Leah Newton Lesson Topic: Audience and Purpose Grade level: 9 Length of lesson: 90 minutes + GRASPS performance (60

minutes)

UBD Lesson Plan

Curricular Context / Overview: This unit in Language Arts, we have been focusing on genres of literature. Students have learned how to identify and create various genres of literature. Currently, students are investigating the relationship between genre, audience, and purpose. Stage 1 Desired Results: Goals/Content Standard(s): o Goal (Objective): Given examples of authors who effectively utilize genre in conjunction with audience and purpose, the student will be able to utilize a self-selected genre to communicate a message to an audience. The student will justify his choice of audience, genre, and purpose, and will identify and evaluate these elements in another students work to 100% accuracy. o Standard: 2.A.4c Describe relationships between the authors style, literary form (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the reader. Understanding(s)/ Goals: o Enduring Understandings: - Genres of literature lend themselves toward particular audiences and purposes. Before accepting information at face value, consider who the author is targeting, through which methods, and why. - All messages are not best conveyed in the same manner. Before choosing how to communicate, first consider your audience and purpose. o Essential/Overarching Questions: - Why do various genres of literature lend themselves toward particular audiences and purposes? - Why is it important to evaluate the genre, audience, and purpose of literature before internalizing messages and information? - How will the audience and purpose of my writing affect the genre that I choose to convey my message? o Topical Questions: - Why do schools provide so much material in the form of textbooks? Consider audience and purpose. - What are the benefits and drawbacks to the textbook genre? - What would you gain or miss out on if your literature readings were in the form of novels or blogs (or other genres) rather than textbooks? - How are your work and your peers work from the GRASPS assignment affected by genre, audience, and purpose?

Knowledge (Students will know): o Stylistic characteristics of traditional and contemporary genres of literature o Common audiences and purposes for writing o Examples of literature which effectively utilizes genre in conjunction with audience and purpose Skills (Students will be able to): o Use genre-specific context clues to identify the audience and purpose of a piece of literature. o Evaluate the literature as it relates to you personally, considering the audience and purpose to inform your conclusion o Use various forms of literature to effectively communicate with diverse groups of people for a variety of purposes Stage 2 Assessment Evidence: GRASPS Performance Task: The Chocolate Challenge o Goal: Hershey has just released a new version of the Kit Kat bar, and you are to inform the masses. o Role: You are on the communications team for either Hershey or their competitor, Ghirardelli. o Audience: You will not be able to reach everyone in the world with your communication, so it would serve you well to narrow down your audience. o Situation: Its a new and improved Kit Kat bar, or is it? You can decide how this candy bar has changed it could be twelve feet long or filled with maggots. Either way, the way in which you describe the candy bar will depend upon your company affiliations. o Product, Performance, and Purpose: You choose the genre of your finished product. Depending upon your audience and purpose, you might choose to communicate via a newspaper article, brochure, YouTube video, blog entry, or televised interview. These are just a few examples and not an exhaustive list. You want to inform people about the new Kit Kat bar, but you also want to keep your job, so choose your genre, audience, and purpose carefully. o Standards and Criteria for Success: Create a communication about the Kit Kat bar. Since genre will vary, there is no requirement for length, but effort should be evident. (I would suggest, for example, a Twitter account with various postings rather than one Tweet). With your final product, you will submit a written defense in which you identify your genre/audience/purpose and explain how these elements inform one another. Another team will identify and evaluate these elements are well, so make sure they are clear and effective. Your grade will be based upon the teacher evaluation of your finished product, the evaluation you receive from your peers, and the reflectiveness of the evaluation that you provide for your peers. Other Evidence: Class discussions will serve as formative assessments. Students will also write a reflective essay in which they answer the essential/overarching questions. Stage 3 Learning Plan: WHERETO Learning Activities: o Hook and Hold Using an anticipation guide, students agree or disagree with the following statements, explaining their answers: - YouTube videos are better than newspapers for conveying information.

- Textbooks and other published materials can be trusted. - Its dishonest or unfair to change the way I speak and the topics I speak about depending upon my audience. o Where and Why - Discuss the anticipation guide as a class. - Display and discuss the essential questions to wrap up the discussion of the anticipation guide, asking students how these essential questions tie into the guide. - Explain that these will be the essential questions for the unit. - Review previous learning on genres of literature. - Provide an overview of the GRASPS performance assessment so that students will know what they will be able to accomplish once they can answer these overarching questions. o Explore, exercise, enable, and equip - PowerPoint: Students use a note-taking guide and interactively answer discussion questions during a PowerPoint on audience and purpose. The PowerPoint will define audience and purpose and will provide examples of genre-specific literature which tie in closely to audience and purpose. - Working in pairs and using a graphic organizer, students evaluate classroom textbooks in terms of the audience and purpose - Hold a class discussion, focusing upon the lessons first three topical questions. o Reflect, rethink, revise - Think-pair-share: Students write short reflective answers to each of the overarching questions. They then discuss their answers with a partner and as a class. - Class discussion: How have the answers to these overarching questions affected your understanding of the anticipation guide questions? o Evaluate work and progress - Students complete the GRASPS performance assessment - Students evaluate one anothers work o Tailor and personalize the work - Students are more likely to take ownership for their projects because they choose the content, genre, audience, and purpose. - If students desire, allow them to desire books of their choosing or textbooks from other classes instead of the literature textbook. o Organize for optimal effectiveness - Ive borrowed from the Gagne model and placed the hook in the beginning to better capture student attention. - The lesson circles back to the anticipation guide so that all activities reinforce the enduring understandings. Differentiation Techniques: Involve kinesthetic learners by instructing to students to walk to one side of the room if they agree with the anticipation guide questions and another side if they disagree. Provide physical examples of the genres of literature mentioned in the PowerPoint. Place the literature at stations around the room and have students move to the stations in groups, answering discussion questions on the genre, audience, and purpose of the pieces.