Course Profile English (ENG4C), Grade 12, College Preparation, Catholic
Unit 4: Informational Texts – Technical Communication in Our World
(Oral Presentations)
Time: 17 hours
Activity
4.1 | Activity 4.2 | Activity 4.3 | Activity
4.4 | Activity 4.5 | Activity 4.6 | Activity
4.7 | Activity 4.8 | Activity 4.9
Unit Description
The students
enrolled in this course are college-bound and many will enter into fields of
study that are practical in nature. Additionally, as people engaged in the
society around them, students encounter a variety of informational texts in
their lives, including bank reports, product descriptions, machine operations
manuals, ecology studies, and social justice analyses, among others. This unit
aims to provide students with opportunities to read extensively from a variety
of informational texts to gain the experience and skills in deciphering and
decoding these texts. Students are challenged to analyse texts in content and
in form. In their analysis of the content, students are further challenged to
make judgements on the validity of the information, and to evaluate the issues
that arise in some of the texts in light of gospel values with an informed
moral conscience. Students have already written reports as part of the
summative assignment in previous units; for this unit they use their knowledge
and skills to generate a research report, but they will also present the report
orally. The summative task entails conducting research on an appropriate
informational/technical topic, organizing and documenting research information,
completing a graphic organizer, writing a report using one of the
organizational patterns studied, and giving an effective oral presentation. To
enhance their oral presentations, students are expected to use charts and/or
diagrams.
|
Activities |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
LI1.01, LI1.03,
LI3.01, LG1.01, LG1.03, WR1.01 |
Knowledge/
Understanding Thinking/Inquiry Application |
Introducing the
summative task Reading
informational texts: identifying and understanding technical language |
|
4.2 |
LI1.03, LI2.01,
LI3.04, LG1.03, WR1.02, WR2.01 |
Knowledge/
Understanding Thinking/Inquiry |
Reading
informational texts: understanding and analysing technical information
presented in charts and in diagrams |
|
4.3 |
LI1.01, LI1.03,
LG1.04 WR2.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Reading informational
texts: provide technical information without the headings; based on their
reading, students create the headings for the text and labels for the
chart/diagrams |
|
4.4 |
LG1.03, WR5.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Grammar study:
parallel structure and the use of the colon |
|
4.5 |
LI2.03, LI3.04,
LG1.01, LG1.03, WR1.03, WR2.02, WR3.02 |
Thinking/Inquiry
Communication Application |
Creating
informational texts: for a given topic, students working in small groups are
given headings of a topic for which they write the text and information for
the diagrams or charts |
|
4.6 |
LI2.01, LI3.04,
WR1.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Gathering and
analysing technical information: for a given topic, students gather
information about one topic from several sources then determine and defend
which of the two presentations was most effective |
|
4.7 |
WR3.01, LG1.04,
LG1.05 LG2.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Informal oral
presentations in small group settings Review criteria
for effective oral presentations |
|
4.8 |
WR1.01, WR1.02,
WR1.04, WR2.02, WR3.01, WR4.01, WR4.02, WR4.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Review
expectations for the summative assignment Conferring, researching, preparing,
rehearsing technical presentation Peer Review |
|
4.9 |
LG1.03, LG1.05,
LG2.01, LG2.03, LG2.04, LG2.05, LG2.06 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Presentations Teacher-led
portfolio discussions |
Students conduct
research on an informational/technical topic of their own choosing after having
conferred with the teacher to confirm that the topic is appropriate, demanding,
and in communion with the values of Catholic teaching. Students organize and
document their research information using a graphic organizer. Students prepare
an outline of their information and by grouping it under at least five headings
and create either a chart or diagram (or both) to accompany their
presentations. A written version of the presentation is prepared. Before
presenting to the class, students rehearse their presentations with a partner.
Students’ progress is monitored throughout this unit by way of conferences and
a contract with the teacher.
Time: 1 hour
Students are
introduced to the expectations and timeline of the summative assignment. The
teacher distributes copies of the summative assignment overview to the
students, and reviews the purpose, the expectations, and the timelines of the
assignment. The next portion of the lesson reinforces the distinction between
narrative writing and informational writing. Students are provided with a short
narrative followed by an informational piece on related topic. Discussion then
follows about how narrative writing is distinguished from informational
writing. Following this, students are provided with samples of
informational/technical writing from a variety of sources. Students read at
least five different samples for comprehension, in particular to identify the use
of specialized technical language, and begin some analysis of
informational/technical writing.
Ontario Catholic
School Graduate Expectations
CGE1i - integrates
faith with life;
CGE4e - sets
appropriate goals and priorities in school, work, and personal life.
Strand(s): Literature Studies and Reading, Language
Specific
Expectations
LI1.01 - analyse and
assess ideas, issues, and explicit and implicit information in texts;
LI1.03 - select and
use a variety of effective reading strategies;
LI3.01 - analyse how
language is used in expository writing to communicate information, ideas, and
arguments;
LG1.03 - identify
and use specialized business and technical vocabulary and consolidate use of a
plain-language style in reports and essays;
LG1.01 - apply a
variety of strategies to extend vocabulary while reading, with an emphasis on
discerning nuances and judging the precision of words;
WR1.01 - investigate
potential topics for written work, including an independent study project, by
posing inquiry questions, identifying information needs and purposes for
writing, and developing research plans to acquire information and ideas.
Students:
·
have some
knowledge of research report writing format;
·
have some experience
in reading technical information, as found in informational text.
·
Review
expectations of report writing as outlined to the students in earlier units.
·
Prepare copies of
the summative assignment overview sheet to distribute (see Appendix I).
·
Find a short
narrative and a corresponding informational piece
·
Be aware of
sensitive topics that might arise in the discussion of any of the issues in the
texts, and be prepared to discuss these matters in terms of the attitudes and
values of Catholic teaching.
·
Gather sources of
information writing from a variety of sources, ensuring that they are
appropriate and demanding. It is important that students read from a variety of
sources, topics, and formats so that they can become accustomed to reading, decoding,
and deciphering informational texts
(see Resources).
·
Pre-read
technical information to determine potential difficulties with specialized
language.
·
Outline the
process and the lessons leading to the summative assignment in this unit.
·
Since the
summative assignment involves research, remind students of the importance of
acknowledging sources in order to avoid plagiarism.
