MICHIGAN HIGH SCHOOL LANGUAGE ARTS CONTENT STANDARDS 2 - 4 ...



MICHIGAN HIGH SCHOOL LANGUAGE ARTS CONTENT STANDARDS 2 - 4 & 6-8

CORRELATED TO

AGS ENGLISH FOR THE WORLD OF WORK

AND

LIFE SKILLS ENGLISH

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|MICHIGAN CONTENT STANDARDS | | |

| |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

| | | |

|MEANING AND COMMUNICATION | | |

|CONTENT STANDARD 2: | | |

|All students will demonstrate the ability to write clear and grammatically correct | | |

|sentences, paragraphs, and compositions. | | |

| | | |

|BENCHMARKS: | | |

|1. Write fluently for multiple purposes to produce compositions, such as stories, | | |

|poetry, personal narratives, editorials, research reports, persuasive essays, |Pp. 20-35, 43-61, 134-36, 168-72, 188-94, 231-55 |Pp. 2-5, 42-48, 71, 94, 109, 222, 226-36, 241, 258, |

|resumes, and memos. | |261 |

| | | |

|2. Recognize and approximate author’s innovative techniques to convey meaning and |Writing: | |

|influence an audience when composing their own texts. Examples include |Pp. 20-35, 43-61, 134-36, 168-72, 188-94, 231-55 | |

|experimentation with time, stream of consciousness, multiple perspectives, and use of| | |

|complex grammatical conventions. | | |

| | | |

|3. Plan, draft, revise, and edit their texts, and analyze and critique the texts of |Pp. 20-35, 43-61, 134-36, 168-72, 188-94, 231-55 | |

|others in such areas as purpose, effectiveness, cohesion, and creativity. | | |

| | | |

|4. Demonstrate precision in selecting appropriate language conventions when editing |Pp. 56-57 |Pp. 2-5, 42-48, 71, 109 |

|text. Examples include complex grammatical constructions, sentence structures, | | |

|punctuation, and spelling. | | |

| | | |

|MICHIGAN CONTENT STANDARDS |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

| | | |

|MEANING AND COMMUNICATION | | |

|CONTENT STANDARD 3: | | |

|All students will focus on meaning and communication as they listen, speak, view, | | |

|read, and write in personal, social, occupational, and civic contexts. | | |

| | | |

|BENCHMARKS: | | |

|1. Integrate listening, viewing, speaking, reading, and writing skills for multiple | | |

|purposes and in varied contexts. An example is using all the language arts to |Pp. 20-35, 44-58, 85, 102-03, 134-38, 168-72, 178-79,|Pp. 2-5, 42-48, 71, 94, 109, 222, 226-36, 241, 258, |

|complete and present a multi-media project on a national or international issue. |184-86, 188-94, 231-55 |261 |

| | | |

|2. Consistently use strategies to regulate the effects of variables on the | | |

|communication process. An example is designing a communication environment for | | |

|maximum impact on the receiver. | | |

| | | |

|3. Read and write fluently, speak confidently, listen and interact appropriately, |Pp. 13, 20-35, 44-58, 84-85, 91, 97-107, 134-38, | |

|view critically, and represent creatively. Examples include speaking publicly, |168-72, 178-79, 184-86, 188-94, 231-55 | |

|demonstrating teamwork skills, debating formally, performing literature, and | | |

|interviewing for employment. | | |

|MICHIGAN CONTENT STANDARDS | | |

| |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

| | | |

|4. Consistently use effective listening strategies (e.g., discriminating, assigning |Pp. 86-87, 91, 137-38, 179, 184-85, 188-91 | |

|meaning, evaluating, and remembering) and elements of effective speaking (e.g., | | |

|message content, language choices, and audience analysis). | | |

| | | |

|5. Employ the most effective strategies to construct meaning while reading, listening|Pp. 2-5, 8-12, 20-35, 44-58, 63-76, 82-92, 102, | |

|to, viewing, or creating texts. Examples include generating focus questions; |110-29, 130-38, 144-48, 151-52, 158-72, 179, 184-86, | |

