Course Profile English, Grade 11, College Preparation, Catholic

Unit 4: Technical Writing

Time: 10 lessons

Unit Description

Computer programmers, medical technologists, and auto mechanics, among others, all read and understand a nomenclature specific to their individual fields. Increasingly, students in the college-bound stream find themselves involved in reading technical writings such as manuals, charts, diagrams, specialized instructions, and writing or developing these forms. The intent of this unit is to introduce students to read and interpret various examples of technical writing and to examine the ways in which visual elements are used to assist and enhance meaning in technical writing. After reading and examining examples of technical literature, students find an area of personal expertise about which they can write. Students are introduced to organizing written work using the report format.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1: Specialized Vocabulary and Introduction of the Summative Task	1 lesson	LS1.03, LA1.03, LA2.03	Thinking/Inquiry Application	Specialized vocabulary defined Steps of the summative task
2: Examining Elements of Technical Writing	1 lesson	LS1.03, LS2.03, LS3.01, LS3.04, LA1.03, MD1.03, MD2.02	Knowledge Thinking/Inquiry Communication Application	Read short fiction example Read samples of technical writing
3: Naming Elements of Technical Writing	1 lesson	LS3.04, MD1.03, MD2.02	Knowledge Thinking/Inquiry Application	Identify and explain elements of informational texts
4: Writing Technical Descriptions and Using Symbols	1 lesson	WR1.02, WR2.02, WR4.02, LA1.03, LA2.01, LA2.03, LA2.05 CGE3e, 4f	Knowledge Thinking/Inquiry Communication Application	Using headings Classifying information under sub-headings Group work using organizational patterns to present information and ideas
5: Creating Flowcharts	1 lesson		Knowledge Thinking/Inquiry Communication Application	Group work Informal presentation
6: Reading and Creating Charts and Graphs	1 lesson		Knowledge Thinking/Inquiry Communication Application	Group work Informal presentation
7: Technical Report Writing Work Periods and Oral Presentations	4 lessons	Most of the above-stated expectations are assessed in this activity.	Knowledge Thinking/Inquiry Communication Application	Conference Oral presentation of written work

Summative Task

Students write a technical report or instruction manual based on a topic about which they have either a particular interest or expertise. The intent is to present a complex task or explanation in a simple and understandable manner in the report form. Students are expected to use various structural and graphic elements to enhance understanding in the report (e.g., elements such as headings, charts, graphs, diagrams, illustrations, etc.). Students present – not simply read - their reports orally.

Activity 1: Specialized Vocabulary and Introduction of the Summative Task

Time: 1 lesson

Description

In this lesson, students discover an array of terms that are particular to a profession, activity, sport, etc. In determining that some places have a particular vocabulary attached to them, students are challenged to determine why this is so. The class discusses the importance and the use of ‘specialized vocabulary’. Next, students are informed about their summative task and that all lessons and activities in this unit build toward that task.

Strand(s) & Learning Expectations

Strand(s): Literature Studies and Reading, Language

Ontario Catholic School Graduate Expectations

CGE1b - participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE 1i - integrates faith with life.

Specific Expectations

LS1.03 - select and use a range of effective reading strategies (e.g., recall knowledge about a topic or theme from personal and other reading experiences to prepare for reading; adjust reading pace as the complexity of a text changes; reread challenging passages closely);

LA1.03 - identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work;

LA2.03 - use critical listening skills to analyse the content of oral presentations (e.g., write accurate summaries of main ideas and supporting details; assess the relevance of evidence, the validity of arguments, and the truth of conclusions).

Planning Notes

· Identify special needs of his/her students and adjust the time of the activities accordingly.

· Preview the film Tour of the Church.

· Provide worksheets on the parts of the church

· Present a worksheet on the use of specialized vocabulary in activities and in certain occupations.

· Opportunities for infusion will include using the concept of specialized language to examine such language as used by the church.

Prior Knowledge & Skills

Students:

· have some knowledge of the parts of the church;

· may have an idea of what the term “specialized vocabulary” means in the context of occupations or activities.

