|
Evaluating and Writing Nonfiction
Text
Unit Overview
EVALUATING AND WRITING NONFICTION TEXT
| 8th grade |
| 8 lessons |
| This
unit focuses on overall evaluation of nonfiction text, including
text features; problem-solving processes and the effectiveness
of solutions; author’s purpose; author’s viewpoint; the accuracy
and adequacy of information; word choice and connotation and
precise language; and organizational effectiveness, including
the use of cohesive devices such as transitions, repetition and
parallelism |
| Students use strategies to identify text features,
problem-solve, identify author's purpose and viewpoint; evaluate
accuracy and word choice; and organize and edit writing. |
| This unit consists of eight
lessons.
Students develop their writing skills, focusing on the use of
precise language, cohesive devices, and editing while writing
business communication from two different points of view. |
| Handouts including graphic
organizers |
| Formative and
Summative
Assessment |
| Glossary
|
Unit
Plan: Lessons
This unit is
designed to take approximately sixteen to eighteen 50-minute class periods.
| Identify Text Features in Nonfiction |
Word |
HTML (with links to
documents) |
| Identify and Evaluate
Problem-Solving Processes and Solutions |
Word |
HTML (with links to
documents) |
| Identify Author's Purpose and Viewpoint in
Nonfiction Text |
Word |
HTML (with links to
documents) |
| Evaluating Accuracy and Adequacy |
Word |
HTML (with links to
documents) |
| Choosing Words Correctly |
Word |
HTML (with links to
documents) |
| Organizing One's Thoughts |
Word |
HTML (with links to
documents) |
| Editing to Eliminate Fragments |
Word |
HTML (with links to
documents) |
| Workplace Communication from Two Points of View |
Word |
HTML (with links to
documents) |
Essential
Questions:
|
How does a writer’s use of language, including word choice,
connotation and precise language, affect a reader’s
understanding? |
|
How do accuracy, adequacy and importance of information
presented influence a reader? |
|
What role do nonfiction text features play in a reader’s
understanding of a passage? |
| How does the
author’s method of organization affect a reader’s understanding
of a passage? |
| How does an
author’s purpose and point of view affect what he writes? |
|
How do identifying and evaluating problem-solving processes and
solutions in nonfiction passages assist the reader in addressing
real-life problems? |
|
Why is it important to carefully organize one’s thoughts when
writing? |
| What techniques
and tools can a writer use to make his writing flow more
smoothly? |
| Why is it
important to be able to create accurate and appropriate
workplace communications? |
|
How do audience and purpose influence the form used for writing,
for example, friendly or business letters, memos, emails,
directions, etc.? |
Summative Assessment and
Scoring Guides:
The summative assessment is intended to
take two days. It includes selected response questions and constructed
response questions, as well as a performance event, which includes two
different pieces of writing for two different purposes and two different
audiences. For the summative assessment, the teacher will need to
provide students with two nonfiction passages on the same topic. Both should
include some nonfiction text features and should include an easily
identified author’s purpose and viewpoint. Passage A should also include
evidence/details that can be used to assess its accuracy, and both a
problem-solving process and solution should be evident in Passage A.
Each student will need a copy of the summative assessment.
Note: The
teacher may choose to have students write a friendly letter or a business
letter to the principal for the performance event. ( If a business letter is
chosen, the teacher may need to provide an appropriate address for students
to use for the principal.)
|
PREVIOUS LEARNING
|
TARGETED LEARNING |
FUTURE LEARNING |
|
Students
analyze periodicals
|
|
Students
will evaluate text to clarify author’s meaning |
|
Students
analyze and summarize text to identify, compare and contrast |
R3C Using details from text
§
evaluate
adequacy of evidence
§
determine
author’s purpose based on text analysis
§
analyze
details from text for
o
word choice and
connotation
o
selection of
details
o
organizational
effectiveness
o
accuracy of
information
§
analyze
multiple text
o
by comparing
and contrasting details
o
by determining
importance of information
o
for authors’
viewpoints
§
identify problem
solving processes and explain the effectiveness of solutions
|
Students
will analyze and evaluate text for information
|
|
Students
compare and edit text
|
W2F When composing text, use
§
cohesive devices
including
o
transitions
o
repetition
o
parallelism
§
editing to
eliminate fragments
§
the rhetorical
device of
o
repetition
for effect
o
parallel
structure
|
Students
will compose text using an active voice
|
|
Students
compose text with graphics and business letters |
W3E Compose texts
§
for a workplace
communication (e.g., memo or letter) that includes
summaries, directives, meeting minutes, and/or complaints or
concerns
§
that address the
same topic from two points of view, using appropriate
forms (e.g., interpret a school rule from the perspective of an
adult and a student) |
Students
will compose text for a variety of career and workplace
communications
|
|
