1. Media Design Expository English and Composition Gloria Zermeño November 18, 2015

2. Big Question Why must I use MY voice?

3. English/Writing Components to this lesson may be adjusted to suit any content area as well as any grade level. Teachers may choose other genres of writing in order to meet desired focus. Math and science objectives can be added in research to show statistics and/or effects of target problem. Students must use various forms of information gathering to complete all assignments leading to their final product.

4. Students will compose 5 formal essays using various genres: (listed genres are designed to scaffold writing for students) ▫Narrative/Memoir ▫Profile (some research may be required) ▫Literary Analysis (some research required) ▫Textual analysis (research required) ▫Argument/Position (research required)

5. Students choose topics that are relevant. They must consider: ▫Their community ▫Choice of study/career ▫Current events ▫Issues that sustain meaning or spark interest to the student.

6. After composing first drafts, students will utilize peer editing to manage their writing skills (draft #1). Students will redraft and consult a professional for further editing (draft #2). Students will submit final draft for evaluation using the following rubric.

7. Writing Rubric

8. Presentation Rubric Peers will also complete a rubric for each presentation providing feedback as well as acknowledgements and suggestions.

9. Website must include but are not limited to: ▫An overview ▫“All About Me” ▫All 5 essays ▫A video clip offering further information or advancing the message ▫Other sources  Links to get more information  Links to get involved  Links to get help

12. TEKS (11 th - 12 th ) 2009-2010 Preliminary assignments: 1 A, B, C, D, E ; 2 A, B, C ; 6, 7, 8, 9 A, B ; 13 Writing assignments: 9 C, D ; 11 A, B ; 13 A, B, C, D, E ; 14 A, 15 A, B, C ; 18; 19; 20; 21 A, B, C ; 22 A, B, C ; 23 A, B, C, D, E Media Design: 12 A, B, C, D ; 15 D, 18; 19 Presentation: 17 A, B ; 24 A, B ; 25;