Using Font and Text Features in Your Writing
Students will be able to identify different text and font features and their purposes, and use them appropriately.
- Ask students what skills it takes to be a good reader. Call on students to share their thoughts.
- Ask students about written communication skills that don’t involve words or sentences. Explain that being an effective reader also requires the ability to interpret punctuation, symbols, colour, and text formatting tools like ALL CAPS, bold, underline, and italics
Explicit Instruction/Teacher modeling(5 minutes)
- Project the top part of the Utilizing Text and Font Features in Your WritingWorksheet.
- Review the four different text and font features. Before revealing what each is used for, ask students to share examples of where they have seen the feature used in a text and then go over the use as described on the sheet.
Guided practise(5 minutes)
- Project a page from a science or history textbook or magazine. Ask students to point out examples of different features and discuss what effect each feature gives to the word or words.
Independent working time(40 minutes)
- Have students look through magazines to find and cut out examples of each font and text feature to create a poster.
- Divide the poster into sections. Label each section with one of the features from the worksheet and glue examples into each section.
- Instruct students to write the letter on the bottom of the All Caps for EmphasisWorksheet, following the instructions to use each text and font feature correctly.
- Support:Write a sample letter together as a class, discussing as a group where and how to use various text formatting features.
- Enrichment:Have students examine websites and other online copy to identify additional formatting features used in online.
- Have students play with the ALL CAPS feature in the All Caps for EmphasisWorksheet.
- Label each corner of the room with one of the text and font features.
- Provide an example of when you might use a text feature (a character’s internal thoughts, title of a book, etc.). Have students point (or go to) the correct corner of the room to indicate their choice of what feature to use in that instance. NOTE: There may be more than one correct answer.
Review and closing(5 minutes)
- Display posters and have the class do a gallery walk to view the work of their classmates.