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5. Fields of Knowledge - Arts, Language, and Literature

Literature and Media

Draft July 1997

5.5 POINT OF VIEW:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students develop a point of view that is their own. This is evident when students:

5.5 Point of View

Cross Referenced to Vital Result Standards

 · Discuss ideas from text.

· Differentiate fact from opinion.

· Form opinions supported by text.

· Evaluate written materials.

· Draw conclusions.

· Ask questions to further understanding.

· Evaluate ethical and social issues related to self, school, and community with teacher assistance.

· Identify persuasive techniques in materials read.

· Defend opinions supported by text.

· Evaluate written materials, t.v. shows, movies, etc.

· Ask questions and debate for further understanding.

· Evaluate ethical and social issues related to self, school, and community.

· Make informed judgments.

· Use persuasive techniques to support a point of view.

LITERATURE AND MEDIA 5.8

TYPES OF LITERATURE:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students read a variety of literature, fiction and non-fiction. This is evident when students:

5.8 Types of Literature

Cross Referenced to Vital Result Standards

 · Listen to and/or read a variety of types of literature: fairy tales, folk tales, nursery rhymes, realistic fiction, fantasy, fables, non- fiction, etc. · Read fiction (i.e. novels, short stories, poetry, plays).

· Read non-fiction (i.e. textbook instructions, biographies, autobiographies, historical journals, maps, schedules).

· Read classic literature.

· Read contemporary literature.

· Read assigned literature (fiction and non- fiction), self-select a variety of literature (fiction and non-fiction)

· Read technical literature.

5.9 AMERICAN LITERATURE:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students interpret contemporary and enduring works of America literature, and understand how important themes of America experience have developed through time. This is evident when students:

5.9 American Literature

Cross Referenced to Vital Result Standards

 · Listen to and/or read a variety of contemporary and enduing works of American literature: native American stories, tall tales, multi-cultural stories, etc. · Read a variety of American contemporary and classic literature.

· Identify themes in literature.

· Read contemporary American literature.

· Read American classics.

· Respond to themes of American literature.

· Define American experience.

· Identify themes of American experiences in literature, (i.e. independence, prejudice, adolescence).

· Explore evolution of American themes.

5.10 DIVERSE LITERARY TRADITIONS:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students interpret works of diverse literary traditions - including works by women and men of many racial, ethnic, and cultural groups in different times and parts of the world. This is evident when students:

5.10 Diverse Literary Traditions

Cross Referenced to Vital Result Standards

 · Listen to and/or read works from a variety of perspectives (women and men from a variety of ethnic/cultural groups).

· Participate in discussions regarding similarities and differences.

· Read works from a variety of perspectives.

· Respond to works from a variety of perspectives. (women and men from a variety of ethnic/cultural groups).

· Interpret literature.

· Identify social conflicts and struggles world wide.

· Interpret relationships between individual and social conflicts.

5.11 LITERARY ELEMENTS AND DEVICES:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students use literary elements and devices - including theme, plot, style, imagery, and metaphor, to analyze, compare, interpret and create literature. This is evident when students:

5.11 Literary Elements and Devices

Cross Referenced to Vital Result Standards

 · Identify the components of a story: characters, setting, plot. · Identify and use elements of theme, plot, setting, and character to analyze, compare, interpret and create literature. · Identify segments of literature and uses terms in responses: setting, plot, problem situation, developing action, high point, conclusion, characterization, and theme.

· Recognize stylistic elements and use terms in responses, i.e., point of view (first and third person).

· Identify and use literary techniques, i.e., foreshadowing, flashback, figurative language, etc.

5.12 LITERATE COMMUNITY:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students participate as members of a literate community, talking about books, ideas, and writing. This is evident when students:

5.12 Literate Community

Cross Referenced to Vital Result Standards

 · Participate in literary discussions.

· Attend to the ideas of others.

· Respect the rights of others to be heard.

· Listen to and participate in conversations and discussions.

· Practice active listening.

· Participate in reading groups.

· Participate in individual reading conferences with teacher and peers.

· Listen to and participate in literary conversations and discussion.

· Discuss readings from a variety of perspectives.

5.13 RESPONDING TO TEXT:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students respond to literary texts and public documents using interpretive, critical, and evaluative processes. This is evident when students:

5.13 Responding to Text

Cross Referenced to Vital Result Standards

 · Respond to specific questions.

