Teacher:
Racquel O’Connor-Mesa
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Class: Junior English
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Dates: Week of March 25, 2013 through April 8, 2013
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Learning Development:
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UW.G11.3R.C3.PO2
Performance
Objective: Explain basic elements of
argument in text and their relationship to the author’s purpose and use of
persuasive.
Learning
Objective: Evaluate the arguments an author uses in a
document to refute opposing arguments and address reader concerns.
Kid-Friendly
Language: I can examine the techniques used to create powerful arguments
with in a persuasive text.
Key Terms: Power, Validity,
Truthfulness, Persuasive text
Essential
Questions:
1. What makes a work persuasive? How does validity and
truthfulness contribute to arguments within a persuasive work? How do these
techniques make the persuasive powerful?
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Bloom’s Level
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Low
Knowledge
Comprehension
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Middle
x Application
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High
x Analysis
Synthesis
x Evaluation
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Anticipatory
Set
·
Congruent
·
Active
·
Past Experience
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The teacher
will explain to students that the lesson they will engage in focuses on
advertising in the contemporary world. Ask students to take five minutes to
write down their ideas to the following questions:
What is
your favorite advertisement? What makes this advertisement particularly
persuasive?
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Instructional Strategies
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Student-Led
Identifying
Similarities & Differences
x Summarizing
x Project-Based
Nonlinguistic
Representation
x Setting Objectives
x Peer Feedback
Generating/Testing
Hypothesis
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Teacher-Led
x Lecture
x Discussion
x Homework
x Practice
x Cooperative
Learning
x Instructor Feedback
x Questions, Cues,
Advanced Organizers
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Learning
Activities & Modeling the H.O.T.S.
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Week of
March 18, 2013
Students complete The Scarlett Letter.
Week of
March 25, 2013 (handouts 38-46)
Day 1: Students will review the PowerPoint on
Persuasive Strategies and take notes from the website http://www.readwritethink.org/files/...strategies.pps.
The teacher will then formally introduce unit with a teacher made packet (copy common core download pgs 19-29).
Week of
April 2, 2013
Research Report Presentations, if time permits the
following week lessons will begin early.
Week of
April 8, 2013 (handouts 38-46)
Day
1- Distribute Handout #1: Extended Anticipatory Guide: Advertising in the
Contemporary World and Handout #2: Dyad Share and ask students to work in
pairs to write their individual decisions in the section labeled “Before
Lesson.” Explain to students that they will revisit the guide at the end of
the unit to see whether their original opinions have changed based on new
learning. Students will watch video commercial called Can you Live with Dirty
Water? (first without sound and then with sound) Distribute Handout #3: Video
Response
Tell
students that the first time they watch the video they should view it with
the following focus:
What are the positive and negative emotions the
advertisement aims to provoke?
The teacher will play video again, and have students
keep the following two questions in mind:
What is the problem that needs a solution? There is
“a call to action” in the advertisement.
What might the advertiser want the viewer to think or do after viewing
the commercial?
provide
students with a few minutes to write down their responses on
their
handout. Ask them to share their responses with a partner, adding any new and
interesting responses to their own handout. The teacher will tell students
they will view the video with the soundtrack the next day.
Day 2- The teacher will
compose groups of four with a balance of males and females. Explain to
students that they are going to construct the narrative for a video that is
composed of a series of images. The first time they see the video, groups of
four should try to construct a response to the following questions:
What is happening it this video? What is the
message? Why do you suppose the maker of the video decided not to use words?
Invite
students to share their individual responses to the questions using a Round
Robin format. Remind them that though they may agree or disagree with a
peer’s response, they cannot comment until everyone has expressed their
ideas. After everyone has shared, the group should decide on a consensus
response to the questions.
Ask
students to jot down the feelings they have after seeing the video Evolution.
Distribute Handout #4: Plutchik’s Wheel of Emotions and ask students to write
down where their emotions about the video would fit on the wheel. Invite
students to share their wheel with a partner. Ask students to consider the
emotions evoked by their favorite advertisement. Discuss why advertisers
would choose to elicit different emotions from their responders. Explain to
students that small groups will work together to write a narrative for
the
video. Review the components of a narrative if needed: orientation,
complication, climax, and resolution.