Teaching/Learning Strategies

· Ask students who have part-time jobs if there are any special terms used at their workplace that are unique to that place.

· Make a board list of the various terms that students have either experienced directly or know about vicariously through other experiences.

· Brainstorm a list of specialized vocabulary particular to students’ lives at school. Sort through other courses at school and create a catalogue of specialized vocabulary particular to those courses. For example, in geography there are the terms longitude, latitude, etc.; in science, there the terms miosis, aperture, resistor, etc. Make a list on the board.

· Repeat this exercise by examining the specialized vocabulary of the church. Make a list on the board.

· Students complete a matching exercise, labelling the parts of the church. (See Appendix I.)

· Present sets of specialized vocabulary. Students differentiate between the various jobs or activities listed. (See Appendix II.)

· Have students deduce what is common about the various lists of terms and then formulate reasons why it is necessary to have specialized vocabulary in some occupations.

· Students compose a definition for the term specialized vocabulary and note it in their books.

· As an exercise, students create their own lists of specialized vocabulary, at least five words, and present them to the class. Students then try to determine what field of work/activity is being represented in the list of specialized vocabulary.

· Introduce the summative task. Distribute and review the assignment outline. (See Appendix III.)

· Students make a preliminary list of ideas for their summative task.

Assessment & Evaluation of Student Achievement

· Informal teacher observation to determine if content is understood

· Successful completion of worksheets

· Observation of listening skills during the video presentation

· Contribution to class discussion

· Short presentation before the class

Accommodations

The teacher will:

· be sensitive to the special needs of students;

· vary the way material is presented (oral discussion to replace a worksheet) to best meet the needs of students.

Resources

Guidelines for Building a New Church. Diocese of London, 1994

Mittler, Gene A. Art in Focus. Mission Hills, CA: McGraw Hill, 1989.

Video

Vere, Father Dan. Tour of the Church. 1998. Video is available free for reproduction

Websites

Cool Doctor—Definitions of Computer Jargon – http://www.cooldoctor.com/computer

Law Made Easy—Practical Legal Stuff in Simple English. – http://www.laweasy.com/

Workers Compensation Jargon – http://ourworld.compuserve.com

Activity 2: Examining Elements of Technical Writing

Time: 1 lesson

Description

In this lesson, students read extensively from a variety of sources and genres looking for examples of specialized vocabulary. During the second part of the lesson, while reading various examples of technical writing, students note the ways in which layout and design create different impressions.

Strand(s) & Learning Expectations

Strand(s): Literature Studies and Reading, Language, Media Studies

Ontario Catholic School Graduate Expectations

CGE 1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE 1g - understands that one’s purpose or call in life comes from god and strives to discern and live out this call throughout life’s journey;

CGE1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE5a - works effectively as an interdependent team member.

Specific Expectations

LS2.03 - explain how elements of informational texts contribute to meaning (e.g., describe how headings, subheadings, and illustrations are used to convey information in a report or manual; describe and assess how the organization of a report or short essay contributes to its effectiveness);

LS3.01 - describe the language of a variety of informational and literary texts and explain how the language is used to communicate information and express opinions and emotions (e.g., compare several business and technical reports to identify characteristics of a plain-language style; analyse editorials and explain the effects of their use of persuasive words; assess the authenticity of the characters’ dialogue in a novel);

LS3.04 - explain how authors and editors use design elements to organize content and communicate ideas (e.g., explain the importance of marginal notes, diagrams, and captions in a textbook or report; assess the value of supplementary information in boxes in newspaper and magazine articles; explain the role of introductory and concluding summaries in sections of a technical manual);

LA1.03 - identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work;

MD1.03 - explain the relationship between media works and their audiences (e.g., explain how specific features of a popular television series appeal to different family members; analyse the content and advertisements of a television show or issue of a magazine and draw conclusions about the demographics of the audience).

Planning Notes

· Find examples of poems, short stories, etc., which contain technical language. The short story used in this lesson is “Birth”, an excerpt from The Citadel by A. J. Cronin.

