Professional Communications
Useful Writing: Proper Writing Techniques and Exploring Useful Sites
Arts, AV Technology & Communication
Lesson Plan
Performance Objective
Students will be able to demonstrate use of content, technical concepts, and vocabulary. Students will use
correct grammar, punctuation, and terminology to write and edit documents and to compose and edit copy
for a variety of written documents.
Specific Objectives
• Students will review grammar terms.
• Students will review writing expectations.
• Students will complete a grammar quiz.
• Students will select two useful sites to review.
• Students will explore relevant sources addressing research questions and record the information they
gather.
• Students will identify a variety of useful websites that can be used as resources throughout schooling.
• Students will be able to discuss and evaluate writing assignments.
Terms
Abbreviation
Apostrophe
Capitalization
Colon
Comma
Contraction
Dash
Exclamation Point
Homonym
Hyphen
Internal Punctuation
Parallel Structure
Parentheses
Period
Permanent Compound
Proper Noun
Punctuation
Question Mark
Quotation Marks
Semicolon
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
1
Temporary Compound
Terminal Punctuation
Time
When taught as written, this lesson should take approximately 4.5 class periods to complete.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.99. (c) Knowledge and Skills
(1) The student applies English language arts in professional communications projects. The student is expected
to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communication.
(3) The student understands and examines problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills independently and in teams to solve problems.
(4) The student applies information technology applications. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or database
applications for professional communications projects.
(8) The student applies ethical decision making and understands and complies with laws regarding use of
technology in communications. The student is expected to:
(A) exhibit ethical conduct;
(B) discuss copyright laws in relation to fair use and duplication of materials; and
(C) analyze the impact of communications on society, including concepts related to persuasiveness,
marketing, and point of view.
(10) The student develops an understanding of professional communications through exploration of the
career cluster. The student is expected to:
(F) use a variety of strategies to acquire information from electronic resources.
Interdisciplinary Correlations:
English-English I, II, III, IV and V
(4) (b) (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing.
(4) (b) (17) Students understand the function of and use the conventions of academic language when speaking
and writing. Students will continue to apply earlier standards with greater complexity.
(4) (b) (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions.
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
2
(4) (b) (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell
correctly, including using various resources to determine and check correct spellings.
(4) (b) (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for
answering them.
(4) (b) (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant
sources addressing a research question and systematically record the information they gather.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Technical Writers
O*Net Number: 27-3042.00
Reported Job Titles: Documentation Designer, Documentation Specialist, Engineering Writer, Expert
Medical Writer, Information Developer, Narrative Writer, Requirements Analyst, Senior Technical Writer,
Technical Communicator, Technical Writer
Tasks:
•
•
•
•
•
•
•
•
•
•
Organize material and complete writing assignment according to set standards regarding order, clarity,
conciseness, style, and terminology.
Maintain records and files of work and revisions.
Edit, standardize, or make changes to material prepared by other writers or establishment personnel.
Select photographs, drawings, sketches, diagrams, and charts to illustrate material.
Interview production and engineering personnel and read journals and other material to become
familiar with product technologies and production methods.
Develop or maintain online help documentation.
Assist in laying out material for publication.
Study drawings, specifications, mockups, and product samples to integrate and delineate technology,
operating procedure, and production sequence and detail.
Arrange for typing, duplication, and distribution of material.
Observe production, developmental, and experimental activities to determine operating procedure
and detail.
Soft Skills: Critical Thinking, Judgment and Decision Making, Listening Comprehension
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
• Review and familiarize yourself with the terminology, website links, and slide presentation.
• Be prepared to assign two useful websites for each student and answer questions about the assigned
websites.
• Have materials and software ready for use prior to the start of the lesson.
References
Roberts, S. J. (2012). Fundamentals of business communication. Tinley Park, IL: The Goodheart-Willcox
Company, Inc.
