I. Curricular Framework

Concept:

Persuasion

Essential Question:

How does persuasive language act as a catalyst?

Bridge:

Positive/Negative Analogs

Content:

Buying and Selling

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students view consumer product advertisements (TV &/or Radio &/or print) and rank order for effectiveness.

Activity: View three ads and rank in order of personal impact.

Assessment: Extent of involvement in activity.

2. Attend: Attending to the Connection

Objective: Students reflect on ads and provide a reason for rankings and select a key image and/or phrase/word that most affected them.

Activity: In groups of three, discuss how they determined their rankings and then present a key image and/or phrase from the best ad.

Assessment: Quality of discussion and extent of image/phrase.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students complete analogs for positively and negatively connected words/phrases/images drawn from previous discussion.

Activity: Present words/phrases/images drawn from student examples and have students complete analogs for both positively and negatively connoted words/phrases/images.

Assessment: Quality of analogs.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students define and provide examples of positive and negative connotations in language and/or images.

Activity: Through a class discussion based on the analogs created, definitions of positive and negative connotations are developed and examples offered.

Assessment: Extent of discussion and detail in definitions.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students identify positively and negatively connoted words/images in print ads.

Activity: Students examine print ads and collect examples of positively and negatively connoted words and images.

Assessment: Clarity of selected images and words.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students create a collage of positively and negatively connoted words and images.

Activity: In pairs, students collect words/phrases and images from print ads and produce a collage contrasting positive and negative connotations.

Assessment: Quality and detail of collages.

7. Refine: Refining the Extension

Objective: Students plan and prepare a print, radio or T.V. advertisement for a product of their choice using effectively connoted words/phrases.

Activity: In pairs, students determine a consumer product and devise an advertisement using appropriately connoted words and images.

Assessment: Extent of planning and detail and quality of advertisements.

8. Perform: Creative Manifestation of Material Learned

Objective: Students present advertisements to the class and discuss the connotations intended from key words/images.

Activity: Students present advertisements, lead discussion of intentions. Class completes reaction sheets to provide feedback to presenters.

Assessment: Quality of presentation and clarity of discussion.

Assessment, Phase Five,Performance, Creative Use of Material Learned: