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English as a Second Language 3 Writing/Composition
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Overview
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How to plan, write and edit simple five-sentence paragraphs
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Information
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Title
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Writing paragraphs
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Developer(s)
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Your Name
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Date
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9/14/2001
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Prerequisites
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1.
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Placement by the Wisconsin English as a Second Language Placement Test- Writing
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2.
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Completion of ESL 2b with a grade of P
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3.
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Permission of the instructor.
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Competency
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A.
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Demonstrate awareness of language patterns.
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Linked Standards
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WI.LA.B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes
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WI.LA.B.4.2 Plan, revise, edit, and publish clear and effective writing
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WI.LA.B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner recognizes simple past affirmative and negative statements and questions with 70% accuracy.
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learner recognizes the simple future tense affirmative and negative statements and questions with 70% accuracy.
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learner recognizes affirmative and negative imperatives with 90% accuracy.
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learner recognizes adjectives and adverbs in sentences with at least 70% accuracy.
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learner demonstrates knowledge of the placement of adjectives and adverbs is statement, imperatives and questions with at least 70% accuracy.
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learner demonstrates knowledge of the word order in affirmative and negative statements with 80% accuracy.
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learner demonstrates knowledge of the word order of positive and negative imperatives with 90% accuracy.
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Conditions---Competence will be demonstrated:
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in classroom or in lab
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in written quizzes and documents
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through roleplay or games
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in the presence of the instructor or another accessor.
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Demonstrate knowledge of the simple past affirmative and negative of regular and fifty irregular verbs.
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b.
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Demonstrate knowledge of the simple future tense tense affirmative and negative forms of regular and irregular verbs.
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c.
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Demonstrate knowledge of the affirmative and negative forms of regular and irregular verbs.
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d.
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Demonstrate knowledge of the subject, verb, and direct object.indirect objects and prepositional phases in statements and questions.
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e.
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Demonstrate knowledge of the use of pronouns as subjects and objects.
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f.
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Compose affirmative and negative statements with past tense verbs with proper word order.
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g.
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Compose affirmative and negative questions with past tense verbs with proper word order.
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h.
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Compose affirmative and negative statements with future tense verbs with proper word order.
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i.
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Compose affirmative and negative questions with future tense verbs with proper word order
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j.
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Compose affirmative and negative command with appropriate word order.
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k.
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Compose sentences containing adjectives with the appropriate word order.
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l.
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Compose sentences containing pronoun as direct objects, indirect objects or objectives of prepositions.
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m.
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Compose sentences containing adverbs with the appropriate word order.
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n.
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Compose sentences containing prepositional phrases with the proper word order.
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o.
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Compose sentences containing "there is" or "there are" with the proper word order.
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Competency
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B.
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Utilize rules of grammar.
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Linked Standards
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WI.LA.B.4.2 Plan, revise, edit, and publish clear and effective writing
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WI.LA.B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner writes statements and questiions with subject/verb agreement with 80% accuracy.
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learner writes statements and questions with the correct subject and object pronouns with 75% accuracy.
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learner composes sentences using adverbs and prepositional phrases of time with 80% accuracy
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learner composes sentences using positive and comparative adjectives with 75% accuracy.
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learner composes statements and questions correctly using prepositional phrases 70% of the time.
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Conditions---Competence will be demonstrated:
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in classroom or lab
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with pen, pencil or computer
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In the presence of the instructure
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on quizzes, tests or on documents
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Demonstrate knowledge of subject and object pronouns in statements.
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b.
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Demonstrate knowledge of personal pronouns, who and whom in questions.
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c.
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Demonstrate the use of "can" and "can't in statements.
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d.
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Demonstrate the use of "can" and "can't in questions.
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e.
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Demonstrate the use of adverbs of time at the beginning of the sentence, at the end of the sentence.
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f.
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Demonstrate the use of adjectives to modify nouns and as predicate adjectives with the proper word order in statements.
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g.
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Demonstrate the use of adjectives to modify nouns and as predicate adjectives with the proper word ordier in questions.
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h.
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Demonstrate the use of prepositional phases in statements and questions.
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i.
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Demonstrate the use of "there is" and "there are" in statements.
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j.
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Demonstrate the use of "Is there and "are there" in questions.
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Competency
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C.
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Use the writing process.
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Linked Standards
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WI.LA.B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes
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*
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WI.LA.B.4.2 Plan, revise, edit, and publish clear and effective writing
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*
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WI.LA.B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner identifies the writing process with at least four steps with 80% accuracy.
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learner applies the writing process to a work report.
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learner applies the writing process to at least two different paragraphs.
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workplace reports have the proper form.
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workplace reports contains no spelling or capitalization errors.
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workplace reports contain no grammar mistakes.
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workplace reports contain no spelling or punctuation errors.
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the final draft of a paragraph is contains a topic sentence and at least two support details.
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the final draft of a paragraph contains no grammar errors.
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the final draft of a paragraph contains no capitalization or spelling errors.
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an MATC application is filled in completely and correctly.
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a job application is filled in completely and correctly.
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Conditions---Competence will be demonstrated:
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by producing written and word-processed documents
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in the classroom
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in a computer lab
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with peer assistance
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with assistance from the teacher
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Complete MATC registration forms and simple job applications.
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b.
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Demonstrate knowledge of the writing process: getting ideas, organizing ideas, writing a first draft, revising and rewriting drafts, proofreading a final draft for grammar, spelling, capitalization and punctuation.
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c.
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Demonstrate knowledge of the structure of parapraphs.
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d.
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Compose five short paragraphs on familiar narative and descriptive topics.
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e.
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Demonstrate knowledge of the need for and structure of workplace reports.
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f.
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Compose two workplace reports.
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g.
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Compose a friendly letter.
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h.
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Compose a note to a teacher explaining a child's absence or need to be absent.
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i.
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Demonstrate knowledge of the need for and form of a business letter.
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j.
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Compose a letter requesting an interview for a job.
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Competency
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D.
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Enhance use of a wordprocessing program.
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Linked Standards
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*
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WI.LA.B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes
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*
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WI.LA.B.4.2 Plan, revise, edit, and publish clear and effective writing
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner turns on a computer and opens MicroSoft WORD.
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learner keys in a paragraph or workplace report that s/he has written in class.
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the paragraph or workplace report contains no spelling error or spacing errors.
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learner prints the document.
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learner opens a document that has been saved on disquette.
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learner saves the document to a diskette in the a drive.
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Conditions---Competence will be demonstrated:
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in a computer lab.
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with the assistance of peers and teachers.
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on homework
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Demonstrate ability to keyboard at least 15 words per minute, or to instructor's satisfaction
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b.
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Demonstrate ability to open Microsoft WORD.
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c.
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Demonstrate ability to key in a paragraph or letter.
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d.
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Demonstrate ability to save a paragraph or letter to a diskette.
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e.
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Demonstrate ability to open a document saved on a diskette.
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f.
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Demonstrate ability format and to print a paragraph or letter.
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Learning Activities
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_____1.
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Discuss the writng process as starting by thinking about the purpose of the writing and the audinence or reader of the writing.
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_____2.
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Discuss writng as a process with generating ideas, writing a draft, making changes and producing a final document.
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_____3.
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Discuss the structure of a paragraph as a topic sentence, supporting details, and a conclusion.
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_____4.
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Cut a paragraph into sentences and have students put them together in a meaningful way.
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_____5.
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Practice writing a paragraph in a group with one person providing the topic sentence, three people supplying a supporting detail and one person providing | | | | | |