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Training to Travel

CURRICULUM

Training to Travel

Unit Overview

TRAINING TO TRAVEL

  9th grade
   4 lessons
  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.
  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.
  Handouts including graphic organizers
  Formative and Summative Assessment
  Glossary

Unit Plan: Lessons

Students

  Letters of Inquiry Word HTML (with links to documents)
Job Prompt Entries Word HTML (with links to documents)
  Concise Directions: Picture in School Word HTML (with links to documents)
  Class Field Trip Itinerary Word HTML (with links to documents)

 Essential Questions:

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?

 

PREVIOUS LEARNING

TARGETED LEARNING

FUTURE LEARNING

 

Evaluate the author’s use of text features t clarify meaning.

 

 

R3A Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources.        

  

 

Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources.

 

Use details from text to

§         evaluate adequacy of evidence presented by author

§         determine author’s purpose based on text analysis

§         analyze the text for word choice and connotation, selection of details, organizational effectiveness, accuracy of information

§         analyze multiple texts to compare and contrast, determine importance of information, analyze author’s viewpoints

§         identify problem solving processes and explain the effectiveness of solutions

 

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, organizational patterns

§         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
  • 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
  • Evaluate proposed solutions

 

 

In composing text use

  • precise and vivid language
  • cohesive devices, transitions, repetition, parallelism
  • editing to eliminate fragments
  • repetition for effect
  • parallel structure

 

 

W2F In composing text, use

  • a variety of sentence structures
  • cohesive devices
  • active voice

In composing text, use

  • a variety of sentence structure
  • cohesive devices
  • active voice

 

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

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

Summative Assessment and Scoring Guides: