Day 1: Hook/Pre-Test/Intro

DESCRIPTION / LEARNING TARGET 03/28/2014 - Thursday 45 minute class period Learning Target: Students will begin to identify appeals of persuasion and rhetorical techniques by evaluating three commercials for ethos, pathos, logos and components of speaker, audience, message, and context. (begin to) 4.1.b Integrate information from different sources to form conclusions about an authors assumptions, biases, credibility, cultural and social perspectives, or world views 3.2.a.iv Use appropriate rhetorical appeals and genre to engage and guide the intended audience v. Anticipate and address readers biases and expectations vii. Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to persuade an audience 2.2.g Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8) 2.2.i Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCSS: RI.9-10.6) DESCRIPTION OF THE CLASS PURPOSE OF ACTIVITY (Think of this as your mini-rationale: What are you trying to accomplish through this lesson/activity? How are you trying to support writers?) MATERIALS (Include texts, handouts, special equipment or materials) Context: Fort Collins High School Grade level: PreAP 9 This lesson will serve as an introduction to the Persuasion and Research Unit. The Pre-Test will be modelled off the District Common Assessment, asking students to answer 6 skills-based questions regarding the techniques and fundamentals of persuasion. This assessment will drive instruction for the entire unit. After the PreTest, students will engage in a brief discussion that draws connections between the advertisements and their purpose, with identified commonalities. With the themes and goals chosen, students will be able to identify categories of techniques and appeals (without properly naming them). Three YouTube videos Commercial examples: - Logos: Poland Spring Water http://youtu.be/A3uDEnk2QpU - Pathos: Apple iPad Air Walt Whitman http://www.youtube.com/watch?v=jiyIcz7wUH0&list=PLF3LDx2LOA0wI6w9Rb0f7mjZWtZxmRdl&feature=share&index=8 - Ethos: Detroit Car http://www.youtube.com/watch?v=SKL254Y_jtc&feature=share&list=PLF3LDx2LOA0wI6w9Rb0f7mjZWtZxmRdl&index=10 Projector/Smartboard Pre-Test Materials 45 minutes Mention of conclusion of Romeo & Juliet Unit [5] Delineation between Argumentation and Persuasion - Recap from Argumentative Unit

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

PROCEDURES (Include a play-by-play account of what students will do from the minute they arrive to the minute they leave

your classroom. Indicate the length of each segment of the lesson. List actual minutes

Connect to prior knowledge Point out absence of Counterargument

[15-20] Pre-Test - Mention importance of showing skill to drive instruction - Explain directions showing clip once, then flip over and write with second viewing [10-15] General characteristics of Persuasion (without terms) - On board - What do you think of when you hear the word persuade? - Why do we persuade people? - Where do we see persuasion in our lives? - How are these commercials different from one another? (drawing categories) [5]Talk through each commercial drawing connections to create relationships with each other - Begin discussing audience, message, author, appeals in basic terms (to prep for Monday/Tuesday lecture on unit terms) - Put into categories created on the board Logos: Poland Spring Water - Facts and statistics to back - natural subjective? Pathos: Apple iPad Air - Emotional - Connection to humanity and life questions: why are we here? Ethos: Detroit Chrysler - Trust the speaker - made in Detroit not somewhere overseas -> ethically tying - Trust Eminem

ONGOING ASSESSMENT (Describe what youll do to determine whether or not students achieved the purpose described above.) REFLECTION

Students will complete the Pre-Assessment throughout the three advertisements shown, showing their strengths and opportunities with the skills in this unit. Discussion after Pre-Assessment will help set base and fundamental ideas for language and unit terms presented in Days 2 and 3 Would have been a great idea to have students jot down their ideas on each commercial and THEN share out to the class. This exercise would give quieter students or students who need more time the space to get their thoughts down on paper, then share out to the class. Everyone would have something to share. Would like to have students take notes on the three categories which I ended up doing in 5th hour, but not 1st.