·
Distribute or
read aloud a short narrative selection followed by an informational piece on a
corresponding/related topic. (For example, the teacher could use Morley
Callaghan’s short story “A Sick Call,” in which one of the characters is
suffering from pneumonia, then follow up with informational text on causes of
pneumonia or treatment of pneumonia.)
·
Be sensitive to
issues that might arise in the short story as opportunities for discussion of
our Catholic faith: respect for life, care for the sick, anointing of the sick
(sacrament of extreme unction).
·
Discuss how
informational/technical writing differs from writing in the narrative mode:
short stories, novels, and drama.
·
Make a list on
the board contrasting informational/technical writing with narrative writing.
Using a graphic organizer would be beneficial; a Venn diagram is recommended.
·
Discuss students’
experiences in encountering and working with informational/technical writing in
their own experiences in other courses, at work, and at leisure.
·
Distribute copies
of a variety of research reports. Have students read the information for
comprehension and analysis, and answer the following questions for each
selection read:
· What is the overall intent of the technical information being presented?
· Identify examples of specialized technical language.
· How did the context of the writing help to decipher the meaning of unfamiliar words?
· Note the variety of formats in which information is presented.
· Is there sufficient information to ensure for a complete understanding of the topic?
· Of all the samples, which had the clearest presentation? Explain your choice.
· Describe how the writer has organized the material and comment on its effectiveness.
· Write a brief summary of one research report.
·
Students should
read and analyse at least five different informational texts and complete the
above questions for each.
·
Conduct a class
discussion for one of the samples examined.
·
One of the five
sets of responses is submitted at the end of class for teacher assessment.
·
Students submit
one set of responses to the above for assessment; the teacher may provide
anecdotal comments.
·
A
teacher-developed rubric for the written assignment should be provided.
The teacher will:
·
vary the number
of activities for students with learning disabilities, if required;
·
provide an FM
system for students with hearing problems;
·
make available
typed notes of the lesson, if necessary.
Informational/technical
texts can be gathered from a variety of sources including texts from other
courses, Internet, specialized periodicals among others.
Below is a list of
technical topics with potential study ideas and corresponding websites:
Nutrition
(an examination of different diets, an all-vitamin diet, liquid protein diets,
soup diet, zone diet, etc., and their differences and effects) www.adietplan.com
www.losingweight.dietingweightloss.com
Fitness (the uses and differences between
aerobic and anaerobic exercise, the benefits of the stairclimber vs. the
treadmill, the proper ways to achieve toning vs. musculature in weight
training) www.holistic.com/stress_exercise.html
Health (an
examination of arthroscopic knee surgery and parts of the knee affected)
www.rogerknap.com/medica/knee_ain.htm
Allergies
(the differences between bronchitis and asthma or the effectiveness of
different treatments); www.Asthmas.bsd.uchicago.educ
Building
(the advantages of buying, building, and caring for Adirondack chairs)
www.built-to-last.com/featureshtml
Electronics
(the use of histograms, inkjet printers, and editing with digital cameras)
www.shortcourse.com/how/contents htm
Recreation
(the suitability of different types of knots for sailing, fishing, paddling,
and the outdoors) www.netknots.com
Beauty (Hair
care and the benefits and differences for hair treatments, including the use of
herbal tonics and drugs to curb hair loss and the effects of hair dyes on hair)
www.beautyspa.com htp://busywittch.com/herbs.html
Forestry
(Examine the differences and uses of soft woods vs. hardwoods, the use of
veneers, the preparation of wood for building, the different grades and compositions
of lumber)
www.forest-products-lumber-wood.com
Canadian
Consumer Reports – www.canada.looksmart.com/eus97-1861
Consumer
Reports – www.consumerreports.org/recalls
US-Canadian
Resources – www.bbb.org/outside/national.asap
The Healthy
Traveller – www.Healthytraveler.safeshopper.com/5/cat5.htm
User Guides
to Medical Literature – www.shef.ac.uk/~scharr/ir/userg.htm
Environment
Canada’s Green Lane – www.ec.gc.ca/
Environment
Health Program – www.hc-sc.gc.ca/ehd/
Canadian
Fitness and Lifestyle – www.crlri.ca//
Canadian
Nutrition Labelling – www.cspinet.org/reports/canlabel.html
Canadian
Wellness – www.canadianwellness.com
Canadian Nutrition
for Kids – www.nutritionforkids.ca/science.html
Time: 1 hour
Students use a wide
variety of examples of informational writings. The focus is to continue to
practise reading, comprehending, and assessing a variety of informational/
technical texts. Further, students are required to “read” technical information
that is presented in charts, graphs, and diagrams which are part of the
informational writings. Students work independently in assessing and evaluating
the charts and diagrams, share their responses as a class, and submit written
work for assessment.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written material effectively.
Strand(s): Literature Studies and Reading, Language, Writing
Specific
Expectations
LI1.03 - select and
use a variety of effective reading strategies;
LI2.01 - analyse how
elements of research articles and plays reinforce the works’ conclusions and
themes (intensive study);
LI3.04 - explain how
authors and editors use design elements to organize content and communicate
ideas;
WR1.02 - select and
use informational and literary forms suited to various purposes, audiences, and
situations, with a focus on research reports, summaries, and short analytical
essays;
WR2.01 - select and
use appropriate forms to produce written work for specific audiences and
purposes, with an emphasis on research reports, summaries, short analytical
essays, and scripts;
LG1.03 - identify
and use specialized business and technical vocabulary and consolidate use of a
plain-language style in reports and essays.
Students have some
experience in working with charts and diagrams.
·
Review different
types and purposes of charts: bar, line, area, pie, scatter, HLCO
(High-Low-Close-Open), and flow chart.
·
Review the
components/legends in reading charts.
·
Gather a variety
of informational/technical writing samples that include charts and diagrams.
·
Prepare a flow
chart about an aspect of our faith, e.g., steps in becoming a saint (see
Resources).
·
Review the common
elements of various informational writings noted in previous activity.
·
Introduce the
focus of this activity, namely to read and evaluate informational texts;
students are challenged to examine how charts and diagrams are used to augment
written text.
·
Distribute a
variety of samples of informational texts that include charts or diagrams or
both.
·
Students should
read and examine at least five different samples.
·
For each of the
samples, students should answer the following questions:
· What is the topic of the chart/diagram?
· Evaluate the effectiveness the parts of the legend in the chart/diagram.
