Frayer Model Vocabulary Slideshow presentation.pptx

Frayer Model Vocabulary Slideshow presentation

1. Student Activity: In this activity, students are given a term and definition. They then list characteristics of the term and find examples and non-examples. It also includes slides for reading the passage and taking notes, short answer questions, multiple choice questions, and a discussion worksheet for open-ended prompts. How to share with students: These pages can be assigned digitally using an LMS (like Google Classroom), where students can work on their own slide decks via “Make a Copy for Each Student.” Each slide is set up with text boxes for students to type in. Please Note: Because Diffit resources can vary in length, be sure to check the formatting on each slide. Learn More: Please reach out with any questions or feedback. You can also learn more on our FAQ page , or get more resources at Diffit.me ! Suggested Lesson Flow: 1. Students complete a Notice/Wonder Image Analysis. 2. Students complete vocabulary slides prior to reading. 3. Have students read and take notes. 4. Have students go through the Multiple Choice Questions. Students will answer each question and explain their thinking. 5. Have students complete the Short Answer Questions. 6. Have students complete the Open Ended Questions and discuss with partners or groups. 7. The following are options for further engagement. 8. Students share what they found interesting with a partner. 9. Students share connections to previous topics with a partner. Feel free to edit, remix, and use this resource however works best for you and your students! Find editing tips here! TEACHER INSTRUCTION PAGE (delete this slide) TEACHER INSTRUCTION PAGE (delete this slide) Frayer Model Vocabulary Slides

2. Image: Notice and Wonder Instructions: Look at the image and write down 2-3 things you notice (key details, main ideas, themes) and then write down 2-3 things you wonder (questions you have because of the image, things you are curious about when you look at the image.)

3. based on, concerned with, or verifiable by observation or experience rather than theory or pure logic. empirical

4. to spread or disperse widely. disseminating

5. to include or contain as a part of a larger whole. encompasses

6. to move forward or make progress. advancing

7. decisive or essential. crucial

8. Academic and non-academic texts are two distinct forms of writing that serve different purposes and cater to different audiences. Academic writing, as the name suggests, is geared towards a scholarly audience, typically academics, researchers, and students within a specific field. It aims to present well-researched information, often based on empirical data and analysis, to contribute to the existing body of knowledge in a particular subject area. Non-academic writing, on the other hand, is intended for a broader, general audience, including the public at large. It often focuses on entertaining, informing, or persuading the reader, rather than presenting rigorous academic research. Read and Take Notes

9. The key difference between these two forms of writing lies in their purpose, style, and intended audience. Academic writing is characterized by its formal tone, precise language, and reliance on evidence-based arguments supported by citations and references. It often employs complex sentence structures and specialized vocabulary specific to the field of study. Non-academic writing, in contrast, tends to be more informal, using simpler language and a conversational tone. It may incorporate personal anecdotes, opinions, and subjective perspectives, and often lacks the rigorous citation and referencing found in academic texts. Read and Take Notes

10. The structure and organization of academic and non-academic texts also differ significantly. Academic writing typically follows a structured format, often adhering to a specific style guide like MLA or APA, with clear headings, subheadings, and a logical flow of information. Non-academic writing, on the other hand, may be less structured, with a more fluid and narrative approach. The intended audience plays a crucial role in shaping the style and content of both academic and non-academic writing. Academic writing is written for experts in a specific field, assuming a certain level of prior knowledge and understanding. Non-academic writing, however, is aimed at a general audience, often requiring a more accessible and engaging style to reach a wider readership. Read and Take Notes

11. While academic writing is often associated with research papers, dissertations, and scholarly articles, non-academic writing encompasses a wide range of genres, including magazine articles, blog posts, personal essays, and even social media posts. It is important to note that the distinction between academic and non-academic writing is not always clear-cut. Some texts may incorporate elements of both, blurring the lines between the two. For instance, a popular science article might present complex scientific concepts in a more accessible and engaging manner, while still adhering to a certain level of accuracy and objectivity. Read and Take Notes

12. Ultimately, the choice between academic and non-academic writing depends on the specific purpose and intended audience of the text. While academic writing is essential for advancing knowledge within specific fields, non-academic writing plays a vital role in disseminating information, fostering public discourse, and engaging a wider audience. Both forms of writing are valuable and contribute to the broader landscape of communication and knowledge sharing. Read and Take Notes

13. A) Formal tone B) Precise language C) Emphasis on personal opinions D) Evidence-based arguments Multiple Choice Question 1. Which of the following is NOT a characteristic of academic writing as described in the text?

14. A) To contribute to the existing body of knowledge in a specific field B) To present well-researched information based on empirical data C) To entertain, inform, or persuade a general audience D) To advance knowledge within specific fields Multiple Choice Question 2. According to the text, what is the primary purpose of non-academic writing?

15. A) A research paper on the history of the American Civil War B) A blog post about the latest fashion trends C) A popular science article explaining complex scientific concepts in an accessible way D) A personal essay about a childhood memory Multiple Choice Question 3. The text mentions that some texts may blur the lines between academic and non-academic writing. Which example is given to illustrate this point?

16. A) Informal tone B) Simple language C) Emphasis on evidence-based arguments D) Use of personal anecdotes Multiple Choice Question 4. Which of the following is NOT a characteristic of non-academic writing as described in the text?

17. A) To entertain a general audience B) To present well-researched information based on empirical data C) To persuade readers to adopt a particular viewpoint D) To share personal experiences and opinions Multiple Choice Question 5. According to the text, what is the primary purpose of academic writing?

18. A) To make the writing more engaging for a general audience B) To ensure a logical flow of information and clarity of presentation C) To allow for more creative freedom in expressing ideas D) To make the writing more accessible to readers with limited prior knowledge Multiple Choice Question 6. The text states that academic writing often follows a structured format. What is the main reason for this structured approach?

19. A) A research paper on the history of the American Civil War B) A blog post about the latest fashion trends C) A popular science article explaining complex scientific concepts in an accessible way D) A personal essay about a childhood memory Multiple Choice Question 7. Which of the following is an example of how academic and non-academic writing can overlap?

20. A) Academic writing targets a specific field of expertise, while non-academic writing aims for a broader audience B) Academic writing is intended for students, while non-academic writing is for the general public C) Academic writing is written for experts, while non-academic writing is for beginners D) Academic writing is for researchers, while non-academic writing is for journalists Multiple Choice Question 8. According to the text, what is the main difference between the intended audiences of academic and non-academic writing?

21. A) Academic writing is always more complex and formal, regardless of the audience. B) Non-academic writing is always more informal and engaging, regardless of the audience. C) The style and content of both types of writing are tailored to the specific knowledge and interests of the intended audience. D) The style and content of both types of writing are determined by the author's personal preferences, not the audience. Multiple Choice Question 9. According to the text, how does the intended audience influence the style and content of both academic and non-academic writing?

22. A) Authors often intentionally mix academic and non-academic styles to make their writing more interesting. B) The distinction between academic and non-academic writing is subjective and depends on the reader's interpretation. C) Some texts aim to present complex information in a way that is both informative and engaging for a general audience. D) The lines between academic and non-academic writing are becoming increasingly blurred as technology advances. Multiple Choice Question 10. The text mentions that some texts may blur the lines between academic and non-academic writing. What is the main reason for this blurring of boundaries?

23. Short Answer Question 1. What are the key differences between academic and non-academic writing in terms of their intended audiences?

24. Short Answer Question 2. How does the text explain the relationship between the intended audience and the style of writing?

25. Short Answer Question 3. What is the significance of the distinction between academic and non-academic writing, according to the text?

26. Short Answer Question 4. What are the main structural differences between academic and non-academic writing, as described in the text?

27. Short Answer Question 5. How does the text characterize the language used in academic writing?

28. Short Answer Question 6. What is the role of evidence-based arguments in academic writing, according to the text?

29. Short Answer Question 7. What are some examples of non-academic writing genres mentioned in the text?

30. Short Answer Question 8. What is the author's overall conclusion about the importance of both academic and non-academic writing?

31. Short Answer Question 9. How does the text explain the role of personal anecdotes and opinions in academic and non-academic writing?

32. Short Answer Question 10. What is the significance of the statement that "the distinction between academic and non-academic writing is not always clear-cut"?

33. 1. The text discusses how academic writing is often characterized by a formal tone and precise language. Reflect on a time when you had to communicate in a formal setting, such as a job interview or a presentation. How did you adjust your language and tone to suit the audience and purpose? Open Ended Question Write your answer below. Then, when instructed, discuss your answers with your partner or group. Use the second box to take notes on what their answers were in the space provided.

34. 2. The text highlights the importance of considering the intended audience when writing. Think about a time when you had to communicate information to someone with a different level of understanding than you. How did you adapt your communication style to ensure they understood the message? Open Ended Question Write your answer below. Then, when instructed, discuss your answers with your partner or group. Use the second box to take notes on what their answers were in the space provided.

35. 3. The text mentions that some texts blur the lines between academic and non-academic writing. Consider a piece of writing you have read or created that incorporates elements of both. How did the author or you balance the need for accuracy and objectivity with the desire to engage and inform a wider audience? Open Ended Question Write your answer below. Then, when instructed, discuss your answers with your partner or group. Use the second box to take notes on what their answers were in the space provided.

36. Additional Engagement Slides to Add Anywhere

37. Turn and Talk Turn to your partner and share the most interesting thing you’ve learned so far.

38. Turn and Talk Does the reading remind you of something else you’ve learned in this class? If so, what?