Lesson Plan Project 1

Title: Grade: Subject: Time: Communication - The key to success 8th Language Arts 7.. 50 minute class periods

General Tip: Computer lab setting is preferred but not required.

Key Goals/Enduring Understanding:

Communication is a vital component to success in relationships, knowledge acquisition and conflict resolution. The focus of this lesson is to study the power of communication and learn better communication skills creating an informational piece to lure tourists to vacation destinations.

Essential Questions:
1. What are the components of an effective visual design? 2. What are the various practices used in communications and messages to influence and persuade thoughts, feelings, and behaviors of people? (ex- exaggeration, subliminal text, close ups, time lapse, and repetition) 3. How do physical combinations of media components affect what people think about a product? (Exvisual design, text structure, language choice, sound and motion, and production special effects) 4. What are the components of effective persuasive and descriptive writing?

Learning Standards:
Sunshine State Standards: 1. LACC.68.RH.2.6 - Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 2. LACC.68.RH.3.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 3. LACC.8.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects National Educational Technology Standards: 1. Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 3. Research and Information Fluency. Students apply digital tools to gather, evaluate, synthesize, and use information.

Learning Objectives :
Students will be able to: 1. 2. 3. 4. 5. Identify aspects of a text that reveal an authors point of view or purpose Integrate visual information with other information in print and digital texts. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Utilize appropriate research strategies to locate and identify factual meaningful information. Design a vacation brochure which demonstrates creative thinking, constructing knowledge, and developing innovative products and processes using technology. 6. Persuade intended audience with knowledge of language and its conventions. 7. Communicate information in a visual and oral format.

Technology Uses :
This lesson utilizes classroom computers, the internet, social blogging, and smart board technology. Minimal Technology 1) Students gather vacation brochures from local travel agencies. 2) Students take notes on paper or teacher generated worksheets . 3) Students create paper vacation brochures 2) Students use computers and electronic note taking tools. 3) Students present vacation brochures on power point Infusion of Technology 1) Student gather vacation brochures online.

4) Students generate ideas on the white board 4) Students generate ideas on electronic mapping software.

Evaluation Closure :
Pre assessment to determine how much students already know. Using word processing, drawing and/or printing programs, and power point presentations, students create a pamphlet using principles of design, the research process model and descriptive and persuasive writing to encourage vacationers to travel to their spots. Scoring of the post assessment by teacher or an outside evaluator (another teacher, travel agent, frequent traveler) using the Vacation Location Scoring Rubric.

Possible Connections to Other Subjects:

Technology/Computers

Lesson Focus:
Examining and designing vacation brochures uses computers, Microsoft Works software, student blogging and the internet to design a brochure of a vacation location which combines design principles of text, color, graphics and other visual components with proper writing processes and conventions. The focus of the brochure presentation is capturing the attention of potential vacation travelers. Students learn about and use the research process to explore a variety of resources and identify meaningful and accurate information. A descriptive and persuasive paragraph about the vacation destination is included in the brochure. Students present the project to the class upon completion. Communication is a vital component to success in relationships, knowledge acquisition and conflict resolution. The focus of this lesson is to study the power of communication and learn better communication skills by creating an informational piece to lure tourists to vacation destinations. Students communicate information in a visual and oral format through the investigation of a vacation location in one of the fifty United States. Both written and oral communication formats are required. In addition, students gain an awareness of a multitude of vacation locations throughout the United States and engage in the research process to locate and identify meaningful information. The use of technology in this lesson allows students to use a variety of tools to design a creative vacation location brochure or presentation. Technology used as a tool for production enhances students educational experience and their engagement in the lesson and meets the technology standards and benchmarks for this grade level in Florida. This lesson addresses 3 Language Arts Sunshine State Standards including, the integration of visual information - LACC.68.RH.3.7, knowledge of language - LACC.8.L.2, and the ability to identify an authors point of view or purpose LACC.68.RH.2.6 This lesson addresses 3 NETS Standards including, Creativity and Innovation, Critical Thinking, Problem Solving, and Decision Making, and Research and Information fluency.