· What conclusions can you make from your reading of the chart/diagram? In other words, what information is being presented by the charts/diagrams?
· How did the chart/diagram add to the informational writing overall? Explain your response.
· Suggest an alternative format for presenting the information in the chart/diagram that might make its presentation more effective. Explain your choice.
· Prepare a short written summary of the essential content of the chart.
·
Conduct a class
discussion of the results students have determined after completing their
reading and analysis.
·
Students submit
answers to the questions above for one of the charts/diagrams read and analysed
during this class.
·
Students submit
one set of responses and the written summary to the above for assessment; the
teacher uses an evaluation checklist.
The
teacher will:
·
create larger
enhanced versions of charts/diagrams for visually impaired students;
·
provide an FM
system for students with hearing difficulties;
·
make available
typed notes, if necessary.
Informational/technical
texts with diagrams can be gathered from a variety of sources. Below is a list
of resources, including suggested areas of study:
Weather (precipitation levels, cloud formations,
weather patterns, natural disasters) www.ncdc.noaa.gov/ or the
weathernetwork.com or www.ontario.weather.com or aweather.torontonian.com
Investments
(RRSP growth, examination of
long term mortgage rates and/or interest, Mutual funds, insurance rates, etc).
Worth magazine www.worth.com, Fortune Magazine, carinsurance.com, Canadian
Business www.canadianbusiness.com
Census
and Demographics (Rural vs.
Urban Population in Ontario; Ranking of top ten cities in Ontario based on
population; Demographics of Ontario’s population (density of diverse cultures)
www.gove.on.ca, www.ontario.worldweb.com/VisitorInformation/Demographics, Statistics
Canada
Sample Graphics – www.edc.org
Writing and
Graphics – www.nsd.wednest.edu/tipweb/gal_proj1.htm
Technical
Report Writing and Presentation –
www.kostic.niu.edu/PRJ-Report-Presentation.html
Feature
Comparison Chart – www.addlink.es/docs/minitabl/Tabla%20comparative
Sample
Graphs – www.statsoftinc.com/graphs.html
Graphs –
www.angelfire.com
Time: 1 hour
Students read and
analyse four or five technical articles from a variety of sources that are of
appropriate complexity. In this activity, students make judgements on the use,
purpose, and validity of headings and labels in informational writing. Students
read the text portion of the articles and analyse the charts/diagrams in the
articles. They determine which headings and labels they think would best suit
the article. A class discussion takes place following these exercises. Students
share their ideas, appraise the validity of each other’s ideas, and defend
their choices of ideas for the headings and labels, both orally and in writing.
Strand(s): Literature Studies and Reading, Language
Specific
Expectations
LI1.01 - analyse and
assess ideas, issues, and explicit and implicit information in texts;
LI1.03 - select and
use a variety of effective reading strategies;
LI3.01 - analyse how
language is used in expository writing to communicate information, ideas, and
arguments;
LI3.04 - explain how
authors and editors use design elements to organize content and communicate
ideas;
WR2.2 - select and use a level of language and a voice appropriate to
the specific purpose and intended audience of business and technical
communications and expressive writing;
LG1.03 - identify
and use specialized business and technical vocabulary and consolidate use of a
plain-language style in reports and essays;
LG1.04 - express
oneself effectively in a variety of spoken and written communications, with a
focus on using specialized vocabulary and figurative language and sustaining an
appropriate style.
Students:
·
have a clear
understanding of the use and purpose of charts/diagrams;
·
have a clear
understanding of what technical language entails;
·
have a clear idea
of the parts of a report: introduction, body, and conclusion;
·
have some
knowledge of the function of headings with text, and of labels with
charts/diagrams.
·
Find four or five
informational articles that contain technical terminology, headings, and
charts/diagrams.
·
For the informational
articles collected, remove the headings from the body of the text and for
charts and diagrams remove the labels.
·
Select
informational articles that reflect the students’ collective interests for
better participation. Some suggestions include consumer reports comparing
vehicles; CD player operational manuals; bicycles maintenance procedures;
fashion industry comparative sales analysis of denim manufacturers.
·
Review the
elements of effective charts/diagrams and the parts of charts/diagrams.
·
Discuss the
common formats in which technical information is generally presented. Make a
list of ideas on the board (ideas might include information presented under
separate headings, information listed in logical order under each heading,
etc.).
·
As a preliminary
activity, without naming the topic/title of an informational article, write the
headings of that informational article in random order on the board.
·
In a class
discussion, ask students to organize the headings in the order they think would
be most logical, despite not knowing the topic/title.
·
Use a graphic
organizer — a hierarchical chart or idea tree, for example — to record
discussion ideas on the board.
·
Have students
justify their choices with support explanations.
·
Allow students to
assess each other’s views and encourage them to revise and restate their
responses.
·
Share with the
students the topic/title of the informational text and the actual listing of
the headings. Compare how their speculations matched the actual text.
·
Provide students
with a variety of samples of informational texts with headings removed from the
body of the text and labels removed from the charts/diagrams.
·
For each
selection, students read the text, identify key technical jargon to help
determine the overall topic of the selection, compose headings for the text
portion of the article and labels for the chart/diagram portion of the article,
and organize the material in the most logical order.
·
Students should
complete this exercise for four or five different samples of informational
writing on a variety of topics and formats.
·
As the students
are working on their exercise, the teacher can confer with students to ensure
that they are on task and to see their work in progress. The teacher can ask
some questions (e.g., What textual clues in the text of informational article
helped you to determine that this would be a logical heading? What indicators
in the text assisted you in predicting which heading should follow the previous
heading? etc.), to challenge students’ assumptions, and have them defend their
analysis.
·
Students submit
their written responses for at least one of the reports that they completed in
class.
·
Submit at least
one exercise for assessment using a checklist.
The
teacher will:
·
vary the way
material is presented (oral discussion to replace a worksheet) to best meet the
needs of students;
·
create larger
enhanced versions of charts/diagrams for visually impaired students.
Print
Adams,
Janice, Cathy Costello, and Steve Naylor. Reading and Writing for Success
Senior. Toronto: Harcourt Canada Ltd., 2001. ISBN 0-7747-1490-5
Barclay,
Susanne, Judith Coghill, and Peter Weeks. Canadian Students’ Guide to
Language, Literature, and Media. Don Mills: Oxford University Press, 2001.
