Understanding By Design Unit of Instruction

Title of Unit

The Art of Persuasion

Grade Level

9th-10th grade

Subject

English Language Arts

Time Frame

3-4 weeks

Developed By

Marwa El Sayed
Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?
Persuasion, consumer rights, propaganda, informed citizens, media literacy. Throughout the unit, students are exposed to various
forms of persuasion. As they analyze and evaluate the messages therein, they practice their rights to be informed and empowered
consumers and citizens while gaining the ability to spot propaganda and understand the persuasive powers of different media.
Cross curricular Competencies
How will this unit promote the CCC?

At this stage in their education and even more so in subsequent years, students are expected to read critically and analyze a
multitude of texts in various disciplines. This involves the ability to conduct targeted research on specific topics while filtering and
judging the credibility of various sources. Students are expected to be proficient in formulating an opinion based on sound evidence
and to argue their case. This unit allows them to do so through focusing their attention on the messages they receive as readers,
consumers, and citizens and the different means used to convince them or sell them ideas. Through the use of real world examples,
students will begin to gain an understanding of media, what it represents and how they can interpret it beyond the surface. As they
look beyond the superficial messages, they arm themselves with the skills to spot fallacies and weak arguments. Their ability to
deconstruct these messages and to judge their validity is crucial for their maturity as critical, independent-thinking, life-long learners
in any and all fields. Students will learn that they have a voice and a choice in what to believe and who they choose to trust. They will
become proficient in effectively communicating their positions as well as defending them with sound evidence.

Learning Outcomes
What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
Enduring Understandings

Essential Questions

What understandings about the big ideas are desired? (what you

What provocative questions will foster inquiry into the content?

want students to understand & be able to use several years from

(open-ended questions that stimulate thought and inquiry linked

now) What misunderstandings are predictable?

to the content of the enduring understanding)

Students will understand that...

Persuasive writing and speaking exists everywhere, its

Content specific.

relevance extends beyond academic purposes.

Persuasive writers use a combination of appeals-- pathos,

means for positive/negative social change?

ethos, and logos-- to convince their audience.

A convincing argument in speech or writing includes a

Is there any truth in advertising? Any honest politicians?

focused claim (in the form of a thesis statement) with

What is the impact of the use of fallacies on individuals

and the community at large?

opposing views.

Would we still buy products if there were no ads?

Propaganda exists in many forms including advertising and

Who is considered an expert? When do we take expert

politics.

The difference between propaganda and scientific analysis is

advice as fact?

the existence of solid evidence and the lack of dependence

on emotional appeal.

Why is it important for us as consumers, readers, citizens

to learn about persuasive techniques that others use?

supporting examples and evidence while addressing

How can persuasive writing/speaking be used as a

What might the abundance of fallacious messages be

saying about us as a community, as a culture?

To be discerning consumers & citizens we must learn to

How has the use of persuasion changed over the years

and how is it employed across different cultures?

think critically about the messages we are constantly

receiving.

Fallacies are errors in logic that are used to deliver

persuasive messages by targeting intended audiences.

Related misconceptions
If a famous person said it or it is written in a book, it must be true.
A fallacy is any argument that I dont agree with.
Anyone trying to persuade me of something is trying to trick me.
Knowledge:

Skills

What knowledge will student acquire as a result of this unit? This

What skills will students acquire as a result of this unit? List the

content knowledge may come from the indicators, or might also

skills and/or behaviors that students will be able to exhibit as a

address pre-requisite knowledge that students will need for this

result of their work in this unit. These will come from the

unit.

indicators.

Students will know...

Vocabulary:

Students will be able to

Deconstruct advertisements, speeches and writings to

Persuasion

isolate intended messages, audiences and possible

Logic,

stereotypes assumed.

Argument, Premise, Conclusion,

Evaluate the strength of persuasive techniques (such as

Pathos, Ethos, Logos,

pathos, logos, ethos) used in ads, written works and

Fallacy,

speeches.

Claim, Evidence,

Purpose,
Counter-argument

Recognize, identify and deconstruct logical fallacies in

everyday communication (ads, speeches, print).

Refutation

Develop and present a personal understanding of the

fallacies in a selection of advertisements and construct
an argument that supports their conclusions.

Pre-requisite: Students must already have been trained in

Work collaboratively, each within their own roles,

conventions of writing including thesis statements, introduction

towards a common goal while practicing accountability

body conclusion.

for their own parts.

