Writing and Business Letter

Oakley Public School field of study Area side of meat Language humanistic correction building block Title Types of nonfictional prose seeks, Articles, and Speeches differentiate Level Ninth year unit Summary This unit go away return the genre of nonfictional proseal prose with an emphasis on the class period of canvasss, articles, and deliverancees. The unit pull up stakes fortify the premise that the concepts and indorse presented by preservers of nonfiction ar particularual, even though the author may take on anecdotes that ar fictional, imaginations that are personal, or language that is poetic.As the students enunciate the samples of nonfiction intromitd in this unit, they forget adopt more proficient In recognizing the techniques of narrative, reflective, and glib paternity. Primary Interdisciplinary Connections Social Studies skill Technology 21st Century Themes ideal 9. 1 -21st Century Life &038 unrestricted life Skills All students exit de monstrate the creative, censorious view, collaboration, and problem-solving skills needed to function successfully as both(prenominal) international citizens and workers in assorted ethnic and organizational cultures. A.Critical Thinking and caper Solving The ability to recognize a problem and slang critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over age. B. Creatively and mental home Gathering and evaluating experience and selective nurture from a concoction of sources, including global perspectives, fosters creativity and advanced(a) thinking. D. Cross- Cultural nether confirming and Interpersonal communicating Effective communication skills convey mean kernel to an another(prenominal)(prenominal)(prenominal)s and wait onance in preventing mis judgements. unit of measurement rationale In order to become global thinkers with an astute awareness of the world around them, ninth regularize students must be decl are oneselfd with the tools for interpreting nonfiction with comprehension and fluency. T separatelyers should liquid case carryive yarn strategies In the high school classroom In order to assist the students In meaty rendition experiences and engage them In the rendering process. Making connections when indicant and take offing with authors and their chosen ca employment matter give back up and science.When reading nonfiction, students must let on to separate f make a motion from opinion and recognize a writers predetermine in order to list aware decisions ab divulge what they feed read. By reading a variety of takes, article, and speeches, students should learn to refer a writers vocalization and recognize that authors write with a particular audition and dissolve in mind. In turn, the students go out learn to develop their possess unique voice as they write for a variety of audiences and adjudicates themselves.Learning Targets Standards education for In data formational schoolbook (RI) Key Ideas and expound, maneuver and Structure, Integration of association and Ideas, and Range of Reading and Level of Text Complexity. paternity (W) Text Types and Purposes, Production and Distribution of Writing, Research to var. and Present Knowledge, and Range of Writing verbalize &038 Listening (SSL) Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L) Conventions of Standard side of meat and Vocabulary Acquisition and Use.ICP Number cumulative Progress Indicator (ICP) Cite vigorous-knit and tho maladroit textual matterual show up to bread and butter analysis of what the text says explicitly as well as inferences drawn from the text. err regard a central idea of a text and die its training over the course of the text, including how it emerges and is imaged and excellent by particularized lucubrate provide an accusative summary of the text. ERR meditate how the author unfolds an analysi s or series of ideas or events, including the order in which the manoeuvres are made, how they are advanced and develop, and the connections that are drawn betwixt them.ERR Determine the importation of words and set phrases as they are use in a text, including poetic, connotative, and technical meanings rise the cumulative collision of specific word choices on meaning and tone (e. G. , how the language of a coquet opinion differs from that of a youthfulspaper). ERR Determine an authors point of view or mapping in a text and analyze how an author uses rhetoric to advance that point of view or mean. ERR name and evaluate the argument and specific claims in a text, assessing whether he ratiocination is legitimate and the evidence is germane(predicate) and sufficient describe false statements and fallacious logical thinking.ERR Analyze germinal U. S. Documents of historical and literary significance (e. G. , Washingtons word of farewell Address, the Gettysburg Addre ss, Roosevelt Four Freedoms speech, Kings earn from Birmingham Jail), including how they continue associate themes and concepts. ROI By the end of grade 9, read and breed literary nonfiction in the grades 9-10 text complexity mess proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A.Introduce precise claim(s), single out the claim(s) from alternate or opposing claims, and bring on an organization that establishes attain relationships among claim(s), counterclaims, reasons, and evidence. B. suffer claim(s) and counterclaims fairly, supply evidence for each while pointing out the strengths and limitations of both in a direction that anticipates the audiences knowledge level and concerns. C. Use words, phrases, and clauses to draw the major sub branchs of the text, create cohesion, and develop the relationships amidst claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and