Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Ro= linda Lapham
School Name	= Herington Middle School
School District	USD 487
= School City, State	Herington KS<= /st1:State>
Classroom Informati= on
Subject Area
Co= mmunications
Grade Level(s)<= /p>
7<= sup>th and 8^th Grade
Unit Ov= erview
Unit Title
Who Influences Us and How Do They Do So?
Unit Summary
Persuasive techniques are methods people use to convince others to think or act a certain way. Persuasive messages are all arou= nd us. Activities in this unit= will familiarize students with various propaganda techniques. In the thinking tools, students = will recognize and understand the techniques advertisers use to persuade you.<= span style=3D'mso-spacerun:yes'> Students will use reason and log= ic to make better choices about what they want and believe.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
= Knowledge: Collect examples of advertisements. List the five commonly used pers= uasive techniques used in ads. = Comprehension: Determine (identify) which propaganda techniques are being used th= e ads. = Application: Develop a new copy of for each ad using a new propaganda technique. Write the modifi= ed ad. = Analysis:= Draw conclusion as to why the advertiser chose the techniques and explain who = the intended audience was. = Synthesis: Design an ad or commercial to persuade consumers to purchase a pro= duct using one or more propaganda techniques implemented in their ad. = Evaluation: Compare the different media forms used and techniques to advertise products. Choose the media = form and advertising component that sells this product.
Standards
Kansas 7-8 Reading Standards Standard 1 The student reads and comprehends text across the curriculum. Benchmark 4 The student comprehends a variety of texts (narrative, expository, technical, and persuasive).= 14 The student identifies the author’s position in a persuasive text and describes techniques the author uses to support that position.= 15 The students distinguishes betwe= en fact and opinion, and recognizes propaganda, bias, and stereotypes of various = types of appropriate-level texts.
Learning Objectives
1.= Students will be introduce= d to the most commonly used persuasive (propaganda) techniques-“Ads and = You, the Teenager: Buyer Beware̶= 1;. 2.= Students will choose five advertisements and determine which propaganda techniques are being used.<= o:p> 3.= Students will modify an ex= isting ad using different propaganda techniques. 4.= Students will create/desig= n an original ad or commercial. (Rubric criteria) 5.= Students will compare media forms that use propaganda techniques.
Curriculum-Framing Questions	Essential Question
WH= AT is the TRUTH? How do other’s opinions influence your decisions or beliefs?
Unit Questions
1.= How do commercials/ads inf= luence buyers? Television commercials and ads have an enormous impact on the buying power of Americ= ans. When you recognize and understand the techniques advertisers use to persuade you, = you are less likely t= o be easily persuaded. You can u= se logic to make better choices about what you want or what you beli= eve. 2.= Why is it important to understand persuasive techniques? 3. How are commercials and ads = made to appeal to your senses of sight, touch, taste, smell, and he= aring? As you w= atch, listen to, or read advertisements, think about what you are seeing and/or hearing. 4<= span style=3D'mso-spacerun:yes'> How do some commercials/ads relate certain facts, then lead you to assume that other things are<= /o:p> factual = too? Think of= a commercial that you have seen or heard and determine if facts are obvious= to you or is there a hidden message.
Content Questions
1a. What factors determine what we buy? 1b. How do I recognize persuasive techniques?= 2. What are the persuasive techniques (propaganda) used in ads?<= /o:p> 3a. What does the advertiser want? 3b. How is the advertiser trying to influence me? 3c. What catches my attention? Does the ad use catchy music, sound effects, etc.? (components) 4a. What is the purpose (truth) behind the ad? 4b. How effective is the message of the commercial/ad?

= Student Assessment Plan

Assessment Summary

Multiple assessments will be used throughout the project either orally or written, on-line tools as indicated in the following plan, and a rubric to evaluate the student ads/commercials.

Assessment Timeline


Before Project Work Begins	While Students Work on Projects=	After Project Work Ends

·= Class market survey. Given $50.00, as= k them to imagine that they have this money to spend in any way. What would they buy? What specific brand of item = would you buy? Why would you = buy only that brand? What k= ind of media form/medium field advertises this product? ·= Assess prior knowledge: brainstorm to see if the students have knowledge of any propaganda techniques.	<= font size=3D1 face=3DSymbol>· = Propaganda techniques: Students will be assessed= on the paper-pencil test to match the type of propaganda technique being used given an example.<= /span> <= font size=3D1 face=3DSymbol>· = Students will be given a = check-list to analyze propaga= nda in print ads and commercials.	·= Design a new product: = A rubric will be given to stude= nts to create and grade their new advertisement/commercial.

=	=	=

Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>

If= the shoe fits? What is the best= shoe for me? Why?

Project Description (For the Visu= al Ranking workspace)

Students will be given a list of 12 brand names for shoes. They are to rank the= ir preference of shoe brand in order from 1-12 (1 being the top brand they prefer). The students will = give reasons why they would select that particular brand of shoe.

Prompt (For the Visu= al Ranking workspace)<= /font>

Rank this list of shoes in t= he order of preference that you would purchase them.

Sorting List (For the Visu= al Ranking workspace)

Adidas

Airwalk

ASICS

Converse

Faded Glory

Keds

K-Swiss

New Balance

Nike

Reebok

Sketchers<= /font>

Vans

Practice Ranking (For your future quick reference)<= /font>

Pa= ssword: Team01-Team40

Seeing Reason Elements (Complete this section if this tool will be used in the unit)

Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>

Ta= ke the Challenge. <= /span>

Project Description (For the Seei= ng Reason workspace)

Te= levision commercials and ads have an enormous impact on the buying power of Americans. Students will co= mpare two products and determine why they purchase one product over the other b= ased on advertising techniques used and their own personal preferences.

Research Question (For the Seei= ng Reason workspace)<= /font>

Wh= at factors influence your purchasing selection of Pepsi or Coke products?

Practice Map (For your future quick reference)<= /font>

Practice Team ID: Login Team01-Team40

Pa= ssword: Team01-Team40

Students may want to consider some of the following items: price, taste, flavor choices, availability, basic message, catchy words, visual images, product slogan, product character, positive/negative appeal, and product comparison.

Showing Evidence Elements (Complete this section if this too= l will be used in the unit)

Showing Evidence Project Name (For the Show= ing Evidence workspace)<= /font>

Sa= ys Who?

Project Description (For the Show= ing Evidence workspace)

Fr= om television advertisements to colorfully packaged products and fruity flav= ors, teens are the target of well-designed, effective advertising strategies.<= span style=3D'mso-spacerun:yes'> Students must support their clai= ms for responsible product advertising.

Prompt (For the Show= ing Evidence workspace)<= /font>

Should advertising of alcohol products be banned?

Practice Case (For your future quick reference)

Practice Team ID: Team01-Team40

Re= viewing Team ID: Team01-Team40

Pa= ssword: Team01-Team40

&nbs= p;

Claims

A. Advertisements for alcohol shoul= d NOT be allowed.

&nbs= p; Explanation: There are many negative aspects associated with alcoh= ol consumption.

B. Advertisements for alcohol shoul= d be allowed.

&nbs= p; Explanation: Compani= es have the legal right to advertise their product responsibly.

Evidence <= /span>

A. Alcohol advertisements promote underage drinking.

B. Alcohol advertisements promote drinking responsibly.

= Unit Details