Gather and filter relevant and accurate information from

various credible sources and media to formulate a
coherent viewpoint.

Synthesize their understanding by writing a fallacy-free

persuasive essay which includes: an introduction with a
persuasive thesis statement, supporting arguments,
opposing views, refutations and a conclusion.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes
the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge
and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task

G Goal
What should students accomplish

There are 2 main performance tasks included in this unit. The first includes a research and a

by completing this task?

presentation element. Students work in groups to practice collaborative skills, negotiating roles

R Role

and assisting one another. They are provided with varied media resources necessary for them to

What role (perspective) will your

practice research skills including choosing verified sources (both print and online), selecting

students be taking?

appropriate information, and organizing it in a coherent form. They then have to present their

A Audience

findings to their class using the medium of their choice. The second task is one which involves

Who is the relevant audience?

writing a timed (STAAR) persuasive essay, one which incorporates everything they had been
learning in the unit thus far. This involves displaying their understanding of the elements of

S Situation

persuasion as well as their ability to produce their own persuasive arguments with supporting

The context or challenge

evidence while addressing opposing views without committing fallacies.

provided to the student.

P Product, Performance
What product/performance will
the student create?
Rubrics are attached.

S Standards & Criteria for

Success
Create the rubric for the
Performance Task

Other Evidence

Student Self-Assessment

Through what other evidence (work samples, observations,

How will students reflect upon or self-assess their learning?

quizzes, tests, journals or other means) will students demonstrate

achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Observations during class: discussions, pair work, group

work

Handouts completed during class times

Throughout this unit, students take part in individual

Homework

responsibility, group discussions, peer evaluations, as well as self-

Peer-evaluations

assessments and reflections. Within these self-assessments is a

Self-reflections

discussion of their preferred mode of learning (process) and

Presentations

displaying their understanding (product). This self-awareness is

Exit tickets

crucial in developing their meta-cognitive abilities.

Meetings with individual students

#
1

Lesson Title

Lesson Activities

What is

1. Opener:

persuasion?

The first step is understanding what persuasion is. Brainstorm as a class and write down their ideas on the
board. Persuasion is the act of causing someone to do or believe something through the use of reasoning or

CCC: critical

argument. Discussion: Why is important to learn about persuasion? Where are we most likely to see persuasion in

thinking,

our world/culture?

brainstorming 2. Videos:
, social

Watch a couple of the selected commercials:

awareness

Oral B toothpaste: https://www.youtube.com/watch?v=Jl6x5B-srs8

Subway: https://www.youtube.com/watch?v=KZZniMtS3gw
Clip from political speech: Obama at the University: https://www.youtube.com/watch?v=52ZPlDSmEj4
3. Class discussion:
What is the purpose in each? What are they trying to convince you of?

Add key words to the original brainstorming diagram on the board. Discuss the place of consumerism in our
culture. We are inundated with products, brands, and logos every day. We all have favorite products. But why? Is
it the brand? Is it the logo? What makes us pick that toothpaste over another?
4. Think-pair-share:
Think of a time when you needed to convince someone (friends, parents) and you thought hard about how to do
so. What strategies or techniques did you use? How did you make this person believe you? Have you ever
changed your minds about a product or a service after watching their advertisement? Add key words to the

original brainstorming diagram on the board.

5. Handouts: (Arguments list) students can also come up with their own
List of arguments you want to persuade your partner of: 1. Instagram is better than facebook, 2. All commercials
lie, 3. Smartphones are making us less social. Students write a couple of sentences to persuade their partners.
Differentiation:

For a challenge: students can try to analyze why they think some arguments are convincing but not others.
Struggling students: Invite ELLs to think about examples from their own culture to share with the class.
Metacognition:
Invite students to think about what they are doing as they try to write or say their arguments. Are you trying to
make them think in a certain way or feel certain emotions? Would you change your technique according to who
you are speaking to?

How do we

1. Opener:

persuade?

