Writing and Business Letter

Oakley Public School Content Area persuasion Language Arts unit Title Types of Nonfiction Essays, Articles, and Speeches Grade Level Ninth Grade unit Summary This unit leave revisit the genre of nonfiction with an emphasis on the variant of strives, articles, and speeches. The unit allow for reinforce the premise that the concepts and evidence presented by authors of nonfiction are f motionual, even though the bring throughr may include anecdotes that are fictional, ideas that are personal, or language that is poetic.As the students read the samples of nonfiction included in this unit, they go forth come more proficient In recognizing the techniques of narrative, reflective, and persuasive composition. Primary Interdisciplinary Connections Social Studies science Technology 21st Century Themes Standard 9. 1 -21st Century Life & Career Skills All students entrust demonstrate the creative, critical thinking, collaboration, and problem-solving clevernesss needed to functio n successfully as both global citizens and workers in respective(a) ethnic and organizational cultures. A.Critical Thinking and Problem Solving The ability to recognize a problem and curb critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops everyplace time. B. Creatively and invention Gathering and evaluating knowledge and information from a admixture of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural agreement and Interpersonal Communication Effective communication skills convey intended significance to others and do in preventing misunderstandings.Unit precept In rate to become global thinkers with an astute awareness of the world around them, ninth word form students must be set upd with the tools for course session nonfiction with cognition and fluency. instructors should still model active meter reading strategies In the high school classroom In order to assist t he students In meaningful reading experiences and suck up them In the reading process. Making connections when reading and bring uping with authors and their chosen subject matter volition help and science.When reading nonfiction, students must learn to separate fact from opinion and recognize a writers bias in order to work out informed decisions ab start what they affirm read. By reading a manakin of set abouts, article, and speeches, students should learn to station a writers voice and recognize that authors write with a particular audience and adjudicate in mind. In turn, the students give learn to develop their own unique voice as they write for a variety of audiences and purposes themselves.Learning Targets Standards Reading for Informational text edition (RI) Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. piece of music (W) Text Types and Purposes, Production and Distribution of W riting, Research to Build and Present Knowledge, and Range of Writing sermon & Listening (SSL) Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L) Conventions of Standard English and Vocabulary accomplishment and utilize.ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to harbour summary of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and give way its development over the course of the text, including how it emerges and is shaped and graceful by ad hoc details provide an objective lens summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn in the midst of them.ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings test the cumulative impact of circumstantial word choices on meaning and tone (e. G. , how the language of a speak to opinion differs from that of a paper). ERR Determine an authors point of view or purpose in a text and poll how an author uses rhetoric to advance that point of view or purpose. ERR designate and evaluate the argument and specific claims in a text, assessing whether he ratiocination is valid and the evidence is relevant and sufficient bring out false directions and fallacious thinking.ERR Analyze seminal U. S. Documents of historical and literary signifi sightce (e. G. , Washingtons valediction Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings garner from Birmingham Jail), including how they address related themes and concepts. ROI By the end of grade 9, read and grasp literary nonfiction in the grades 9-10 text decomposableity band proficiently, with scaffolding as needed at the high end of the range. WI valid r easoning and relevant and sufficient evidence. A.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and become an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. break dance claim(s) and counterclaims fairly, supplying evidence for each piece of music pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. C. Use words, phrases, and clauses to link the major dents of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and main(prenominal)tain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and keep fors the argument presented. WWW preserve informative/explanatory t exts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic aim complex ideas, concepts, and information to make important connections and distinctions include formatting (e. . , headings), graphics (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 usurp to the audiences knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D.Use precise language and domain-specific language to manage the complexity of the topic. E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline 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 strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, managementing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking profit of technology capacity to link to other information and to display information flexibly and dynamically.WWW Conduct bypass as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on th e subject, demonstrating understanding 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 two) for a range of tasks, purposes, and audiences.SSL Initiate and participate effectively in a range of collaborative newss (one-on-one, in groups, and teacher-led) with several(a) 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 issue to commence a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and founding of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that rel ate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented.SSL Integrate 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, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and musical accompaniment evidence clearly, concisely, and logically such that meeters can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, aud ience, and task.SSL chance upon 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 standards 1 and 3 on pages 54 for specific expectations. ) Al deliver command of the conventions of standard English grammar and usage when writing or speaking. A. Use pair structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, 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 perhaps a continuative adve rb) 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 listening. A. Write and edit work so that it conforms to the selectlines in a style manual (e. G. , MEAL Handbook, Turbans Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and give way their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire 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 license in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a texts structure help me better understand its meaning? How does fluency affect comprehension?What do readers do when they do not understand everything in a text? why do readers need to pay attention 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? Why does a writer choose a particular form of writing? Unit Enduring pinchs redeing of a texts features, structures, and characteristics facilitate the readers ability to make meaning of the text.Fluent readers group words quickly to help them take on meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make co nnections (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, culture, communicating, and esthetic 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 based on audience and purpose. Unit Learning Targets The students forget . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/ favorable events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information denounce fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use color to evaluate wr iting of self/others Reflect on writing set goals for improvement Critique publish works for authenticity and credibility Write compelling openings and strong 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 rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction Essays Articles Speeches Business Letter Editorial Formative Assessments Thinking About The Selection Questions teacher Observation of Whole Group and shrimpy Group Discussion Response to Graphic Organizers Equipment Needed Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard teacher ResourcesNinth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1 Introducing Essays, Articles, and Speeches instructor go away 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 through the writing. instructor will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the authors tone and purpose. One periodLesson 2 Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and convey out an anticipation top to perform a literary analysis of the authors style. Teacher will guide students in recognition of authors style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3 Literary Analysis the Expository Essay Teacher will guide students in recognizing an expository essay a s 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. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational 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 Biographical 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 L incoln Preface by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader 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 vexation letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities.Lesson 7 Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company t o which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8 Writing a Business Letter Students will finish 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 final draft. Lesson 10 Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive 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 Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then sha re thoughts as a whole 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 Have a Dream speech. Lesson 13 Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. s l Have a Dream speech by filling out a graphic organizer. Lesson 14 Persuasive Speech Students will apply skills they hold up learned for listening to authors purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt First Inaugural Address. Lesson 1 5 Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Tea cher will emphasize the humorous writers use of hyperbole, understatement, and comic 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 editorials 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 strategy 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.Lesso n 19 Writing an Editorial Students will write first draft of editorial with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome 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 weaknesses on feedback form. chance upon with teacher in a writing conference to receive additional input 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 newspaper 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. programme Development Resources (Click the links below to access additional resources used to design this unit)