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
3
Instructional Aids
• Lesson Plan: Useful Writing: Writing Techniques and Exploring Useful Sites
• Slide Presentation: Useful Writing: Writing Techniques and Exploring Useful Sites
• Grammar terms
• Homonyms handout
• Grammar Quiz handout and Answer Key
• Useful Writing Websites Outline handout
• Useful Writing Grading Rubric
• Teacher computer and projection unit
• Computer online access for website link displays
• Pen or pencil
Introduction
Ask students what they know about proper sentence structure and grammar, and ask if they ever use websites
to help with different subjects in school. Then review the following:
•
•
•
•
List some websites you go to on the internet or cell phone applications that help you in daily life and in
school.
List some grammar rules you know to follow when writing.
How do you separate paragraphs?
What is the rule of thumb for how many sentences should be in a paragraph, and how many
paragraphs should be in an essay?
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
4
Students will complete the instructions
and answer questions on the Hando
Outline
MI
Outline
Instructor Notes
I: Useful Writing
II: Writing Expectations
a. Sentences, spelling, structure
b. Paragraphs
c. Essays
d. Between paragraphs
III: Grammar and Spelling
IV: Homonyms
V: Useful Websites
VI: Proper Formatting and Useful Writing
VII: Brainstorming For Useful Websites
IV: Checkpoint
Note: During the next 4.5 class
periods, go through the slide
presentation with students.
Discuss information and have
students follow along by
completing the handouts and
gathering information through
exploring their chosen
websites.
As you go through each slide,
move about the room to
observe as students follow the
directions and complete the
steps on their computers.
Review each aspect of the
assignment and discuss the
steps students will take in
completing their projects.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
5
Application
Guided Practice
1. Introduce the slide presentation. Go over terminology and make sure students understand terms.
2. After defining the terms, go back through the slides to demonstrate and model techniques for proper
writing expectations. Explain that students will explore various websites and write a review of two
websites.
3. Review the information in the slides, and answer any questions.
4. Go over grading requirements based on the attached rubric.
Independent Practice
Students will work individually to collect and assemble information.
1. Students will review the expectations, grading rubric and handouts.
2. Students will write their website reviews using the Useful Writing Websites Outline.
3. Students will study terminology, prepare, and complete the quiz.
4. Students will participate in class presentations and discussion.
Pacing Recommendation:
Lesson Explanation, Slide Presentation and Grammar Terms:
Go over each slide to introduce lesson to students.
Key Terms – Have students define terms and create flashcards.
(Teacher may create a game or let students quiz each other –
partner quizzing, team competition, game format, etc.)
Handouts:
Go over the Handouts: Homonyms and Grammar Quiz
Students will complete both.
Handouts:
Go over the Handout: Useful Writing Websites Outline
Brainstorm for websites to explore.
Students will complete both website reviews.
Discuss:
Students present their findings.
Have students peer-edit the reviews.
1.5 lesson periods
1 lesson period
1 lesson period
1 lesson period
Summary
Review
Review talking points from the presentation and key terms from slide presentation.
Discuss any issues that come up while working on the handouts or the review assignment.
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
6
Evaluation
Informal Assessment
Students may be informally assessed through the following methods:
• Instructor observation during presentation, guided practice and independent practice
• Observe as students follow the steps on each slide; review or reteach as needed.
• Check understanding of terms orally.
Formal Assessment
Students may be formally assessed through the following methods:
• Homonyms handout
• Grammar Quiz
• Useful Writing Website Outline
• Useful Writing Grading Rubric
•
Enrichment
Extension
Have students brainstorm possible future writing assignments that require the same skills acquired from this
lesson. Have students compile a list of useful websites that could be a resource list to be used for other
classes.
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
7
Homonyms Handout
Directions: Define “Homonym” and then write a homonym for each of the words below.
Definition of Homonym: _____________________________________________________
1.
Tee
______________________________
2.
Stare
______________________________
3.
Paws
______________________________
4.
Genes
______________________________
5.
