UNIT OVERVIEW
This unit consists of five lessons and a summative assessment that can be implemented in approximately nine 50-minute class periods. The unit focuses on text features, text elements, letters to the editor, letters of complaint, and brochure writing.
UNIT PLAN
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Lesson One |
Analyzing Nonfiction Text: Graphs § Literature: None § Supplies: Magazine or newspaper article using text features, computer lab with internet access, overhead, scoring guide for formative assessment § Handouts: Article from magazine demonstrating text features § Formative Assessment: provided |
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Lesson Two |
Analyzing Nonfiction Text Elements - Editorials § Literature: None § Supplies: Overhead, newspaper of magazine with editorials, scoring guide for formative assessment § Handouts: Editorial example, compare/contrast graphic organizer § Formative Assessment: provided |
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Lesson Three |
Examining Letters to the Editor § Literature: None § Supplies: Sample letters to editor, overhead, computer lab or smart board, scoring guide for formative assessment § Handouts: Sample letter to the editor § Formative Assessment: provided |
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Lesson Four |
Letter of Complaint § Literature: None § Supplies: Sample letters of complaint, formative assessment graphic organizer § Handouts: Sample letters of complaint, sample complaint form, text elements effectiveness graphic organizer § Formative Assessment: provided |
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Lesson Five |
Brochure Writing § Literature: None § Supplies: Sample brochures, scoring guide for formative assessment § Handouts: Sample brochures § Formative Assessment: provided |
GRADE-LEVEL EXPECTATION
Targeted Learning for this unit represents the specific Grade-Level Expectations that are taught and assessed in this unit. Mastery of these skills is expected mastery of students at this grade level. Previous Learning indicates students’ 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 must be able to: locate and interpret key information in illustrations, title, headings, table of contents, glossary, charts, diagrams, captions, maps, format, graphics, sequence, and index; make predictions and inferences.
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Students must be able to use and create a variety of graphic organizers. .
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R3C: Using nonfiction text, the student will analyze and evaluate the author’s use of text elements: logic, reasonableness, and audience appeal; accuracy of evidence, author’s use of information through word choice, detail selection, and organization; identify and analyze faulty reasoning and unfounded inferences; evaluate proposed solutions
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Students must be able to identify parts of and compose business letters. |
W2F, W3E: Using primarily active voice, the student will compose texts for a variety of career and workplace communications. .
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Students must be able to compose text using various sentence structures and length. They must also include cohesive devices and the use of active voice. |
W3E: While applying appropriate format, style, tone, and point of view in a composition, the student will compose texts for a variety of audiences and purposes.
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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
1.8 organize data, information and ideas into useful forms for analysis or presentation
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 arts, 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 knowedge and skills to recognize and solve 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
GRADE LEVEL EXPECTATIONS
R3A: Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources
R3C: Use details from the text(s) to:
§ analyze and evaluate the logic, reasonableness, and audience appeal of arguments in texts
§ identify and analyze faulty reasoning and unfounded inferences evaluate for accuracy and adequacy of evidence
§ analyze and evaluate the author's use of information and logic to express his or her ideas through word choice, comprehensiveness of detail selection, and organizational patterns
W2F: In composing text, use
§ a variety of sentence structure and length for stylistic effect
§ cohesive devices
§ active voice construction
W3E: Compose texts
§ for a variety of career and workplace communications (e.g., job application, resume, cover letter, college application essay, thank-you note, follow-up note, forms, project proposal, brochure and/or concise directions)
§ for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view
BIBLIOGRAPHY
Barton, Linda G. Quick Flip Questions for Critical Thinking: Based on Bloom’s Taxonomy. Dana Point, CA: Edupress, Inc., 1997)
Billmeyer, Rachel Ph.D. and Mary Lee Barton, M.Ed. Teaching Reading in the Content Area: If Not Me, Then Who? Aurora, CO: McREL, 1998.
Chuska, Kenneth. Improving Classroom Questions. Phi Delta Kappa, 2003.
Lewin, Larry and Betty Jean Shoemaker. Great Performances: Creating Classroom-Based Assessment Tasks. Alexandria, VA: ASCD, 1998.
Marzano, Robert J., Debra J. Pickering, and Jane E. Pollock. Classroom Instruction that Works. Alexandria, VA: ASCD, 2001.
1. As I reflect on the unit, to what extent were the students productively engaged in the work? How do I know?
2. Did the unit allow for students to engage in activities and learning situations, which were consistent with the district’s curriculum guide?
3. What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?
4. Did I adjust my goals or my work as I taught the lesson? Why? How?
5. What specific elements of the assessments did students have the most difficulty with?
6. What could be done to enhance student learning for these specific skills?
7. If I had the opportunity to teach this unit again to this same group of students, what would I do differently?
8. If there was one thing from this lesson that I could share with a colleague, what would it be?