Lesson Design Minimal Technology:

A minimal technology version of this lesson plan features construction of paper brochures. It would utilize local vacation brochures to examine and learn from. It would also focus more on in class discussion and collaboration than technology infused collaboration.

Lesson Activities Using Technology

Day 1 Ask students to think about what components capture their attention in a vacation brochure. Discuss how visual design, text structures, language choice, sound and motion and special effects are chosen and utilized for specific audiences. Instructional Tips: Distribution of sample brochures offers visualization that may help students generate ideas. Sample brochures may be collected from local travel agencies and/or visiting web sites. (Attachment D, Web Resources for Vacation Locations) 2. Distribute the pre-assessment, the concept-mapping worksheet. (Attachment A, Pre-Assessment) 3. Allow students five minutes to fill in the circles. 4. Ask students to orally share their ideas from the concept map. 5. Display ideas in a manner visible to all students such as smart board, overhead projector, presentation device, whiteboard etc. Instructional Tips: A student may be selected as scribe to assist teacher in focusing on facilitating the class discussion. Concept mapping software in Excell may be used to generate list. (Concept mapping is a visual learning technique that helps students visualize the connection of concepts. These connections assist students in better understanding the information being presented. 6. Based on the responses, have students help create a list of ideas that illustrates good characteristics of a vacation brochure. 7. Record this list for all to see. 8. Hand out a copy of (Attachment H, Brochure Design Guidelines) 9. Discuss the vocabulary associated with design criteria. (Attachment G, Vocabulary Definitions) 10. Use examples of vacation brochures to visually illustrate design principles. (Attachment D, Web Resources for Vacation Locations) 11. Ask students to share additional components that could be used in a vacation brochure that were not previously mentioned. 12. Add these ideas to the list that was generated earlier in class. 13. Add any concepts that students have not mentioned.

14. Discuss how media communications can influence and persuade thought, feeling, behavior and key viewpoints of specific listeners and viewers. 15. Point out persuasive and descriptive language and word choices used in brochures. Instructional Tips: Discuss ways to determine the credibility of information presented in vacation pamphlets. Analyze vacation brochures to see how persuasive techniques are applied in the selling of the vacation location. Analyze vacation brochures to see how descriptive paragraphs are written to sell the location. 16. Have students write a persuasive paragraph as a group and display for all to see. Instructional Tip: Suggested topic lure vacationers to the hometown where children live. 17. Discuss persuasive writing techniques. (Attachment F, Descriptive and Persuasive Writing Guidelines) 18. Collect the Pre-Assessment from each student. 19. Distribute a small piece of paper to each student. 20. Have students write their names on this piece of paper. 21. Put all pieces of paper in a container. 22. Have students select one name out of the container. 23. As each name is selected, have students choose a state in which they will research a vacation location. Instructional Tip: Start a blog so students can collaborate outside of school. (taskstream.com or eblogger.com are free online sources) Give the students the URL. (Blog can be used as extra credit) Day Two (50 minutes) 24. Review the components of writing descriptive and persuasive paragraphs. (Attachment F, Descriptive and Persuasive Writing Guidelines) 25. Answer any questions students may have about descriptive and persuasive writing. 26. Introduce and discuss the research process model with students. (Attachment B) 27. Emphasize with students that they have a product to sell and their research needs to be accurate and in-depth, text- and web-based. Check copyright dates for currency and cite sources appropriately. (Attachment C, Format for citing research) 28. Discuss and review appropriate search strategies for locating information on the Internet. (Attachment E, Internet search strategies)