|deciding how to represent context through analyzing, clustering, and mapping. |188-94, 218-26, 231-55, 158-68 | |

| | | |

|6. Determine the meaning of specialized vocabulary and concepts in oral, visual, and |Pp. 110-11, 202 |Pp. 14, 18, 25-55, 58-68, 71-78, 87-97, 103, 113-15, |

|written texts by using a variety of resources, such as context, research, reference | |126, 133, 147, 158-859, 195, 197, 201, 222, 247 |

|materials, and electronic sources. | | |

| | | |

|7. Recognize and use varied innovative techniques to construct text, convey meaning, |Pp. 20-35, 43-61, 134-36, 168-72, 188-94, 231-55 | |

|and express feelings to influence an audience. Examples include experimentation with| | |

|time, order, stream of consciousness, and multiple points of view. | | |

| | | |

|8. Analyze their responses to oral, visual, written, and electronic texts, providing |See AGS literature on pp. 11-12 of the high school |See AGS literature on pp. 11-12 of the high school |

|examples of how texts affect their lives, connect them with the contemporary world, |language arts correlation. |language arts correlation. |

|and transmit issues across time. | | |

| | | |

|MICHIGAN CONTENT STANDARDS |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

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|LANGUAGE | | |

|CONTENT STANDARD 4: | | |

|All students will use the English language effectively. | | |

| | | |

|BENCHMARKS: | | |

|1. Demonstrate how language usage is related to successful communication in their |Pp. 13, 20-35, 44-58, 85, 91, 97-107, 134-36, 168-72,|Pp. 63-70, 84-85, 94, 101-23, 157-77, 179-217, 181, |

|different spoken, written, and visual communication contexts, such as job interviews,|188-94, 231-55 |219-45, 247-65 |

|public speeches, debates, and advertising. | | |

| | | |

|2. Use an understanding of how language patterns and vocabularies transmit culture | | |

|and affect meaning in formal and informal situations. An example is identifying | | |

|distinctions in the verbal and non-verbal communication behaviors of national or | | |

|world leaders. | | |

| | | |

|3. Explore and explain how the same words can have different usages and meanings in |Pp. 202, 110-11 |Pp. 2-5, 14, 25-55, 71, 78, 103, 113-15, 133, 158-59,|

|different contexts, cultures, and communities. | |166, 195, 197, 201, 222 |

| | | |

|4. Demonstrate ways in which communication can be influenced through word usage. | | |

|Examples include propaganda, irony, parody, and satire. | | |

|MICHIGAN CONTENT STANDARDS | | |

| |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

| | | |

|5. Recognize and use levels of discourse appropriate for varied contexts, purposes, |Pp. 20-35, 44-58, 85, 91, 102-03, 117, 134-36, | |

|and audiences, including terminology specific to particular fields. Examples include|144-46, 149-50, 168-72, 178, 188-94, 231-55, 258-61, | |

|community building, presentations integrating different disciplines, lessons |267-68 | |

|comparing fields of study, promotional material created for an interdisciplinary | | |

|project, and videos designed to inform diverse audiences. | | |

| | | |

|VOICE | | |

|CONTENT STANDARD 6: | | |

|All students will learn to communicate information accurately and effectively and | | |

|demonstrate their expressive abilities by creating oral, written, and visual texts | | |

|that enlighten and engage an audience. | | |

| | | |

|BENCHMARKS: | | |

|1. Assess their use of elements of communication in personal, social, occupational, | | |

|and civic contexts. Examples include use of pacing, repetition, and emotion. |Pp. 85, 91, 102-03, 177-97, 251 | |

| | | |

|2. Evaluate the power of using multiple voices in oral and written communication to |Pp. 20-35, 44-58, 85, 91, 102-03, 134-36, 168-72, | |

|persuade, inform entertain, and inspire their audiences. |188-94, 231-55 | |

| | | |

|3. Analyze the style and characteristics of authors, actors, and artists of classics |See AGS literature on pp. 11-12 of the high school |See AGS literature on pp. 11-12 of the high school |

|and masterpieces determine why these voices endure. |language arts correlation. |language arts correlation. |

| | | |

|MICHIGAN CONTENT STANDARDS |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