ISBN 0-19-541675-9
Blicq, Ron
S., and Lisa Moretto. Technically-Write. Toronto: Prentice Hall, 1999.
ISBN 0-13-081177-7
Gough, Nigel
and Gael Tickner. Language at Work. Toronto: Holt, Rinehart and Winston
of Canada, Limited, 1991. ISBN 0-03-922031-1
Hilker,
Douglas, Sue Harper and Peter J. Smith. Elements of English. Toronto:
Harcourt Canada Ltd, 2000. ISBN 0-7747-1492-1
Periodicals
and Magazines such as Wood: The World’s Leading Woodworking Magazine;
Consumer Reports; PopularMechanics; Fortune: Technology Guide;
and Focus
VanAlstyne, Judith
S., Professional and Technical Writing Strategies: Communicating in
Technology And Science. Toronto: Prentice-Hall, 2002. ISBN
0-13-041279-1
Time: 2 hours
In this lesson
students examine technical literature and/or a short piece of fiction or
non-fiction involving a complex moral issue. They develop an analysis of the
literature using graphic organizers. Besides reading the technical literature
carefully and examining the most suitable graphic organizers to suit their
purpose, students also learn the proper use of parallelism and the colon, two
important grammar elements for compiling lists effectively. As well, the
students will examine the morality of the issue from the Catholic viewpoint.
Ontario Catholic
School Graduate Expectations
CGE 1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE 1e - 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”;
CGE1i - integrates
faith with life;
CGE 2a - listens
actively and critically to understand and learn in light of gospel values;
CGE 2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE 3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE 3d - makes
decisions in light of gospel values with an informed moral conscience.
Strand(s): Literature Studies and Reading, Language
Specific
Expectations
LI1.02 - analyse and
assess ideas, issues, and explicit information in texts;
LI3.01 - analyse how
language is used in expository writing to communicate information ideas and
arguments;
LI3.04 - explain how
authors and editors use design elements to organize content and communicate
ideas;
WR3.02 - select and
use appropriate organizational patterns to structure expressive writing and
multimedia presentations;
WR5.04 - edit and
proofread their own and others’ writing, identifying and correcting errors
according to the requirements for grammar, usage, spelling, and punctuation;
LG1.03 - identify
and use specialized business and technical vocabulary and consolidate use of a
plain-language style in reports and essays;
LG1.05 - recognize,
describe, and use correctly in oral and written forms the language structures
of standard Canadian English and its conventions of grammar, usage, spelling,
and punctuation.
Students:
·
understand the difference
between regular vocabulary and technical language;
·
have some
understanding of the proper use of parallelism and the colon;
·
have some
understanding of the need for parallelism and the colon;
·
have some
understanding of the issue(s) discussed in the literature and the moral
implications;
·
understand the
purpose of charts and graphs;
·
understand the
purpose and importance of titles.
·
Gather
information about the three areas of the lesson. First, find a moral issue
written from a technical viewpoint (articles on stem cell research, cloning,
use of animals in research) or articles involving characters in a moral dilemma
(peer pressure, stereo-typing of and by teens, etc.). Find examples of graphic
organizers to compile lists of data from the literature. (The T-chart,
compare/contrast matrix, or cerebral chart would be most appropriate.) Prepare
worksheets on the correct use of both parallelism and the colon. Finally,
examine the issues in the literature from a Catholic perspective (see Resources).
·
Book a computer
lab or the library/resource centre.
·
Introduce the
purpose of punctuation by providing sentences with no punctuation or faulty
punctuation; the former can be a lengthy series of sentences strung together
with no internal or external punctuation and/or a shorter sentence missing key
punctuation, e.g., When we cooked the people in the next apartment
complained. The students should understand that the purpose of punctuation
is to aid the reader in understanding the author’s meaning.
·
The students
should also arrive at the same conclusion after they see a sentence with faulty
punctuation, e.g., After the students watched the basketball game. They
walked home.
·
Next, introduce
the seven coordinating conjunctions: and, but, for, or, nor, so, yet.
·
Explain the
purpose of the seven conjunctions through a series of examples, so that the
students recognize not only the conjunctions but also their functions in
sentences.
·
Introduce the
colon and ask students to list any uses they know (time divisions, divisions of
biblical verses, business letter openings, etc, would be probable answers.)
Explain that the purpose of the colon is also to introduce a list preceded by a
complete thought e.g., Her house has four rooms: a kitchen, a
parlour, a bedroom, and a bathroom) and to introduce an example or an
explanation related to something just mentioned (e.g., The master had only
one desire: to see his gold coins).
·
Assign a brief
exercise on the colon to examine the students’ general knowledge of the colon,
in particular the last two cases mentioned above. Note: To this point
the strategies will be a review for most students and the teacher should use
this diagnostic assessment to decide the amount of time required before
proceeding.
·
Explain that in
either of these cases, the items listed after the colon should be in parallel
format. Students are probably familiar with the term parallel lines in math,
but make the distinction that in grammar, parallel construction or parallelism
is different. Put a few examples on the board of words and phrases arranged in
a parallel structure and in an unparallel structure, e.g., Michelangelo was
both a sculptor and a painter. Michelangelo was both a
sculptor and he could paint well. With a few similar examples,
students can practise putting lists of information in parallel form, e.g., To
skate, swimming, and to run / steer, shifted gears, park, accelerate / tall,
wide, thick, heaviness / lack of exercise, excess of food, sleeping loss
·
Explain through a
series of exercises that to identify parallel and unparallel elements in
sentences, students must first locate the conjunctions and then determine if
the elements they are connecting are parallel or unparallel. Example sentences
include: He was injured but confident of victory. The advantages of
taking the bus are low fare and the environment is saved.
·
Give the students
familiar, suitable topics for which they can form their own parallel lists,
with a title containing two parts separated by a colon, e.g., Having Fun: My
Top Ten Hobbies; Choosing a Car: Things to Consider. As a class, students
complete a suitable topic with the teacher making sure that the items are
parallel. The students can then complete a topic on their own as a writing
assignment.
·
Introduce a piece
of literature – either technical or literary – that contains a moral issue or
dilemma, e.g., articles explaining stem cell research, cloning, use of animals
in research, or a short piece of fiction with a relevant moral dilemma, e.g., a
peer pressure situation; supporting/losing a friend; dealing with adversity
from people and events, etc.
