1 / 68

Advocacy and Persuasion Unit

Advocacy and Persuasion Unit. Building Background Knowledge Northwestern High School Mr. Medoff and Mrs. Avery 1/24/12 – 1/27/12. Day 1. Day 3. Day 2. Day 4. Students will: Analyze non-print texts Connect new information and prior knowledge

dillan
Télécharger la présentation

Advocacy and Persuasion Unit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Advocacy and Persuasion Unit Building Background Knowledge Northwestern High School Mr. Medoff and Mrs. Avery 1/24/12 – 1/27/12 Day 1 Day 3 Day 2 Day 4

  2. Students will: • Analyze non-print texts • Connect new information and prior knowledge • Compare and contrast interpretations of non-print texts with classmates’ interpretations • Connect non-print texts to own circumstances In order to: • Define advocacy • Draw conclusions from video advocating support for the homeless • Draw conclusions from video advocating gun control • Draw conclusions from advertisement in support of preventing drug use • Analyze advocacy as it relates to the three videos • Discuss influence of the three videos Objective (day 1)

  3. Carefully examine these images and titles. What do you think advocatemeans? • The advocateswant lawspassed to ban firearms. • This advocatewants people to be more considerate of the homeless citizens. Warm-Up (day 1) Legal Advocate for the Homeless Advocates and Supporters of Firearm Ban

  4. Get into partners • Discuss the warm-up; what do you think advocate means? PW: Discuss Advocacy

  5. (Noun) Aperson who speaks or writes in support or defense of a person, cause, etc. • The advocate of peace hates violence. (Verb) To speak or write in favor of; support or urge by argument; recommend publicly. • He advocated higher salaries for teachers. Advocate (RWN)

  6. Watch the following video clip: Homelessness vs. City hall • Answer the following questions: 1. What is being advocated for? 2. Who are the advocates? (Issue 1):Food Not Bombs

  7. Let’s discuss advocacy as it relates to the video 1. What is being advocated for? 2. Who are the advocates? WG: Food Not Bombs

  8. Watch the following video clip: Homelessness vs. City hall • Answer the following questions: 1. What is being advocated for? 2. Who are the advocates? (Issue 2): Preventing Gun Violence

  9. Let’s discuss advocacy as it relates to the video What is being advocated for? 2. Who are the advocates? WG: Preventing Gun Violence

  10. Watch the following video clip: Homelessness vs. City hall • Answer the following questions: 1. What is being advocated for? 2. Who are the advocates? (Issue 3): Above the Influence

  11. Let’s discuss advocacy as it relates to the video What is being advocated for? 2. Who are the advocates? WG: Above the Influence

  12. Describe what is happening in this image. • Based on your description, what is being advocated for? IW: What is being advocated? (RWN)

  13. Get into partners • Discuss what is being advocated for in the previous image PW: What is being advocated?

  14. Let’s discuss what is being advocated for in the image below WG: What is being advocated?

  15. Did any of the advocates from issues 1, 2, or 3 persuade you to support their issue? • If yes, how? • If no, what could they have done differently to persuade you? IW: Quick Write (RWN)

  16. Find a partner. • Share your QW response; Did any of the advocates from issues 1, 2, or 3 persuade you to support their issue? PW: Share QW Response

  17. What is an issue that is important to you? • List three reasons why: • 1. • 2. • 3. Exit Slip

  18. Students will: • Analyze print texts • Access prior knowledge • Compare and contrast interpretations of print texts with classmates’ interpretations • Connect print texts to own circumstances In order to: • Define persuasion • Read “Dear Board of Education” letter • Analyze persuasion as it relates to the letter and students’ lives • Discuss how persuasion is prevalent in daily life Objective (day 2)

  19. What do you know about persuasion? (Hint) Think about what an advocate tries to do. Warm-Up (day 2)

  20. Get into partners. • Discuss the warm-up; what do you know about persuasion? WG: Let’s Discuss PW: Discuss Persuasion

  21. (Verb) • To prevail on (a person) to do something, as by advising or urging: We could not persuade him to wait. • To induce to believe by appealing to reason or understanding; convince. Persuade

  22. In the last few days, where have you observed persuasion? Explain. Were you persuaded? Why or why not? IW: Quick Write