Day 2: Lecture/Modes/Rhetorical Triangle

DESCRIPTION / LEARNING TARGET 03/31/2014 - Monday 45 minute class period Learning Target: Students will be able to define and identify the three modes of persuasion and aspects of the Rhetorical Triangle. (begin to) 4.1.b Integrate information from different sources to form conclusions about an authors assumptions, biases, credibility, cultural and social perspectives, or world views 3.2.a.iv Use appropriate rhetorical appeals and genre to engage and guide the intended audience v. Anticipate and address readers biases and expectations vii. Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to persuade an audience 2.2.g Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8) 2.2.i Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCSS: RI.9-10.6) DESCRIPTION OF THE CLASS PURPOSE OF ACTIVITY (Think of this as your mini-rationale: What are you trying to accomplish through this lesson/activity? How are you trying to support writers?) MATERIALS (Include texts, handouts, special equipment or materials) PROCEDURES (Include a play-by-play account of what students will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes Context: Fort Collins High School Grade level: PreAP 9 This lesson is for direct instruction on the three Modes of Persuasion and the components of the Rhetorical Triangle. By giving examples that draw from prior knowledge, students will be able to relate this newly defined terms with concepts theyve previously encountered. Opposing Cadillac and Ford commercials will serve as anchor examples after the direct instruction to complete examples of the Rhetorical Triangle and have a discussion about the Modes of Persuasion. Prezi http://prezi.com/eb5nabpdc_zn/persuasion/ Projector/Smartboard Rhetorical Triangle handout 45 minutes [5] Warm Up: In notes, write def. of persuasion, share out with class, redefine distinguishing characteristics between argument and persuasion. [5] Recap of first day (hook day) from Friday Draw up on board Recap of last class 3 categories - Logic - Emotion - Ethics and/or reputation [25]Direct Instruction Draw table in notes (modelled on Prezi)

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

Modes of Persuasion (appeals) Logos Pathos Ethos Rhetorical Triangle Rhetoric: language that is intended to influence people Merriam Webster Audience (effect on viewer) Demographics Age Education Sex Gender Ability status Race Ethnicity Beliefs Socioeconomic status Personal experiences/triggers Speaker (directors choice prior knowledge) Message Context Time/place/culture/norms/etc. [10] Guided Practice with commercials Cadillac vs. Ford commercials Write out triangle on back, complete for Cadillac commercial Discuss privilege, class, gender/sex, etc. Show Ford ad and counter with American Dream statements and bootstraps mentality Discuss connections between speaker/message/audience Recap at end ONGOING ASSESSMENT Students will show detailed notes from Prezi and complete the Rhetorical (Describe what youll do Triangle regarding the example commercials. The back of their RT note sheet to determine whether or will be drawn on the back and completed with the two commercials. not students achieved the purpose described above.) REFLECTION Students really loved discussing the commercials at the end of the presentation especially pitting Cadillac against Ford. We were able to discuss larger problems of privilege and economic power (along with patriotism). We couldve shaved time from the examples during direct instruction and given more time to the discussion at the end.

Day 3: Paired Guided Practice/Packets

DESCRIPTION / LEARNING TARGET 04/01/2014 Tuesday 45 minute class period Learning Target: Students will be able to identify and apply the three Modes of Persuasion and aspects of the Rhetorical Triangle with three print-based advertisements. (begin to) 4.1.b Integrate information from different sources to form conclusions about an authors assumptions, biases, credibility, cultural and social perspectives, or world views 3.2.a.iv Use appropriate rhetorical appeals and genre to engage and guide the intended audience v. Anticipate and address readers biases and expectations vii. Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to persuade an audience 2.2.g Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8) 2.2.i Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCSS: RI.9-10.6) DESCRIPTION OF THE CLASS PURPOSE OF ACTIVITY (Think of this as your mini-rationale: What are you trying to accomplish through this lesson/activity? How are you trying to support writers?) MATERIALS (Include texts, handouts, special equipment or materials) PROCEDURES (Include a play-by-play account of what students will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes Context: Fort Collins High School Grade level: PreAP 9 Moving from direct instruction into guided and independent practice, this lesson is focused on giving students the space to evaluate print-based advertisements with a partner. Sharing out at the end of class will allow students to self-assess their work and make sure theyre on the right page with their practicing efforts to identify Modes of Persuasion and components of the Rhetorical Triangle (in comparison with the rest of class).