29. Provide Web sites (as well as other print, electronic, video or audio resources) where students may find information on state vacation locations. (Attachment D, Web resources) 30. Review the note-taking process with students and how to take their information, synthesize it and generate a final product. 31. Have students explore and research vacation locations in assigned state on the Internet or in the library. Instructional Tips: Partner with the librarian on this project. Students who may not have Internet access can use library resources for exploration and research. 32. Have students select no more than five vacation locations in assigned state. 33. Have students select one vacation location to research. (Attachment E, Internet Search Strategies) Day Three (50 minutes) 34. Review the design principle techniques with students. (Attachment H, Brochure Design Guidelines) 35. Review the research process, note taking, and Internet search strategies (Attachment B, Research Model Skills, and Attachment E, Internet search strats.) 36. Review elements used to write descriptive and persuasive paragraphs. (Attachment F, Writing Guidelines) 37. Discuss appropriate style to use to format bibliography (Attachment C, Format for Citing Resources) 38. Answer any questions students may have related to understanding the design elements. 39. Share and review Scoring Rubric with students. 40. Answer any questions about scoring guidelines for the project. 41. Remind students to look for information about their locations that will answer the question: What information can I find and use to entice people to visit this location? 42. Allow students the opportunity to gather information on their vacation locations on the Internet or in the library. 43. Provide sites where students may find these examples (Attachment D, Web Resources for State Vacation Locations) 44. Copy and paste information into a word processing, drawing, painting, or publishing program or save files to alternate location i.e server, disk, CD, etc. 45. Have students use word-processing software to write a descriptive paragraph of location. 46. Have students use word-processing software to write a persuasive paragraph of location.

Instructional Tip: Reminder: Descriptive and persuasive paragraphs should be written in such a way as to entice vacationers to come to this location, using persuasive language and word choice. 47. Collect completed work which represent draft copies. Day Four (50 minutes) 48. Review the design criteria techniques with students. (Attachment H, Brochure Design Guidelines) 49. Review the research process, note taking, and Internet search strategies. 50. Review appropriate style to use to format bibliography which will be handed in on a separate sheet of paper. (Attachment C, Format for Citing) 51. Answer any questions students may have related to understanding the design criteria. 52. Have students begin construction of brochure using previously gathered information from the Internet or library resources and the written descriptive and persuasive paragraphs. 53. Collect completed work (draft copies). Day Five (50 minutes) 54. Using a word processing, drawing, painting, powerpoint or publishing program, students continue working on and complete vacation brochures. Instructional Tip: If using word processing software for the brochure, give the students directions for changing from portrait to landscape, changing to three columns and adjusting the margins for folding. Also include instructions for how it will look after folding (cover, second view, back and inside panels). 55. Review effective presentation techniques in preparation for class presentation of project. (Attachment I, Effective Pres. Techniques) Day Six (50 minutes) 56. Students should revise brochures and print final versions. Instructional Tip: Help students print the brochures on both sides and fold. 57. Students practice for their presentations. 58. Collect completed brochures (draft copies). Day Seven (50 minutes) 59. Students orally present vacation location brochures combined with visual displays of vacation location brochures to the class. 60. Collect final brochures after presentations.

Rubric for Vacation Location:

Category Exemplary (4 Points) Proficient (3 Points) Partially Proficient (2 Points)
The research model process was followed 60%

Incomplete (1 Point)

Research:
Research Process Model essential questions were developed, resources were identified, information analyzed then synthesized into final product Notes The research model process was followed 100% The research model process was followed 80% The research process model was followed less than 60%

Detailed notes were taken during research process

Citing Resources

Bibliography is complete and in the correct format

Adequate notes were taken during research model process Bibliography is complete but formatting is not correct Paragraph in brochure is a good example of persuasive writing Paragraph in brochure is a good example of descriptive writing The text is clearly written with little or no editing required for grammar, punctuation, and spelling

Sketchy noted were taken during research model process Bibliography is not complete but is formatted correctly Paragraph in brochure is a fair example of persuasive writing Paragraph in brochure is a fair example of descriptive writing Spelling, punctuation, and grammar errors distract or impair readability