· Divide the class into study groups. Provide samples of technical writing, such as recipe books, lab reports, operational manuals, maps, college course calendars, tourism guides, nutrition reviews, product specifications, user guide for electronics (e.g., CD player), quick reference cards for computer operations, small appliance owner manuals, etc.

· Prepare copies of Technical Writing Checklist.

· Share how all life is a gift from God, how all are created in the image of God, and how life should be respected.

Prior Knowledge & Skills

Students:

· are familiar with the term specialized vocabulary;

· are familiar with effective group work.

Teaching/Learning Strategies

· Review the meaning of specialized vocabulary from the previous lesson.

· Alert students to the particular kind of specialized vocabulary in the story to be read in class (e.g., the story in this lesson contains medical terms).

· Read aloud a short piece of fiction to students.

· Students identify examples of specialized vocabulary in the story and record the examples in their notes.

· Evaluate as a group the importance of specialized vocabulary in relation to the meaning of the story. In other words, how does the reader’s knowledge of the specialized vocabulary assist in their understanding of the story?

· Students form study groups of three to five members. They then visit different stations – for no longer than five minutes - where examples of technical writing (see suggestions above) are displayed. For one of the stations, the teacher could include an example related to our faith. See Resources. At each station, students complete a checklist. (See Appendix IV.)

· After having visited all of the stations and having completed their checklist, students submit their findings.

Assessment & Evaluation of Student Achievement

· Informal teacher observation of effective group work

· Completion and accuracy of checklists

Accommodations

The teacher will:

· be sensitive to the special needs of students;

· provide special attention to students with reading and comprehension problems.

Resources

Davis, Lee, et al. Compass. Illinois: Scott, Foresman and Company, 1971.

“How to Confess Your Sins” – http://www.manaco.simplenet.com/confession-how.html

Activity 3: Naming Elements of Technical Writing

Time: 1 lesson

Description

In this activity, students are again asked to read a variety of samples of technical writing. Students read and examine the samples not only to detect examples of specialized vocabulary but also to speculate on how design elements affect meaning. Students determine the elements and then practise using them in a simple design exercise.

Strand(s) & Learning Expectations

Strand(s): Language Studies and Reading, Media Studies

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.

Specific Expectations

Planning Notes

· Ask students, prior to this lesson, to bring in examples of technical writing that they find at home. Some suggestions could include nutritional guides, instructions for hair colouring, programming the VCR, etc., or professional writing from parents’ work (e.g., insurance newsletters, real-estate brochures, safety manuals, bank fund prospectus, software manuals, etc.).

· Church bulletins could be used to show different techniques for organizing information. The teacher could use this opportunity to talk about the various activities in a parish (C.W.L., St. Vincent de Paul Society, Stephen Ministry, special feast days, marriage banns, etc.).

· Be familiar with terminology such as headings, numbering/bullets, font sizes, typeface, graphics, pictures, charts, colour, illustrations, and spacing.

· Find a Fire Alarm notice.

· Confer with students to confirm choice of topic for the summative task.

· Gather materials such as construction paper, markers, etc. for Fire Alarm notice exercise.

Prior Knowledge & Skills

Students:

· recognize different types of technical writing;

· understand the intent of technical writing.

Teaching/Learning Strategies

· Return the Technical Writing Checklists to students.

· Review the role of specialized vocabulary in understanding technical writing.

· Students share examples of technical writing that they have brought from home. (See Planning Notes.) Students share their examples of technical writing with classmates. Continue this process so that each student has been exposed to at least five different samples. While reading the various examples, students make a list in their notes of the specialized vocabulary found in each of the examples.

· Share responses as a class.

· Students then determine, other than specialized vocabulary, some of the common features in the examples of technical writing. Responses should include headings, numbering/bullets, font sizes, typeface, graphics, pictures, charts, colour, illustrations, and spacing. Make a board list of the findings, which students then record in their notes.

· Present a copy of a standard fire alarm notice/bulletin to the class. Decode the various components in the notice. Answers should include information items such as evacuation routes, alternate evacuation routes, instructions in case of fire, what to do, borders, type size, font, and colour. List information on the board.