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

3 print-based advertisements (in packet attached) Projector/Smartboard Paired Practice Packets 45 minutes [3-5] Recap of Ethos/Pathos/Logos and Rhetorical Triangle [30] Assign paired activity with packet - talk through assignment and goals (and purpose) - complete the table below for all three - complete back questions about each ad

ONGOING ASSESSMENT (Describe what youll do to determine whether or not students achieved the purpose described above.)

Speaker Company:

Message Audience Direct: Description of assumed demographics/experiences/etc.

Characteristics/assumptions Indirect: about Speaker:

Context

Which Mode of Persuasion is MOST intended in the advertisement? LOGOS / ETHOS / PATHOS In at least two complete sentences, explain your reasoning. Describe specific and direct observations of the advertisement. Is this appeal effective? Why or why not? Explain in at least two complete sentences. Are there any other Modes/appeals being used? Explain. -----Why might an advertisement employ multiple Modes of Persuasion? What is your definition of RHETORIC?

[10] Recap/Share Out Come back together at class and go over packet, share out answers, discuss points of confusion and successes REFLECTION Timing for this lesson went really well. The packet was just long enough to keep engagement and the advertisement choices were adequate to mix things up a bit. The students were focused and on-task throughout, and proper expectations were set for what work time should look like.

Day 4: Persuasive Techniques/Faulty Arguments

DESCRIPTION / LEARNING TARGET 04/02/2014 Wednesday 95 minute class period Learning Target: Students will be able to define and identify the three modes of persuasion, aspects of the Rhetorical Triangle, persuasive techniques, and faulty arguments. (begin to) 4.1.b Integrate information from different sources to form conclusions about an authors assumptions, biases, credibility, cultural and social perspectives, or world views 3.2.a.iv Use appropriate rhetorical appeals and genre to engage and guide the intended audience v. Anticipate and address readers biases and expectations vii. Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to persuade an audience 2.2.g Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8) 2.2.i Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCSS: RI.910.6) DESCRIPTION OF THE CLASS PURPOSE OF ACTIVITY (Think of this as your minirationale: What are you trying to accomplish through this lesson/activity? How are you trying to support writers?) MATERIALS (Include texts, handouts, special equipment or materials) PROCEDURES (Include a play-by-play account of what students will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes Context: Fort Collins High School Grade level: PreAP 9 This block day acts as another day of direct instruction (with connections to prior knowledge/advertisements) and application of these newly defined techniques and fallacies. The guided instruction with commercials at the end of the period will help scaffold learning to students success with group work in created their own advertisement on Friday 4/4.

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

Projector/Smartboard Prezi -- http://prezi.com/eb5nabpdc_zn/persuasion/ 95 minutes [15-20] Recap/refresher to bigger picture persuasion: The Science of Persuasion (11:50) YouTube video -http://www.youtube.com/watch?v=cFdCzN7RYbw&feature=share&list=PLF3LDx2LOA0wI6w9Rb0f7mjZWtZxmRdl&index=18 - Stop along the way to point out applications of ethos/pathos/logos in their presentation - Discuss the importance of BIGGER PICTURE, not definitions [45] Prezi on Persuasive Techniques and Faulty Arguments Prezi attached examples and use of prior knowledge along the way