  23. In pairs, discuss your quick write responses. Then complete the chart below: PW: Charting Persuasion QW

  24. Let’s discuss your quick write responses. Then complete the chart below: WG: Charting Persuasion QW

  25. WG: Charting Persuasion QW

  26. What are some of the ways people can persuade in writing? IW: Quick Write

  27. WG: Charting Persuasion Benefits

  28. Silently read the provided letter, “Dear Board of Education.” While reading, answer the SSR Questions: • What is happening in the text? • Who are the people involved in the text? • What do you know about the people in the text? IW: SSR: “Dear Board of Education”

  29. Get into pairs • Discuss the SSR Questions: • 1. What is happening in the text? • 2. Who are the people involved in the text? • 3. What do you know about the people in the text? PW: SSR Questions

  30. WG: “Dear Board of Education”

  31. Pick an issue that you would like to see the Board of Education change. • List THREE reasons why that change would be in the best interest of the student body. • For each reason, list a reason why somebody might disagree IW: Letter to the Board

  32. Issue / Topic IW: Letter to the Board

  33. Get into groups of three • Decide on a product you would like to advertise. • Discuss THREE ways you would persuade someone to buy your product GW: Exit Slip Advertisement

  34. Students will: • Analyze non-print texts • Connect new information and prior knowledge • Compare and contrast interpretations of non-print texts with classmates’ interpretations • Utilize new information In order to: • Write a persuasive paragraph • Define ethos, logos, and pathos • Draw conclusions from videos representing the rhetorical appeals of pathos, ethos, and logos • Analyze and discuss the three persuasive strategies as they relate to the three videos • Utilize persuasive strategies to convince classmates Objective (day 3)

  35. In writing, persuade your teachers not to assign a five-paragraph essay for homework tonight. Warm-Up (day 3)

  36. Reminder: How to Write a Paragraph

  37. THREE people must share their responses to the warm-up. • If TWO out of the THREE responses are convincing, then you will not have to write a five paragraph essay this week. • Mrs. Avery will vote. WG: TIME TO DECIDE

  38. There are three types of persuasive strategies used in arguments to support claims and respond to opposing arguments. Persuasive Strategies

  39. An emotional appeal • Appeals to an audience’s needs, values, and emotional sensibilities Pathos

  40. Watch the following video: Answer the following questions: • How does this video attempt to use emotion to persuade? • Why [or why not] does that emotion persuade you to support the advocate? Pathos: Animal Cruelty Commercial

  41. Let’s discuss the questions: • How does this video attempt to use emotion to persuade? • Why [or why not] does that emotion persuade you to support the advocate? WG: Animal Cruelty Commercial

  42. An ethical appeal • Claim based on the character, credibility, or reliability of the writer Ethos

  43. Watch the following video: Answer the following questions: • How does this video attempt to use credibility / reliability to persuade? • Why [or why not] does that persuade you to support the advocate? Ethos: Nike Commercial

  44. How does this video attempt to use credibility / reliability to persuade? • Why [or why not] does that persuade you to support the advocate? Let’s discuss the questions: WG: Nike Commercial

  45. An appeal to logic or reason • Claim based on a sufficient amount of reliable evidence (logic, numbers, facts) LOGOS

  46. Watch the following video: Answer the following questions: • How does this commercial attempt to use reason to persuade? • Why [or why not] does that attempt persuade you to support the advocate? Logos: DirecTV Commercial

  47. How does this commercial attempt to use reason to persuade? • Why [or why not] does that attempt persuade you to support the advocate? Let’s discuss the questions: WG: DirecTV Commercial

  48. Watch the following video: Define: • Pathos:_______________________________ • Logos:_______________________________ • Ethos:________________________________ Review: 3 persuasive Strategies

  49. Get into groups of FOUR. • The winning group will get a REWARD. • Choose a recorder (person to write down the team’s arguments). • Discuss and list at least 5 reasons why your group should be given the prize. • Your group MUST use AT LEAST ONE appeal to pathos, AT LEAST ONE appeal to ethos, and AT LEAST ONE appeal to logos. • You have TWELVE minutes to discuss and record your reasons. GW: Persuasive Contest

  50. For full credit, your group must: GW: Persuasive Contest Rubric

More Related