· Use established format.

· Make inferences about content, events, story, characters, and setting, and about the relationship(s) among them.

· Explain the differences between various genres.

· Self-reflect and express personal ideas.

· Make inferences

· Understand relationships (analogies, cause and effect).

· Predict outcomes.

· Draw conclusions.

· Make judgments

· Evaluate

· Analyze author’s decisions

· Self-reflect and express personal reactions.

5.14 RESPONDING TO MEDIA:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students interpret and evaluate a variety of types of media, including audio, graphic images, film, television, video, and on- line resources. This is evident when students:

5.14 Responding to Text

Cross Referenced to Vital Result Standards

 · Participate in discussions about advertising messages.

· Use comparative vocabulary to express observations of media.

· Identify the speaker’s intent.

· Identify the speaker's qualifications.

· Recognize persuasive techniques.

· Distinguish between fact and opinion.

· Give examples of conflicting messages in media.

· Compare what is seen or heard in media to own lives.

· Evaluate the speaker’s intent.

· Evaluate the effectiveness of the speaker’s qualifications.

· Evaluate persuasive techniques.

· Make connections with media components: text, graphics, sound, etc. and analyze how they create a unified measure.

· Understand multiple points of view.

· Understand the power of media to influence and define groups and society.

5.15 DESIGN AND PRODUCTION:

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)
Students design and create media products that successfully communicate. This is evident when students:

5.15 Design and Production

Cross Referenced to Vital Result Standards

 · Create visuals for presentations. · Create visuals to successfully communicate.

· Use computers to create presentations.

· Use a variety of media, i.e., graphic design, video.

· Design and create media productions.

· Use increased variety of telecommunication technology to support design and production.

ARTS, LANGUAGE AND LITERATURE Grades K-2, (5-8 year-olds) Grades 3-5, (8-11 year-olds) Grades 6-8, (11-14 year-olds)
5.1 ERAS AND STYLES:Students demonstrate understanding of the historical eras through reading historical fiction and other literature.

5.2 TIMES AND CULTURE: Student demonstrate how literature, philosophy, and works in the arts influence and reflect their time and their local and regional culture.

5.3 UNIVERSAL THEMES: Through critical response students learn about universal themes (i.e., prejudice, adolescence, conflict, and resolution).

5.4 AESTHETIC JUDGMENT: Students develop aesthetic judgment, using appropriate vocabulary and background knowledge to critique their own work and the work of others, and to support their perception of work in the arts, language, and literature. 5.5 POINT OF VIEW: Students develop a point of view that is their own.

5.8 TYPES OF LITERATURE: Students read a variety of literature, fiction and non- fiction.

5.9 AMERICAN LITERATURE: Students interpret contemporary and enduring works of American literature, and understand how important themes of American experience have developed through time.

5.10 DIVERSE LITERARY TRADITIONS: Students interpret works of diverse literary traditions - including works by women and men of many racial, ethnic, and cultural groups in different times and parts of the world.

5.11 LITERARY ELEMENTS AND DEVICES: Students use literary elements and devices - including theme, plot, style, imagery, and metaphor; to analyze, compare, interpret and create literature.

5.12 LITERATE COMMUNITY: Students participate as members of a literate community, talking about books, ideas, and writing.

5.13 RESPONDING TO TEXT: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

5.14 RESPONDING TO MEDIA: Students interpret and evaluate a variety of types of media, including audio, graphic images, film, television, video, and on- line resources.

5.15 DESIGN AND PRODUCTION: Students design and create media products that successfully communicate.

Examples of Classroom Activities for Standard

5.1,

5.2,

5.3,

5.4,

5.5,

5.8,

5.9,

5.10,

5.11.

5.12,

5.13,

5.14,

5.15.

This will vary from team to team.

Shared reading

Uses the library

Drawing and painting

Reading logs

Posters, models, etc.

Reading power

Watches thematic videos

Uses library

Reads to younger students

Illustrates stories

Video tape projects

Reading power

Reading response forms

Book reports

On-line resources

Video production, i.e., animation Plays (drama)

Graphic design projects

Reading response journals

Models, graphs, maps, etc.

Book groups

Examples of Assessment Strategies for Standards 5.1, 5.2, 5.3, 5.4, 5.5, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15

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Last updated: Aug. 12, 1997