ActivitiesBased on Arizona Academic Standards

Grades 11-12

Airs:April 27 - May 1, 2008

Arizona Academic StandardsLanguage Arts

Standard 1: Writing ApplicationsConcept 2: ExpositoryExpository writing includes non-fiction writing that describes, explains, or summarizes ideas andcontent. The writing supports a thesis based on research, observation, and/or experience.

PO 1. Write a multi-paragraph essay (e.g., compare/contrast, cause/effect, process) that:a. includes background information to establish the thesis (hypothesis, essential question), asappropriateb. states a thesis (hypothesis, essential question) with a narrow focusc. includes evidence in support of a thesis (hypothesis, essential question) in the form of details,facts, examples, or reasonsd. communicates information and ideas from primary and/or secondary sources accurately andcoherently, as appropriatee. attributes sources of information, as appropriatef. includes a topic sentence for each body paragraphg. includes relevant factors and variables that need to be consideredh. includes visual aids to organize and record information on charts, data tables, maps, andgraphs, as appropriatei. includes an effective conclusion

Concept 3: FunctionalFunctional writing provides specific directions or information related to real-world tasks. This includesletters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces forspecific content areas.

PO 1. Write a work-related document (e.g., application, minutes, memo, cover letter, letter ofapplication, speaker introduction, letter of recommendation, technical manual) that:

a. presents information purposefully and succinctly to meet the needs of the intended audienceb. follows a conventional format

Concept 4: PersuasivePersuasive writing is used for the purpose of influencing the reader. The author presents an issueand expresses an opinion in order to convince an audience to agree with the opinion or to take aparticular action.

PO 1. Write a persuasive composition (e.g., speech, editorial, letter to the editor, public serviceannouncement) that:

a. states a position or claimb. presents detailed evidence, examples, and reasoning to support effective arguments andemotional appealsc. attributes sources of information when appropriated. structures idease. acknowledges and refutes opposing arguments

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

Standard 1: Writing Applications

Concept 6: ResearchResearch writing is a process in which the writer identifies a topic or question to be answered. Thewriter locates and evaluates information about the topic or question, and then organizes, summarizes,and synthesizes the information into a finished product.

PO 1. Write a research product that:a. incorporates evidence in support of a thesis or claimb. integrates information and ideas from multiple primary and secondary sourcesc. makes distinctions between the relative value and significance of specific data, facts, and ideasd. includes visual aids to organize and record information on charts, data tables, maps, andgraphs, as appropriatee. integrates direct quotesf. uses internal citationsg. includes a works cited, bibliography, or reference page

Standard 3: Listening and Speaking

LS-P5: Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics,comparisons, and analogies.

Standard 4: Viewing and Presenting

VP-P1: Analyze and evaluate visual media for language, subject matter, and visual techniques toinfluence attitudes, decision making, and cultural perceptions.

VP-P2: Plan, organize, develop, produce, and evaluate an effective multimedia presentation, usingtools such as charts, photographs, maps, tables, posters, transparencies, slides, and electronicmedia.

VP-P3: Analyze and evaluate the impact of visual media on the intended audience.

Recommended Grade Levels: Grades 11 and 12

Unit Ideas/Activities: War Themed Literature; Non-Fiction units; Compare/Contrast; ExpositoryAnalysis; Personal Narratives; Persuasive Essay; Character Analysis; Present a speech; Create aPower Point; Participate in or Design a WebQuest; Develop a model; Research Projects; FunctionalWriting/analysis

Arizona Academic StandardsLanguage Arts

ActivitiesBased on Arizona Academic Standards

Purpose:Employ into, through, and beyond (before, during, after) reading/viewing strategies. This studyguide provides a variety of active student engagement strategies that relate to the video series,Carrier. The teacher can mix and match the activities to best suit their needs.

Into:

Autobiographical Strategy (see attached): Choose one of the scenarios and respond to it.

Scenario 1: Imagine that you have just graduated from high school and a Navy Recruiterconvinces you to join the Navy. You are excited about the learning opportunities you will have,and when you are done, you will get money to help you go to school. What are some importantthings you need to do before you leave? Would you break up with your current boyfriend orgirlfriend (long distance relationship)? How would you tell your parents or guardians that youjoined? What are some things you would miss from “civilian” life once you were in the Navy?

Scenario 2: Imagine that you are packing for a trip for a long time away from your home town,friends, and family, from all that is familiar to you. Create three lists. One list of 10 items youwould take with you, and tell why. One list of things you would want or need to do before youleft, and tell why. One list of the way you would feel and the things you might see or do on yourtrip, and tell why.

Through:

Think – Write – Pair – Share: Think about one scene from the video that caught your attention,so far. Describe it in writing and tell whether you liked it or not. Tell why. Then pair up with apartner and share what you wrote and listen to your partner.

Think – Write - Pair – Share: Think about two questions you would ask the producer of thismovie. Write the questions down. Pair and share with your partner.

Beyond:

Flesh yourself out: Using the skeleton template, complete the various sections on it in relationto you. How well do you know yourself? On the back of the template, write at least 5 lines aboutwhether or not you could imagine yourself in the situations presented in the first episode ofCarrier. Explain your reactions.

CarrierHigh School Study Guide

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards

ActivitiesBased on Arizona Academic Standards