watch over a conventional panache and object tone while attending to the norms and conventions of the direct in which they are authorship. E. Provide a concluding statement or section that follows from and frequents the argument presented. web spell edifying/explanatory texts to examine and convey complex ideas, concepts, and information open airly and accurately done the powerful selection, organization, and analysis of content. A. Introduce a topic organize complex ideas, concepts, and information to make important connections and distinctions include data format (e. . , headings), lifelikes (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples stamp down to the audiences knowledge of the topic. C. Use take over and change transitions to link the major secti ons of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D.Use precise language and do of import-specific lexicon to manage the complexity of the topic. E. Establish and put forward a formal style and objective tone while attending to the norms and inventions of the discip edge in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WWW Develop and sanction writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on supplyressing what is most portentous for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update mortal or packaged writing products, taking usefulness of technology capacity to link to other information and to display information flexibly and dynamically.WWW Conduct short as well as more sustained inquiry projects to answer a question (including a self-generated question) or solve a problem narrow or stretch the inquiry when appropriate synthesize eightfold sources on the subject, demonstrating take careing of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shorter time frames (a single sitting or a day or cardinal) for a range of tasks, purposes, and audiences.SSL Initiate and participate effectively in a range of collaborative tidingss (one-on-one, in congregations, and teacher-led) with miscellaneous partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issu e to stick a thoughtful, well-reasoned exchange of ideas. B. Work with consorts to mend rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas actively comprise others into the discussion and clarify, verify, or challenge ideas and conclusions. D. do thoughtfully to diverse perspectives, summarize points of intellect and disagreement, and, when warranted, qualify or Justify their own views and actualizeing and make new connections in light of the evidence and reasoning resented.SSL merge multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speakers point of view, reasonin g, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or misrepresent evidence. SSL Present information, findings, and financial support evidence clearly, concisely, and logically much(prenominal) that attenders can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language bars 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel mental synthesis. . Use various types of phrases (noun, verb, adjectival , adverbial, participial, re surveyed, and absolute) and clauses (independent, dependent noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and peradventure a conjunctive adverb) to link two or more closely related independent clauses. B. Use a colon to introduce a list or quotation. C.Spell correctly. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or earreach. A. Write and edit work so that it conforms to the engineerlines in a style manual (e. G. , meal Handbook, Turbans Manual for Writers) Demonstrate understanding of synecdochic language, word relationships, and nuances in word meanings. A. experience Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO bear and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. unit Essential Questions How does understanding a texts structure back up me better understand its meaning? How does fluency affect comprehension?What do readers do when they do not understand everything in a text? wherefore do readers need to pay perplexity to a writers choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writers product? How do writers develop a well written product? How do rules of language affect communication? wherefore does a writer rent a particular form of writing? Unit Enduring Understandings Understanding of a texts features, structures, and characteristics expedite the readers ability to make meaning of the text.Fluent readers group words quickly to help them arrive at meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers study, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and artistic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.Rules, conventions of language, help readers understand what is being communicated. A writer selects a form ground on audience and purpose. Unit Learning Targets The students bequeathing . Read developmentally appropria te materials such as probes, articles, and speeches Understand literary hereditary pattern/movements as part of global impost Analyze how arks reflect historical/ friendly events and conditions Evaluate appropriateness of phrasing and figurative language Distinguish essential/ unessential information Differentiate fact vs.. hold Read and follow technical and instructional manuals Critique public enrolments Use championship to evaluate writing of self/others muse on writing set goals for utility Critique published works for legitimacy and credibility Write compelling openings and warm conclusions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategiesDemonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use deed to improve presentations Demonstrate appropriate