Unit: 6. Communication is More than Words
Polk County Curriculum
Teacher / Team Name:
1. Know - Understand - Do Organizer
6. Communication is More than Words
Which standards are students learning in this unit?
Both writers and speakers have the ability to engage readers and listeners and to impact perception.
LA.C.1.4.4 -- Important
identify bias, prejudice, or propaganda in oral messages.
LA.C.2.4.1 -- Important
determine main concept and supporting details in order to analyze and evaluate nonprint media messages.
LA.C.2.4.2 -- Important
understand factors that influence the effectiveness of nonverbal cues used in nonprint media, such as the viewer's past experiences and preferences, and the context in which the cues are presented.
LA.C.3.4.1 -- Important
use volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
LA.C.3.4.2 -- Compact
select and use a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences (including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations).
LA.910.1.6.2 -- Important
listen to, read, and discuss familiar and conceptually challenging text;
LA.910.1.6.3 -- Essential
use context clues to determine meanings of unfamiliar words;
LA.910.2.2.1 -- Essential
analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings);
LA.910.2.2.2 -- Essential
use information from the text to answer questions or to state the main idea or provide relevant details;
LA.910.2.2.4 -- Important
identify and analyze the characteristics of a variety of types of text (e.g., references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text);
LA.910.2.2.5 -- Important
select a variety of age- and ability-appropriate non-fiction materials (e.g., biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.
LA.910.4.2.3 -- Essential
write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
Know - Understand - Do Organizer
Student Learning Map
How is connotation used in media to impact perception? 1.6.6
How can one analyze and evaluate how different media messages treat the same topic? 1.7.6, 2.2.3, 3.2.3
How are visual message used in technical document to enhance understanding? 2.2.4, 6.1.2
How can technology be used to create technical documents incorporating graphics? 6.1.3, 4.2.6, 4.2.1, 4.2.5
What techniques are used by persuasive writers and speakers to engage the mind and the emotions of the audience? 2.2.4, 6.3.1
How can one distinguish propaganda from ethical reasoning in media? 3.2.3
What strategies do listeners use to evaluate the validity and strength of an argument? 5.2.1
How does one develop a multimedia presentation that integrates oral presentation with text and images? 3.5.1, 3.5.2, 5.2.5
How are print and non-print media selected for a presentation? 6.3.3
How are presentation skills used to engage the audience during a multimedia presentation? 5.2.3, 5.2.4
Extending Thinking Lesson:
How might different groups respond differently to persuasive text?
Differentiating the Unit