Advocacy and Persuasion

1. Advocacy and Persuasion Applying New Knowledge Northwestern High School Mr. Medoff and Mrs. Avery 1/30/12 – 2/3/12 Day 1 Day 2 Day 3 Day 4 Day 5

2. Objective (day 1) Students will • Confirm understanding after reading, viewing, and/or listening to a text • Determine the critical or central idea(s) of a text • Use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing • Analyze writing strategies as they apply to print text In order to • Re-read “Dear Board of Education” • Identify a speaker’s argument in a text • Define and identify methods of persuasion in “Dear Board of Education” • Examine writing strategies used to create persuasive arguments through quick writes

3. Warm-Up (day 1) 1. Read the assignment for your quarter 3 culminating project: Write an advocacy letter to a person or organization of influence to persuade them to accept your idea(s) or belief(s). 2. What issue do you want to write about? What person or organization could you write to in order to make a difference?

4. IW: Quick Write What are some ways that you can persuade through writing? WG: Quick Write Responses

5. PW: Re-reading WG: Share Sentences • Now, let’s re-read “Dear Board of Education.” • In pairs, identify one significant sentence that reveals the speaker’s argument [not from the first two paragraphs].

6. Quick Write: Stop and Think (RWN) How did you decide which sentence to select? Which sentences shared in class helped you make sense of the writer’s argument? Why?

7. IW: INDEPENDENT CHARTING(RWN) • Copy and complete the chart below. Identify three significant sentences in the text. 1. 2. 3. Explain how each sentence persuades the reader. 1. 2. 3.

8. GW: Significant Sentences Take two minutes to share your chart with your small group members. Be sure to engage in accountable talk. Identify three significant sentences in the text. 1. 2. 3. Explain how each sentence persuades the reader. 1. 2. 3.

9. IW: Copy the Chart (RWN)

10. IW: “Letter to the Board” • Read the paragraph. Note the sections in red Last month, my father was rushed to the hospital with a heart attackat 9am. Everybody was worried that he wasn’t going to live. They took him to Memorial Hospital where he had several more heart attacks. My mom tried to call the school all morning to get in touch with me but the phones were busy every time she tried. I was in biology dissecting frogs while my father was dying.

11. PW: Complete the Chart • With a partner, complete the chart about the first paragraph of “Letter to the Board”

12. WG: Complete the Chart • Let’s discuss the chart about the first paragraph of “Letter to the Board”

13. IW: Quick Write Why is diction important in this paragraph? How Does it help create pathos? Last month, my father was rushed to the hospital with a heart attack at 9am. Everybody was worried that he wasn’t going to live. They took him to Memorial Hospital where he had several more heart attacks. My mom tried to call the school all morning to get in touch with me but the phones were busy every time she tried. I was in biology dissecting frogs while my father way dying.

14. PW: Quick Write • With a partner, share your answer to the following quick write: Why is diction important in this paragraph? How Does it help create pathos? Last month, my father was rushed to the hospital with a heart attack at 9am. Everybody was worried that he wasn’t going to live. They took him to Memorial Hospital where he had several more heart attacks. My mom tried to call the school all morning to get in touch with me but the phones were busy every time she tried. I was in biology dissecting frogs while my father way dying.

15. WG: Quick Write • Let’s discuss this quick write as a class: Why is diction important in this paragraph? How Does it help create pathos? Last month, my father was rushed to the hospital with a heart attack at 9am. Everybody was worried that he wasn’t going to live. They took him to Memorial Hospital where he had several more heart attacks. My mom tried to call the school all morning to get in touch with me but the phones were busy every time she tried. I was in biology dissecting frogs while my father way dying.

16. IW: “Letter to the Board” Read the paragraph. Note the underlined sections. I am writing on behalf of students and parents who want you to rethink the ban on cell phones since this is the major way that parentscommunicate with their children.Safety is the major concern of parents who want their children to be able to contact them quickly and easily should they find themselves in a perilous situation. At other times, parents need to contact children because of a change of plans. This happens particularly in families where both parents work or where the parents have separated. Sometimes parents need to get in touch with children to let them know that they have to go somewhere else after school.

17. PW: Complete the Chart • With a partner, complete the chart about the second paragraph of “Letter to the Board”

18. WG: Complete the Chart • Let’s discuss the chart about the second paragraph of “Letter to the Board”

19. IW: Quick Write Why do you think the author uses the words parents and children repeatedly in her letter to the Board members?

20. PW: Quick Write With a partner, share your answer to the following quick write: Why do you think the author uses the words parents and children repeatedly in her letter to the Board members? WG: Quick Write

21. IW: “Letter to the Board” Read the paragraph. Note the underlined section. There are many situations, particularly here in California, where children might be potentially in danger and could use the phone to get help. For example, if we had an earthquake or a lockdown, it would be important to contact someone beyond the school without having to go to the office. Or imagine the worse case scenario, a hostage situation, a terrorist situation or a Columbine or Beslan. In New York on 9/11, victims were able to communicate with families for the last time on their cell phones. The man on flight 93 used his phone from flight and let the world know what was happening on the flight. What if he had kept to the rules and observed the ban on cell phone use on planes? We would never have known what happened on the flight. Rhetorical question

22. PW: Complete the Chart • With a partner, complete the chart about the third paragraph of “Letter to the Board”

23. WG: Complete the Chart • Let’s discuss the chart about the third paragraph of “Letter to the Board”

24. IW: Quick Write What was the writer trying to do when she asked the rhetorical question: What if he had kept to the rules and observed the ban on cell phone use on planes?

