UNIT OVERVIEW
This unit focuses on nonfiction text features and nonfiction text elements. Students create various documents including a letter of complaint and a brochure. To complete this unit, students: locate and interpret key information in illustrations, title, headings, table of contents, glossary, charts, diagrams, captions, maps, format, graphics, sequence, and index; create and use graphic organizers; predict and infer; use and create a variety of graphic organizers; identify parts of and compose business letters; and compose text using various sentence structures and length which include both cohesive devices and active voice.
ESSENTIAL QUESTIONS
§ How do text features clarify meaning in multiple primary and secondary sources?
§ Why is it important to use details from the text to support your arguments?
§ How does using active voice improve your writing?
§ How and why do workplace texts differ?
§ How can awareness of audience and purpose improve your writing?
UNIT PLAN
This unit consists of a series of sequenced lessons. Each lesson contains sequenced learning activities designed to provide scaffolded instruction and practice to develop student mastery of skills.
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Lesson One |
Analyzing Non-fiction Text Features § Literature: None § Handouts: Adding Text Features, Magazine with text features § Formative Assessment: Students evaluate the effectiveness of text features in magazine or newspaper articles. Scoring guide provided. |
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Lesson Two |
Analyzing Non-fiction Text Elements § Literature: None § Handouts: Local editorial (Overhead), two editorials expressing opposing viewpoints, Nonfiction Text Elements-Editorials Formative Assessment Instructions and Scoring Guide § Formative Assessment: Students select two editorials expressing opposing viewpoints and compare and contrast the text elements in each using a graphic organizer provided |
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Lesson Three |
Examining Letters to the Editor § Literature: None § Handouts: Sample letters to the editor (from textbooks or other sources), Letter to the Editor Instructions and Scoring Guide § Formative Assessment: Students draft a letter to the editor on an issue of the student’s choice. Scoring guide provided |
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Lesson Four |
Letter of Complaint § Literature: None § Handouts: Defective Product Sample Complaint form, Compare/Contrast graphic organizer, Letter of Complaint Instructions and Scoring Guide, three sample letters of complaint § Formative Assessment: Using appropriate format, style, tone, and point of view, students write a letter of complaint to an audience of their choice. Scoring guide provided. |
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Lesson Five |
Brochure Writing § Literature: None § Handouts: Graphic Organizer Instructions and Scoring Guide, sample brochures § Formative Assessment: Students create a graphic organizer that explains the purpose or benefit of three text features of a teacher supplied brochure. Graphic Organizer Instructions and Scoring Guide provided. |
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Summative Assessment |
Complete selected response and constructed response questions and complete performance assessment: create a campaign brochure and a letter of introduction. § Literature: None § Materials: Part One-Contrasting Text Features; Part Two-Evaluating Text Elements; Part Three-Active Voice; Audience and Purpose Unit Exam; Performance Assessment One-Campaign mailing student prompt; Performance Assessment Two-Student Prompt; Scoring Guide for Performance Assessment § Handouts: Items of Contrast graphic organizer |
GRADE-LEVEL EXPECTATION CONTINUUM AND SHOW-ME STANDARDS ALIGNMENT
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.
Bold type denotes components of the GLE that are addressed in this unit. Numbers in parentheses at end indicate Show-Me Standard Alignment for that item.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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R3A: Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources. |
R3A: Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources (1.6) |
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R3C: Use details from the text(s) to:
>word choice > comprehensiveness of detail selection > organizational patterns |
R3C: Use details from the text(s) to:
>word choice >comprehensiveness of detail selection >organizational patterns >evaluate proposed solutions (3.6) |
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W2F: In composing text, use § a variety of sentence structures § cohesive devices § active voice
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W2F: In composing text, use § variety of sentence structures (1.6) § cohesive devices (2.1) § active voice (2.2) |
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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 |
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) (1.8) § for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view (2.1) |
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BIBLIOGRAPHY
Barton, L. (1997). Quick flip questions for critical thinking: Based on Bloom’s taxonomy. Dana Point, CA: Edupress, Inc.
Billmeyer, R. & Barton, M. (1998). Teaching reading in the content Area: If not me, then who? Aurora, CO: McREL.
Chuska, K. (2003). Improving classroom questions. Phi Delta Kappa
Lewin, L. & Shoemaker, B. (1998). Great performances: Creating classroom-based assessment tasks. Alexandria, VA: ASCD.
Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.