Saturday, February 18, 2006
addressing the standards
Indiana State Standards Grade 11
These standards are all ones that I have met during the course of this inquiry process.
Standard 3READING: Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text While I did not do any true formal analysis of the Transcendentalists for this inquiry by writing any critical analyses, my reading, my research and my informal comments address all of these standards.
11.3.2 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.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and
sounds to evoke readers’ emotions.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
· trace the development of the major periods of literature.
· contrast the major themes, styles, and trends in different periods.
· evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting
Literary Criticism
11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
11.3.8 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.
Standard 4 WRITING: Process These standards have all been addressed in the setting up and completion of my blog writing.
Organization and Focus
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.
11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.
11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
11.4.6 Use language in creative and vivid ways to establish a specific tone.
Research and Technology Using the blog technology, the Internet, watching videos, citing sources, the inquiry process, and ultimately the creation of my final project address all of these standards.
11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.
11.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.
11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
The Nine Information Literacy Standards for Student Learning
I truly feel that during the course of this assignment all of these standards have been addressed. The diffferent stages of the W Process allow the researcher to meet all of the 9 standards. I wouldn't call myself exemplary at all of the indicators, but I would at least classify myself at proficient for 90% of them.
These standards are all ones that I have met during the course of this inquiry process.
Standard 3READING: Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text While I did not do any true formal analysis of the Transcendentalists for this inquiry by writing any critical analyses, my reading, my research and my informal comments address all of these standards.
11.3.2 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.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and
sounds to evoke readers’ emotions.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
· trace the development of the major periods of literature.
· contrast the major themes, styles, and trends in different periods.
· evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting
Literary Criticism
11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
11.3.8 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.
Standard 4 WRITING: Process These standards have all been addressed in the setting up and completion of my blog writing.
Organization and Focus
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments.
11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.
11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
11.4.6 Use language in creative and vivid ways to establish a specific tone.
Research and Technology Using the blog technology, the Internet, watching videos, citing sources, the inquiry process, and ultimately the creation of my final project address all of these standards.
11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.
11.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.
11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
The Nine Information Literacy Standards for Student Learning
I truly feel that during the course of this assignment all of these standards have been addressed. The diffferent stages of the W Process allow the researcher to meet all of the 9 standards. I wouldn't call myself exemplary at all of the indicators, but I would at least classify myself at proficient for 90% of them.
# posted by YourMediaSpecialist @ 9:55 AM 
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Yep, I misread the "Curriculum Connection" part of Coursequest 1!
All of the Indiana Academic Standards apply for Junior English students.
The other standards that this assignment could work well for is 8th grade U.S. History. These standards could work well:
8.1.16 Describe the abolition of slavery in the northern states, conflict and compromises associated with westward expansion of slavery, such as the Missouri Compromise (1820), and the continued resistance to slavery by African Americans.
8.1.18 Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist, and social reform movements and in sectional conflicts.
All of the people I researched were actively involved in the abolitionist movement and the feminist movement. Thoreau's Civil Disobedience could be discussed later, too, when the Civil Rights Movement is discussed.
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All of the Indiana Academic Standards apply for Junior English students.
The other standards that this assignment could work well for is 8th grade U.S. History. These standards could work well:
8.1.16 Describe the abolition of slavery in the northern states, conflict and compromises associated with westward expansion of slavery, such as the Missouri Compromise (1820), and the continued resistance to slavery by African Americans.
8.1.18 Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist, and social reform movements and in sectional conflicts.
All of the people I researched were actively involved in the abolitionist movement and the feminist movement. Thoreau's Civil Disobedience could be discussed later, too, when the Civil Rights Movement is discussed.
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