Team+8+MNLI+12

Team 8

Names: Sharri Tyas, Taimi Paadre Nancy Cook, Erin Mucci Grade Levels: 9-12 Subject Areas: Biology/Cabinetry

team Nancy Cook, Erin Mucci - technical writing presentation http://mccanntechnicalwriting.wikispaces.com/

Project Description (links, pictures, embedded videos, lesson plan, etc):


 * Lesson Plan- Draft**

Suggested guideline for lesson plan format (taken from the Massachusetts DESE website) 90 mins/ 2 blocks || Biology /Cabinet Making/Spec. Needs ( 9-12) || How to write a technical report, lab report, or plan of procedure. ||
 * Lesson plan Writing a Technical Report ||
 * INSTRUCTOR(S)Erin Mucci, Sharri Tyas, Nancy Cook,& Taimi Paadre || LESSON DURATION
 * COURSE TITLE AND GRADE LEVELS
 * UNIT |||| SPECIFIC TOPIC Writing Technical Reports ||
 * ESSENTIAL QUESTIONS/KEY CONCEPTS
 * INSTRUCTIONAL GOAL (S) (outcome that students should be able to demonstrate upon completion of the entire unit) ||
 * PERFORMANCE OBJECTIVE (S) (use an action verb in a description of a measurable outcome) ||
 * RATIONALE (brief justification – why you feel the students need to learn this topic) ||
 * LESSON CONTENT (what is to be taught) ||
 * STANDARDS:

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

1. Write arguments focused on //discipline-specific content//. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * 2. ** Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

3. none


 * 4. **Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


 * 5. ** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


 * 6 **. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


 * 7. ** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


 * 8. ** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


 * 9. ** Draw evidence from informational texts to support analysis, reflection, and research.

a. Focusing event (something to get the students’ attention) b. Teaching procedures/differentiation (methods you will use) c. Formative check (progress checks throughout the lesson) d. Student Participation (how you will get the students to participate/what products will students produce) e. Closure (how you will end the lesson) || =**Introduction to technical writing:**=
 * 10. **<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ||
 * INSTRUCTIONAL PROCEDURES
 * ASSESSMENTS (how you will measure outcomes to determine if the material has been learned) ||
 * MATERIALS AND AIDS/WEBSITES/REFERENCES (what you will need in order to teach this lesson) ||
 * _**
 * _**
 * Resources will be provided for them to use
 * Students will find one additional resource of their own
 * Plain English video will be introduced as a model of the type of video they will create as their final product
 * **Link to You Tube video:**[| How to ...in Plain English]
 * Students create a script and plan their video
 * Students create a short video explaining what technical writing is, when it is used

Outline for technical writing project - NC
 * Example of a technical writing rubric:**
 * The DESE Lesson Plan Format:**

Technical Writing Resource [|Technical writing with examples]
 * Examples of Sources that we can use and/or send students to:**

=Extensions and Follow-up:= [|OSMOSIS DEMO VIDEO] Lessons that require students to create technical writing