MI HSCE - 9-12

• Standard I.I Understand and practice writing as a recursive process.
  • CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serv another purpose, while simultaneously considering the constraints and possibilities of the selected form or genre
• Standard I.2 Use writing, speaking, and visual expression for personal understanding and growth.
  • CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).
  • CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).
• Standard I.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze, entertain, inspire).
  • CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).
• Standard I.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories).
  • CE 1.5.5 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.
• Standard 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences; confirming and correcting; making comparisons, connections, and generalizations; and drawing conclusions).
  • CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).
  • CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.

MI GLCE - Grade 8:

• R.CM.08.01 Connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text.
• R.CM.08.03 State global themes, universal truths, and principles within and across texts to create a deeper understanding.
• R.CS.08.01 Evaluate the appropriateness of shared, individual, and expert standards based on purpose, context, and audience in order to assess their own work and work of others.
• W.GN.08.02 Write an historical expository piece (e.g., journal, biography, simulated memoir) that includes appropriate organization, illustrations, marginal notes, and/or annotations.
• W.PR.08.01 Set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text.
• W.PS.08.01 Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support).

Arts Edge National Standards

• Music: Content Standard #8: Understanding relationships between music, the other arts, and disciplines outside the arts
  Achievement Standard:
  Grade 8
  Students compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.
  Grades 9-12
  Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music (e.g., language arts: compare the ability of music and literature to convey images, feelings, and meanings; physics: describe the physical basis of tone production in string, wind, percussion, and electronic instruments and the human voice and of the transformation and perception of sound)
• Art: Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas
  Achievement Standard:
  Grade 8
  Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
  Grades 9-12
  Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Big Understanding
Understand that...

• text of different forms helps us clarify our values.
• we receive joy in work that encourages the values we cherish.

Driving Questions

• How are our values clarified by text?
• What values inspires what I do?