writing strategies of grades eleven and twelve outlined in Writing

Standard 1.0, students effectively use braillewriters, braille notetakers, notebook

computers, screen readers, braille/print translation software, scanners, printers,

and braille embossers. Students:

 

2.1 Write fictional, autobiographical, or biographical narratives:

 

 a. Narrate a sequence of events and communicate their significance to

the audience.

 

 b. Locate scenes and incidents in specific places.

 

 c. Describe with concrete sensory details the sights, sounds, and smells

of a scene and the specific actions, movements, gestures, and

feelings of the characters; use interior monologue to depict the

characters’ feelings.

 

 d. Pace the presentation of actions to accommodate temporal, spatial,

and dramatic mood changes.

 

 e. Make effective use of descriptions of appearance, images, shifting

perspectives, and sensory details.

 

Braille Standard

Same as the state content standard as written above

SEACO: N/A

CSB Activities

·        Have students write, braille, or dictate important events of their lives in a sequential manner. (Compensatory/Social)

·        Have students write, braille, or dictate an important event in their lives that was significant to them. (Compensatory/Social)

 

2.2 Write responses to literature:

 

 a. Demonstrate a comprehensive understanding of the significant ideas

in works or passages.

 

 b. Analyze the use of imagery, language, universal themes, and unique

aspects of the text.

 

 c. Support important ideas and viewpoints through accurate and

detailed references to the text and to other works.

 

 d. Demonstrate an understanding of the author’s use of stylistic devices

and an appreciation of the effects created.

 

 e. Identify and assess the impact of perceived ambiguities, nuances,

and complexities within the text.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

2.3 Write reflective compositions:

 

a. Explore the significance of personal experiences, events, conditions,

or concerns by using rhetorical strategies (e.g., narration, description,

exposition, persuasion).

 

b. Draw comparisons between specific incidents and broader themes

that illustrate the writer’s important beliefs or generalizations about

life.

 

c. Maintain a balance in describing individual incidents and relate those

incidents to more general and abstract ideas.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

2.4 Write historical investigation reports:

 

a. Use exposition, narration, description, argumentation, or some

combination of rhetorical strategies to support the main proposition.

 

b. Analyze several historical records of a single event, examining critical

relationships between elements of the research topic.

 

c. Explain the perceived reason or reasons for the similarities and

differences in historical records with information derived from primary

and secondary sources to support or enhance the presentation.

 

d. Include information from all relevant perspectives and take into

consideration the validity and reliability of sources.

 

e. Include a formal bibliography.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

2.5 Write job applications and résumés:

 

 a. Provide clear and purposeful information and address the intended

audience appropriately.

 

 b. Use varied levels, patterns, and types of language to achieve

intended effects and aid comprehension.

 

 c. Modify the tone to fit the purpose and audience.

 

 d. Follow the conventional style for that type of document (e.g., résumé,

memorandum) and use page formats, fonts, and spacing that

contribute to the readability and impact of the document.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Assist students in the development and delivery of a personal data sheet that includes; full name, address, telephone number(s), social security number, state identification card number, emergency contacts, work experience, references. (Compensatory/Vocational)

·        Help students to develop a resume using the computer. Some students may need to dictate the pertinent information to a teacher or assistant. (Technology/Compensatory)

·        Develop a video resume illustrating the student's work experiences and skills. (Technology/Vocational)

·        Provide opportunities for students to complete a variety of job applications by dictating personal information to a teacher or assistant who may be filling in the information required to complete the application. (Compensatory/Vocational)

·        Assist students in developing a letter of interest for a specific job. Have students write/dictate the letter using the computer with screen readers or large print software. (Compensatory/Vocational/Technology)

·        Discuss the importance of selecting references when applying for a job. (Social/Vocational)

·        Discuss issues related to disclosing a student's visual impairment or other disabilities on a job application. (Social/Vocational)

·        Develop a job search file to keep track of potential employers. (Technology/Vocational)

 

2.6 Deliver multimedia presentations:

 

 a. Combine text, images, and sound and draw information from many

sources (e.g., television broadcasts, videos, films, newspapers,

magazines, CD-ROMs, the Internet, electronic media-generated

images).

 

 b. Select an appropriate medium for each element of the presentation.

 

 c. Use the selected media skillfully, editing appropriately and monitoring

for quality.

 

 d. Test the audience’s response and revise the presentation

accordingly.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

 

Written and Oral English Language Conventions

 

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

 

 1.0 Written and Oral English Language Conventions

 

Students write and speak with a command of standard English conventions.

 

1.1 Demonstrate control of grammar, diction, and paragraph and sentence

structure and an understanding of English usage.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        During classroom activities or discussions encourage students to use appropriate word order, syntax, and diction when speaking. (Speaking)

·        When students are engage in writing activities (e.g., writing a story, poem, friendly letter, thank you note, or business letter) demonstrate and check for proper use of grammar (noun/verb agreement), and sentence structure. (Compensatory/Academic)

·        When writing a group story, poem, or letter encourage students to use descriptive language to expand their ideas and thoughts. (Social)

 

1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization.

