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10th Grade Student Proficiency Levels: Standard 7 Multimodal

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

10th Grade Introduction

10th Grade Student 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	10.7.R.1 Students can examine techniques used to achieve the intended rhetorical purposes in non-verbal, written, digital and interactive texts, asking and answering a variety of questions to build new understanding.	10.7.R.1 Students will analyze techniques used to achieve the intended rhetorical purposes in written, oral, visual, digital, non-verbal, and interactive texts to generate and answer interpretive and applied questions to create new understandings.
Developing	10.7.R.1 Students can begin to examine techniques used to achieve the intended rhetorical purposes in non-verbal, written, digital and interactive texts, asking and answering a variety of questions to build new understanding with help from their teacher.
10.7.R.1 Students can identify techniques used to reach an intended rhetorical purpose in non-verbal, written, digital, and interactive texts with help from their teacher.
10.7.R.2 Students can explore the influence of selected media and formats on meaning with help from their teacher.	10.7.R.2 Students can begin to examine the influence of selected media and formats on meaning with help from their teacher.	10.7.R.2 Students can examine the influence of selected media and formats on meaning.	10.7.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	Students watch YouTube video on Rhetorical Devices and take notes using a note-taking structure such as Cornell Notes. This activity can also be accomplished with the flipped-classroom. Students participate in a classroom discussion such as elevator speeches or speed talking. For speed talking, line chairs up on both sides so that students can face each other. Students then discuss with their partners what they learned; then have them move so that they can talk with someone else.
Approaching	Set up learning stations around the room that have various types of digital and printed text. Students work in groups to identify the rhetorical device, evaluate how the device affects the meaning, and discuss with their groups the overall meaning. At the end, send groups to other learning stations. Conclude with whole group discussion.
Understanding	Give students a list of verbs from Bloom’s Taxonomy. Show students how to create questions and answers about print and digital text. The questions should focus on how the rhetorical devices are used and the effect that is created by using these devices. Students should create a couple of questions with answers and present their ideas to a group. Students can use the ACE strategy (consider a question they would like to explore, answer it using evidence from the source, and explain.
Deeper Acquisition	Give students printed or digital text to analyze. Students create their own questions with answers and participate in a discussion using the Socratic Seminar style. During the Socratic Seminar, make a list of student ideas. What were the similarities? What were the differences? What were the rhetorical devices that were used? How did these rhetorical devices affect the meaning?

10th Grade Introduction

10th Grade Student Proficiency Levels

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