· Students create their own Fire Alarm notices using the above information. The task is to create a better, more effective notice by integrating textual information and visual information.

· Present the ‘Fire Alarm’ notices in the class.

· Distribute copies of the evaluation forms to students. (See Appendix V.)

· Students assess the merits of the various Fire Alarm notices to determine their effectiveness in terms of integrating textual information with visual elements.

Assessment & Evaluation of Student Achievement

· Informal teacher observation during class discussion to ensure understanding of the concepts being taught

· Completion of exercises and activities

· Peer assessment of submissions

· Individual oral participation

Accommodations

The teacher will:

· be sensitive to the special needs of students;

· monitor students’ understanding of instructions;

· provide students with extra time for successful completion of tasks;

· select other appropriate design exercises in terms of complexity depending on the class.

Resources

See Planning Notes.

Activity 4: Writing Technical Descriptions and Using Symbols

Time: 1 lesson

Description

Students practise writing technical descriptions and enhancing their written work with visuals.

Strand(s) & Learning Expectations

Strand(s): Writing, Language, Media Studies

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages.

Specific Expectations

WR1.02 - classify and organize information and ideas to suit specific forms and purposes for writing (e.g., sort information from different sources for a report on effective business practices; organize information to support the arguments for an opinion piece; use a graphic organizer to make connections between ideas or to show time order in a narrative);

WR2.02 - select and use a level of language and a voice appropriate to the specific purpose and intended audience for business, technical, and personal communications (e.g., use an appropriate voice to convey information about a policy in a memo);

WR4.02 - revise drafts to increase precision and clarity of expression by incorporating appropriate business and technical language and transition words (e.g., use a dictionary and thesaurus to find specialized vocabulary to replace vague or inaccurately used words);

LA1.03 - identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work;

LA2.01 - communicate orally in large and small groups for a variety of purposes, with a focus on listening for main ideas and relevant supporting details; clarifying and extending the ideas of others; and understanding business and technical information and language and using it correctly;

LA2.05 - use techniques of oral presentation to communicate effectively, with a focus on clear organization, relevant examples, appropriate vocabulary and style, repetition for emphasis, and the use of voice projection, pace, gestures, timing, body language, visual aids, and technology;

MD2.02 - use knowledge of the interactions among form, purpose, audience, and production options to explain choices made in the design and production of media works (e.g., maintain a log to record decisions at various stages in the design and production process; present media works to peers and explain solutions to production problems).

Planning Notes

· Invite the school chaplain to share with students symbols of the Catholic faith.

· Select a set of mechanical objects (e.g., pencil sharpener, three-hole punch, stapler, computer keyboard, etc.).

· Provide worksheet with symbols; see Resources.

· As an opening discussion to the lesson on symbols, discuss with the class what the following symbolize to Catholics and the practice of their faith: the sign of the cross, genuflection, holy water, incense, and bread.

Prior Knowledge & Skills

Students:

· have some understanding of organizational patterns in technical writing;

· are familiar with peer evaluation techniques.

Teaching/Learning Strategies

· Review visual and organizational techniques used to enhance meaning in technical writing by reviewing elements such as headings, borders, font, colours, spacing, symbols, etc. from the Fire Alarm bulletin from Activity 3.

· Present an object with a mechanical process to the class. The teacher could choose convenient classroom items such as a pencil sharpener, a three-hole punch, a stapler, a computer keyboard, etc.

· Students describe the action of the presented object. Encourage students to use or even make up specialized vocabulary in order to accurately describe the motion. Students share their drafts with their peers for comments.

· Repeat this exercise with various objects.

· When completed, ask students to revise one of their drafts using at least three sub-headings to organize their descriptions and explanations and one other visual (colour, font, bullets, spacing, illustration, etc.).

· Students defend the order in which they have organized and illustrated their drafts.

· As an extension to make students aware of the importance of the language of symbolic images, teachers can present students with examples of visuals from technical writing (e.g., road sign symbols from a driver’s handbook, symbols from a hotel guide, instruction labels for washing clothing).

