DRAFT: This module has unpublished changes.
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DRAFT: This module has unpublished changes.

As the culminating experience for Beacon students, the Capstone Course meets many standards across several content areas.  The following list includes many of these standards:




W-12-10 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products


W–12–11 Students demonstrate the habit of writing extensively by…

  • W–12–11.1 Writing with frequency, including in-school, out-of-school, and during the summer
  • W–12–11.2 Sharing thoughts, observations, or impressions
  • W–12–11.3 Generating topics for writing
  • EXAMPLES: Journal writing, free writes, quick writes, viewing/reading response journals, reflective writing, short plays


W–12–1 Students demonstrate command of the structures of sentences, paragraphs, and text by…

  • W–12–1.3 Recognizing organizational structures within paragraphs or within texts
  • EXAMPLES (of text structures): description, sequence, chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation, deductive/inductive
  • W-12-1.4 Applying a format and text structure appropriate to purpose, audience, and context
  • EXAMPLES (of formats): academic essay, screenplay, critical analysis


W–12–2 In response to literary or informational text, students show understanding of plot/ideas/concepts within or across texts by…

  • W–12–2.1 Selecting and summarizing key ideas to set context, appropriate to audience
  • W–12–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas, themes, motifs, or archetypes
  • W–12–2.4 Explaining the visual components (e.g., charts, diagrams, artwork) of the text, when appropriate


W–12–3 In response to literary or informational text, students make and support analytical judgments about text by…

  • W–12–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions
  • W–12–3.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas)


W-12-4 In written narratives, students organize and relate a story line/plot/series of events by…

  • W–12–4.1 Creating a clear and coherent, logically consistent structure
    • EXAMPLES: Biographical or historical accounts, fiction or non-fiction stories, personal narratives, narrative poems or songs, parodies of particular narrative styles (fable, soap opera)
  • W–12–4.2 Establishing context, character motivation, problem/conflict/challenge, and resolution, significance of setting, and maintaining point of view
  • W–12–4.3 Using a variety of effective transitional devices (e.g., ellipses; time transitions: such as flashback or foreshadowing; white space; or words/phrases) to enhance meaning
  • W–12–4.4 Using a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance meaning
  • W–12–4.5 Establishing and maintaining theme
  • W–12–4.6 Providing a sense of closure


W–12–5 Students demonstrate use of narrative strategies to engage the reader by…

  • W–12–5.1 Creating images, using relevant and descriptive details and sensory language to advance the plot/story line
·         W-12–5.2 Using dialogue to advance plot/story line 
  • W–12–5.3 Developing characters through description, dialogue, actions (including gestures, expressions), and relationships with other characters, when appropriate
  • W–12–5.4 Using voice appropriate to purpose
  • W–12–5.5 Maintaining focus
  • W–12–5.6 Selecting and elaborating important ideas; and excluding extraneous details
  • W–12–5.7 Controlling the pace of the story
    • EXAMPLES: Developing tension or suspense


W–12–14 In reflective writing, students explore and share thoughts, observations, and impressions by…

·         W–12–14.1 Engaging the reader by establishing context (purpose)

·         W–12–14.2 Analyzing a condition or situation of significance or developing a commonplace, concrete occasion as the basis for the reflection

·         W–12–14.3 Using an organizational structure that allows for a progression of ideas to develop

·         W–12–14.4 Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus

·         W–12–14.5 Providing closure - leaving the reader with something to think about

·         W–12–14.6 Making connections between personal ideas and experiences and more abstract aspects of life, leading to new perspectives or insights

o        EXAMPLE: In a reflection upon a personal friendship, a student identifies a new insight about the relationship.


W-12-9 In independent writing, students demonstrate command of appropriate English conventions by…

·         W–12–9.1 Applying rules of standard English usage to correct grammatical errors

o        EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns

·         W–12–9.2 Applying capitalization rules

·         W–12–9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning


OC–12–1 In oral communication, students demonstrate interactive listening by …

§         OC–12–1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems

§         OC–12–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented to advance understanding

§         OC–12–1.3 Identifying the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluating the message

§         OC–12–1.4 Participating in large and small group discussions showing respect for individual ideas

§         OC–12–1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal


OC–12–2 In oral communication, students make oral presentations by …

  • OC–12–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose
  • OC–12–2.2 Maintaining a consistent focus

§         OC–12–2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion

o        EXAMPLES (of support and elaboration): Using anecdotes, analogies, illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, artifacts

  • OC–12–2.4 Effectively responding to audience questions and feedback
  • OC–12–2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively
  • OC–12–2.6 Using tools of technology to enhance message




The four applied learning standards will be met through this project:


1.                  The student-artist must design a product (their film). (A1a)

2.                  The student-artist will prepare an oral presentation and formal written components of their film, including a written report, and complete script.  In addition, the film itself will serve as a multimedia demonstration of their work. (A2a, A2b)

3.                  The student-artist will gather information on themselves, their chosen content area (visual, performing or culinary arts), their career goals and filmmaking techniques in order to complete their project.  The student-artist will use word processing software to complete written components of the project. (A3a, A3c)

4.                  As part of a thorough evaluation process, each student-artist will use journal entries to reflect on their progress throughout the course and will adjust their priorities as needed to meet deadlines.  At the conclusion of the project, student-artists will evaluate their own performance. (A4b, A4c)




The following content standards have been adapted from the Rhode Island Department of Education’s State Frameworks as well as the Content Standards developed by the National Arts and Education Network, a program of the John F. Kennedy Center for the Performing Arts.


1.                  Student-artists will conceive and create a film that demonstrates an understanding of how the communication of their ideas relates to the media techniques and processes they use. (RI Visual Arts 1)

2.                  Student-artists will write a film script that includes original characters with unique dialog and/or narration that motivates action.  Student-artists will improve their scripts through improvising, writing and refining their scripts. (RI Theatre 1,National 1)

3.                  Student-artists will integrate other arts and/or media in their film production. (RI Theatre 4, National 6)

4.                  Student-artists will analyze the effect of their own personal, social and cultural experiences on their film production.(RI Theatre 3, National 8)


DRAFT: This module has unpublished changes.