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How to Fix a __________ Objective: I can objectively teach/inform others how to complete a task. -25717513017500Everyone should be able to read and write directions. Even if your job has “nothing” to do with teaching or writing, there will be times when you have to very clearly and calmly tell someone else how to complete a task. Think of the 911 dispatchers who calmly describe CPR over the phone, the users manuals that describe how to operate a car, the directions on a school assignment, or the verbal instructions that your parents give you; all of these rely on the sender giving a clear message to a recipient and empowering them to do it themselves. For this assignment, you will be writing AND presenting directions on how to fix something. You will be graded on clarity; we should be able to leave the room and do the task ourselves successfully. (You are not designing a lesson as a teacher would, but you are unofficially teaching us a skill.) BE VERY DESCRIPTIVE. You must describe every step in depth.Step 1: Pick a TopicThe thing you choose to “fix” can be lighthearted (how to fix a sunburn) or serious (how to fix a broken engine), and it may be tangible (a broken cell phone cover) or abstract (how to fix a broken heart). Feel free to be creative and have fun. The only rules are that your “solutions” or “how-to” steps must actually be plausible for fixing what’s wrong. (Don’t just cure the symptoms – get to the root of the problem and give legitimate advice!)You must also be cautious to not be PERSUASIVE. Resist the temptation to insist that your method is the “right” or “only” way to do it, and focus instead on writing clear information.Step 2: Research the GenreUse the provided graphic organizer to identify what the best characteristics are of informative, instructional materials. Step 3: Write the DirectionsWrite a numbered LIST of at least 10 steps that teach a reader how to complete your task. (Your directions must be complete sentences and total up to a minimum of ? page.)Step 4: InfographicYou will also provide a colored infographic to accompany your list. This infographic can be a visual representation of how to fix your topic. It can be your finished product after “fixing” the topic. It can be any drawn picture that ties into your topic. The infographic will be placed after your listed steps. Infographic must be the size of your hand at least.Graphic Organizer: What does instructional writing look like?Complete the table below with complete sentences that do NOT include your ic/Thing to Fix: ___________________________________________________DIRECTIONS: Find printed and/or internet “how-to” materials and describe their characteristics below. (Some examples might include: cookbooks, user manuals, and other articles.)Source (list the publisher and/or author)What do you notice about this writing in terms of CONTENT?(What does it say?)What do you notice about this writing in terms of STYLE?(How is it formatted and worded?)Informative Writing Rubric: “How to Fix a __________”4321WritingW.2.A Introduction (Is the topic or problem fully described?)Student fully and clearly explains the problem, the suggested solution, and all other helpful details; the audience “could” independently perform the task after instruction.Student introduces the problem, the suggested solution, and other situationally- appropriate details needed to understand. Student provides some but not all of the information needed for the audience to understand the situation.Student does not clearly outline the problem and solution for the audience to understand.W.2.CTransitions(Do you use transitional words to help us understand the order?)Writer consistently uses transitional words, phrases, and sentences to clearly explain a sequential process of fixing a problem. Writer uses transitions to clearly explain sequential steps that fix a problem. Writer occasionally uses transitions to clearly demonstrate how to fix a problem. Writer does not (effectively) use transitions to clarify a sequence of steps. W.2.D Vocabulary(Do you balance jargon with clarity?)Writer uses both specific and common vocabulary, including defining words as needed, to be both accurate and understandable. Writer uses BOTH specific terminology for the topic and clear, common words for listeners to understand. Writer uses some situation-specific vocabulary, or may not do so clearly. Writer uses confusing, repetitive, or unspecific words for the situation.SpeakingSL.6Speaking(Do you adapt your speaking to your audience and task?)Student consistently uses professional speaking skills that clearly teach the topic to an audience of peers. Student generally uses speaking skills (posture, eye contact, volume, etc.) appropriate for the audience and topic. Student does not consistently use speaking skills for the topic and audience.Student does not use grade level appropriate speaking skills for this presentation.LanguageL.2: Grammar and Spelling(Is this my best proofreading?)The absence of errors indicates mastery of grammar and/or mastery of editing skills.The general lack of errors shows mastery of grammatical concepts and/or proofreading skills. Errors indicate a partial lack of understanding in grammar or proofreading.Errors indicate a lack of understanding in grammar or proofreading.Turn-In GuidelinesEffort ConsiderationsSelf-AssessmentRubric on topGraphic organizerFinal draft turned inLength guidelines metFormatting incorrectSpeech time is appropriateWhat are you proud of?What could you probably still revise?Is this your best work? Why or why not?Teacher’s Comments ................
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