English
Student Objectives:
Students will be able to critically reflect on the unit's essential question by comparing their description of themselves with the description written by their partner.
Students will demonstrate their understanding of the 3 rhetorical appeals by producing a poster and constructing feedback during a gallery walk.
Students will begin to analyze the effectiveness of persuasive advertisements by identifying the rhetorical appeals present in current advertisements and writing a synthesis paragraph dissecting the use of rhetoric.
Students will be able to express their ideas about the portrayal of beauty in advertisements by participating in a Socratic Seminar on the essential question(s).
Students will demonstrate their understanding of the 3 rhetorical appeals by producing a poster and constructing feedback during a gallery walk.
Students will begin to analyze the effectiveness of persuasive advertisements by identifying the rhetorical appeals present in current advertisements and writing a synthesis paragraph dissecting the use of rhetoric.
Students will be able to express their ideas about the portrayal of beauty in advertisements by participating in a Socratic Seminar on the essential question(s).
Standards:
CCSS RI 9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS W 9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS W 9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS SL 9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS SL 9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS W 9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS W 9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS SL 9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS SL 9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Student Activities:
Day 1: Introduce Essential Question: What is beauty? How does social media and advertisements affect the way we view ourselves? Partner activity: Write a paragraph describing what you look like (using visual imagery). Write a paragraph describing your partner. Trade paragraphs and compare what your partner wrote about you to what you wrote about yourself. Write a reflection of your experience and what you learned about your self image.
Day 2: Introduction to Visual Rhetoric. You will begin by journaling. Prompt: What persuades you? Do you consider yourself gullible? After students are done journaling, they will share their answers in small groups to start the conversation about what persuades people. Teacher will give a lesson on the three persuasive appeals. Students will create a concept map for each appeal while they take notes during the lesson. Students will break up into groups of 5 and create a poster for either ethos, pathos, or logos (teacher will assign the appeal). At the end of class, students will have a gallery walk to look at all the posters. As students walk around, they will write down ideas on sticky notes and add them to the edge of the other groups' posters.
Day 3: Teacher will begin with showing examples of advertisements and have the students write down descriptions of the people featured in the ads. As the students are sharing out their descriptions, the teacher will create a class wordle. Teacher will show the wordle to the students and have them identify common visual appeals. Why does the media use those images? What makes these ads effective? Students will record their findings in a graphic organizer for each rhetorical appeal and provide examples from the commercial. Students will be asked to bring ads they encounter to class tomorrow.
Day 4: Students will be collecting advertisements from TV, Social Media, and Magazines. They will work in groups of 3-4 to dissect the rhetoric used in the advertisement. Students will then write a synthesis paragraph dissecting the rhetoric used in the advertisement of their choice. The rubric will be given to the students along with the prompt.
Day 5: Students will participate in a Socratic Seminar on the essential questions: What is beauty? How does social media and advertisements affect the way we view ourselves? Students will prepare high-level, open ended questions concerning this topic. They will prepare evidence from the week's lessons and any other sources they want to bring in for that topic (everything must be cited). The students will be split into two groups. Ms. Monaco will monitor one group and Ms. Sharp will monitor the other. 7 students will be in the seminar with the rest in the audience. Students will swap positions half way through. At the end of the seminar, the students will write a reflection paragraph about the Socratic Seminar (What was one interesting point introduced by your classmate? What was your opinion going into the seminar? Did your opinion change by the end of the seminar? Why or why not?). Students will receive a grade for their participation in the seminar (see rubric), their audience notes (handout), and their reflection paragraph.
Day 2: Introduction to Visual Rhetoric. You will begin by journaling. Prompt: What persuades you? Do you consider yourself gullible? After students are done journaling, they will share their answers in small groups to start the conversation about what persuades people. Teacher will give a lesson on the three persuasive appeals. Students will create a concept map for each appeal while they take notes during the lesson. Students will break up into groups of 5 and create a poster for either ethos, pathos, or logos (teacher will assign the appeal). At the end of class, students will have a gallery walk to look at all the posters. As students walk around, they will write down ideas on sticky notes and add them to the edge of the other groups' posters.
Day 3: Teacher will begin with showing examples of advertisements and have the students write down descriptions of the people featured in the ads. As the students are sharing out their descriptions, the teacher will create a class wordle. Teacher will show the wordle to the students and have them identify common visual appeals. Why does the media use those images? What makes these ads effective? Students will record their findings in a graphic organizer for each rhetorical appeal and provide examples from the commercial. Students will be asked to bring ads they encounter to class tomorrow.
Day 4: Students will be collecting advertisements from TV, Social Media, and Magazines. They will work in groups of 3-4 to dissect the rhetoric used in the advertisement. Students will then write a synthesis paragraph dissecting the rhetoric used in the advertisement of their choice. The rubric will be given to the students along with the prompt.
Day 5: Students will participate in a Socratic Seminar on the essential questions: What is beauty? How does social media and advertisements affect the way we view ourselves? Students will prepare high-level, open ended questions concerning this topic. They will prepare evidence from the week's lessons and any other sources they want to bring in for that topic (everything must be cited). The students will be split into two groups. Ms. Monaco will monitor one group and Ms. Sharp will monitor the other. 7 students will be in the seminar with the rest in the audience. Students will swap positions half way through. At the end of the seminar, the students will write a reflection paragraph about the Socratic Seminar (What was one interesting point introduced by your classmate? What was your opinion going into the seminar? Did your opinion change by the end of the seminar? Why or why not?). Students will receive a grade for their participation in the seminar (see rubric), their audience notes (handout), and their reflection paragraph.
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