Use students arguments from last session as examples to introduce Pathos, Logos, Ethos
2. Graphic organizer: (Pathos, Ethos, Logos 1)

CCC:

Students are placed in groups of 3 or 4

Analysis,

Present the students with examples of various cut out ads and have them fill out the graphic organizer.

media

Discuss groups organizers as a class

literacy,

3. Videos: (Commercials links)

communicati

Watch the selected commercials & fill out second organizer with special attention to why they think it was a

on, creative

successful one.

thinking,

4. Sales pitch

collaboration

Place the students in groups and present each group with an object. They work together to come up with a sales
pitch that convinces the rest of the class to buy their product using pathos, ethos, logos. You are sitting with
your marketing team to create and develop a sales pitch for the following items. You must work fast! You MUST
use Logos, Ethos, and Pathos in your sales pitch. Everything that is in the room is at your disposal. Be creative &
think outside of the box! When you present you will only have two minutes to convince us to buy your item.
5. Presentations:
As groups provide their sales pitch, the groups who are listening identify the Logos, Ethos, and Pathos and
designate if they would purchase the item based on the sales pitch. (Pathos, Ethos, Logos 2)
6. Evaluations: (Peer-Evaluation handout)
Students use peer and self-evaluation handouts to assess their own understanding & performance on the sales
pitch.
Differentiation:

For struggling students: handouts with more opportunities for them to practice (handout for more ads egs). For a
challenge: students can log on to the pbskids site and come back with: 1. What struck them most, 2. A reflection,
3. Has this changed their views on advertising?
http://pbskids.org/dontbuyit/advertisingtricks/foodadtricks_icecream1.html

For HW students will look for their own examples of ads that fit each category and fill the organizer.

Fallacies in

1. Opener:

arguments 1

Put a few fallacious arguments on the board without their names

Either we put all careless drivers in jail or our roads will never be safe. (False dichotomy fallacy)
CCC:

If you dont study for your exams, you will fail and the next thing you know youll be working for McDonalds the

analysis,

rest of your life. (Slippery slope fallacy)

collaboration,

Elicit from class what they think of them, are they using pathos, ethos, logos?

evaluation,

2. Powerpoint slides (Fallacy presentation):

media

Go over fallacies slides making sure they all know argument, premise, conclusion, claim.

literacy,

Fallacies: Circular Reasoning - Slippery Slope - Ad Hominem - Appeal to Authority - Appeal to the people

research,

(bandwagon) - Red Herring - False/weak dichotomy - False/weak Analogy Strawman - Non-sequitor

personal

Discussion: Why is it important to learn about fallacies?

awareness

3. Learning centers:

and

Class is divided into groups of 3 or 4, each group is given 3-5 fallacies to work on. The class is organized around 4

responsibility

centers of learning

a. PowerPoint presentations
b. Instructional videos
c. Books, print sources, the internet
d. Illustrative pictures and videos
Students visit the centers in groups collecting information about the chosen fallacies.
4. Info sharing:
Students come back to the main circle to present their fallacies to the rest of the class in whatever means they
like: they can verbally explain - They can draw/write on the board - They can illustrate it with a short skit, they
can draw on the A3 posters. While Students in the audience take notes, ask questions. Every member in the group
must have a role to play. (A3 posters, colors, blue tack etc)

For HW Ss complete the fallacies handout by noticing ads around them.

Differentiation:
Students are grouped heterogeneously for the discovery centers so they can anchor each other. At each center
provide a spectrum of difficulty with different levels so they can choose what is appropriate. For research, guide
the struggling students towards the most appropriate websites. The different learning styles are represented by
the different learning centers. Students are free to choose their preferred mode of presenting their findings
(differentiating the product).

Meta-cognition: Ask students to reflect on their experiences at different centers: which did they prefer? What is
their preferred mode of receiving as well as displaying information? Why?
4

Fallacies in
arguments 2

1. Play the game: (Name that Fallacy! on powerpoint) as a review

a. Begin the Multiple choice quiz on powerpoint
b. In groups students compete to get as many answers as possible

CCC:

2. Class discussion:

collaboration,

Go over some of the examples Students brought to class, elicit opinions from others regarding their choices. Who

evaluation,

agrees/disagrees?

reflective

3. Think-pair-share & Handout:

thinking

Introduce the idea of audience.

Students work in pairs to reflect on their own examples and answer the (fallacies in ads handout).
4. Discussion:
Using some of the examples the students share, invite them to notice any connections between the types of
fallacies used and the intended audience. How do they feel about this?
5. Project:
Explanation & Handout (Fallacies in Advertising Project) including rubric so they know what is expected.