No notes were taken during research model process Bibliography is not complete and is not formatted correctly Paragraph in brochure exhibits no elements of persuasive writing Paragraph in brochure exhibits no elements of descriptive writing Errors in spelling, capitalization, punctuation usage and grammar repeatedly distract reader and major editing and revision required

Essay:
Persuasive Writing Paragraph in brochure exhibits excellence in persuasive writing Paragraph in brochure exhibits excellence in descriptive writing The text is written with no errors in grammar, capitalization, punctuation, and spelling

Descriptive Writing

Writing Mechanics (grammar, spelling, punctuation)

Category

Exemplary (4 Points)

Proficient (3 Points)

Partially Proficient (2 Points)

Unclear audience for whom the brochure is intended

Incomplete (1 Point)

Brochure:
Audience Identified Brochure clearly identifies the audience for whom it is intended Brochure somewhat identifies the audience for whom it is intended The layout uses horizontal and vertical white space appropriately Brochure has no definite audience

Layout (brochure appearance)

The page layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space Information is presented in logical and interesting progression which audience can follow All material is clearly related to project theme. Points are clearly made and all evidence supports project theme Images are proper size and resolution, all images enhance the content

Organization

Content

Graphics

Information is presented in logical progression which audience can follow Most of the information relates to the project theme. Many good points are made Images are used and are of proper size and resolution

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or distracting background Information is presented in illogical progression which audience has difficulty following Very little of the information relates to the project theme

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability

Information is presented in illogical progression which audience cannot follow Information does not support project theme

Information in Brochure

The information in brochure is factual, detailed, and include quotations and anecdotes

The information in the brochure is factual and detailed

Images are too large/small in size. Images are poorly cropped or color/ resolution is fuzzy The information in the brochure is questionable

Graphics do not enhance understanding of the content or are distracting

The information in the brochure is inaccurate

Text Elements (font)

Draft

The fonts easy to read and point size varies appropriately for headings and text. The use of text elements (italics, bold, align. Etc.) enhances readability Draft copy of brochure was 100% complete Student demonstrates poise, excellent articulation, proper volume, steady rate, excellent posture and eye contact; enthusiastic and confident

Sometimes the fonts are easy to read but in a few places the use of text elements do not enhance the readability

Overall readability is difficult with too many different fonts and text elements

The font is extremely difficult to read

Draft copy of brochure was 80% complete Student has clear articulation but is not as polished

Draft copy of brochure was 60% complete Student demonstrates some mumbling, little eye contact, uneven rate and little or no expression

Delivery Presence

Draft copy of brochure was less than 60% complete Student is inaudible or too loud, has no eye contact, rate is too slow/fast, seems uninterested and uses monotone

Educational Theory :
The educational theory used in this lesson plan is student centered. Also called constructivist, progressive, or project- or- problem based teaching. At this end of the teaching philosophy continuum the role of the teacher is to orchestrate different experiences for students, by creating puzzles, asking questions, or engaging in conversations with them. Constructivist teaching leads to students learning information and skills through exploration and discovery.

Adaptations :
Presentation Mode - Allow larger fonts or fewer items on brochure Response Mode - Allow the use of sign language, a communication device, Braille, or native language if it is not English. Setting Mode Allow students to work in a small group or one on one with teacher and/or ESOL helper. Timing Mode - Allow the student extra time to complete assignments. Allow students to utilize school computers after operational hours if need be.

Materials - Provide copies of teachers lecture notes or provide audiotaped lectures or books in preferred language or highlighted text/study guides and note taking assistance. Provide and review vocabulary worksheets. Instruction - Use small distinct steps in instructions and/or provide extra worksheets for understanding. Allow ESOL students to work with ESOL helper. Assessment/Grading - Change percentage of work required for passing grade.

