Pledge: I pledge on my honor that I have neither given nor received unauthorized aid on this assignment. Date: September 27, 2010
Class: 7th Grade Language Arts ESL (Level: high 2s, 3,4,5) Time: 90 minutes
Objective: The students will gain an understanding about the use of persuasive language in non-print media. Students will be able to describe the difference between fact and opinion.
VASOL: STANDARD 7.3 STRAND: ORAL LANGUAGE
7.3 The student will describe persuasive messages in non-print media, including television, radio, and video. a) Identify persuasive technique used.
b) Distinguish between fact and opinion.
c) Describe how word choice conveys viewpoint. Performance Task #1 (The Hook)
Time: 30 minutes Content Standard(s):
• Students will be able to identify persuasive language and use. Goal: Student will hear how persuasive language is used in non-print media Prior Knowledge: N/A
Task: Listen and Discuss
1. Students will view/listen to the following commercials (TV and Radio).
TV Etrade Shankapotomus http://www.youtube.com/watch?v=pRPRVTQl6Sc&feature=fvst TV Sad Pet Commercial http://www.youtube.com/watch?v=IO9d2PpP7tQ
TV EDS Herding Cats http://www.youtube.com/watch?v=Pk7yqlTMvp8 TV Pepsi Max for Men http://www.youtube.com/watch?v=Xu25lUDJZgY Radio Corn Nuts http://www.youtube.com/watch?v=3quMz-EAThw Radio Coke Adds Life http://www.youtube.com/watch?v=YQIL6920fjQ
(You Tube links can be accessed at school by downloading them at home in advance by using the Firefox add-on.) 2. Discuss the goal of commercials and how language is used to persuade potential buyers.
3. Pass out the handout of commonly used persuasive words and go over their meanings. Ask the students to identify persuasive words that they heard used in the commercials.
4. Begin discussion about the difference between fact and opinion. Differentiation:
1. Technology: Students could be given a homework assignment to email links of favorite commercials to the teacher prior to class.
2. Technology: Each pair of students could use the computer to look up a list of persuasive vocabulary. Materials: Handout, Links to commercials, computers
Assessment: Must participate in Class Discussion (See Checklist for PT 1 and 2) Performance Task #2 (Fact vs. Opinion in My World)
Time: 20 minutes Content Standard(s):
• Comparing (Student will create statements of Fact and Opinion) • Classifying (Student will classify information in categories)
• Decision Making (Student will decide which statements are fact and opinion) Goal: The student will learn that different language is used in factual and opinion statements.
Prior Knowledge: The student would need to know the definition of fact and opinion and should have been presented with multiple classification tasks (picking fact/opinion statements from print, expressing oral statements of fact and opinion etc).
Task: Think, Pair, Share
1. Each student will be given 10 index cards.
2. On five they should write one factual statement about their world (where they live, family members, sports etc). 3. On the other five they should write opinion statements about their world (foods, school, etc.).
4. They will then find a partner and swap cards. The partner will separate the cards into fact or opinion.
5. After all groups have completed this task the class will come together and each student will pick one card, read it, tell if it is fact or opinion and then tell why they think so.
Differentiation:
1. Technology: Each pair of students could use the computer to look up a list of vocabulary that usually accompanies statements of fact and opinion. Half the class doing fact, the other half doing fiction.
2. As an additional exercise the students could create a two-tab organizer that would define fact and opinion, give an example and include a list of focus vocabulary.
3. For students struggling with writing, pictures could be pasted or drawn on cards and the student could give an oral factual or opinionated description of the picture.
Assessment for Task 1 and 2 Checklist:
Did the student participate in the class discussion?
Can this student identify persuasive language and describe its use?
Did the student come up with 5 appropriate fact and 5 opinion statements? Did the student work cooperatively with a partner to classify statements? Did the student offer solid reasons for fact or opinion during discussion?
Does this student have a good understanding of the definition and difference of fact and opinion? Performance Task #3 (Create a Commercial)
Time: 40 minutes Content Standard(s):
• Students will use their creativity to develop a make-believe product.
• Students will create a script for a radio or TV ad using persuasive language. • Students will record or perform their script for the class.
Goal: The student will develop/perform/record a persuasive advertising script for selling a product.
Prior Knowledge: The student would need to know how to use a video Flip camera and/or digital voice-recording device. Task:
1. Students will be put into groups of 3 or 4 students. (Grouping should be multi-leveled) 2. Teacher will go over rubric for how this activity will be graded.
3. Students should come up with a make believe product that they will promote through a radio or TV commercial. 4. Students should decide to write their script for TV or Radio.
5. Students will brainstorm ideas for what persuasive words should be used in their advertisement. 6. Students will practice and perfect their commercial prior to recording.
Differentiation:
1. Technology: Students could use computer graphics/sound to enhance their commercial. 2. Music/Art: Students could draw animations or create music for their commercials.
3. The teacher could aid groups having trouble coming up with ideas by having a list of possible suggestions. Or have them create a commercial for a familiar product.
Materials: Flip Cameras for video recording, Digital voice recorders, paper, markers, musical instruments, and computers. Assessment: Rubric Following Page
Rubric for Persuasive Language Commercial
Content
Outstanding
(5pts)
Good Work
(4pts)
Average
(3pts)
Below Average
(2pts)
Try Again
(1pt)
Product
Student usedcreativity to come up with an interesting, unique product. Product was interesting. Product lacked creativity. Used pre-existing product. Product was unacceptable.
Script
Script was wellwritten and informative. Included proper use
of persuasive language.
Script was informative and included proper use
of persuasive language.
Script was dull but informative, may contain improper use
of persuasive language.
Script was dull and uninformative and lacked persuasion. Script was unacceptable.
Performance
Video/Audio/Live performance was clear, well organized,entertaining and persuasive. Video/Audio/Live performance was Interesting and persuasive. Video/Audio/Live performance was dull. Video/Audio/Live performance was dull and uninformative and lacked persuasion. Video/Audio/Live performance was unacceptable
