LESSON PLAN 

I.    Utah State Core: 2.3a.d: Evaluate and revise for Word Choice (words appropriate to audience)

II.    Objective: After discussing word choice, students will compose examples of word choice differentiation according to purpose and audience by writing email messages to two different audiences regarding the same subject matter. 

III.    Preparation: Make copies of the abbreviation worksheet and the Word Choice Email Assignment guidelines 

IV.    Technology: Email 

V.    Instructional Procedures:
    a.    Cue Set:
        i.    Pass out the text abbreviation worksheet. Give the students several minutes to transcribe them into full words/phrases. See who is done the fastest or who gets the most.
        ii.    Share with your neighbor to get ones you didn’t get.
        iii.    Ask the students if they ever use these? Write down any different (appropriate) ones they commonly use or see?    

    b.    Instruction:
        i.    Why do you use these? What purpose do they serve? Who do you use them for?
        ii.    Explain that when we write we need to look at two factors: purpose (why) and audience (to whom). Why is this important?
        iii.    These two factors (purpose and audience) affect the words we should choose because we need to adjust to meet their needs.
        iv.    Give examples of purpose and audience: if you were a reporter writing about a election, what might your purpose be? (to inform) Who is your audience? (adults)
        v.    If you write a comedy show on MTV and you are writing jokes about an election, what might your purpose be? (to make people laugh) Who is your audience? (16-24 year olds).
        vi.    Since you are writing about the same thing in both cases, would you write the same thing for both? Would you use the same list of words?
        vii.    What words might be different? (You could use slang on MTV, you could call the candidates by nicknames. The reporter would probably use more serious/technical words)
        viii.    Everyday when we have conversations we are subconsciously making word choice decisions. For example, how do you greet your mom? Your best friend? Your teacher? Your grandma?
        ix.    Without thinking about it, we chose our words according to what you want to communicate and to whom.
        x.    When you are writing, ask yourself, “what is my purpose?”
        xi.    If you are writing to ask someone out on a date, what might your purpose be? (to get a date)
        xii.    What type of words will you need to use? (convincing words, words that make the asker look good, words that make you look charming, smart, etc)
        xiii.    Who is your audience? (someone you like) How well do you know them? How well do they know you? What type of person is this?
        xiv.    If you know the person really well and you talk everyday, how will it change your word choice from someone who you may not know very well but really want to get to know them.
        xv.    This brings us in to formal versus informal (or casual). Writing formally or casually is just like dressing formally or casually. What is the difference between dressing formally and causally?
        xvi.    How do you talk to someone you don’t know? How do you talk to old people? How do you talk to friends?
        xvii.    We use different levels of formality to show respect or friendliness.
        xviii.    We use word choice to adjust the levels of formality.
        xix.    Make a Compare/Contrast list with causal words and with their coordinating formal word (Hey/Hello, Wazzup/How are you doing, etc)
        xx.    How would your grandma feel if you wrote her a letter that looked just like a text message or im you would send your friend? Would she even understand it? How would your best friend feel if you explained to him/her how to do something just like a scientist would at a convention with other scientists?
        xxi.    Word choice can also be as simple as just finding a better way to say something. For example, is there a better way to say, “make your computer do that thing where it turns off and automatically turns itself back on”? (Restart) or “I was really really really so so so tired”? (I was extremely exhausted)
        xxii.    Think about the words you use. Could there be a more precise or descript word to send your message? This is where an increase vocabulary comes in handy. Think about your favorite lyrics to a song. Do you think the lyricist just threw some words on a page? Or do you think every word was carefully chosen for purpose, audience, and the best way to portray his/her message.    

    c.    Closure: From now on I need you to be responsible for your choice of words in your writing.
        i.    I want you to write your purpose and audience on the back of everything you turn in; but that doesn’t mean it is the last thing you think about after you print it out. The purpose and audience needs to be the first thing you think about before you start to write. It will affect your word choice.
        ii.    Also look at how formal or casual (informal) it should be. This will also affect your writing.
        iii.    While writing, look for new word options. Ask yourself if you can say something with less words or if you need more description. Ask yourself if the words just feel right (is it like listening to the lyrics in a song and it just works for you).
        iv.    Word choice can really make your paper stand out, so make it work for you.  

VI.    Accommodations: The lesson will include compare/contrast map for visual learners, partner work for those who like small groups, discussion for audio learners 

VII.    Evaluation: The students will turn in the Word Choice Email Assignment to be assessed according to the rubric. Students will be assessed on their ability to differentiation their words choice for their audience.