Braille Standard

Same as state content standard as written above

SEACO

Standard 15 - Print legibly and space letters, words, and sentences appropriately

·        produce name (FPI 15.1)

·        produce simple words (e.g., shopping list) (FPI 15.2)

·        produce 2-to3-word phrases (address, directions, need or want) (FPI 15.4)

CSB Activities

·        When students write letters, complete job applications, or write essays, check for correct use of capitalization and punctuation. (Social/Vocational)

·        When students write person information, check for use of correct capitalization and punctuation. (Compensatory/Vocational)

·        Work with students to demonstrate a legible and repeatable signature. (Social/Vocational)

 

1.3 Reflect appropriate manuscript requirements in writing.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

Listening and Speaking

 

1.0 Listening and Speaking Strategies

 

Students formulate adroit judgments about oral communication. They deliver

focused and coherent presentations that convey clear and distinct perspectives

and demonstrate solid reasoning. They use gestures, tone, and vocabulary

tailored to the audience and purpose.

 

Comprehension

 

1.1 Recognize strategies used by the media to inform, persuade, entertain,

and transmit culture (e.g., advertisements; perpetuation of stereotypes;

use of visual representations, special effects, language).

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        When engaged in current events activities, read and discuss articles that inform, yet persuade the reader to a certain point of view. Discuss with students how these techniques are used in written media. (Compensatory/Social)

·        Provide opportunities for students to explore the entertaining parts of the newspaper or magazines (e.g., reading the comics, reading the daily horoscope, reading entertainment new and the gossip column, following local sports stories). (Compensatory/R&L)

·        After listening to a series of television or radio commercials, have student describe how the commercial persuades the listener to purchase the item being advertised. (Social)

·        Discuss how advertising uses culture to promote positive and negative stereotypes. (Social)

·        Discuss how advertising uses special sound effects or visual images to persuade the public to purchase an item. (Compensatory/Social)

 

1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at \the local, state, and national levels.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        During local, state, or national campaigns for offices, have students listen to political ads on the television or the radio, and discuss how they persuade an individual to vote for a particular candidate. (Compensatory/Social)

·        During current events activities, have students read/listen to articles and editorials about specific candidates (governor, president of the United States). Have students describe how candidates or backers of certain issues persuade the reader to vote a certain way or for a specific candidate. (Social)

 

1.3 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

Organization and Delivery of Oral Communication

 

1.4 Use rhetorical questions, parallel structure, concrete images, figurative

language, characterization, irony, and dialogue to achieve clarity, force,

and aesthetic effect.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.5 Distinguish between and use various forms of classical and contemporary logical arguments, including:

 a. Inductive and deductive reasoning

 

b. Syllogisms and analogies

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.6 Use logical, ethical, and emotional appeals that enhance a specific tone

and purpose.

Braille Standard

Same as content standard as written above

SEACO: N/A

Standard 19 - Share information and ideas, speaking audibly, in complete, coherent sentences.

·        communicate wants/needs using gestures, actions, voice output device, or vocalization (FPI 19.1)

·        communicate information using a complete sentence using gestures, actions, voice output device, or vocalizations (FPI 19.5)

Standard 21 - Stay on topic when speaking

·        attend and respond to speaker (FPI 21.1)

·        interact with person or group regarding specific topic (FPI 21.2)

·        participate in communicative dialogue with person or group on specific topic (FPI 21.3)

CSB Activities

·        During the school's reading recital encourage students to use expression and emotion when reading to others. (Compensatory/Social/Braille/VE)

·        When delivering a speech for student council, announcements for the school, or a presentation in class, have students use a variety of voice qualities (lively and upbeat, serious and persuasive) to communicate a specific point or view. (Speaking/Social)

·        Have students create commercials in class, and present them to others. (Speaking/Social)

 

1.7 Use appropriate rehearsal strategies to pay attention to performance

details, achieve command of the text, and create skillful artistic staging.

Braille Standard

Same as content standard as written above

SEACO: N/A

CSB Activities

·        When students are preparing to deliver a speech, poem, or presentation review rehearsal techniques that include appropriate body posture, direction of gaze (facing the audience), appropriate facial expressions and gestures, and clarity of speech. (Social)

·        In more formal presentations like the school concert, reading recital, or other activities, encourage students to practice walking on stage, delivering the presentation with a microphone, and walking off stage. (O&M/Speaking)

 

1.8 Use effective and interesting language, including:

 

a. Informal expressions for effect

 

b. Standard American English for clarity

 

c. Technical language for specificity

 

Braille Standard

Same as content standard as written above

SEACO: N/A

CSB Activities

·        When making a presentation students will speak clearly and use common expressions when appropriate (e.g., "This topic is really hot".) (Speaking/Social)

·        When making a presentation students will present information in a sequential manner that makes sense to the listener. (O&M/Speaking)

 

1.9 Use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation.

Braille Standard

Same as content standard as written above

SEACO: N/A

CSB Activities

·        When making presentations in class, encourage students to use clear speech using correct pronunciation and enunciation of words. (Social/Speaking)