·
Examine the
literature to compile a list of information or observations, e.g., the
benefits/drawbacks of stem cell research; the five steps to the cloning process;
the reasons the protagonist of the story acted as he did; the characteristics
of the protagonist with proof beside each characteristic. Teachers can choose
to do this as a group or individual activity, but they must emphasize that the
points and title must make effective use of the colon and parallel structure.
·
Once the students
have completed their lists, the teacher introduces the best graphic organizer
to present the information, e.g., comparison/contrast matrix for benefits and
drawbacks of an action; T-chart for listing characteristics and proof; the
cycle graph for explaining the steps in a process; the cerebral chart for
character development.
·
Students choose
the most appropriate graph for their information and then fill in their titles
and parallel elements.
·
Once this is
complete, the teacher directs a discussion on the morality of the issue from
the Catholic viewpoint, e.g., the church’s opposition to stem cell research and
cloning; our Christian belief in the morality of our actions.
·
Assess at least
one of the worksheets in the lesson.
·
Teacher
assessment of written assignment on parallel construction.
Any senior
language text for grammar is acceptable. Suggested texts include the following:
Adams,
Janice, et al. Reading and Writing for Success Senior. Toronto: Harcourt
Press, 2001.
Conrad,
Ronald. Process and Practice. Toronto: McGraw-Hill Inc, 1993.
Norton,
Sarah and Brian Green. The Bare Essentials. Toronto: Harcourt Brace,
1993.
Suggested sites
for information on graphic organizers are the following:
www.writedesignonline.com – www.graphic.org – www.edc.org –
www.statsoftinc.com/graphs.html
Suggested
sites for articles on technical issues with moral implications are the
following:
www.bioethics.gov. – www.stemcelresearch.org – www.religioustolerance.org –
www.oml.gov
Materials
for Catholic view on moral issues include:
Shelton, Charles M., Morality and the Adolescent. New York: The
Crossroad Publishing Company, 1991. ISBN 0-8245-1134-4
Reicheert,
Richard. Making Moral Decisions—Living Our Christian Faith. Winona,
Minnesota: Saint Mary’s Press, 1983. ISBN 0-88489-150-X
McBride,
Alfred. Father McBride’s Teen Catechism. Gastonia, North Carolina: Good
Will Publishers Inc, 1995. ISBN
0-87973-704-2
Dalmais, Irene
Henri, et al. The Church at
Prayer—Principles of the Liturgy.
Collegeville, Minnesota: Liturgical Press, 1987. ISBN 0-8146-1363-2
Time: 1 hour
This lesson takes an
approach that is different from, yet related to the previous lesson.
Previously, students were given text and asked to predict headings based on
clues in the text; in this lesson they are given informational topics for which
they come up with suitable headings. After deciding on the headings, students
then formulate the text that they think would appear under the headings.
Additionally, students make conjectures about what types of charts or diagrams
would best be suited to augment such an informational article. To complete
these exercises, students are organized into small groups. Each student in each
group is individually responsible for completing the written text under at
least one heading. When all group members have completed their drafts, groups
arrange their drafts and make an informal presentation to each other within the
group. The text should contain technical language if applicable. Also, if time
permits and if the topic is suitable, students create a chart or diagram to
accompany their headings and text.
Strand(s): Literature Studies and Reading, Language
Specific
Expectations
LI2.03 - analyse how
elements of non-fiction forms influence meaning;
LI3.04 - explain how
authors and editors use design elements to organize content and communicate
ideas;
LG1.01 - apply a
variety of strategies to extend vocabulary while reading, with an emphasis on
discerning nuances and judging the precision of words;
LG1.03 - identify
and use specialized business and technical vocabulary and consolidate use of a
plain-language style in reports and essays;
WR1.03 - formulate
and refine a thesis to develop content for expressive and business and
technical writing, using information and ideas from prior knowledge and
research;
WR2.02 - select and
use a level of language and a voice appropriate to the specific purpose and
intended audience of business and technical communications and expressive
writing.
Students:
·
have a clear
understanding of the function of headings with in text;
·
have a clear
understanding of the use of labels and legends with diagrams/charts;
·
have a clear
understanding of the use and purpose of charts/diagrams;
·
have a clear
understanding of what technical language entails;
·
have a clear idea
of the parts of a report: introduction, body, and conclusion.
·
Identify the
special needs of students and prepare accommodations accordingly.
·
Provide a list of
topics or subjects that are interesting and relevant to students.
·
Group the
students according to their common interests and abilities.
·
Review the
importance of headings in the formatting of informational texts.
·
Provides or
brainstorm with the students, topics with which they have some familiarity that
are appropriate and would lend themselves to creating informational writing.
Topics selected should be relevant to postsecondary planning.
·
Organize class
into small groups of not more than four students per group.
·
Provide time for
students to research the details necessary to proceed with their assignment.
·
Each group then
discusses how its topic could be subdivided into manageable and understandable
components. The use of a graphic organizer is suggested for this portion of the
exercise.
·
Groups create
headings for the various component parts they have identified.
·
The group
discusses the overall intent of the informational text. With that in mind, each
student in the group then writes the text that might appear for one or more of
the headings, making sure to include technical language in the explanations.
·
Each group
organizes its material and makes an informal presentation within the group.
·
Where applicable,
students sketch or design a chart or diagram to accompany the report.
·
Submit graphic
organizer notes for assessment.
The teacher will vary the way material is presented, e.g., oral discussion to replace a worksheet, to best meet the needs of students.
The
following are suggested topics.
Canadian
First Aid Services: CPR and Basic First Aid – www.redcross.ca/english/firstaid/
First Aid
for Eye Injuries –
www.eyesite.ca/english/public-information/eye-conditions/first-aid.htm
First Aid
for Chemical; Exposures
– www.eyesite.ca/english/public-information/eye-conditions/ first-aid.htm
Contact
Lenses: types of soft contact lenses, difference between soft and hard lenses,
costs, dangers
– www.contactlenses.org/
Laser Surgery:
benefits, description, process, dangers, costs – www.allaboutvision
Time: 2 hours
In this lesson,
students practise several skills. They read to comprehend, to analyse and
assess information, and to cross-reference information to evaluate its
validity. After choosing a subject, students compare two sources of
informational writing on the same subject. Students working in pairs conduct
their analysis, then record their findings on a worksheet. The worksheet
outlines a comparative analysis of informational/technical texts in terms of
content, format, and critical evaluation.
