Georgia 10.P.ST.2.c
The Standard
Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Situating Texts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify who a text is for and what situation prompted it. They analyze and make choices about content, organization, format, wording, and style.
What Mastery Looks Like
- Students can explain why an author included certain details, used a specific format, or chose particular language. They can revise one message for different audiences and justify each change.
Common Misconceptions
- Students may treat audience as age only, ignoring knowledge, needs, values, and reading situation. They may assume formal language or flashy design always makes a text more effective.
How to Assess It
- Exit ticket: Rewrite a three-sentence school parking notice for new tenth graders. Underline two choices and explain how each fits the audience and situation.
Lesson moves
Ways to Teach It
Give groups an announcement, audience cards, markers, and paper; each group redesigns it for families, students, or staff.
Ask students to explain how they would change a principal’s speech for kindergarteners, parents, and the school board.
Play an audience-match game where students pair sample headlines, layouts, and word choices with the audience each best serves.
Compare a weather warning sent by text message, posted online, and read on television, then identify why each version differs.
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