· Collect a piece of writing completed during this lesson and provide formative assessment using anecdotal comments.

Assessment & Evaluation of Student Achievement

· The teacher collect a piece of writing completed during this lesson and provides formative assessment using anecdotal comments.

Accommodations

The teacher will:

· reduce the number of exercises for special students;

· provide Braille versions of resources.

Resources

Knox, C.S.S.P., Ian. Theology for Teachers. St. Paul’s University, Ottawa: Novalis, 1994.
ISBN 2-89088-733-2

The Official Driver’s Handbook. Queen’s Printer for Ontario, 1995.

Samples of traveler’s guides

“Signs and Symbols: A Reflection” – http://www.ewtn.com/library/LITURGY/SIGSYM.TEXT

Activity 5: Creating Flowcharts

Time: 1 lesson

Description

Students practise writing technical descriptions. They then create flowcharts to demonstrate the information visually.

Strand(s) & Learning Expectations

Strand(s): Literature Studies and Reading, Language, Writing

Ontario Catholic School Graduate Expectations

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Specific Expectations

LS1.01 - interpret and assess explicit and implicit ideas, issues, and information in informational and literary texts (e.g., summarize and assess the ideas in a magazine article; explain the major themes underlying the plot and characterization in a novel);

LA1.03 - identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work;

Planning Notes

· Review the sacraments of the church.

· Confer with students to establish the purpose of their technical report for the summative task.

· Create a series of situations in which flow charts can be used to convey information.

· Students write about the sacraments of the church and then create a flowchart demonstrating the order in which they receive them.

Prior Knowledge & Skills

Students:

· are aware of the sacraments of the church;

· have some experience in working with flow charts.

Teaching/Learning Strategies

· Create, with the class, a flowchart with the sacraments of the church in the order that they are received.

· As an extension to this exercise, students could revise their flowcharts by using relevant symbols to accompany each of the sacraments (e.g., baptism could be represented by a candle).

· Assess which of the two sacrament flowcharts is more effective (i.e., with or without added visual elements).

· As an exercise, students create another flowchart, this time of the steps leading to the summative task in this unit.

· Students classify, organize, and then write about the steps necessary to obtaining their driver’s licences. The teacher reminds students that sub-headings are required to assist the reader in understanding the text. Next, students create a flowchart to present the steps in obtaining their licences. Students are then encouraged to develop a creative flowchart using visual techniques. For example, instead of a simple line/arrow design, students could enhance their flowcharts with steps listed inside the shape of an automobile, a set of traffic lights to indicate their progress through the process, the continuum in the shape of curving roadway, etc.

· As an alternative, students could create a flow chart tracing the path in obtaining a career.

Assessment & Evaluation of Student Achievement

· The teacher collects a piece of writing completed during this lesson and provides formative assessment using anecdotal comments.

Accommodations

The teacher will:

· be sensitive to the special needs of students;

· provide alternate activities that suit the needs of students.

Resources

The Official Driver’s Handbook. Queen’s Printer for Ontario, 1995.

Audio

Giles, Fr. The Sacraments. Steubenville, Ohio: Franciscan University, 1998.

Websites

Designing Flow Charts – http://www.williamson-labs.com/design.htm

Flowchart Explanation – http://www.isixsigma.com/tt/process_mapping/

Activity 6: Reading and Creating Charts and Graphs

Time: 1 lesson

Description

Students are given charts and graphs to read and to interpret information. Students then practise creating their own charts and graphs by classifying and organizing information.

Strand(s) & Learning Expectations

Strand(s): Writing, Language

Specific Expectations

WR5.02 - produce, format, and publish written work, using appropriate technology to share writing with intended audiences (e.g., incorporate effective graphics, fonts, and typefaces to enhance the impact of a report; adapt an electronic template for a formal letter);

LA1.03 - identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work.

Planning Notes

· Be familiar the various types of graphs in this lesson.

· Find examples of charts and graphs used in this lesson.

· Book a computer lab, if possible.