Ontario Catholic
School Graduate Expectations
CGE5a - works
effectively as an interdependent team member;
CGE5e - respects the
rights, responsibilities, and contributions of self and others.
Strand(s): Literature Studies and Reading, Language, Writing
Specific
Expectations
LI2.01 - analyse how
elements of research articles and plays reinforce the works’ conclusions and
themes (intensive study);
LI3.04 - explain how
authors and editors use design elements to organize content and communicate
ideas;
WR1.02 - organize
and analyse information, ideas, and sources to suit specific forms and purposes
for writing.
Students:
·
have a clear
understanding of the use and purpose of charts/diagrams;
·
have a clear
understanding of what technical language entails;
·
have a clear idea
of the parts of a report: introduction, body, and conclusion;
·
have a clear idea
of the function of headings with text, and of labels with charts/diagrams;
·
have some ability
to critically evaluate informational/technical writing.
·
Book a computer
lab or a library/resource centre or have the students bring in articles on
suitable subjects.
·
Prepare the
worksheet for each pair of students.
·
Create a list of
suitable research comparison topics for the students.
·
Review elements
of effective technical writing: the use of clear language to explain technical
terms; relevant charts/diagrams; and suitable headings for each subsection of
the article.
·
Arrange students
in pairs for this exercise.
·
Explain the
purpose and expectations of the activity: to conduct research on a topic and to
make a critical evaluation of the sources of information. All findings will be
recorded on a worksheet.
·
Provide students
with a list of topics for comparative analysis. Topics should have relevance to
their situation as graduating students, who are exploring postsecondary
options.
·
Distribute the
worksheet to the students, indicating that they are to complete it after
gathering and analysing the contents of the two reports. (See Appendix II.)
·
Make available
articles on the students’ subjects (a computer lab would best suit this
purpose; if not available, a library/resource centre with periodicals and
magazines).
·
As the students
are accessing and analysing the reports, the teacher assists the students with
obtaining information where necessary and checks with them to ensure that they
understand the assignment.
·
Submit worksheet
for formal evaluation.
Print
Adams,
Janice, Cathy Costello, and Steve Naylor. Reading and Writing for Success
Senior. Toronto:
Harcourt Canada Ltd., 2001. ISBN 0-7747-1490-5
Barclay,
Susanne, Judith Coghill, and Peter Weeks. Canadian Students’ Guide to
Language, Literature, and Media. Don Mills: Oxford University Press, 2001.
ISBN 0-19-541675-9
Blicq, Ron
S., and Lisa Moretto. Technically-Write. Toronto: Prentice Hall, 1999.
ISBN 0-13-081177-7
Gough,
Nigel, and Gael Tickner. Language at Work. Toronto: Holt, Rinehart and
Winston of Canada, Limited, 1991. ISBN 0-03-922031-1
Hilker,
Douglas, Sue Harper, and Peter J. Smith. Elements of English. Toronto:
Harcourt Canada Ltd., 2000. ISBN 0-7747-1492-1
Periodicals
and Magazines such as Wood: The World’s Leading Woodworking Magazine;
Consumer Reports; PopularMechanics; Fortune: Technology Guide; and Focus
VanAlstyne, Judith
S. Professional and Technical Writing Strategies: Communicating in Technology
And Science. Toronto Prentice Hall, 2002. ISBN 0-13-041279-1
Internet
Cell Phones –
www.howstuffworks.com/cell-phone.htm
Time: 2 hours
Students critically analyse different styles of
oral presentations, then compose a list of criteria for effective oral
presentations. After this, students form small groups. Each group is assigned a
topic, or may choose a topic provided it is suitable. (For the purpose of this
activity, the topic need not be technical, but one that is familiar to
students. The purpose is for students to become comfortable and confident in
preparing their oral presentations. Part of the lesson deals with ethical
issues in society.) The group then determines how to subdivide the topic into
various headings, after which each group member is assigned one of the headings
and composes remarks for that heading. The group determines the best
organizational arrangement for the headings. They then make a short oral
presentation within their group. While the students are working in groups, the
teacher use this time to confer with them to determine the suitability of the
topic that they intend to research for their summative assignment.
Ontario Catholic
School Graduate Expectations
CGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE7a - acts morally
and legally as a person formed in Catholic traditions;
CGE7j - contributes
to the common good.
Strand(s): Writing, Language
Specific
Expectations
WR3.01 - use report
structure, essay structure, and organizational patterns such as induction,
deduction, and process analysis to present information and ideas in reports and
essays;
LG1.04 - express
themselves effectively in a variety of spoken and written communications, with
a focus on using specialized vocabulary and figurative language and sustaining
an appropriate style;
LG1.05 - recognize,
describe, and use correctly in oral and written form the language structures of
standard Canadian English and its conventions of grammar, usage, spelling, and
punctuation, as prescribed for this course;
LG2.01 - communicate
orally for a variety of purposes, with a focus on extending information and
ideas; exploring possibilities; drawing conclusions; understanding and using
business and technical concepts and language; and assessing ideas and arguments
for coherence, relevance, omissions, and values.
Students:
·
have some
experience working in groups;
·
have some
experience making oral presentations;
·
have some general
knowledge on the topic about which they are speaking.
·
Find samples of
different oral presentations; these could be professional videos or tapes of
student performances, or perhaps students could role-play.
·
Samples should
clearly indicate a range of competency in oral communication.
·
Preview the
resources for oral communication prior to usage.
·
The teacher
should make a list of criteria for effective oral presentations based on the
previewed resources.
·
The teacher
should prepare a list of topics that students could use for their group
discussion in this lesson. Suggestions include events, activities, or the
facilities at school: music, rules, etc. A number of these topics also deal
with ethics. Part of the discussion will involve plagiarism and the ethical use
of others’ material.
·
Review elements
of effective formats in informational texts.
·
Introduce the
focus of this lesson on making effective oral presentations.
·
Show students two
or three oral presentations which vary in competency from weak to strong.
·
Students, while
listening to the various presentations, should make point form notes
distinguishing the effectiveness of one presentation from another.
·
Discuss as a
class which presentation is most effective, and in chart form make a list on
the board of reasons/criteria.
·
Students copy the
chart into their notes and use it later as a checklist for their informal group
presentations.
