UNIT OVERVIEW
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 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.
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.?
UNIT PLAN
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Lesson One |
Identify Text Features in Nonfiction § Literature: Teacher provided § Supplies: Formative assessment scoring guide § Handouts: Formative assessment, text features § Formative Assessment: provided |
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Lesson Two |
Identify and Evaluate Problem-Solving Processes and Solutions § Literature: Teacher selected § Supplies: Formative assessment score guide § Handouts: Formative assessment, questions for student discussion § Formative Assessment: provided |
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Lesson Three |
Identifying Author’s Purpose and Viewpoint in Nonfiction Text § Literature: Teacher-selected nonfiction passages § Supplies: Formative assessment score guide, overhead § Handouts: Formative assessment, author’s purpose graphic organizer § Formative Assessment: provided |
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Lesson Four |
Evaluating Accuracy and Adequacy § Literature: None § Supplies: Overhead, notepad or smartboard, dictionaries, formative assessment score guide § Handouts: Formative assessment § Formative assessment: provided |
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Lesson Five |
Choosing Words Carefully § Literature: None § Supplies: Dictionary, thesaurus, highlighters, formative assessment scoring guide § Handouts: Formative assessment for Sections One and Two § Formative Assessment: provided |
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Lesson Six |
Organizing One’s Thoughts § Literature: Teacher-selected § Supplies: Overhead, notepad or smartboard, formative assessment answer key, writing with parallelism answer key § Handouts: Writing with parallelism worksheet, formative assessment § Formative Assessment: provided |
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Lesson Seven |
Editing to Eliminate Fragments § Literature: None § Supplies: Overhead, notepad or smartboard § Handouts: Formative assessment (fragments worksheet) § Formative Assessment: provided |
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Lesson Eight |
Workplace Communication from Two Points of View § Literature: None § Supplies: Overhead or smartboard § Handouts: Example memos, formative assessment prompt, checklists to evaluate memos, scoring guide self-assessment for memos § Formative Assessment: provided |
GRADE-LEVEL EXPECTATIONS
TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Students analyze periodicals
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Students will evaluate text to clarify author’s meaning |
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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
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Students will analyze and evaluate text for information
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Students compare and edit text
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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
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Students will compose text using an active voice
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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
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SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
1.6 discover and evaluate patterns and relationships in information, ideas and structures
1.7 evaluate the accuracy of information and the reliability of its sources
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
2.2 review and revise communications to improve accuracy and clarity
2.4 present perceptions and ideas regarding works of the art, humanities and sciences
2.6 apply communication techniques to the job search and to the workplace
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.
3.1 identify problems and define their scope and elements
3.4 evaluate the processes used in recognizing and solving problems
3.5 reason inductively from a set of specific facts and deductively from general premises
3.6 examine problems and proposed solutions from multiple perspectives
POINTS OF REFLECTION
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1. As I reflect on the unit, to what extent were the students productively engaged in the work? How do I know? |
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2. Did the unit allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide? |
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3. What feedback did I receive from students indicating they achieved understanding and the objectives were met for this unit? |
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4. Did I adjust my goals or my work as I taught the lesson? Why? How? |
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5. What specific elements of the assessments were most difficult for students? What could be done to enhance student learning for these specific skills? |
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6. If I had the opportunity to teach this unit again to the same group of students, what would I do differently? |
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7. If there is one thing from this lesson I could share with a colleague, what is it? |
BIBLIOGRAPHY
Alexandria, VA: Association for Supervision and Curriculum Development.Missouri Department of Elementary and Secondary Education. (2004). Communication arts grade level expectations glossary of terms (Draft).
Harvey, S. (1998). Nonfiction matters: reading, writing and research in grades 3-8 (p. 77). Markham, Ontario, Canada: Pembroke Publishers Limited.
Hoyt, L., Mooney, M., and Parkes, B. (2003). Exploring informational texts: from theory to practice (pp. 37-41). Portsmouth, NH: Heineman.
National College for School Leadership (2005). Every Child Matters – Why it matters to leaders: Think, Pair, Share. Retrieved February 24, 2006, from http://www.eazhull.org.uk/nlc/think,_pair,_share.htm
Saskatoon Public Schools (2004). Instructional Strategies Online: What is Think, Pair, Share? Retrieved February 24, 2006, from http://olc.spsd.sk.ca/DE/PD/instr/strats/think/