· Confer with students to check that they have collected sufficient information to begin the summative task the next day.

Prior Knowledge & Skills

Students:

· have some experience in working with graphs and other visuals;

· are familiar with using computer technology in generating charts and graphs;

· have some knowledge of the subjects used in the various examples.

Teaching/Learning Strategies

· Provide students with a variety of charts and graphs. Examples might include a pie chart of the area of Canada’ provinces and territories, a bar graph measuring the time served by Canada’s prime ministers, a pie chart outlining religious denominations in Canada, a bar graph showing the fluctuation of the minimum wage over a period of time in a line graph.

· As a class, formulate a note clarifying the differences between the different types of charts and graphs and their purposes.

· Provide the students with several readings in which a chart or a graph is integral to an understanding of the text, and then ask students specific questions about the charts or graphs to determine if they are reading and interpreting the information correctly.

· Students work in pairs. They record how their partner uses the hours in a day (e.g., sleeping, schoolwork, job, leisure, etc.). Each student uses the same information to classify and organize into a pie chart and a bar graph.

· As an enrichment alternative, the teacher could provide students with statistics (e.g., Statistics Canada re: ethic origins, mother tongues, population densities, etc.) and have students classify and organize them in a pie chart and a bar graph.

· Confer with students, while they are working on their exercises, to check that they have collected sufficient information to begin the summative task the next day.

Assessment & Evaluation of Student Achievement

· The teacher collects a sample of one of the graphs for formative assessment.

Accommodations

The teacher will:

· be sensitive to the special needs of students;

· provide students with extra time for successful completion of this task.

Resources

Kretchman, M. Lily, et al. The Language of Business Communication. Toronto: John Wiley & Sons, 1988.

Statistics Canada

Activity 7: Technical Report Writing Work Periods and Oral Presentations

Time: 4 lessons

Description

Students prepare and present their unit projects. The work is best completed in a computer lab, if the teacher can arrange it. During these work periods, the teacher confers with each student concerning his/her project. The process checklist is used as a kind of project ‘contract’ during these periods to see that students are successful in completing the sub-tasks leading to the final report and presentation. (See Appendix VI.) Students also informally appraise others’ drafts during these work periods. The teacher provides instruction on the methodology in making effective oral presentations and, where possible, students have access to audio/visual/computer technology to enhance their presentations.

Strand(s) & Learning Expectations

Strand(s): Language, Media Studies, Literature Studies and Reading, Writing

Ontario Catholic School Graduate Expectations

CGE2c - presents information ideas clearly and honestly and with sensitively to others;

CGE 4c - takes initiative and demonstrates Christian leadership;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Specific Expectations

LA2.04 - plan and prepare clear oral reports and presentations by researching information and ideas, organizing material, rehearsing, revising;

LS2.03 - explain how elements of informational texts contribute to meaning (e.g., describe how headings, subheadings, and illustrations are used to convey information in a report or manual; describe and assess how the organization or a report or short essay contributes to its effectiveness;

WR3.02 - apply knowledge of report structure to organize written reports, using:

- an introduction that identifies the topic and explains its significance or poses an inquiry question;

- a body that presents information and data in connected and coherent paragraphs supported by graphics, illustrations, and charts;

- a conclusion that presents insights or recommendations;

Planning Notes

· Book a computer lab, if possible.

· Ensure that each student has an updated process checklist.

· Make available rubrics for reference.

· Create schedules for teacher-student conferences and for student-student conferences.

· Make available, if possible, a teacher/consultant for technology and design.

Prior Knowledge & Skills

Students:

· have prepared a choice of topic and gathered information to complete their projects;

· understand the role of specialized vocabulary, the structure of the technical report, the production options for the report, and the intended audience for the report;

· are familiar with word processing and the design features of the computer;

· are familiar with evaluation criteria for the purpose of peer conferencing;

· are familiar with techniques of effective oral presentations;

· are aware of the importance of setting goals, making decisions, solving problems, and managing time effectively.

Teaching/Learning Strategies

· Students bring to class all the information they have gathered to begin their independent work on the project.

