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Training to Travel
Unit Overview
TRAINING TO TRAVEL
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9th grade |
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4 lessons |
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This unit focuses on travel in
combination with workplace communication. Students are asked to
create various Handouts related to travel including letters of
inquiry, maps, and an itinerary. |
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This unit consists of four
lessons and may be taught in a two- to three-week time period.
Each lesson in this unit is planned for one or two 50-minute
class sessions. |
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Handouts including graphic
organizers |
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Formative and
Summative
Assessment |
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Glossary
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Unit
Plan: Lessons
Students
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Letters of Inquiry |
Word |
HTML (with links to
documents) |
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Job Prompt Entries |
Word |
HTML (with links to
documents) |
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Concise Directions: Picture in School |
Word |
HTML (with links to
documents) |
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Class Field Trip Itinerary |
Word |
HTML (with links to
documents) |
Essential
Questions:
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What is the importance of writing concise directions? |
| How can evaluating the text features of a variety of sources
aid in the clarification of meaning? |
| How can sentence structure and length for stylistic effect
differ based on the writing task? |
| When would comprehensiveness of details or the lack there of
inhibit a person's understanding of nonfiction text? |
| Why are format, style, tone, and point of view important in
nonfiction writing? |
| Why are organizational patterns essential in the
understanding of nonfiction text? |
| How can creating a travel proposal help prepare you for the
future? |
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PREVIOUS LEARNING
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TARGETED LEARNING |
FUTURE LEARNING |
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Evaluate the
author’s use of text features t clarify meaning.
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Evaluate the
author’s use of text features to clarify meaning in multiple
primary and/or secondary sources. |
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Use details
from text to
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evaluate adequacy
of evidence presented by author
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determine author’s
purpose based on text analysis
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analyze the text
for word choice and connotation, selection of details,
organizational effectiveness, accuracy of information
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analyze multiple
texts to compare and contrast, determine importance of
information, analyze author’s viewpoints
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identify problem
solving processes and explain the effectiveness of solutions |
R3C Use details from the text(s)
to:
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analyze and
evaluate the logic, reasonableness, and audience appeal of
arguments in texts
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identify and
analyze faulty reasoning and unfounded inferences
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evaluate for
accuracy and adequacy of evidence
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analyze and
evaluate the author’s use of information and logic to express
his or her ideas through word choice, comprehensiveness of
detail selection, organizational patterns
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evaluate proposed
solutions |
Use details
from the text(s) to:
- analyze
and evaluate the logic, reasonableness and audience appeal
of arguments in text
-
identify and analyze faulty reasoning and unfounded
inferences
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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, organizational
patterns
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Evaluate proposed solutions
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In composing
text use
- precise
and vivid language
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cohesive devices, transitions, repetition, parallelism
- editing
to eliminate fragments
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repetition for effect
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parallel structure
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W2F In composing text, use
- a
variety of sentence structures
-
cohesive devices
- active
voice
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In
composing text, use
- a
variety of sentence structure
-
cohesive devices
- active
voice
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Compose
text for a workplace communication (e.g., memo or letter) that
includes summaries, directives, meeting minutes and/or
complaints or concerns that addresses 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). |
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
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Compose
text
- 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
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Summative Assessment and
Scoring Guides:
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