Technology Evaluation :
You may not realize it, but several of the Office 2000 programs are great tools for taking notes and/or concept mapping during class or while you work. Microsoft Word 2000, PowerPoint 2000, Excel 2000, and Outlook 2000 all make it easy to jot down quick notes while you work, or while you sit in a meeting or a class with your portable computer. (www.office.microsoft.com) Microsoft Excel for concept mapping is easy and fast. Most educational computers will already have Microsoft software on them so there is no need to wait to download new software. (www.Internet4classrooms.com) Microsoft Word for note taking can make organizing and understanding the note process easier for students and more manageable. (http://youtu.be/LXhFLOEWYZg) Taskscreen.com or eblogger.com are great educational blogs to use for student collaboration outside of school. (http://www.alexa.com/siteinfo/eblogger.com) PowerPoint can help students tell a powerful story in their presentations and easily share their slides on the web. (office.microsoft.com en-us powerpoint ) SMART boards combine the simplicity of a whiteboard with the power of a computer, the SMART Board interactive whiteboard lets you deliver dynamic lessons, write notes in digital ink and save your work all with the simple touch of a finger. (http://smarttech.com/smartboard)

Attachment A- written

Concept Mapping

Attachment A Cont.

How to Concept Mapping with Excell Microsoft Works

The image above was produced in Excel. The image does not look like it was made in Excel because the grid lines are missing. There are two ways to accomplish this: Depress the Ctrl key and leave it held down while you tap the A key one time ( Ctrl + A ). This selects all on the worksheet. Next look on the Formatting toolbar and find the paint bucket. Click on the downward-pointing triangle to the right of the paint bucket and select the white color box. Click in the white cell. The sheet is now solid white. Your worksheet still has cells, but the grid lines are not visible. On the menu bar select the Tools menu, then slide down to select Options . Click on the View tab if it is not already selected, then deselect Gridlines . The sheet is now solid white. Once again, your worksheet still has cells, but the grid lines are not visible. For the next step, the Drawing toolbar must be open. If the toolbar is open, it will be at the bottom of the worksheet. If yours is not there, go to the View menu, select Toolbars , then slide over and click one time on Drawing . An Excel concept map is made with AutoShapes and Connectors . You draw the AutoShapes first and then connect them with the Connectors . There are several categories of Autoshapes. Basic Shapes Block Arrows Flowchart Stars and Banners Callouts More

This opens a pane of selected clip art which can be used as concept map shapes Drawing an AutoShape- Select AutoShapes on the Drawing toolbar, slide up to select one of the categories, and then slide over to click on a shape. This does not create a shape, you may draw the shape using your mouse pointer (which has turned into a cross hair). Click and drag to make the shape as large, or small, as you want it. If you need more of the same shape, copy and paste as many as you wish to have. To do that, make sure the shape is selected (it will have eight white circles around it). With the shape selected press and hold the Ctrl key and tap the C key while you are holding the Ctrl key down. With the Ctrl key still held down, tap the V key as several times to paste several copies of the shape. Resizing an AutoShape - You have three different control circles surrounding the AutoShape you just drew. White circles are for resizing. Click on one of them and drag toward the center of the shape to make it smaller, or outward from the center of the shape to make it larger. The green circle allows you to rotate the shape. Click on the green circle and pull the image around in a circle until the shape is

turned the way you want it to be. The yellow diamond allows you to change the nature of the line. Pulling the diamond away from the center of the shape to the left (called a rounded rectangle) would allow you to have a squared rectangle. Pulling the diamond toward the center of the rounded rectangle produces a more oval shape. Adding Text to an AutoShape - Right-click the autoshape and select Add Text from the pop-up menu. Consider carefully what you plan to write on the AutoShape. If you try to say too much you must make further adjustments to the text size or to the AutoShape size. Remember, since you are creating this concept map on an Excel worksheet, you can click into any cell (invisible at the moment, but still there) and add more text near the AutoShape. Adjusting an AutoShape to fit text - The rounded rectangle is not large enough to display the text typed into it. Put your mouse pointer on one of the white circles. When the cursor turns into a two-headed diagonal arrow, click and drag outward to increase the size of the shape.

