Overview and Background: Unit: Writing for the Audience

Tim Hiebert : Cheney USD 268

Communications : Reading : English 3

Cheney High School : Grades 11 - 11 : day : Aug. - May.

Title:	Writing for the Audience
Topics:	writing effectively for a variety of audiences, purposes, and contexts
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Students will learn to write effectively for a variety of audiences, purposes, and contexts.

Print Materials Needed:

Resources:
Eulogy for Robert Kennedy, given by Ted Kennedy; Lincoln's Gettysburg Address; GW Bush addressing the nation following the attacks on Sept. 11

Resource Attachments:

Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:	KS       2
Title:	Writing
Standard(s):	Standard 2: Learners write effectively for a variety of audiences, purposes, and contexts. Benchmark 1: A proficient writer uses ideas that are well developed, clear and interesting. Benchmark 2: The proficient writer uses authentic and appropriate voice. Benchmark 3: The proficient writer uses organization that enhances the reader's understanding. Benchmark 4: The proficient writer uses effective word choice. Benchmark 5: The proficient writer uses clear and fluent sentences. Benchmark 6: The proficient writer uses standard American English conventions. Benchmark 7: The proficient writer uses a writing process that includes preparation, drafting, revising, editing, and publishing to produce a written document. Benchmark 8: The proficient writer uses writing as a tool for learning throughout the curriculum. Benchmark 9: The proficient writer uses a variety of modes of writing for different purposes and audiences.

Understandings:
user	Writing for a particular audience requires the writer to know the values and interests of that audience.

Essential Questions:
user	Why is it important to construct writing which is audience-related? What must a writer do to prepare to write for a particular audience? What "connections" must an effective writer make with an audience?

Knowledge and Skills:

Students will:
-prepare for a specific audience
-include universals which are important to include in writing for a specific audience
-include language (vocabulary) which is effective for a particular audience

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will prepare two speeches for two different audiences. Audiences will differ in 1) age, 2) education, and 3) economic status. On demand, by the drawing out of a hat, the student will perform the speech.

Students will have reached understanding by including universals, connections and items in common with a particular audience, in constructing an appropriate speech and delivering it effectively.

Other assessment evidence to be collected:
Process check
	Students will be able to critique and assess other speeches given by other students. Their ability or inability to recognize universals and connections (or the lack of them) will be an effective indicator of their knowledge and understanding of how to write effectively for a specific audience.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

1. Present examples: Eulogy for Robert Kennedy, given by Ted Kennedy; Lincoln's Gettysburg Address; GW Bush addressing the nation following the attacks on Sept. 11;
*time given for student responses, listing and defining of two or three vocabulary terms which are not clearly understood and which are important.
*additions to speeches (short) which, using hindsight, may have improved the speech or addressed the problem or circumstance more effectively.

2. PRACTICE: Quick-write practice to sort out thoughts and information (values) found in speeches. Short reflection speeches (commentary) about what merit was found in speeches.
*quick-write papers to be discussed and shared for insight and meaning
*reflection speeches should be short, but insightful

3. Review Context information: Handouts which show the context in which the speech was made. Context includes: time, day of the week, year, location, physical setting and a makeup of audience.
*students make lists of context items in a chart, and check off items as they are either met in the speech for appropriateness, or met in the occasion in which the speech was made.
*students list how some of the context items would have had an effect if they had been different.

4. Possible Audiences: Students list (may be general or made up) different audiences within the whole audience.
*students infer and process what the minority audiences may have heard in the speech and how they may or may not have agreed with what was said and for what purpose.

5. Student Demonstration: Students pick out two different audiences. They are to research those two and make inferences as to what those audiences may or may not be listening for. Students pick out two different context settings. They are to discuss what effect the contexts have on the same speech.