This is a standards map for the concept of distinguishing information from multiple sources. It is specific to Standard 7 of the Integration of Knowledge and Ideas Anchor in the Writing standards of the CCSS ELA standards.
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Relationship
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2 - Describe (Relationship between illustrations and texts)
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2 - I can describe, with prompting and support, the relationship between illustrations and the text.
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A. Texts illustrations may emphasize ideas or show people, places, sequence of events, actions, or times.
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A.1 How are ideas in a text emphasized?
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Use illustrations and details in a story to describe its characters, setting, or events.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Details in a Story
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3 - Use (Illustrations and details)
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3 - I can use illustrations and details in a story to describe its characters, setting, or events.
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A. Illustrations and careful descriptive or action word choice clearly present mental visual pictures.
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A.1 How are characters, setting or events described?
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Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Gained Information
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3 - Use (Information from illustrations and words)
2 - Demonstrate (Understanding of character, setting, or plot)
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3 - I can use information gained from the illustrations and words in a print or digital text.
2 - I can demonstrate understanding of characters, setting, or plot.
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A. Words and illustrations help readers see and link in their minds the who, when, where, when and how of stories.
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A.1 How do text illustrations and word choice help a reader?
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Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text illustrations
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2 - Explain (Illustration contribution)
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2 - I can explain how specific aspects of text illustrations contribute to what is conveyed by words in a story.
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A. Illustrations convey meaning beyond words in stories by showing mood, setting or other points of the writing.
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A.1 How do illustrations contribute to text understanding?
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Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Connections
Versions
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4 - Make (Connections)
1 - Identify (Reflections of specific descriptions)
1 - Identify (Directions)
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4 - I can make connections between text of a story or drama and visual or oral presentation of the text.
1 - I can identify where each version reflects specific descriptions.
1 - I can identify where each version reflects directions in the text.
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A. Stories or drama presentations should reflect descriptions and directions of the text.
B. By following the text during a presentation, a person can judge how closely the presentation follows the text.
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A.1 How do textual presentations differ from visual or oral presentations?
B.1 How do I recognize the variations in text and presentation descriptions and directions?
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Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Elements
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4 - Analyze (Visual element contribution)
4 - Analyze (Multimedia contribution)
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4 - I can analyze how visual elements contribute to the meaning, tone or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
4 - I can analyze how multimedia elements contribute to the meaning, tone or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
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A. Visual and multimedia elements contribute to meaning, tone or beauty of a text.
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A.1 How do visual and multimedia elements contribute to a text?
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Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparison and Contrast
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6 - Compare and Contrast (Reading, listening, viewing video, viewing live versions)
1 - Include (Perceptions)
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6 - I can compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,
1 - I can include contrasting what is "seen" and "heard" when reading the text to what is perceived when I listen or watch.
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A. What's seen, heard and perceived may vary depending on presentation.
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A.1 How does manner of presentation influence what is seen, heard or perceived?
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Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparison and Contrast
Analysis
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6 - Compare (Written story, poem or drama to audio, filmed, staged, or multimedia version)
6 - Contrast (Written story, poem or drama to audio, filmed, staged, or multimedia version)
4 - Analyze (Unique medium technique effects)
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6 - I can compare a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
6 - I can contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
4 - I can analyze the effects of techniques unique to each medium e.g., lighting, sound, color, or camera focus and angles in a film).
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A. Different techniques may effect how the story is interpreted.
B. Directors and actors of productions need to remain faithful to the text or script to avert misrepresentation of the original intent.
C. Low-light techniques, silhouettes and candles can evoke strong emotional response.
D. In quality filming, sound, color, angles and light are used to emphasize key themes.
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A.1 How do techniques such as lighting, sound, color or camera focus effect presentation?
B.1 How do choices of the director or actors of a production influence outcome?
C.1 Why might lighting be important in a drama?
D.1 How do sound, color, camera focus, angles or other special techniques enhance or detract from a drama?
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Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Faithfulness to Text or Script
Evaluation
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4 - Analyze (Production faithfulness to script)
6 - Evaluate (Director or actors choices)
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4 - I can analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script.
6 - I can evaluate the choices made by the director or actors.
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A. Directors and actors of productions need to remain faithful to the text or script to avert misrepresentation of the original intent.
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A.1 How do choices of the director or actors of a production influence outcome?
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Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Representation of a subject in two different artistic mediums)
4 - Analyze (Representation of a key scene in two different artistic mediums)
3 - Include (What is emphasized or absent in each treatment)
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4 - I can analyze the representation of a subject in two different artistic mediums.
4 - I can analyze the representation of a key scene in two different artistic mediums.
3 - I can include what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
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A. Different media may portray subjects or key scenes differently, based on what is being emphasized or omitted.
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A.1 How do different artistic media vary in representation of subjects or key scenes?
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Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Analysis
Required Play
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4 - Analyze (Multiple interpretations of a story, drama, or poem)
6 - Evaluating (How each version interprets the source text)
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4 - I can analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry).
6 - I can evaluate how each version interprets the source text.
1 - - 6 I can include at least one play by Shakespeare and one play by an American dramatist.)
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A. Multiple interpretations may be due to viewpoint of those producing and evaluating the works.
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A.1 Why might there be variations in interpretations of stories, dramas or poems?
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