· Introduce and explain the process checklist (Appendix VI), which is used as a guide to organize and complete this summative task.

· Explain the purpose for teacher conferencing and peer conferencing.

· Post a schedule for teacher-student conferences. Confer with students, using the process checklist to facilitate discussions about student progress.

· Make available a schedule for student-student conferences.

· Encourage students to work at their own pace, but to set daily, manageable goals.

· Students use the rubric as reference point for self and peer-assessment.

· Students employ the writing process in all stages of writing the report (revision, editing, proofreading).

· Refer students to resource sites for improving their oral presentations and graphics.

· Instruct students in methods for: narrowing the scope of the material covered in their reports for their oral presentations; generating a presentation outline such that they are presenting information not just reading it; and creating additional graphic and visual effects to enhance the presentation.

· Students practise their oral presentations in small groups prior to the class presentation.

· Remind students that successful completion of this report ties directly with the business writing in the following unit.

Assessment & Evaluation of Student Achievement

· Informal teacher-student conferencing using the process checklist as a guide

· Continual observation of student progress

· Peer assessment of written and oral work

Accommodations

The teacher will:

· allow use of lap-top computers within the classroom;

· accept final projects that are neatly handwritten;

· provide students with extra time and/or alternate location(s) for successful completion of tasks;

· design independent study projects that extend expectations.

Resources

Teacher/consultant for computer, technology, and design

Websites

Guidelines for the Use of Oral Presentations – http://222.pr.doc.gov/oral.html.

On-line Technical Writing: Oral Presentations – http://www.io.com/~hcexres/tcm1603/acchtml/oral.html

Oral Presentations – http:www.aubum.edu/~smitheo/503/show

Appendix I

Parts of the Church

The teacher writes the terms listed below on the board and provides the definitions. After copying the terms and definitions, students watch Fr. Vere’s video and match the terms and definitions.

A) View the 12-minute film, Tour of the Church, hosted by Fr. Dan Vere. Identify the parts of the church.

1. Stations of the Cross (b)	a) the place where the priest keeps his vestments
2. Sacristy (a)	b) pictures depicting Christ’s persecution and death
3. Sanctuary (g)	c) this contains the holy water for baptisms
4. Pulpit (d)	d) the stand from where the liturgy is proclaimed
5. Presider’s chair (e)	e) the raised seat near the altar where the priest sits
6. Tabernacle (h)	f) this table is the focal point of the mass
7. Altar (f)	g) the area containing the altar and pulpit
8. Font (g)	h) the place where the Eucharist is reserved

B) As a follow-up activity, teachers may wish to present a diagram of a church to students and have them label the parts.

Appendix II

Specialized Vocabulary

Identify the occupation or activity associated with the following specialized vocabulary.

1. writ, lien, plaintiff, tort, codicil

2. APB, B and E, MVA, DUI

3. flow chart, algorithm, documentation, subroutine

4. boards, paint, finger roll, alley oop

5. RRSP, till, compound interest, RIFF, ATM

6. KP, MP, fatigues, AWOL, mess

7. ribbies, hot corner, dinger, gopher ball

8. bow, stern, starboard, port, galley

9. lob, smash, drop, ace, volley

10. U-joint, snake, P trap, check valve

Answers: lawyer, police officer, computer programmer, basketball, banker, army, baseball,

boating, tennis, plumber

Appendix III

Technical Report Writing

All skills in this unit build to the summative task of writing a technical report.

The Report

The report format is used to structure written work in such a way that it makes it easier and clearer for the reader to understand the information being presented – in this case information which is technical in nature requiring a specialized vocabulary to understand the meaning. Also, reports include the use of appropriate visual elements to reflect the information being presented.

The Purpose

The intent of this task is to write about a complex task or explanation in a simple and understandable manner using the report form. Students are expected to use various structural and visual elements to enhance understanding in the report. Students make a brief oral presentation of their report.

