Georgia 12.T.C.1.c
The Standard
Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)
Georgia's K-12 English Language Arts Standards · Texts (T) · Context
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students combine words, visuals, audio, video, or layout to communicate with a named audience for more than one reason. They review their choices and revise features that do not support the audience or purposes.
What Mastery Looks Like
- A student can create a clear product that informs, persuades, or entertains in more than one way for a named audience. The student can explain how wording, visuals, sound, and layout support both purposes, then identify a useful revision.
Common Misconceptions
- Students may add images or audio only for decoration, without connecting them to the message. They may address a general audience instead of making choices for a named group. They may identify two purposes but build the piece around only one.
How to Assess It
- Ask students to make one slide that informs seniors about graduation rehearsal and persuades them to attend. They must annotate three design choices and rate their work with a brief audience-and-purpose checklist.
Lesson moves
Ways to Teach It
Give pairs paper, markers, and school-event facts, then have them build a flyer that informs families and persuades them to attend.
Ask students which image, wording, and layout choices should change when the audience shifts from classmates to school board members.
Run an audience-purpose match game where teams revise weak headlines, images, or audio clips for a randomly drawn audience and two purposes.
Have students create a public service post about a local issue, then compare it with an actual community organization's post.
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