·        Provide opportunities for students to act out stories or personal experiences experimenting with various dialects or common foreign language phrases or greetings (e.g., cheerio, buena sera) (Social/R&L)

 

 

 

1.10 Evaluate when to use different kinds of effects (e.g., visual, music, sound, graphics) to create effective productions.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        After viewing a play or live musical performance, discuss with students the impact of using special effects (lighting, sound, scenery) on students' image of the presentation. (R&L/Social)

 

Analysis and Evaluation of Oral and Media Communications

 

1.11 Critique a speaker’s diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Structure opportunities for students to provide feedback to other students about their use of facial expressions and gestures when interacting with one another. (Social/Compensatory)

·        Provide experiences where students have to interpret a person's feelings or views by the tone of their voice, their gestures or actions, or by their facial expressions. (Social/Compensatory)

·        Allow students to critique classmates' oral presentations by giving feedback that will enhance the presentation (e.g., quality of voice tone, pronunciation of words and clarity of speech) (Social/Compensatory)

 

1.12 Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.13 Analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and

differences in their patterns of organization and the use of persuasive

language, reasoning, and proof.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

1.14 Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles’ radio broadcast “War of the Worlds”).

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

 2.0 Speaking Applications (Genres and Their Characteristics)

 

Students deliver polished formal and extemporaneous presentations that

combine traditional rhetorical strategies of narration, exposition, persuasion, and

description. Student speaking demonstrates a command of standard American

English and the organizational and delivery strategies outlined in Listening and

Speaking Standard 1.0.

 

Using the speaking strategies of grades eleven and twelve outlined in Listening

and Speaking Standard 1.0, students:

 

2.1 Deliver reflective presentations:

 

a. Explore the significance of personal experiences, events, conditions,

or concerns, using appropriate rhetorical strategies (e.g., narration,

description, exposition, persuasion).

 

b. Draw comparisons between the specific incident and broader themes

that illustrate the speaker’s beliefs or generalizations about life.

 

c. Maintain a balance between describing the incident and relating it to

more general, abstract ideas.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        In a classroom setting, provide opportunities for students to deliver a presentation about a personal experience requiring that the students uses

      a. eye contact

      b. appropriate posture

      c. uses gestures and facial expressions appropriately

      d. stays on topic

      e, uses clear pronunciation (Social/Compensatory)

·        When students present their experiences, encourage them to think about similar experiences they have encountered or experiences others have had. (Social)

 

2.2 Deliver oral reports on historical investigations:

 

a. Use exposition, narration, description, persuasion, or some

combination of those to support the thesis.

 

b. Analyze several historical records of a single event, examining critical

relationships between elements of the research topic.

 

c. Explain the perceived reason or reasons for the similarities and

differences by using information derived from primary and secondary

sources to support or enhance the presentation.

 

d. Include information on all relevant perspectives and consider the

validity and reliability of sources.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

2.3 Deliver oral responses to literature:

 

a. Demonstrate a comprehensive understanding of the significant ideas

of literary works (e.g., make assertions about the text that are

reasonable and supportable).

 

b. Analyze the imagery, language, universal themes, and unique

aspects of the textthrough the use of rhetorical strategies (e.g.,

narration, description, persuasion, exposition, a combination of those

strategies).

 

c. Support important ideas and viewpoints through accurate and

detailed references to the text or to other works.

 

d. Demonstrate an awareness of the author’s use of stylistic devices and

an appreciation of the effects created.

 

e. Identify and assess the impact of perceived ambiguities, nuances,

and complexities within the text.

 

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

 

2.4 Deliver multimedia presentations:

 

 a. Combine text, images, and sound by incorporating information from a

wide range of media, including films, newspapers, magazines, CD-

ROMs, online information, television, videos, and electronic media-

generated images.

 

b. Select an appropriate medium for each element of the presentation.

 

c. Use the selected media skillfully, editing appropriately and monitoring

for quality.

 

d. Test the audience’s response and revise the presentation

accordingly.

 

Braille Standard

Same as state content standard as written above

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obrain information

·        identify the location of desired information within a popular media source (FPI 12.1)

·        use printed material to obtain information on desired item (FPI 12.2)

·        use computer search engine to locate desired information (FPI 12.3)

CSB Activities

·        With the support of assistive technology compile information to deliver a presentation using a variety of multi-media including the use of

      a. screen readers

      b. use of the internet

      c. using scanners to download magazine and newspaper articles

      d. developing powerpoint presentations

      e. using tactile graphics as a presentation prompt (Technology/Braille/VE)

·        Assist students in finding and using videos, audio tapes, or film clips that enhance the total presentation. (Techology)

·        Help students to create tactile graphic or models to assist in the delivery of the presentation when appropriate. (Technology)

 

2.5 Recite poems, selections from speeches, or dramatic soliloquies with

attention to performance details to achieve clarity, force, and aesthetic

effect and to demonstrate an understanding of the meaning (e.g., Hamlet’s

soliloquy “To Be or Not to Be”).

Braille Standard

Same as state standard as written above

SEACO: N/A

CSB Activities