Work on

Project work:

Projects

Teacher goes over project requirements and rubric one more time for clarity. Students use class time to work on
projects as teacher floats assisting the different groups. Groups must decide on the medium to be used and the
resources required for their presentations as well as each members role. Students are invited to work on the
project during their weekend by assigning roles to each member.
CCC: Creative thinking, collaboration, negotiation, personal awareness & responsibility, media literacy

Presentations

1. Presentations:
Students come to class prepared to present their projects to their audience.
2. Evaluations:
Self-reflection, peer evaluations and discussions after presentations are done.

(Peer feedback handout)

CCC: collaboration, personal responsibility, media literacy, reflective thinking, communication

Persuasive

1. Opener: pre-requisite knowledge check:

writing

We will now move to persuasion in writing. Watch 2 minute video on persuasive essay vocabulary:

Thesis

https://www.youtube.com/watch?v=ztVXcQHHVoI&feature=youtube

statements

Make sure everyone knows vocab: thesis, audience and purpose ethos, pathos, logos
2. Persuasive writing video:

CCC:
Analysis,

http://www.youtube.com/watch?v=jaGJNxCxB-s

In persuasive writing, the thesis statement is the intended message and the central claim.

collaboration,

3. Theses statements:

interpretation

Students Read sample introduction paragraphs. Have students identify what the paragraph is trying to persuade

, evaluation

its audience and what is the thesis statement.

4. Discussion and Handouts: (Effective thesis statements) Put two thesis statements on the board that say the
same thing. Discuss as a class which is more effective and why. Students then work in pairs to decide which of the
examples in the handouts they prefer and try to deduce which trait of effectiveness is exemplified in their choices.
Differentiation:
For struggling students: provide more writing prompts, more examples and more opportunities to practice. As
a challenge: Students can expand their thesis statements and write opening paragraphs.

Writing thesis

1. Opener/Videos: (short clips of movie speeches on USB)

statements

Lord of the rings, Braveheart, independence day, gladiator etc

After each video, students identify the intended message, thesis statements and why it was effective according to

CCC:

the traits we came up with.

interpretation

*Remind students of our work on purpose, audience, fallacies, messages*

, evaluation,

2. Writing prompts.

collaboration,

Come up with writing prompts as a class and add a few pre-chosen ones: e.g. Which is more important: what a

synthesis

person thinks or what a person does? How can we hold companies accountable for claims they make in their ads?
3. Writing Introductory paragraphs + thesis statements:
Individually, students write on their chosen prompts for a few minutes. Have volunteers read their responses
aloud. As a class, identify the thesis statements. Write the theses on the board. Use two as examples, discussing
whether or not they are effective. How would they improve on them? Peer-evaluation

4. Think-Pair-Share
Students work in pairs to rewrite the thesis statements to make them more effective.

For HW elicit from students more writing prompts and ask them introductory paragraphs with thesis
statements to be shared in class.
9

Addressing

1. Opener: Watch a controversial ad that uses cartoons (Irn Bru: The butcher)

opposing

https://www.youtube.com/watch?v=_J0tr5PPAoU

views

Elicit the following from class: 1. Who is the intended audience? 2. What is the intended message/thesis? 3.
What techniques did they use to persuade their audience?

CCC: Critical

Write down all the reasons you might agree and all the reasons you might disagree with that message. The

thinking,

reasons for and against represent opposing views.

social

2. Opposing Views video:

awareness &

Watch video introducing the idea of opposing views. https://www.youtube.com/watch?v=h35jfS7jnpc

responsibility,

3. T-charts (Opposing views T-charts)

media

Students will create T charts for the two sides of issues: Eg. Should students have to wear school

literacy

uniforms? Students can use their own prompts or previous thesis statements. Come up with the two sides of
the issue. Why is it important to do this? Why should we even consider others points of view?
Provide one or two as examples, one will be filled out as a class, and students will do one on their own.
Introduce vocabulary: counterargument and refutation. Have students list all the opposing views or
counterarguments for topic. Why would someone disagree with you?
How do we then refute the arguments? Provide students with different sentence stems such as: This is wrong
because.... Students pick the strongest counterargument and refute it by using in the sentence stem and
explaining it. Provide a few examples of successful refutations.

10

Writing the

1. Opener:

Rough

Students are told that they will now synthesize everything they have learnt so far about persuasion in order to

Draft/Organiz

write their own fallacy free persuasive essay. Brief review.

ation

2. Writing drafts
Students will write their essay in using the thesis, reasons, and counterarguments that they used before.