·
Assign or
brainstorm a list of topics (not necessarily technical in nature) that students
can use in their groups.
·
Arrange students
into groups of not more than five students per group. Each group is either
assigned a topic or may select a select a topic from the brainstorm list.
·
The group divides
its topic into various headings. Each group member selects one of the headings
and composes remarks that would fit within that heading.
·
The group arranges
the headings
·
Each group member
makes a short, informal presentation to the other group members based on the
selected heading. During each presentation, other group members informally
assess their peers based on the list of criteria for effective presentations in
their notes taken earlier in this lesson.
·
While students
are working in groups, the teacher uses this time to confer with students to
finalize the research topics for the summative assignment.
·
Assess the
accuracy of students’ notetaking (Formative).
The teacher
will:
·
allow extra
preparation time for students who have trouble with public speaking.
Videos
Oral Presentation
Practice Videos – www.wfu.edu/organizations/TLC/oral.htm
Oral Presentation
Skills Videos – http://ec.hku.hk/tops/
Oral Presentation
Videos – www.acics.org/library/admin.pdf
Electronic
Deliver Your
Presentation – www.abacon.com/pubspeak/deliver/deliver.html
Organizing Your
Talks – www.abacon.com/pubspeak/organize/organize.html
Public Speaking –
www.public-speaking.org/public-speaking-transition-article.htm
Tips for Oral
Presentations – www.public-speaking.org/public-speaking-articles.html
Time: 5 hours
Students receive
their assignment contracts which outline expectations and responsibilities.
Students are given time to research information about the
informational/technical topic that they have selected. After conducting
sufficient research, students must document their sources, organize their
information, and formulate a written outline for their oral presentation.
Students then rehearse their oral presentation with a peer, using a formal
checklist. Students also use this time to create charts and/or diagrams that
they will use in presentations. Students are expected to confer with the
teacher daily, and submit their contract that records their progress. These
items are submitted with the final written report.
Strand(s): Writing, Language
Specific
Expectations
WR1.01 - investigate
potential topics for written work, including an independent study project, by
posing inquiry questions, identifying information needs and purposes for
writing, and developing research plans to acquire information and ideas;
WR1.02 - organize
and analyse information the information, ideas, and sources to suit specific
forms and purposes for writing;
WR1.04 - assess
information and ideas from research to determine whether they are sufficient,
reliable, credible, and suitable to the form and the purpose for writing;
WR2.02 - select and
use a level of language and a voice appropriate to the specific purpose and
intended audience of business and technical communications and expressive
writing;
WR3.01 - use report
structure, essay structure, and organizational patterns such as induction,
deduction, and process analysis to present information and ideas in reports and
essays;
WR4.01 - revise
drafts to strengthen content and improve organization by adding relevant
details and examples, reordering ideas, and strengthening connections;
WR4.02 - revise
drafts to improve precision and clarity of expression;
WR4.04 - revise
drafts to integrate researched information, ideas, and quotations appropriately
and ethically, checking all material for accuracy;
LG2.03 - use
critical listening skills to analyse and assess the content of oral
presentations;
LG2.06 - identify
strengths and weaknesses in their oral communication skills and create an
action plan for improvement.
Students:
·
clearly
understand all aspects of the summative assignment as outlined to them in the
first lesson of this unit when they received the Summative Assignment Overview
(Appendix I);
·
are aware of the
need to document their sources to avoid plagiarism;
·
are familiar with
format procedures for documenting researched information, i.e., MLA format;
·
are critical of
the validity of some research sources.
·
Prepare copies of
assignment contract, assessment form, and evaluation rubric.
·
Book the
library/resource centre and computer lab.
·
Provide resources
for students to work on charts and/diagrams.
·
Provide access to
examples of proper documentation format for those who require some review.
·
Review the
overall expectations of the summative assignment (see Appendix I)
·
Distribute copies
of the Assignment Contract (see Appendix III).
·
Establish the
daily expectations as outlined in the contract, specifically emphasizing that
the students complete and date each step of their project and submit the
contract for assessment each day.
·
Confer with
students to assist them with researching information, documenting sources,
organizing research notes, completing an outline, and creating charts and diagrams
for the presentation.
·
Collect the
contracts at the end of each lesson to record progress, to make comments, and
to offer suggestions for revision and improvements.
·
Distribute copies
of the self- and peer assessment checklist (see Appendix IV). Explain to
students the procedures for using the checklists at stage 5 of the contract as
a means for improving their project overall.
·
Distribute and
explain the evaluation criteria as listed in the evaluation rubric (see
Appendix V).
·
Create a
presentation schedule.
·
A written report
is also required. A teacher-developed rubric similar to the one in Appendix V
should be prepared and discussed with the students.
·
Assess students’
progress by their daily completion of the checklists and the contract.
·
The teacher
evaluates written report (Summative).
Resources will
depend entirely on the topics that the students have selected.
Time: 6 hours
During the next four
lessons students present their summative assignments and the teacher evaluates
them. Each presentation should last at least 10 minutes. The teacher directs
students to maintain a portfolio in which they record key information,
summaries, analysis, and assessment of each of the presentations. As a summary
activity each day, the teacher leads a discussion centred on students’
observations from their portfolios.
Ontario Catholic
School Graduate Expectations
CGE5g - achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE7b - accepts
accountability for one’s own actions.
Strand(s): Language
Specific
Expectations
LG1.03 - identify and
use specialized business and technical vocabulary and consolidate use of a
plain-language style in reports and essays;
LG1.05 - recognize,
describe, and use correctly, in oral and written language, the language
structures of standard Canadian English and its conventions of grammar, usage,
spelling, and punctuation, as prescribed for this course;
LG2.01 - communicate
orally for a variety of purposes, with a focus on extending information and
ideas; exploring possibilities; drawing conclusions; understanding and using
business and technical concepts and language; and assessing ideas and arguments
for coherence, relevance, omissions, and values;
LG2.03 - use
critical listening skills to analyse and assess the content of oral
presentations using appropriate technical language);
LG2.04 - plan and
deliver oral presentations and conduct interviews, with a focus on researching
information and ideas, organizing, rehearsing, and revising;
LG2.05 - use
techniques for making effective oral presentations, with a focus on previewing,
reviewing, summarizing, using parallel structure, sustaining an appropriate
tone, and incorporating props, handouts, charts and other visual aids, and
technology;
LG2.06 - identify
strengths and weaknesses in their oral communication skills and create an
action plan for improvement.
