How
it Works
This set of lessons is part of what I try to give students
experiences in understanding the forces that shape their ideas
and opinions, and work in reshaping their arguments so that
truth and reason are evident.
The lessons work to raise student understanding of the elements
of media in use today; newspaper, television, and internet. They
analyze how different elements are used to influence different
audience groups, and use both these elements of advertising, and
traditional writing strategies for persuasive communication.
The lessons included here are the skeleton of a larger body of
instruction, and suggestions and resources are included to
expand into these larger themes of media literacy and of
argument.
Overview:
The lessons: The four lessons here represent the range I found
useful. The possibilities are enormous, and there are extensive
resources available on media literacy that can be used. I chose
to weave elements of these themes into several months of work,
often informally. I will note some of these informal supports
within the lesson plan, and in the resources pages.
1. Our Opinions and Interests: TV talks and we listen?
In
a previous unit in which we created our own videos, students
watched TV programs and mapped out the timing and types of
camera changes, and timing on a topic. (news shows preferred).
Here they watch TV while trying to see relationships between the
ads and the type of show. In addition, they do quick research
online to see if there is a companion website, and whether
advertisement their is the same or different.
2. Arguments, and reasoned arguments-
We
first have some "fun" arguing, then adjusting our arguments so
that people aren't mad, and some positive things start
happening. Then the students step away from argument, and make
cases for opinions and decisions, using paper airplane designs
as a simulation for the kind of activity that companies and
organizations like the Pentagon might use.
3. Social issues and opposing viewpoints
We
used a topic that matches their 7th grade science studies in
genetics, and students did online research followed by
persuasive presentations of their own viewpoints based on their
readings. (Other relevant topics listed in resources)
4.It pays to advertise-
Students create advertisements to persuade. This includes online
research for information and graphical elements to repurpose for
their ideas.
Technology Elements and prerequisites:
Online access is needed for two lessons, the television for at
least one lesson, and software to edit graphics is very useful.
In addition, digital cameras are excellent for students focusing
their ad posters on issues and interests in the school and local
community.
Learning Content Standards: These are California State Standards
in Language Arts. However, as in the lesson on Social Issues
(Pet Cloning?), you can select a topic that directly supports
content areas. I've put a few of these links on the resources
page.
Resources: Since you are already accessing this online, I expect
you have your own teacher net skills, and areas of interest.
These are a few of the areas I've found students can get
interested in and deal with the issues at least at a meaningful
introductory level.
Links to samples: Instruction sheets that students got for
these lessons, as well as some student samples that could be
adapted to net viewing.
New Media is included both as part of the media analysis of
television, but more importantly in the use of the internet to
bring together different viewpoints on important and
controversial social issues. (In the unit these range from the
local issue of school uniforms, out to a larger social issue on
cloning).
In
addition, students combine media to create their own
advertisements, and use the internet, scanners, and digital
cameras.
For example, in the lesson on Issues and Persuasion:
Students will be able to read online resources, take notes
concerning both author viewpoints and evidence, and the author's
evidence of expertise in the topic. They will choose a viewpoint
and support this in their writing with evidence. Students will
be able to compare and contrast their chosen viewpoint with the
opposing view, both in writing and in response to oral
questions.
Time Needed-
Minimum 3 periods of 50 minutes, can extend to double that.
Assessment
Persuasion Unit assessments
These
lessons are part of a theme for the year. Most of the work is
either formative, or assignments are graded as complete after
classroom discussion. Lessons #1 & #2 are essentially templates,
and I treat as thinking/practice lessons.
Lessons #3 & #4 involve more independent thinking and
synthesizing of skills. I use a simple rubric for self and
teacher assessment, combining the scores. (this is a common
practice for projects in my class)
I
strongly recommend that you consider using your own assessments
that match your instructional goals, and the norms you have
established in your class.
Rubric for lesson #3- Persuasive Writing and Speaking
Rubric for Lesson #4- Ad Creation
Standards
The California Language Arts standards for 6th and 7th grades
emphasize persuasive skills in writing and speaking, as well the
ability to use discrimination when reading and listening. The
core standards addressed in this unit are:
Expository Critique
-
Determine the adequacy and appropriateness of the evidence for
an author's conclusions.
-
Make reasonable assertions about a text through accurate,
supporting citations.
-
Note instances of unsupported inferences, fallacious reasoning,
persuasion, and propaganda in text.
Writing Applications
-Write persuasive compositions:
a. State a clear position on a proposition or proposal.
b. Support the position with organized and relevant evidence.
c. Anticipate and address reader concerns and counterarguments.
Listening and Speaking
-
Support opinions with detailed evidence and with visual or media
displays that use appropriate technology.
-Deliver persuasive presentations:
a.
Provide a clear statement of the position.
b.
Include relevant evidence.
c.
Offer a logical sequence of information.
d.
Engage the listener and foster acceptance of the proposition or
proposal.
What you need
Estimated number of class periods for students to complete this
project: (based on a 50 minute class period)
8-10 periods, plus some student work outside of class
Software or Materials Used:
New Media is included both as part of the media analysis of
television, but more importantly in the use of the internet to
bring together different viewpoints on important and
controversial social issues. (In the unit these range from the
local issue of school uniforms, out to a larger social issue on
cloning).
In
addition, students combine media to create their own
advertisements, and use the internet, scanners, and digital
cameras.
Keywords:
Persuasive, writing, persuasion, advertising, advertisement,
media, media literacy, argument, opinion
The Students
The students involved in this project were 7th graders in a
school where well over 80% of the students are English Language
learners (Spanish). The particular class discussed were all
Fully English Proficient. The unit is quite suitable for grades
6-12, with adaptations made for content of reading, and
expectations of the student production.
Overall Value
People argue, and teenage years are especially rich times for
strong opinions and arguments. The 7th grade is a great time to
start learning how to understand and use the dynamics of
reasoned argument and persuasion. The issues and complexity of
expression can build after that.
Two elements that are hard to get in touch with for kids (all of
us?) are:
1.
What are my opinions, and why do I have them?
2.
Why does somebody else have a different opinion?
This unit provides a basic structure, and many resources for
expansion, to help young teens master the influences of media
entering their lives, and to practice effective strategies for
both argument analysis and effective use of of language and
graphics to express both opinions and truths.
Details
Subject Area:
Language Arts
Second Subject Area (if interdisciplinary):
Excellent opportunities for Science and Social Studies
Starting Grade Level:
6
Ending Grade Level:
8
Tips for the Teacher:
It
is highly recommended that the teacher review some of the
resources on media literacy.... inevitably excitement about the
possibilities will be aroused. In addition, pre-plan the
integration of the unit with other language arts instructional
units (this is the genre of persuasive writing, but expects some
skills in summarization and expository writing) In addition, the
lesson on Issues lends itself very well to a planned integration
with science or social studies issues that the students will be
studying.... take the opportunity and make the connection!
Finally, take time to spiral the unit into other instruction. It
is not necessary to move through it in a block. These are
basically "life skills" for the students, and are most useful
when viewed as part of their development.
(for example, the lesson on airplanes and arguments was
basically a response to the apparent need for these 7th graders
to learn how to have a reasonable argument, as well as to add
some physical fun to language class)
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