The Topic

Students write a technical report on a selected topic, preferably based on a topic about which they have either a particular interest or an expertise. (Suggestions for topics include explaining the process of burning a CD, indicating the function of a bike derailleur, demonstrating a production process such as making donuts or French fries, outlining proper hygiene techniques or nutrition needs for a newborn infant).

The Components – Written Report

The written report must contain the following components:

· a creative title page which reflects the content of the report in a symbolic fashion;

· a table of contents outlining the parts of the report;

· an introduction that identifies the topic and the purpose of the report;

· technical information (including specialized vocabulary) organized under various headings;

· a chart, graph, or illustration, which presents the technical information in visual format;

· use of design elements such as colour, borders, size, spacing, and font;

· a conclusion that presents a summary, insights, or recommendations.

The Components – Oral Report

The oral report must contain the following components:

· specialized vocabulary;

· voice projection, pace, visual aids, gestures, and body language;

· clarity of information and organization.

Due Date

Appendix IV

Technical Writing Checklist

Group Number:

Group Members:

I _______________________________

II _______________________________

III _______________________________

IV _______________________________

V _______________________________

Examine the sample of technical writing and answer the following questions.

1. Write the title for this piece.

Title of piece :___________________________________

2. If no title is available, create a suitable title.

Possible title: ___________________________________

3. What subject or topic does this writing deal with?

4. Find and list five examples of specialized vocabulary. Beside each example interpret the meaning of the term.

I ___________________________________________________________

II ___________________________________________________________

III ___________________________________________________________

IV ___________________________________________________________

V ___________________________________________________________

5. Briefly explain the purpose for this piece of technical writing. For example, is it informing the reader of a new product? Is it instructing the reader to assemble a product?

Appendix V

Checklist Evaluation of Fire Alarm Notice

The purpose of a fire alarm notice is to give clear instructions as to what people should do in an emergency caused by fire. Besides clarity, the notice should also display important information prominently.

Part I: Self-Assessment

Check to see if your fire alarm notice has the following features:

Information	Does it tell you what to do in case of fire?
	Does it tell you where to go in case of fire?
	Does it tell you what your alternate route of escape is?
	Does it tell you what number to call if you cannot physically leave the location?

Size of Print	Do the important words have bigger print?
	Do the bigger words clearly stand out from the other, less important, information?

Colour	Does your notice have different colours?
	Do the colours catch the viewers’ attention?

Graphics	Are graphics used? (borders, bullets, spacing, etc.)
		Borders
		Bullets
		Spacing
		Others

Neatness	Are the words legible?
	Is the information cluttered or neatly organized?

Part II: Peer Assessment

On a separate sheet of paper, complete the assessment of other notices by, first of all, determining whether or not the notices contain the above information (Part I). Then, answer the following questions:

1. Which of the notices is the most effective? Defend your choice.

2. Appraise the design elements. Which do you consider to be the most important in creating an impression?

3. In what ways is the fire alarm notice similar to other notices you have observed? Support your answer.

Appendix VI

Technical Report Writing Process Checklist

The following is a checklist to be used as a reference to confirm completed stages of the summative assessments: the technical report and the final oral presentation.

To ensure that all required expectations are being addressed, the student should frequently consult the rubrics to be used by the teacher for these final summative assessments.

Name:

1. Choice of Topic	Appropriate:	_____
	Inappropriate:	_____
	Recommendations:	_____

2. Collection of Information	Sufficient:	______
	Insufficient:	______
	Recommendations:	______

3. Organization of Material	Sufficient:	______
· introduction that identifies the topic	Insufficient:	______
· body that presents information and data	Recommendations:	______
· connected and coherent paragraphs
· consistent writing pattern to present information and ideas
· appropriate subheadings, graphics, illustrations, charts, and/or graphs
· conclusion that presents insights or recommendations

4. Peer Assessment and Revisions	Yes:	_______
	No:	_______
	Recommendations:	_______

5. Table of Contents	Yes:	_______
	No:	_______
	Recommendations:	_______

6. Creative Title Page	Yes:	________
	No:	________
	Recommendations:	________

7. Oral Presentation	Yes:	________
	No:	________
	Recommendations:	________

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