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9th Grade Student Proficiency Levels: Standard 7 Multimodal

Page history last edited by Jason Stephenson 5 years, 7 months ago

9th Grade Introduction

9th Grade Proficiency Levels

Standard 7: Multimodal Literacy
Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.

READING: Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.

		Understanding	Objectives
	Approaching	9.7.R.1 Students can examine and assess the effectiveness of techniques used in non-verbal, written, digital and interactive texts focusing on persuasion and argument, asking and answering a variety of questions to build new understandings.	9.7.R.1 Students will analyze and evaluate the effectiveness of techniques used in a variety of written, oral, visual, digital, non-verbal, and interactive texts with a focus on persuasion and argument to generate and answer literal, interpretive, and applied questions to create new understandings.
Developing	9.7.R.1 Students can examine and begin to assess the effectiveness of techniques used in non-verbal, written, digital and interactive texts focusing on persuasion and argument, asking and answering a variety of questions to build new understanding with help from their teacher.
9.7.R.1 Students can examine the effectiveness of techniques used in non-verbal, written, digital and interactive texts focusing on persuasion and argument with help from their teacher.
9.7.R.2 Students can explore the influence of selected media and formats on meaning with help from their teacher.	9.7.R.2 Students can begin to examine the influence of selected media and formats on meaning with help from their teacher.	9.7.R.2 Students can examine the influence of selected media and formats on meaning.	9.7.R.2 Students will analyze the impact of selected media and formats on meaning.
			*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills.

Instructional Guidance
Developing	Have students read the article and take notes. They can either annotate the article or use Cornell notes. Discuss ideas in small groups. https://designshack.net/articles/graphics/how-color-type-and-space-can-impact-mood/ http://lsc.cornell.edu/study-skills/cornell-note-taking-system/
Approaching	Introduce the OPTIC strategy, and have students complete one for a print and digital text. https://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/7840/OPTIC.pdf Students present answers in small and whole group discussions.
Understanding	Give students a list of verbs from Bloom’s Taxonomy. Show students how to create questions and answers about the print and digital text. Students should create a couple of questions with answers and discuss the questions. http://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
Deeper Acquisition	Students choose a print or digital text, create questions and answers showing the meaning of the text and how the format of the text affects the meaning. Students need to show how the techniques affected the overall message. Present ideas to the class.

9th Grade Introduction

9th Grade Proficiency Levels

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