Lesson Plan. Professional Communications Useful Writing: Proper Writing Techniques and Exploring Useful Sites Arts, AV Technology & Communication

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1 Professional Communications Useful Writing: Proper Writing Techniques and Exploring Useful Sites Arts, AV Technology & Communication Performance Objective Students will be able to demonstrate use of content, technical concepts, and vocabulary. Students will use correct grammar, punctuation, and terminology to write and edit documents and to compose and edit copy for a variety of written documents. Specific Objectives Students will review grammar terms. Students will review writing expectations. Students will complete a grammar quiz. Students will select two useful sites to review. Students will explore relevant sources addressing research questions and record the information they gather. Students will identify a variety of useful websites that can be used as resources throughout schooling. Students will be able to discuss and evaluate writing assignments. Terms Abbreviation Apostrophe Capitalization Colon Comma Contraction Dash Exclamation Point Homonym Hyphen Internal Punctuation Parallel Structure Parentheses Period Permanent Compound Proper Noun Punctuation Question Mark Quotation Marks Semicolon Lesson Plan 1

2 Temporary Compound Terminal Punctuation Time When taught as written, this lesson should take approximately 4.5 class periods to complete. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed (c) Knowledge and Skills (1) The student applies English language arts in professional communications projects. The student is expected to: (A) demonstrate use of content, technical concepts, and vocabulary; (B) use correct grammar, punctuation, and terminology to write and edit documents; (C) identify assumptions, purpose, and propaganda techniques; (D) compose and edit copy for a variety of written documents; (E) evaluate oral and written information; and (F) research topics for the preparation of oral and written communication. (3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems. (4) The student applies information technology applications. The student is expected to use personal information management, , Internet, writing and publishing, presentation, and spreadsheet or database applications for professional communications projects. (8) The student applies ethical decision making and understands and complies with laws regarding use of technology in communications. The student is expected to: (A) exhibit ethical conduct; (B) discuss copyright laws in relation to fair use and duplication of materials; and (C) analyze the impact of communications on society, including concepts related to persuasiveness, marketing, and point of view. (10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (F) use a variety of strategies to acquire information from electronic resources. Interdisciplinary Correlations: English-English I, II, III, IV and V (4) (b) (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. (4) (b) (17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. (4) (b) (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. 2

3 (4) (b) (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. (4) (b) (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. (4) (b) (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Occupational Correlation (O*Net Job Title: Technical Writers O*Net Number: Reported Job Titles: Documentation Designer, Documentation Specialist, Engineering Writer, Expert Medical Writer, Information Developer, Narrative Writer, Requirements Analyst, Senior Technical Writer, Technical Communicator, Technical Writer Tasks: Organize material and complete writing assignment according to set standards regarding order, clarity, conciseness, style, and terminology. Maintain records and files of work and revisions. Edit, standardize, or make changes to material prepared by other writers or establishment personnel. Select photographs, drawings, sketches, diagrams, and charts to illustrate material. Interview production and engineering personnel and read journals and other material to become familiar with product technologies and production methods. Develop or maintain online help documentation. Assist in laying out material for publication. Study drawings, specifications, mockups, and product samples to integrate and delineate technology, operating procedure, and production sequence and detail. Arrange for typing, duplication, and distribution of material. Observe production, developmental, and experimental activities to determine operating procedure and detail. Soft Skills: Critical Thinking, Judgment and Decision Making, Listening Comprehension Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation Review and familiarize yourself with the terminology, website links, and slide presentation. Be prepared to assign two useful websites for each student and answer questions about the assigned websites. Have materials and software ready for use prior to the start of the lesson. References Roberts, S. J. (2012). Fundamentals of business communication. Tinley Park, IL: The Goodheart-Willcox Company, Inc. 3

4 Instructional Aids Lesson Plan: Useful Writing: Writing Techniques and Exploring Useful Sites Slide Presentation: Useful Writing: Writing Techniques and Exploring Useful Sites Grammar terms Homonyms handout Grammar Quiz handout and Answer Key Useful Writing Websites Outline handout Useful Writing Grading Rubric Teacher computer and projection unit Computer online access for website link displays Pen or pencil Introduction Ask students what they know about proper sentence structure and grammar, and ask if they ever use websites to help with different subjects in school. Then review the following: List some websites you go to on the internet or cell phone applications that help you in daily life and in school. List some grammar rules you know to follow when writing. How do you separate paragraphs? What is the rule of thumb for how many sentences should be in a paragraph, and how many paragraphs should be in an essay? 4

5 Outline Students will complete the instructions and answer questions on the Hando MI Outline Instructor Notes I: Useful Writing II: Writing Expectations a. Sentences, spelling, structure b. Paragraphs c. Essays d. Between paragraphs III: Grammar and Spelling IV: Homonyms V: Useful Websites VI: Proper Formatting and Useful Writing VII: Brainstorming For Useful Websites IV: Checkpoint Note: During the next 4.5 class periods, go through the slide presentation with students. Discuss information and have students follow along by completing the handouts and gathering information through exploring their chosen websites. As you go through each slide, move about the room to observe as students follow the directions and complete the steps on their computers. Review each aspect of the assignment and discuss the steps students will take in completing their projects. Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial 5