·
Verify that
students are aware of the order of presentations.
·
Provide
audio/visual resources as needed.
Students:
·
are aware of
effective oral presentations when dealing with informational/technical topics;
·
use charts and/or
diagrams effectively in oral presentations;
·
are familiar with
recording information from oral presentations in a graphic organizer.
·
Instruct students
to maintain a portfolio of their observations of the presentations.
·
Portfolio
observations should include the following: a point-form outline of each of the
presentations, including the headings used; critical observations of both the
content and the oral delivery; and any questions that the research might bring
out.
·
As a summary
activity at the end of each lesson, the teacher leads a discussion based on
students’ observations from their portfolios. Discussion topics could include
such questions as:
· Were there any omissions in the research?
· Was the research valid and sufficient?
· How could this research be considered from a different perspective?
· How could this research be extended?
·
Collect the
students’ written outlines prior to their presentations.
·
Evaluate
summative assignments according to established criteria (see Appendix V).
·
Collect
presentation portfolios for informal assessment.
·
Collect written
outline of each presentation.
·
Evaluate
summative assignments according to established criteria (see Appendix V)
Passages
12. Gage Learning Corporation,
2002. ISBN 7715-09588
Gage
Canadian Student Writer’s Guide.
ISBN 7715-13186
Passages 12
Teacher’s Guide. ISBN
7715-09596
Name:
Instructions
Students conduct
research on an informational/technical topic of their own choosing. Having
gathered information (three to five varied sources), students then organize the
information. Students prepare an outline of their information, document their
sources, and group the information under at least five headings. Students then
create either a chart or diagram (or both) to accompany their presentation.
Before presenting to the class, students rehearse their presentations with a
partner. During this rehearsal, the students peer assess each other. At all
times throughout the process, students are expected to confer with their
teacher and make reference to the evaluation rubric.
Expectations
·
Select a topic
·
Conduct research
·
Organize information
·
Document sources
·
Formulate an
outline (5 headings)
·
Create
chart/diagram for the presentation
·
Rehearse the
presentation
Assessment and
Evaluation
·
Teacher
observation
·
Self assessment
·
Peer assessment
·
Oral presentation
evaluation
Due Dates
·
topic
·
sources
·
outline
·
chart/diagram
·
rehearsal
·
presentation
Evaluation Levels
R insufficient or no evidence
I limited effectiveness
II some effectiveness
III considerable effectiveness
IV high degree of effectiveness
Name:
Instructions
Complete both parts of the worksheet. Part I of the worksheet is completed with a partner.
Part II is completed individually. Record responses on a separate piece of paper.
Part I Gathering and Assessing Information
1. Research Topic:
2. Information Source 1: Document the source
using proper MLA format
3. Information Source 2: Document the source
using proper MLA format
4. Name the headings from each source, then
briefly summarize the information under each heading.
|
i) |
i) |
|
ii) |
ii) |
|
iii) |
iii) |
|
iv) |
iv) |
|
v) |
v) |
5. Name the charts/diagrams in the reports.
Summarize your interpretation of the information being presented.
Part II Critical Evaluation
1. Which report presented more useful
information? Explain.
2. Which report contained more effective graphic
designs, charts, etc.? Explain.
3. In what ways could either one of the reports
be modified to make it more effective?
4. Can we trust the source of the material? How
could we check for this?
5. Consider who would find these reports useful.
Why?
Summative
Assignment Contract
Name:
Comments
1. Research Topic:
Date –
2. Research Sources:
i)
ii)
iii)
Date –
3. Research Organized
Date –
4. Presentation Outline/Headings
Date –
5. Presentation Rehearsal/Peer Assessment
Date –
6. Charts/Diagrams
Date –
Self Assessment of
the Oral Presentation
Does my final
presentation contain
q a
clear indication of the topic?
q at
least 5 subheadings that divide the information in separate sections?
q sufficient
information clearly explained under each heading?
q the
use of specialized technical language?
q sufficient
information from 3 to 5 varied resources?
q appropriate
charts/diagrams to accompany my presentation?
q proper
documentation of all sources?
Peer Assessment of
the Oral Presentation
Students rehearse
their oral presentations with a partner. Partners assess the oral presentation
using the checklist below. Students conduct a peer conference following the
rehearsal. The recommendations for improvement are a tool to aid in the
students’ upcoming formal presentation.
The
evaluation scale is based on a rating of 1 (least effective) to 4 (the most
effective).
1. The student presented sufficient information
on the chosen topic.
1 2 3 4
2. The information was presented in an organized
fashion.
1 2 3 4
3. The student used at least 5 clearly worded
headings to present the information.
1 2 3 4
4. The student used specialized technical
language appropriate for the topic.
1 2 3 4
5. The student used and clearly explained
accompanying charts/diagrams in the presentation.
1 2 3 4
6. The student used appropriate tone, volume,
pronunciation, and enunciation.
1 2 3 4
7. The student used correctly the language
conventions of standard Canadian English.
1 2 3 4
Overall Evaluation
(on a scale from 1 to 4):
Overall Comments and
Recommendations for Improvement:
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- demonstrates a
limited understanding of specialized business and technical vocabulary |
- demonstrates
some understanding of specialized business and technical vocabulary |
- demonstrates
considerable understanding of specialized business and technical vocabulary |
- demonstrates
thorough understanding of specialized business and technical vocabulary |
|
Thinking/
Inquiry |
- demonstrates
limited organization and analysis of sufficient information to suit form and
purpose |
- demonstrates
some organization and analysis of sufficient information to suit form and
purpose |
- demonstrates
considerable organization and analysis of sufficient information to suit form
and purpose |
- demonstrates
thorough organization and analysis of sufficient information to suit form and
purpose |
|
Communication |
- demonstrates
limited use of specialized business and technical vocabulary in oral
presentation |
- demonstrates
some use of specialized business and technical vocabulary in oral
presentation |
- demonstrates
considerable use of specialized business and technical vocabulary in oral
presentation |
- demonstrates
thorough use of specialized business and technical vocabulary in oral
presentation |
|
Application |
- uses language
conventions with limited accuracy and effectiveness |
- uses language
conventions with some accuracy and effectiveness |
- uses language
conventions with considerable accuracy and effectiveness |
- uses language
conventions with thorough accuracy and effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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