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:
|
