Georgia 12.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 make purposeful choices about what to emphasize, how to organize and display ideas, and which language and craft techniques to use. Their choices must fit a specific audience and situation.
What Mastery Looks Like
- Students can adapt the same message for different audiences by changing emphasis, layout, tone, sentence structure, and craft. They can explain each change using specific facts about the audience and context.
Common Misconceptions
- Students may assume formal language works for every audience or that design is only decoration. They may change word choice but overlook which details to include, how to organize them, or which craft moves fit the situation.
How to Assess It
- Exit ticket: Create a 75-word college application deadline notice for first-generation applicants. Label one content, design, language, and craft choice, then justify each choice.
Lesson moves
Ways to Teach It
Give pairs a school announcement and audience cards; students cut, reorder, and relabel sections to make the message accessible for that audience.
Ask students to explain which details, words, sentence patterns, and craft moves they would change when addressing parents instead of classmates.
Run an audience-switch challenge where teams revise one paragraph for three audiences, then classmates identify each audience from the choices.
Have students redesign a workplace safety notice for new employees, choosing headings, visuals, tone, and details that support quick understanding.
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