Formatting an AutoShape - You may change the look of an AutoShape in several different ways; color of the background, color of the line around the shape, or you may also use fill effects which include gradient, texture, pattern, or pictures. All of this can be done from the Format AutoShape menu. However, you must click carefully. There are three shapes of cursors used to make changes to an

AutoShape.

When you move your mouse pointer into an AutoShape containing text you may see any one of the three following cursor shapes:

If your mouse pointer is over one of the white circles, the diagonal resizing cursor is displayed.

If your mouse pointer is over the text, the i-beam text editing cursor is displayed. If you attempt to display the Format Autoshape pop-up window now, you will only be able to format the font.

The move cursor is also the cursor which will allow you to display the correct Format Autoshape pop-up window. From this window you can change colors of the shape. Move your mouse pointer around carefully within the AutoShape until the four headed cursor is displayed. Right-click on that spot to bring up the Format AutoShape window. This will take some patience. If you get a Format AutoShape pop-up window that includes only Font , close the window and try again. Connecting AutoShapes - At the top of the AutoShapes pop-up menu you will see Lines and Connectors . Don't use lines as connectors. The connectors have automatic sensing capability built in, but the lines are just lines. When they are locked in place, connectors will move with AutoShapes if you decide to rearrange them. Steps for using connectors From the Drawing toolbar select the AutoShapes pop-up window, then select a connector. Without clicking in the concept map, move the connector cursor ( ) over the AutoShape. Several blue boxes will be displayed indicating where you can start a connection. Click on one of them. It is not necessary to click and drag. Move your cursor to the AutoShape that you want to connect to. More blue boxes will pop up showing places where the other end of the connector can be attached (targets). Click on one of them to select. If you see red circles at each end of the connector, then it is locked in place. If one of them is green, click on the green circle and drag it to a blue dot. To move a connector, click on one of the ends and drag it to another location.

The neat thing about the AutoShape connector targets is that they show up on all kinds of images; autoshapes, clip art, images copied from the Internet, even images created in Paint. Formatting Connectors - Place your cursor over a connector. When your mouse pointer turns to a four headed arrow, right-click directly on the line of the connector. The format pop-up window will allow you to format the color, thickness and nature of the line (solid, dashed, or dotted).

Attachment B

FINDS - Student Master, Research Process Model

Focus on information need
Narrow or broaden topic and write a thesis sentence. Determine how much information is needed. Define search terms. Outline a search plan and a timeline.

Investigate resources to search for answer

Locate collections such as fiction, nonfiction, reference, biography, nonprint, and e-resources. Apply evaluative criteria to select the best resources to answer the search question. Demonstrate an understanding of how information is organized and located. Exhibit responsible care and use of materials, e-resources, equipment, and facilities.

Note and evaluate facts and ideas to answer the question

Read, evaluate, and select information to answer search need. Take notes and record data required for citations. Analyze information gathered and compare with research need. Organize notes for clarity, coherence, and emphasis.

Develop information into knowledge for presentation

Select a presentation format appropriate for the topic, audience, purpose, content, and technology available. Analyze and synthesize collected information. Use resources and technology to create and present a quality product.

Demonstrate effective interpersonal communication skills to share ideas and information with others.

Score presentation and search process

Apply or develop evaluative criteria for information problem or product. Reflect on the search process, noting strengths and weaknesses. Make recommendations for ways to improve search strategies

Attachment C

Format for Citing Resources

Formats
In MLA style, the components are arranged this way: Author. Title. Date of publication. Date of access <URL>.

In APA style, the components are arranged this way: Author. (Date of publication). Title. Retrieved date of access, from URL.

In Chicago style, the components are arranged this way: Author. Title. Date of publication. <URL> (Date of access).

