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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

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Advocacy and Persuasion Unit

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  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

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