[30] Guided Practice and Mini-assessment Work through the 6 commercial examples identifying faulty arguments and persuasive techniques. Have to complete on separate sheet Students will complete a Ticket Out the Door for EACH of the ads - Identify which Mode of Persuasion is MOST used in the ad - Persuasive Technique/Faulty Argument - Effective/Ineffective Discuss Rhetorical Triangle with a few select ads to bring in bigger picture comments and address societal norming of persuasive culture. ONGOING ASSESSMENT (Describe what youll do to determine whether or not students achieved the purpose described above.) REFLECTION Formatted Notes and written examples Ticket Out the Door to collect

The Prezi went faster than I thought but students were able to give good examples and have thoughtful discussion on the concepts being taught. After teaching first hour, I adapted the Ticket Out the Door to encompass ALL the clip examples instead of the last few so students could focus their thoughts and narrow their words/ideas onto paper BEFORE blurting out in class and having a crazy discussion.

FRIDAY April 4 (45 mins) Learning Target: Students will be able to identify the Modes of Persuasion and aspects of the Rhetorical Triangle in a set of print-based advertisements (as pairs). Agenda: Advertising Practice on posters (small groups); assign independent work for weekend -- Advertisement Posters Group Project HW: Independent Advertisement Search assignment for Monday 4/7 (see Persuasion and Research UNIT FOLDER for assignment sheet!) -- you will also present your group's work on Monday in class Reflection: Having work time in class with partners was a great way to check in for understanding about identifying the concepts weve been discussing the last few days. This was the first time to send them out on their own and test their abilities without me in front of the room, and it was nice to see that they were asking each other critical questions to further their own understanding of the text they were analyzing. If anything, wouldve like about 10 more minutes at the end to spend more time coming back together and going over each as a whole class. Will maybe dedicate the first 5 minutes to that on Monday.

MONDAY April 7 (45 mins) Learning Target: Students will continue to identify persuasive techniques and faulty arguments in their peers advertisement examples. Students will be able to define Inclusive Language and support its significance in the Rhetorical Triangle. **Collect HW assignment due today -- Independent Ad Search Agenda: Group short presentations; notes on Inclusive Language HW: N/A Reflection: By writing statements about less inclusive language (ex: Thats so ghetto and Thats so gay) on the board, we were able to evaluate the shakey connection between speaker and audience. Even though the speaker may INTEND one thing, the IMPACT of that message could be completely different. This discussion on intent vs. impact is a very large topic for 9th graders to begin to unpack, but we were able to come up with examples from their own lives in the class discussion. I was really proud to hear my students talking about times when theyve heard or said things that could have been interpreted as marginalizing to different identities. This discussion was one of that days as a teacher where I felt like we were learning what being a better person feels like, not just the ABCs of literature and composition.

TUESDAY April 8 (45 mins) Learning Target: Students will begin to identify appeals of persuasion and rhetorical techniques by evaluating three commercials for ethos, pathos, logos and components of speaker, audience, message, and context. Agenda: Post Test (multiple choice) on three persuasive commercials HW: N/A Reflection: It was awesome to see how comfortable students were with answering this set of questions this time around. While some of them still looked anxious about the fact that we were calling it a post-test/assessment, they were happy to see that they had the definitions and knowledge to apply to each commercial. After the lesson a few kids exclaimed, That was pretty easy this time.

WEDNESDAY April 9 (95 mins) Learning Target: Students will be able to apply their knowledge of persuasive techniques and the Rhetorical Triangle to identify a leader that has influenced the world for better or worse. Agenda: Begin Research Unit and instruction; ASSIGN Persuasive Speech (20th Century Leaders Assignment Sheet); work time on Research Proposal/Outline HW: Outline due at the BEGINNING of class on Monday 4/14 Reflection: Getting through the assignment sheet for the speeches took longer than expected. Some students need clarifications on every step of the process. I had to have them stop, reread the whole sheet, chat with a partner, and then share their questions out if they had any. I was amazed by how many questions folks had for how few words they actually read on the page. I thought the assignment sheet was very detailed. After I had students highlight and annotate the important parts again, we saw that I hadnt left anything out we just needed to take a closer look and make note of the details. Work time was a nice chance to connect with students and help them brainstorm a leader they could really connect with. It was awesome to see the creativity of some students especially ones like Akadia K. who wanted to choose Alfred Hitchcock for his influence on the creating the horrors of life into film.

MONDAY April 14 (all, 45 mins) Learning Target: Students will be able to logically organize their research and understanding of background into a coherent outline that connects the components of persuasive speaking. **Basic level research complete and background knowledge done for check Agenda: Check basic research, review Research PowerPoint and key findings; work time on flowcharts/diagrams HW: Work on Outline (due at beginning of class on Tuesday 4/15) and Draft (due at end of class on Wednesday 4/16) Reflection: Again, having work time during class was a life-saver. Having my class roster and going around to check off students a nice, quick way to check-in and make sure everyone was on the same page. I am really grateful we had our CSU interns in the room today to help answer questions I dont think I could do this with just me here. Having an extra teacher in the room to answer questions and give feedback was huge. If I do this again without that luxury, I would probably need to split the work session into two class periods or a longer block with more structure to checkin with the teacher.

TUESDAY April 15 (block, 95 mins) Learning Target: Students will continue to incorporate persuasive techniques and proper research practices in their persuasive speeches. **Outlines due Agenda: Work time to complete Drafts and compile photos for slides; slide #8 work time (works cited) HW: Work on Draft (due at end of class on Wednesday 4/16); work on slides (all due Friday 4/18 beginning on class) Reflection: More work time went well. Classroom management with Taylor B. and Kamryn H. was shakey need to set more strict guidelines and consequences for disrupting and distracting each other, and more importantly, other students.

WEDNESDAY April 16 (all, 35 mins) Learning Target: Students will continue to incorporate persuasive techniques and proper research practices in their persuasive speeches. **Upload completed Draft on SafeAssign by end of day on Wednesday 4/16 Agenda: Work time to finalize Draft (to submit at end of class); work on slides for Friday 4/18 HW: All slides (including #8, Works Cited) due at the BEGINNING of class Friday 4/18 Reflection: Work time. Good check in of Slide #8 had to stop and instruct the whole class on whiteboard of biggest three mistakes of citations so far: alphabetical order, hanging indent, NO bullets. Once we got that out of the way the rest of the class was spent editing their final slide and preparing notecards for speeches on Monday. I should have brought a stack of notecards for students to use to prepare their speeches! Next time.

FRIDAY April 18 (all, 45 mins) Learning Target: Students will continue to incorporate persuasive techniques and proper research practices in their persuasive speeches. **All slides due at beginning of class Agenda: Make revisions to speech draft based on instructor feedback; touch up slides for Monday; write notecards; practice speeches with peers for Monday 4/21; HW: EVERYONE will be ready to present their speech on Monday 4/21. Reflection: Brought notecards some students also brought their own. Had a few students lose points for not having slides prepared but they managed to finish up by Friday. REALLY tried to emphasize the importance of students practicing their speeches over the weekend before Monday I hope they actually take it to heart!

MONDAY April 21 (45 mins) Learning Target: Students will be able to critically evaluate their peers' effectiveness of speech through criterion of voice, physicality, flow, content, persuasive techniques, and visual aids. **All speeches ready to present Agenda: discuss Listener Evaluation forms; Presentations HW: N/A (600 page reading assignment and lit. terms packet) Reflection: Needed to be better prepared for students to pull up their presentations. Will have them all email me their PowerPoints so we can pull the entire list up at the beginning and not have to waste the time to log in/out of computers to get them up on the Smartboard. Listener Evaluation (practice rounds) went well and it will be great to give students some basic feedback for next class before they complete their final (graded) Listener Evaluation.