6 Application Guided Practice 1. Introduce the slide presentation. Go over terminology and make sure students understand terms. 2. After defining the terms, go back through the slides to demonstrate and model techniques for proper writing expectations. Explain that students will explore various websites and write a review of two websites. 3. Review the information in the slides, and answer any questions. 4. Go over grading requirements based on the attached rubric. Independent Practice Students will work individually to collect and assemble information. 1. Students will review the expectations, grading rubric and handouts. 2. Students will write their website reviews using the Useful Writing Websites Outline. 3. Students will study terminology, prepare, and complete the quiz. 4. Students will participate in class presentations and discussion. Pacing Recommendation: Lesson Explanation, Slide Presentation and Grammar Terms: Go over each slide to introduce lesson to students. Key Terms Have students define terms and create flashcards. (Teacher may create a game or let students quiz each other partner quizzing, team competition, game format, etc.) Handouts: Go over the Handouts: Homonyms and Grammar Quiz Students will complete both. Handouts: Go over the Handout: Useful Writing Websites Outline Brainstorm for websites to explore. Students will complete both website reviews. Discuss: Students present their findings. Have students peer-edit the reviews. 1.5 lesson periods 1 lesson period 1 lesson period 1 lesson period Summary Review Review talking points from the presentation and key terms from slide presentation. Discuss any issues that come up while working on the handouts or the review assignment. 6

7 Evaluation Informal Assessment Students may be informally assessed through the following methods: Instructor observation during presentation, guided practice and independent practice Observe as students follow the steps on each slide; review or reteach as needed. Check understanding of terms orally. Formal Assessment Students may be formally assessed through the following methods: Homonyms handout Grammar Quiz Useful Writing Website Outline Useful Writing Grading Rubric Enrichment Extension Have students brainstorm possible future writing assignments that require the same skills acquired from this lesson. Have students compile a list of useful websites that could be a resource list to be used for other classes. 7

8 Homonyms Handout Directions: Define Homonym and then write a homonym for each of the words below. Definition of Homonym: 1. Tee 2. Stare 3. Paws 4. Genes 5. I 6. Swayed 7. Band 8. Cell 9. Chute 10. Days 8

9 Grammar Quiz 1. Terminal punctuation marks are periods, question marks, exclamation marks, and. A. colons B. hyphens C. quotation marks D. None of the above 2. Internal punctuation marks are commas, dashes, parentheses, semicolons, apostrophes, and. A. colons B. hyphens C. quotation marks D. All of the above 3. When uncertain of the meaning or correct usage of a word, consult a(an). A. dictionary B. glossary C. index D. thesaurus 4. A proper noun. A. begins with a capital letter B. identifies a specific person, place, or thing C. includes names of regions and buildings D. All of the above 5. Parallel structures use the same word or phrase form for all items in a series. 6. Parallel clauses are written in parallel pattern, allowing for a change in the voice of the verb, not the form. 7. The following sentence is properly punctuated: Manual bought a train ticket and then he changed his plans. 8. The following sentence is properly punctuated: The employees lounge is undergoing renovations. 9. The following sentence is properly punctuated: Did the teacher say, The bus arrives at 3:00 pm? 10. The following sentence is properly punctuated: Hurry! The train is coming. 9

10 Grammar Quiz Answer Key 1. Terminal punctuation marks are periods, question marks, exclamation marks, and. A. colons B. hyphens C. quotation marks D. None of the above 2. Internal punctuation marks are commas, dashes, parentheses, semicolons, apostrophes, and. A. colons B. hyphens C. quotation marks D. All of the above 3. When uncertain of the meaning or correct usage of a word, consult a(an). A. dictionary B. glossary C. index D. thesaurus 4. A proper noun. A. begins with a capital letter B. identifies a specific person, place, or thing C. includes names of regions and buildings D. All of the above 5. Parallel structures use the same word or phrase form for all items in a series. 6. Parallel clauses are written in parallel pattern, allowing for a change in the voice of the verb, not the form. 7. The following sentence is properly punctuated: Manual bought a train ticket and then he changed his plans. (compound sentences require a comma) 8. The following sentence is properly punctuated: The employees lounge is undergoing renovations. 9. The following sentence is properly punctuated: Did the teacher say, The bus arrives at 3:00 pm? (The quotation is a statement) 10. The following sentence is properly punctuated: Hurry! The train is coming. 10

11 Website #1 (Name or link): Useful Writing Websites Outline Information contained in website: Usefulness of website: List of those who would benefit from this website: Review of website: Website #2 (Name or link): Information contained in website: Usefulness of website: List of those who would benefit from this website: Paragraph: 11

12 Useful Writing Grading Rubric **Note: This rubric includes assessments for three separate assignments. Criteria Exceptional Above Average Below Average Unacceptable Points 10 points each 0 points Homonyms (100 pts) 10 points for each correct answer. Did not attempt 10 points each 0 points Grammar Quiz (100 pts) 10 points for each correct answer. Did not attempt Useful Sites (100 pts) Comments: points points points 0-49 points The review for each site is complete with proper sentence structure and correct grammar. The student has several grammatical and structural errors. Various errors detract from the coherence of the assignment. Assignment is incomplete or not attempted. TOTAL POINTS: 12

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