The Easy Bib Web site offers good information for citing web resources. This Web site can be accessed at the following home page Web address: content.easybib.com/citation-guides

Attachment D

Web Resources for State Vacation Locations

http://www.recreation.gov/ Recreation activities in the United States. Click on any state on the map of the United States for Recreation Areas. http://www.recreation.gov/ Click on the link to State Tourism Sites http://www.byways.org/ Americas byways. Select a state by clicking on it or by selecting it from the drop down menu. http://www.travelnotes.org/ Travel Notes guides viewer around every state in North America. From the drop down menu, choose North America, then select the state of your choice. www.seeamerica.org Links to travel information for the United States. Travel notes from North America http://www.freetodo-america.net/ USA State tourist offices links to each state. Click on any of the states to see what is Free to Do in that area. http://memory.loc.gov/ The national park system in the United States. Click on Sports and Recreation then click on National Parks.

Attachment E

Internet Search Strategies

Here are some suggestions for helping students refine their internet searching: Write a sentence describing the search topic. Identify search words related to each concept. Build a keyword search statement (start simple). Use Boolean or mathematical operators to connect search terms. (It's rare to get good results on the first try.) If too many results occur, add new concepts to the search. If too few results occur, remove concepts that are not critical. Browse the best sites: Web directories are selective. They provide short descriptions of Web sites and are a good place to start a general search or to survey what's available on a broad topic.

Attachment F

Descriptive and Persuasive Writing Guidelines

Descriptive and persuasive paragraphs should be written in such a way as to convince vacationers to come to the vacation location.

Descriptive Writing Describe what a person, place, or thing is like. The essay is organized by describing different parts or aspects of the topic. Example: Write a paragraph describing the vacation location. Introduction: Introduce the vacation location. Supporting sentences: Describe where the vacation location can be found. Describe the actual vacation location. Describe what the vacation location has to offer. Summary paragraph: Summarize the vacation location. Persuasive Writing Convince the audience to agree with or take an action. Components Topic chosen Main idea Audience identified Opinion stated about the topic Clear and logical Supporting details with elaborations reasons/facts included Concluding statement with authors point of view Request for action

Attachment G

Vocabulary Definitions

Alignment - the positioning of objects in relation to each other Background selection - the scenery behind something Captioning - the heading of an article or document; the explanatory comment or designation accompanying a pictorial illustration Color - the aspect of objects described in terms of hue, lightness, and saturation Contrast - degree of difference between the lightest and darkest parts of a picture Fonts - an assortment or set of type all of one size and style Formatting - the arrangement of information on brochure Frames - to arrange in an organized fashion Image Size - the size of a photo or graphic Legibility - is text readable? Readability - is information easy to read? Tables - a systematic arrangement of information Text - the words of a printed work

Attachment H

Brochure Design Guidelines

To create powerful messages in vacation brochures, pay attention to the following design guidelines: Color - the aspect of objects described in terms of hue, lightness, and saturation Contrast - degree of difference between the lightest and darkest parts of a picture Alignment - the positioning of objects in relation to each other Background selection - the scenery behind something Framing - to arrange in an organized fashion Image size - the size of a photo or graphic Use of Tables - a systematic arrangement of information Formatting text - attributes of text o Color - color of text used o Legibility - is text readable? o Readability - is information easy to read? Fonts - an assortment or set of type all of one size and style o Formatting - the arrangement of text, the use of different styles of text o Captioning - the heading of an article or document; the explanatory comment or designation accompanying a pictorial illustration Writing Process o Information is clearly stated o Correct use of spelling, punctuation, capitalization and grammar