listener response Identify propaganda and argument attest of Learning Summation Assessment (One day) Types of Nonfiction Essays Articles Speeches billet Letter tower shaping Assessments Thinking About The Selection Questions teacher Observation of Whole Group and smaller Group Discussion Response to pictural Organizers Equipment Needed Overhead Projector Overhead Transparencies of graphic Organizers Chalkboard teacher ResourcesNinth Grade New Jersey Penguin Edition, Prentice entrance hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1 Introducing Essays, Articles, and Speeches instructor leave introduce the definitions of essays, articles, and speeches and emphasize that the writer contributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose with the writing. instructor leave explain differences among narrative, descriptive, expository, telling, and reflective essays. Students go away read an essay and identify the authors tone and purpose. One periodLesson 2 Main Idea and Supporting Details teacher allow for introduce an d model reading skill of finding main idea and supporting details in an essay. Students will read an essay and exact out an anticipation character to fulfil a literary analysis of the authors style. teacher will guide students in credit rating of authors style as being organise through the diction, syntax, and tone of the writing. Two periods Lesson 3 Literary Analysis the Expository Essay instructor will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process.Students should identify the writers technique of providing support as either description, comparison and contrast, or cause and effect. teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. instructor will guide students through reading a technical document and applying skill of identifying main idea and details to reading i nformational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features.Two class periods Lesson 5 biographic Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from A capital of Nebraska Preface by Carl Sandburg. Teacher will guide students in a discussion of what makes a great attractor and students will analyze details from Lincoln life that fit the definition of a great leader.One class period Lesson 6 Writing a Business Letter Teacher will guide students in defining a lineage garner as a piece of gloriole that is written in the course of conducting wrinkle or professional matters. Teacher will emphasize qualities of a business garner including clarity, directness, courteousness , and format. Students will identify six split of a business garner to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business garner for these qualities.Lesson 7 Writing a Business Letter Students will brainstorm a list of purposes for writing a business garner and select an appropriate purpose for their own letter. Students will begin outlining table of contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin prototypic write of letter. Lesson 8 Writing a Business Letter Students will refrain first draft of their business letter and exchange letter with a peer to proofread and edit.Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9 Writing a Business Letter Students will use feedback form to revise letter and write a closing draft. Lesson 10 telling Essay convince a reader to think or act in a particular way. Teacher will emphasize that the ingratiatory essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the authors motive and line of reasoning.Lesson 1 1 coaxing Essay Students will read a persuasive essay independently and analyze passages as appeal to reason or emotion by creating a graphic organizer. Students will compare findings in small group and therefore share thoughts as a entire class. Lesson 12 Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tries o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy.Teachers will guide students through reading and listening to Martin Luther King, Jar. s l work a Dream speech. Lesson 13 Persuasive Speech Students will identify e xamples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. s l fuddle a Dream speech by filling out a graphic organizer. Lesson 14 Persuasive Speech Students will apply skills they have learned for listening to authors purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt First Inaugural Address. Lesson 1 5 bantering Essay Teacher will guide students in recognizing a joking essay as a form of nonfiction writing mean to make the reader laugh. Teacher will emphasize the humorous writers use of hyperbole, understatement, and singular diction as effective techniques. Teacher will guide students in reading of The Talk by Gary Sotto. Lesson 16 Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class.Lesson 17 Writing to Persuade The Editorial Students will read sample edito rials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18 Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the readers counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials.Lesson 19 Writing an Editorial Students will write first draft of editorial with focus on hard thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and surmount opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20 Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesse s on feedback form. assume with teacher in a writing conference to receive additional excitant on writing.Lesson 21 Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to theme or post on a website. Teacher Notes Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom. Curriculum Development Resources (Click the link below to access additional resources used to design this unit)