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|4. Document and enhance a developing voice with authentic writings for different |Pp. 43-45, 63-79 |Pp. 226-36 |

|audiences and purposes. Examples include portfolios, video productions, submissions | | |

|for competitions or publications, individual introspections, and applications for | | |

|employment and higher education. | | |

| | | |

|SKILLS AND PROCESSES | | |

|CONTENT STANDARD 7: | | |

|All students will demonstrate, analyze, and reflect upon the skills and processes | | |

|used to communicate through listening, speaking, viewing, reading, and writing. | | |

| | | |

|BENCHMARKS: | | |

|1. Use a combination of strategies when encountering unfamiliar texts while | | |

|constructing meaning. Examples include generating questions, scanning for specific |Summarizing: |Pp. 6-12, 18-20, 25-55, 58-67, 71-78, 87-97, 118, |

|information related to research questions; analyzing tone and voice; and representing|Pp. 134-35, 188-92, 233 |126, 129-31, 135, 137, 144, 147, 185-86, 192-93, 250 |

|content through summarizing, clustering, and mapping. | | |

| | | |

|2. Monitor their progress while using a variety of strategies to overcome | | |

|difficulties when constructing and conveying meaning, and demonstrate flexible use of| | |

|strategies across a wide range of situations. | | |

| | | |

|MICHIGAN CONTENT STANDARDS |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

| | | |

|3. Reflect on their understanding of literacy, assess their developing ability, set |See AGS literature on pp. 11-12 of the high school |See AGS literature on pp. 11-12 of the high school |

|personal learning goals, create strategies for attaining those goals, and take |language arts correlation. |language arts correlation. |

|responsibility for their literacy development. | | |

| | | |

|4. Demonstrate flexibility in using strategies for planning, drafting, revising, and|Pp. 20-35, 44-58, 134-36, 168-72 184-86, 188-94, |Pp. Pp. 182-87 |

|editing complex texts in a variety of genre, and describe the relationship between |231-55 | |

|form and meaning. Examples include preparing text for publication and presentation | | |

|and using strategies appropriate for purposes, such as editorializing an opinion, and| | |

|developing and justifying a personal perspective on a controversial issue. | | |

|MICHIGAN CONTENT STANDARDS |AGS ENGLISH FOR THE WORLD OF WORK |AGS LIFE SKILLS ENGLISH |

|GENRE AND CRAFT OF LANGUAGE | | |

|CONTENT STANDARD 8: | | |

|All students will explore and use the characteristics of different types of texts, | | |

|aesthetic elements, and mechanics-including text structure, figurative and | | |

|descriptive language, spelling, punctuation, and grammar–to construct and convey | | |

|meaning. | | |

| | | |

|BENCHMARKS: | | |

|1. Identify and use selectively mechanics that facilitate understanding. Examples | | |

|include organizational patterns, documentation of sources, appropriate punctuation, |Pp. 20-28, 31-38, 45-50, 56-57, 63-79, 147-48, |Pp. 2-5, 28, 42-48, 66, 71, 109 |

|grammatical constructions, conventional spelling, and the use of connective devices, |158-70, 184-94, 233, 242-46 | |

|such as transitions and paraphrasing an oral message completely and accurately. | | |

|2. Describe and use characteristics of various narrative genre and complex elements |See AGS literature on pp. 11-12 of the high school |See AGS literature on pp. 11-12 of the high school |

|of narrative technique to convey ideas and perspectives. Examples include use of |language arts correlation. |language arts correlation. |

|symbol, motifs, and function of minor characters in epics, satire, and drama. | | |

|3. Identify and use aspects of the craft of the speaker, writer, and illustrator to |See AGS literature on pp. 11-12 of the high school |See AGS literature on pp. 11-12 of the high school |

|formulate and express their ideas artistically. Examples include imagery, irony, |language arts correlation. |language arts correlation. |

|multiple points of view, complex dialogue, aesthetics, and persuasive techniques. | | |

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