Distribute Handout #5:
Narrative
Construction Rubricand review the performance indicators for content,
emphasizing that students’ narratives should communicate the video’s message
or central idea and its development over the course of narrative Play the
video again. Ask students to revisit their responses to the earlier question
about the message of the video, adding to or revising their original
consensus based on a second viewing. Invite groups to discuss the video using
the following questions as a guide:
1.
When does the viewer become aware of what is happening in the video?
2.
What are the key events in the video? What is the complication, climax, and
resolution?
3.
How do these elements develop the message?
Groups
then write the narrative that communicates understanding of the video’s
message and its unfolding in images. Everyone should have the narrative
written down. Invite groups to volunteer to read their narratives. Discuss
differences in interpretation and in narrative construction.
Day
3- Distribute Handout # 6: Soft Sells and Hard Sells
Ask
small groups to take turns reading the advertising slogans on the handout
aloud. Once they have read a slogan, they should decide whether it is a soft
sell of a product or a hard sell of a product. The group should be prepared
to share the words that made them decide on placement within a category. Distribute
Handout #7 :
Modality
in Advertising.
Explain
the categories of high, medium, and low modality, and review words and
phrases that signal each category. Ask for examples of their use in everyday
life. Tell students the adjectives high, medium, and low are used to describe
modality in most persuasive texts, except for advertising. Advertising uses
hard sell, medium sell, and soft sell to describe different types of
persuasion in ads.
Now
give each group a product that they must sell three times: once with a soft
sell, once with a medium sell and once with a hard sell. Explain that
students will write their selling slogans using words from each category.
(They may also create a visual if that will help them.) As students present
their products, other groups should determine what type of sell is being
made. After conferring they raise a card that indicates Hard, Medium or Soft
Sell. Discuss the activity by using different types of modality to create
persuasive statements about events and issues that matter to students. Be
sure to write statements using high, medium, and low modality. Discuss how
modality can make a writer sound like an authority or more like a peer.
Advertisement
Analysis
In
preparation for this activity, ask students to bring in a favorite
advertisement or one they dislike. It may be print or video, but should
include text. Explain that they will apply what they’ve learned in this
lesson by analyzing their advertisement.
Distribute
Handout #8: Advertisement Analysis to each student. Ask students to analyze
their advertisement using the focus questions in the handout.
Individual
Writing
Invite
students to write about what they learned about persuasion in this lesson by
responding to the following prompt:
Describe
what you have learned about persuasion in this lesson. In your
response
consider the importance of a central message, ways to communicate your
message, and specific uses of language and visuals make a reader feel or
think a certain way.
Week of April 15, 2013
Students will work in cooperative groups to create a persuasive multi-media commercial like the advertisement "Can You Live With Dirty Water" keeping in mind the following questions, which they will be assessed on for their successful execution:
What is the problem that needs a solution? There is “a
call to action” in the advertisement.
What might the advertiser want the viewer to think or do after viewing
the commercial?
Depending on
student comprehension, engagement, and BT schedule, the teacher may add two
more additional weeks focusing on these learning objectives.
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Guided
Practice
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Teacher will model how basic elements of argument in text and their relationship to the
author’s purpose and use of persuasive rhetoric; ethos, pathos, logos. The teacher will also model how to evaluate
the arguments an author uses in a document to refute opposing arguments and
address reader concerns.
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Comprehension
Check
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The students’ comprehension will be assessed through the successful
completion of the numerous learning activities including cooperative
learning, analysis, evaluation and successful
completion of persuasive performance tasks.
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Active
Participation
·
All Students
·
All the Time
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All students will be active learners and have a role in the successful
mastery of this skill through individual note taking, discussion, observing
teacher modeling, processing/meeting rubric requirements, active cooperative
learning participation, and successful completion of all learning activities.
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Covert
Overt
x Combination
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Assessment
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Selected
Response
x Extended Written
Response
x Performance
Assessment x Personal
Communication
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Closure
·
Congruent
·
Active
·
Past Experience
·
Student Summary
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Students
will answer the following essential questions:
1. What makes a work persuasive? How does validity and
truthfulness contribute to arguments within a persuasive work? How do these
techniques make the persuasive powerful?
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Independent
Practice
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Students will take interactive notes, analyze and evaluate various pieces of persuasive texts, complete relevant handouts, and take an assessment.
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Friday, March 15, 2013
Junior English Learning Plans for the Weeks of March 25-April 15, 2013
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