Attachment I

Effective Presentation Techniques

1. Do your homework. Nobody can give a good presentation without putting in some serious time preparing remarks. Many gifted speakers look as if they're just talking off the cuff, saying whatever comes to mind. But, in truth, they've spent considerable time figuring out what they're going to say. You should, too. 4-Star Tip. It's always a good idea to try out your presentation on your professor (or TA) before giving it in class. Office hours work well for this. 2. Play the parts. Good presentations are structured in sections. Many presentations need only two or three main points. Organizing your points into a few main parts and telling your audience what these parts areboth before and as you go through your presentationcan be the difference between a winning presentation and a loser. 3. Do a dry run. It's always good to do a run-through (or even a couple of run-throughs) the night before the presentation. This can help with both your timing and your manner of presentation. Be sure to make mental notes if you went on too long or got nervous or stuck. Some people find it useful to have a friend pretend to be the audience: He or she can build up your confidence and maybe even ask a question or two. 4. Look presentable. No need to wear a suit, but it's hard for people to take a presentation seriously when you look like someone who just rolled out of bed. 5. Talk; don't read. Nobody enjoys seeing a speaker burying his or her face in a script, reading stiffly from a piece of paper. Try to talk from notes, or, if you use a written-out text, try to look down at it only occasionally. It's less important that you capture the text word for word than that you present the main ideas in a natural and relaxed way. (Your practice sessions should help you here, since they enable you to better remember what you want to say.) 6. Take it slow. The single biggest mistake inexperienced speakers make is going too fast. Remember that your audience is hearing the material for the first time and isn't nearly as familiar with the topic as you are. Extra Pointer. If you find yourself running out of time, either drop or briefly summarize any leftover material. If your presentation includes a discussion period, gesture at the points you haven't fully covered and suggest them as things that could be discussed later. 7. Use aids. For certain sorts of presentations, visual aidssuch as PowerPoints, handouts, even things written on the boardcan help your audience locate and grasp the main points. Just be sure to explain these materials fully in your presentation: No one is happy to see an outline that can't be made heads or tails of. Extra Pointer. Some presenters find the "speaker notes" feature useful in PowerPoint (you see a pane with your notes that the audience doesn't see). It sure beats flashcards.

8. Don't bury the crowd. Including massive numbers of quotations or unfathomable amounts of data can overwhelm even the most attentive audience. 9. Be yourself. As important as the content you present is your authenticity in presenting it, so don't try to be someone you're not. You'll never succeed. 10. Play it straight. There's no harm in including a little humor in your presentations, especially if you can carry it off well. But in most college presentations, clowns will get C's. 11. Circle the crowd. A very important part of public speaking is to make eye contact with people seated in all parts of the roomeven those nodding off in the back. That shows people that you're interested in communicating with themnot just getting through this experience as quickly as possible. And it wouldn't hurt to go out from in back of the podium or desk and walk around the room a little. Sharing space with the audience can also communicate your interest in sharing your results with them, something you surely want to do. 12. Appear relaxed. You don't have to actually be relaxedfew speakers arebut at least try to appear as relaxed as possible. Bring along some water or a drink, take short breaks from time to time, and think pleasant thoughts. No one enjoys speakers who are trembling and sweating bullets. Professors' Perspective. Some professors throw up before having to lecture. It doesn't happen often thankfullybut take consolation in knowing that even very experienced speakers find it tense to give a lecture. 13. Finish strong. Always be sure to have a satisfying conclusion to your presentation in which you make clear to the listeners what they now know. It creates a warm feeling in the minds of your listeners and shows them that they've really learned something from your talkwhich they probably have. 14. Welcome interruptions. Some speakers are terrified that someone will interrupt them with a question or comment. Actually, this is one of the best things that can happen, because it shows that someone in the audience has engaged with what you're saying, and, if you have the time to offer a brief response, it can actually lead to genuine progress on the point you were making. And two-way conversation (assuming you're minimally good at it) is always a tension-reducer. 15. Know when to stop lecturing. Certain presentationsespecially in advanced or upper-division classes or seminarscan require you to present some material, then lead a discussion. Be sure to attentively listen to any comments or questions your classmates might raise before starting on your answer. And in a discussion period, never lecture (only discuss), and be sure to answer exactly the question asked (don't offer up more cannedbut irrelevantmaterial). In many classes, how you discuss is as important as how you present.

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