I
______________________________
6.
Swayed
______________________________
7.
Band
______________________________
8.
Cell
______________________________
9.
Chute
______________________________
10.
Days
______________________________
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
8
Grammar Quiz
1. Terminal punctuation marks are periods, question marks, exclamation marks, and ____.
A. colons
B. hyphens
C. quotation marks
D. None of the above
2. Internal punctuation marks are commas, dashes, parentheses, semicolons, apostrophes, and ____.
A. colons
B. hyphens
C. quotation marks
D. All of the above
3. When uncertain of the meaning or correct usage of a word, consult a(an) ____.
A. dictionary
B. glossary
C. index
D. thesaurus
4. A proper noun ____.
A. begins with a capital letter
B. identifies a specific person, place, or thing
C. includes names of regions and buildings
D. All of the above
5. Parallel structures use the same word or phrase form for all items in a series.
A. True
B. False
6. Parallel clauses are written in parallel pattern, allowing for a change in the voice of the verb, not the form.
A. True
B. False
7. The following sentence is properly punctuated: Manual bought a train ticket and then he changed his plans.
A. True
B. False
8. The following sentence is properly punctuated: The employees’ lounge is undergoing renovations.
A. True
B. False
9. The following sentence is properly punctuated: Did the teacher say, “The bus arrives at 3:00 pm?”
A. True
B. False
10. The following sentence is properly punctuated: Hurry! The train is coming.
A. True
B. False
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
9
Grammar Quiz Answer Key
1. Terminal punctuation marks are periods, question marks, exclamation marks, and ____.
A. colons
B. hyphens
C. quotation marks
D. None of the above
2. Internal punctuation marks are commas, dashes, parentheses, semicolons, apostrophes, and ____.
A. colons
B. hyphens
C. quotation marks
D. All of the above
3. When uncertain of the meaning or correct usage of a word, consult a(an) ____.
A. dictionary
B. glossary
C. index
D. thesaurus
4. A proper noun ____.
A. begins with a capital letter
B. identifies a specific person, place, or thing
C. includes names of regions and buildings
D. All of the above
5. Parallel structures use the same word or phrase form for all items in a series.
A. True
B. False
6. Parallel clauses are written in parallel pattern, allowing for a change in the voice of the verb, not the form.
A. True
B. False
7. The following sentence is properly punctuated: Manual bought a train ticket and then he changed his plans.
A. True
B. False (compound sentences require a comma)
8. The following sentence is properly punctuated: The employees’ lounge is undergoing renovations.
A. True
B. False
9. The following sentence is properly punctuated: Did the teacher say, “The bus arrives at 3:00 pm?”
A. True
B. False (The quotation is a statement)
10. The following sentence is properly punctuated: Hurry! The train is coming.
A. True
B. False
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
10
Website #1 (Name or link):
Useful Writing Websites Outline
Information contained in
website:
Usefulness of website:
List of those who would
benefit from this website:
Review of website:
Website #2 (Name or link):
Information contained in
website:
Usefulness of website:
List of those who would
benefit from this website:
Paragraph:
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
11
Useful Writing Grading Rubric
**Note: This rubric includes assessments for three separate assignments.
Criteria
Homonyms
(100 pts)
Grammar Quiz
(100 pts)
Useful Sites
(100 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
10 points each
0 points
10 points for
each correct
answer.
Did not attempt
10 points each
0 points
10 points for
each correct
answer.
Did not attempt
90-100 points
The review for
each site is
complete with
proper sentence
structure and
correct grammar.
70-89 points
50-69 points
0-49 points
The student has
several
grammatical and
structural errors.
Various errors
detract from the
coherence of the
assignment.
Assignment is
incomplete or not
attempted.
Points
TOTAL
POINTS:
AAVTC: Professional Communications: Useful Writing: Writing Techniques and Exploring Useful Sites
Copyright © Texas Education Agency, 2015. All rights reserved.
12