25. PW: Quick Write With a partner, share your answer to the following quick write: What was the writer trying to do when she asked the rhetorical question: What if he had kept to the rules and observed the ban on cell phone use on planes? WG: Quick Write

26. Exit Slip Will going through the rest of the “Letter to the Board” paragraph by paragraph help you with creating your own persuasive essay? Explain.

27. Homework (due Thursday) Write the introductory paragraph for your persuasive essay. You must have: • Grabber • Transition • Thesis

28. Objective (day 2) Students will • Confirm understanding after reading, viewing, and/or listening to a text • Determine the critical or central idea(s) of a text • Use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing • Analyze writing strategies as they apply to print text In order to • Read two persuasive essays • Identify a speaker’s argument in a text • Define and identify methods of persuasion in two persuasive essays • Examine writing strategies used to create persuasive arguments

29. Warm-Up (day 2) What two aspects of persuasion are difficult to understand? Why?

30. Reviewing Persuasion Watch the following video: Keep in mind the following questions: Does this video help you understand persuasion better than the video about Ari and his mother? Why or why not?

31. WG: Quick Discussion How does this video attempt to target the audience [you guys] effectively?

32. Gallery Walk • On the walls you will see five different stations. • At each station, you will see two different paragraphs. • Station 1 has the introduction paragraph for two different essays; station 2 has the first body paragraph for two different essays, stations 3 has the second body paragraph for two different essays… • You will be given a graphic organizer to guide you through each station

33. The Chart For each paragraph: you will • Summarize [just a sentence] • Identify persuasive appeal • Persuasive? Why or why not.

34. So which one is better?? • After you complete the graphic organizer for that paragraph, you will vote for one of them. • Take a post-it, write YOUR NAME on it, and stick it on the side with the paragraph that you thought was better

35. Objective (day 3) Students will • Confirm understanding after viewing a non-print text • Determine the critical or central idea(s) of a text • Analyze persuasive strategies as they apply to a non- print text In order to • Analyze Super Size Me • Identify and differentiate methods of persuasion in Super Size Me • Examine writing strategies used to create persuasive arguments

36. Warm-Up • Do you like fast food? Why/ Why not? • Why do you think fast food restaurants like KFC and McDonald’s are popular with youngsters and children?

37. Super Size Me As you watch the non-print text, identify at least 6 examples of logos, ethos, and pathos.

38. 15 $1 Million 14 $500,000 For $1,000,000 13 $250,000 12 $125,000 11 $64,000 10 $32,000 9 $16,000 8 $8,000 What rhetorical appeal did we just see? 7 $4,000 6 $2,000 5 $1,000 4 $500 3 $300 2 $200 50:50 1 $100 A: Ethos B: Logos C: Pathos D: None of the Above

39. Exit Slip • How can I help make writing persuasively seem more fun and less like a boring assignment? • I know everyone likes to talk and get their own way, so help me turn that into writing tasks.

40. Objective (day 4) Students will • Apply concepts of persuasive writing strategies • Create visual representations of persuasive writing strategies • Analyze persuasive strategies as they apply to a non- print text In order to • Create an advertisement for McDonalds using ethos, logos, and pathos. • Create an advertisement warning of the dangers of McDonalds products using ethos, logos, and pathos. • Analyze Super Size Me

41. Warm-Up Will you ever go to McDonalds again after seeing the potential health dangers in Super Size Me? If you say NO, what was it that Morgan did to persuade you the most? Explain. If you say YES, does that mean Morgan was not persuasive? Explain.

42. IW: Advertisement Comparision • 1. get a piece of paper. • 2. Fold it in half [hamburger style]

43. Advertisement Comparison Rubric • For full credit you must:

44. IW: Exit Slip • What is the most persuasive reason for NOT eating McDonalds that you have seen from Morgan [from Super Size Me]

45. Objective (day 5) Students will • Prove comprehension of persuasive writing strategies • Critique visual and textual representations of persuasive writing strategies • Analyze persuasive strategies as they apply to print and non-print text In order to • Apply concepts of ethos, logos, and pathos during Persuasive Jeopardy • Create a persuasive paragraph on a topic of interest. • Connect persuasive writing strategies and students’ lives

46. Warm-Up (pd. 4) Jeopardy • Come in quietly and sit down. • NO more than 6 people in each row. • [7 if all other rows are filled up]. • Write down an example of logos.

47. Warm-Up • Define the three persuasive strategies. • Give an example for each one.

48. Jeopardy!!! • ARE YOU READY!?!?!?!

49. IW: Exhibit Comprehension • Write THREE separate paragraphs. • 1 on ETHOS. 1 on PATHOS. 1 on LOGOS • Persuade me of anything you want [school appropriate] For full credit in each paragraph, you must:

50. IW: Exhibit Comprehension • Write ONE complete, thorough paragraph • Use at least one example of ETHOS, one example of PATHOS and one example of LOGOS • Persuade me of anything you want [school appropriate] For full credit in each paragraph, you must: