Time To Complete
I Can Statements
- I can use my knowledge of my audience to:
- Decide how much and what kind of information to include
- Choose words, tone, and style
- Identify the purpose my work will serve for my readers
- Anticipate my audience’s attitude toward and probable reaction to my work
- Communicate the insights I want my audience to take away from my work or the action I want them to take
Assessing Student Readiness to Move to the Next Formative Task:
- Confer with students, asking them to briefly describe the needs of their audience and their plan for addressing purpose and audience in their work, to gauge their readiness to move on.
- Ask students to develop a brief list of guidelines to keep in mind while creating their infographic.
Conduct a mini-lesson on how students may choose their type of infographic based on their audience, with a focus on demographics, dispositions, and knowledge.
Give students case studies. For example, how would a politician who believes in doing away with gun laws have to present differently to a group of hunters in the Midwest than to a group of teachers who work in New York City? Have students work in groups to identify how audience can affect the content and format of a presentation.
Have students do an analysis of their most likely audience, including a demographic, disposition, and knowledge analysis (see resource below). Language and terms can be modified to “characteristics,” “attitude or beliefs,” and “knowledge” for younger grades. Have students write a paragraph describing how they could use this information to help shape their presentation.
Give the entire class a topic such as “Highlights of Our School.” Divide students into groups of three or four. Give each group a card with a specific audience (Potential Students, Potential Parents, Potential Funders, the President, and Current Parents). Have each group write a paragraph directed to the specified audience. For best results, use butcher paper. When students have completed their writing, ask each group to read it to the class. If they used butcher paper, have them tape the essay to the wall. Have students guess the audience, noting key components. Note differences in writing on the board.
Continue the lesson above by having students choose a graphic or visual to accompany their paragraph and defend their choice based on audience.
Give a mini-lesson on the various types of images and how they are used to persuade or influence an audience. Show examples of various images and graphics and discuss their emotional impact. Provide two images and have students choose which they would use for a specific audience. For example, show students a cartoon picture of a baby with a Band-Aid on its head and a real picture of a baby with an injury and ask which is more effective in persuading students to join a rally against child abuse.