CCC:

Thesis Statement - Reason 1 - Reason 2 - Counterargument Conclusion

11

synthesis,

Differentiation:

organization

Struggling students can use foldables, graphic organizers and outline templates before they start writing.

Revising and

1. Opener: Revising & editing video

Editing

https://www.youtube.com/watch?v=8skn6XU884k
2. Model (sample paragraph handout)
Provide students with a sample paragraph, that the teacher will model revising and editing.
Have students work in table groups with texts that need to be revised and edited.
Go over the paragraphs.
3. Rough drafts
Students work on revising & editing their rough drafts. Use sticky notes or red pens.
Differentiation:
Struggling students can use the editing handout and the graphic organizers.
Meta-cognition:
What are you thinking about as you re-read and attempt to edit your essay? What strikes you? How do you
decide that something needs changing?

12

Final Drafts

1. Writing
Students will use class session to write final drafts of their essay.
2. Peer Editing
In pairs, students will practice peer-editing using the handout (Peer editing form) with help from their teacher.
CCC: persuasive writing, organization, synthesis, communication, evaluation, self-reflection

13

Timed Essay
Write

1. Opener:
Go over the STAAR Persuasive Essay format using a test from the previous year.
2. Writing

CCC:

Students will write a timed mock STAAR essay on their own. Provide them with the following reminders:

persuasive

State your position clearly effective thesis statements

writing,

Use appropriate organization

organization,

Provide specific support for your argument address counter arguments

synthesis,

Choose your arguments carefully no fallacies

Revise & Edit your writing for grammar, mechanics and sentences

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes,

Learning experiences included in this unit firstly allow the students to grasp

performance assessment and learning

the basic concepts, the vocabulary and the foundations of writing and

experiences?

speaking that they will need. It then provides opportunities for them to
practice the skills necessary to attain the set outcomes such as working
together as a group to perform final tasks. Performance tasks assess their
understanding and their ability to use the skills learnt in class as well as
transferring them to other contexts.

Adaptive Dimension:

Students are grouped at times homogenously and at other times

Have I made purposeful adjustments to the

heterogeneously according to readiness levels so that they can benefit

curriculum content (not outcomes), instructional

from collaborating with one another. They also work in pairs to allow for

practices, and/or the learning environment to

more focused and individualized attention for those who prefer it.

meet the learning needs and diversities of all my

students?

On many occasions, students are invited to provide their own content so

long as it aligns with set outcomes for activities. Thus peaking their interest
and enhancing their motivation.

Learning centers present the same content in different ways in order to

appeal to the different learning styles. The students get to choose their
preferred work setting, how best they choose to obtain the information.

The Product is differentiated as they come back to share what they have
learnt using a method of their choosing.

English language learners are provided with simpler language options and
organizational schemes to help them organize their thoughts.

Differentiation:
Whenever possible during lessons, opportunities for differentiation is
delineated. Scaffolding is provided in various ways during learning
experiences. Students who would struggle with open-ended research tasks are
provided specific websites to search on. For those with lower language levels,
easier print sources are provided.
For a challenge, students are asked to complete extension questions or
exercises, to apply what they learnt to real life and to help others who may be
struggling.
Instructional Approaches:
Do I use a variety of teacher directed and student

Teacher directed instruction is minimal and usually involves making sure pre-

centered instructional approaches?

requisite knowledge exists or to introduce and explain tasks. Most activities

and classroom experiences revolve around individual, pair and group work
where students are expected to work collaboratively while the teacher acts as
a facilitator. During group and pair work the teacher is able to float between
groups and to provide more focused and one-on-one attention for those who
need it.

Resource Based Learning:

Do the students have access to various resources

Students have at their disposal various media by which to obtain information

on an ongoing basis?

or create products. Laptops, the internet, books, videos, etc

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:

Content, process and product are differentiated according to the readiness

Have I nurtured and promoted diversity while

levels, interests and learning styles of the students. Students are invited to

honoring each childs identity?

reflect on their own cultures whenever possible and to share their findings with
the class in a welcoming environment. Learning tasks include the opportunity
to discover different elements in the culture of their choice and to analyze the
changes that have occurred within it across time.

* All required resources are designated in green.

Appendix:
All rubrics and handout are provided as attachments.
References:
(n.d.). English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/W/9-10/
(n.d.). Understanding by Design Units. Retrieved from http://digitalcommons.trinity.edu/
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 087120-313-8 (pbk)