Students can learn how to use language appropriately through these notes on pretentious language, nine presentation slides on using jargon, eleven presentation slides on cliches in writing, and a video also about cliches. [2:00]
A discussion of audience analysis that examines demographics, disposition, and level of knowledge.
A screencast lesson defining different types of audience, discussing the importance of determining an audience, and explaining how a writing style should be chosen based on the needs and expectations of the intended audience.[5:18] CCSS.ELA-Literacy.WHST.6-8.5 Develop and strengthen writing
Students will read samples of informative writing and highlight examples of how tone and style are used by the authors. Students will then apply this knowledge by writing their own informative text. Multiple examples of student work and videos are provided, along with a power point presentation.
Links to 89 lessons and activities that build student skills in standard W.4.4: Use a variety of transitional words and phrases to manage the sequence of events.
Create, promote, and manage an online business using digital tools. Time to complete: 6-9 hours
Students experience the information aftermath of a fictional event as it unfolds on social media. They also learn about five common logical fallacies, then evaluate the evidence in several arguments. A free educator account is necessary to assign this Checkology lesson.
Use the links on the right to get a better understanding of purpose in writing including the types of purposes and how audience affects purpose. Click on Purpose and Audience and Purpose and Strategies. W.9-10.4 Write/Audience/Purpose; CCSS.ELA-Literacy.WHST.6-8.5 Develop and strengthen writing
Communicate and collaborate with others in the workplace more effectively using digital tools. Time to complete: 6-9 hours
This video lesson focuses on the word connotation. It defines the term and discusses the impact connotation can have on an audience. It looks at the dictionary definitions of three words: course, class, and field, and uses their synonyms in sentences to show the varying connotations. This shows that writers should be specific in their word choices in order to convey the desired meanings. [6:51]
Research and organize information about a location to create an interactive guide. Time to complete: 4-6 hours
Pick a topic you care about and share information about it by creating an interactive presentation. Time to complete: 45-90 minutes
Learn about online safety and security while building a blog. Time to complete: 45-90 minutes
Promote a community project by building a website with Google Sites. Time to complete: 45-90 minutes
Summarize and communicate information visually by creating an infographic in Google Drawings. Time to complete: 45-90 minutes
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.
ACCOMPLISHMENTS
Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, students will closely analyze the structure of their document, identifying claims, reasons, evidence, and implied or explicit counterarguments. They'll also evaluate the argument made.
Research technology risks and dangers, explore solutions, and create a report to communicate your findings. Time to complete: 2-5 hours
Learn to give and receive written feedback effectively. Time to complete: 45-90 minutes