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Advanced Communications and Writing 1&2

Advanced Communications and Writing 1&2. Jen Gaddis | Lely High School August 18 th , 2011. Overview. Intro Major Concepts/Content and Objectives How the two courses relate To each other To the curriculum Great Resources Research Process Six Traits Writing

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Advanced Communications and Writing 1&2

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  1. Advanced Communications and Writing 1&2 Jen Gaddis | Lely High School August 18th, 2011

  2. Overview • Intro • Major Concepts/Content and Objectives • How the two courses relate • To each other • To the curriculum • Great Resources • Research Process • Six Traits Writing • Spring Board Online Writing Workshops • Activity Suggestions • Closing

  3. Advanced Communications • Major Concepts/Content • Research for communication • Principles of effective speaking and debate • Writing and presentation processes • Communication strategies • Analysis and evaluation of mass media communication • Multi-media production

  4. Advanced Communications • Course Objectives • Demonstrate knowledge of advanced research skills to prepare and support development of communications. • Demonstrate use of advanced oral communication skills for varied audiences, including identification and application of persuasion techniques. • Demonstrate skills used to prepare for and participate in debate. • Demonstrate proficiency in writing and presentation processes for varied audiences and purposes.

  5. Advanced Communications • Identify communication strategies needed in varied occupational settings. • Analyze varied oral (e.g., famous speeches, readings) and visual (e.g., works of art, film, graphic design) presentations as models of effective communication and expression. • Critically analyze mass media formats (e.g., newspapers, Internet, television, periodicals) and their impact on history, society, education, and culture. • Produce a multi-media presentation using two or more formats (e.g., audio, digital media, video, graphic arts).

  6. Writing 1 & 2 • Major Concepts/Content • analysis of model essays • impact of audience, purpose, and writing mode • writing process strategies • organization and support appropriate to text • various writing experiences • peer review techniques • publication of final product

  7. Writing 1 & 2 • Course Objectives • Demonstrate awareness of the characteristics of rhetorical modes of writing through analysis of selected model essays (e.g., narration, exposition, persuasion, description). • Demonstrate awareness of the impact of context on the writing process (i.e., intended audience, purpose for writing, and writing mode). • Demonstrate use of fundamental prewriting strategies to create, select, and organize ideas. • Create drafts that demonstrate use of organizational development and supporting details appropriate to the text.

  8. Writing 1 & 2 • Edit drafts for content, style, and mechanics; revise as appropriate; and proofread. • Create a variety of focused, coherent writings (e.g., personal essay, research report, persuasive composition, autobiography, response to literature). • Participate in structured peer reviews designed to improve writing through use of suggestions, questions, and statements. • Share and publish final products in the classroom, school, or community setting (e.g., reader's theatre, magazine, newsletter, portfolio, website).

  9. Project Outline

  10. Embedded Assessment Overview • Unit 1 • EA 1.1- Presenting an Interview (narrative) • EA 1.2- Creating an Ad Campaign (persuasive) • Unit 2 • EA 2.1- Creating a Story Board (multi-media narrative) • EA 2.2- Writing a Style Analysis Essay (expository) • Unit 3 • EA 3.1- Creating a Poetry Anthology (creative) • EA 3.2- Analyzing and Presenting a Poet (expository) • Unit 4 • EA 4.1- Presenting a Shakespearean Scene (presentation) • EA 4.2- Writing a Metacognitive Reflection (reflective)

  11. How the Courses Relate • To each other: • So really, what’s the difference? • Writing 1 & 2 will cover more basic topics • AdvCommmay cover additional topics or some topics in greater depth • Includes interpersonal communication skills • It all comes down to DI. • It’s a fact: Writing iscommunicating!

  12. How the Courses Relate • To the curriculum: • Freedom… • There are so many ways to fulfill the requirements for these courses. • Have fun! • Students in AdvComm and Writing will both use Spring Board. • This makes your life easier! • Many of the content and objectives for both courses are already covered in the book. • SB Embedded Assessments • Writing Workshops • Lessons can be easily adapted and expanded • Some examples…

  13. Spring Board Example-Persuasive Techniques • Advanced Communications: • Demonstrate use of advanced oral communication skills for varied audiences, including identification and application of persuasion techniques. • Writing 1 & 2: • Writing genre- Persuasive

  14. Spring Board Example-Persuasive Techniques • When completing the activity, ask students to imagine they are trying to persuade someone to eat at a certain pizza restaurant. • Discuss importance of knowing your audience • Which example is most effective and appropriate if you’re trying to convince… • a kindergartner? • a college professor? • a vegetarian? • a surfer you met at the beach?

  15. Spring Board Example-Persuasive Techniques • Writing activities • Students must convince someone of something using individual or a combination of rhetorical appeals. • Example: Using all three rhetorical appeals, write what you would say to convince your parents to let you stay at a friends house this coming weekend. • Extension: Also describe the non-verbal techniques you would use.

  16. Resources http://collierschools.com/research/

  17. Resources http://www.collierschools.com/english/la/resources.htm

  18. Resources http://springboard.collegeboard.com

  19. ANGEL • Forthcoming… • Check the Literacy Department Page! • Examples of what you will be able to access…

  20. How to Access Writing Workshops Log in > Find Materials > ELA Level 4 > Writing Workshops and Prompts Overview of SB Writing Workshops • The Writing Process • Short Story • Poetry • Personal Narrative • Script Writing • Expository Writing • Procedural Texts • Persuasive Writing • Response to Literary or Expository Text • Research

  21. Activity Suggestions • The Handshake Lesson • Daily Journals • Real Life Convincing • Building a Tower • Tonal Practice • Philosophical Chairs • Survivor • Silent Sorting

  22. Philosophical Chairs • Topic: • School Uniforms

  23. Survivor There are seven of you adrift on a lifeboat. No land is in sight. The weather is bad. The boat is leaking, and it is dangerously overburdened. The boat can only carry six passengers safely. One person must be thrown overboard or everyone will perish. The passengers: • Politician • Doctor • Police Officer • Lawyer • College Student • Mother • 4-year-old child

  24. Silent Sorting • Without speaking or writing, sort yourselves into the following order: • Chronologically by month of birth • Chronologically by date of birth • Height • Alphabetically by first name (middle/ last) • Shoe size • Length of hair • Address number (smallest to largest)

  25. Closing • Thank you! • Jen Gaddis (gaddisje) • Lely High School • x72115 • Don’t forget to check ANGEL in the coming weeks… • Links • Documents • Presentations

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