Essential Questions: How does commercialism impact my daily life? How does research enhance the ability to persuade?

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1 English 8 Unit 2 Real-Life Challenges This unit continues the theme of Challenges by linking persuasive writing with an exploration of media and the ways it attempts to persuade consumers. Students are challenged to learn more about the impact of the media and its techniques of persuasion in order to become more intelligent consumers of information. They then develop clear and logical arguments and express those arguments in writing and debate. Content Goals: Analyze and reflect on the effect of media in our lives. Understand how persuasive techniques are used to convince an audience to support a position. Evaluate and cite online sources in an annotated bibliography. Effectively use information from valid sources to support a position. Embedded Assessments EA#1: EA#2: Reading Selections: Online Article Nonfiction Informational Text Online Article Informational Text Editorial Article Poetry Letter Article Approved Supplemental Texts: List in the process of being updated Media Advertising Techniques Persuasive Appeals Persuasive Essay Essential Questions: How does commercialism impact my daily life? How does research enhance the ability to persuade? Honors Extension The suggestion for this unit is to have students apply the ideas of persuasion (ethos, pathos, logos) into other units of study. Assign an approved mystery novel for an independent assignment. Just the Facts About Advertising and Marketing Towards Children, by Betsy Taylor From Branded: The How Advertisers Persuade The Price of Happiness: Advertising and Image, The Center for the Study of How do tweens feel about brands? by Patricia Seybold from Brandchild, by Martin Lindstrom Uniform Opinion, Dallas Student Dress Codes, by Uniformity, A Blessing in Disguise, Jeter: Put Your Money Where Your Fans Are, by Martin

2 Unit 2: Real-Life Challenges This unit continues to examine the theme of Challenges by linking persuasive writing with an exploration of media and the ways it attempts to persuade consumers. Students are challenged to learn more about the impact of media and its Timeframe Quarter 2 techniques in order to become more intelligent consumers of information. They then develop clear and logical arguments and express those arguments in writing and debate. Standards READING Strand: Comprehension Applies comprehension monitoring strategies during and after reading: determines importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text Strand: Analysis Analyzes informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships o Students will read a variety of informational texts An Idea for Derek Jeter o Students will explore both sides of an issue as they read a variety of texts. o Students will examine the impact of media. 2.5 Advertising and Representations Informational Content SOAPStone Text: "How Advertisers Persuade" Online Article: "The Price of Happiness: Advertising and Image," The Center for the Study of Strand: Critical Thinking Analyzes author s purpose and evaluates how an author s style of writing influences different audiences o Students will examine the appeals and manipulation of advertisers. o Students will identify the impact of media on them. 2.5 Advertising and Representations 2.7 Thinking About Ideas 2.8 Debating an Idea Advertising Techniques Persuasive Appeals Logos Ethos Pathos Content Simile Metaphor SOAPStone Informational Text: "How Advertisers Persuade" Online Article: "The Price of Happiness: Advertising and Image," The Center for the Study of

3 3.1.1 Analyzes web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions Analyzes recurring themes in literature good vs. evil, heroism as expressed in plays, poetry, and short stories (including non-print) WRITING Applies understanding of the recursive nature of the writing process o Students will identify a problem in the media and generate a solution. o Students will locate and evaluate reliable and valid sources. o Students will debate issues and evaluate online sources for textual support. 2.2 Defining Media 2.3 Creating Media Awareness 2.5 Advertising and Representations 2.6 Brands and the Media Informational 2.9 Identifying s 2.14 s in the World o Students continue to examine the theme of Challenges by linking persuasive writing with an exploration of media and the ways it attempts to persuade consumers o Students will use the writing process to strengthen ideas, organization, use of language, and conventions. o Students will write and revise a persuasive essay Introducing RAFT Media Content Target audience Debatable issues or topics Non-debatable issues or topics Online Article: "Just the Facts About Advertising and Marketing to Children," by Betsy Taylor Informational Text: "How Advertisers Persuade" Online Article: "The Price of Happiness: Advertising and Image," The Center for the Study of Text: "How do tweens feel about brands?" by Patricia Seybold from Brandchild, by Martin Lindstrom Writing Workshop 10: Research Writing Workshop 1: The Writing Process

4 2.1.1, & Writes in a variety of forms/genre for different purposes and audiences Understands and applies basic organization patterns anecdotes to explain/persuade, synthesize multiple sources elaborations (quotations, data, reasons, text features) Craft well developed paragraphs with detail unified, cohesive paragraph compelling introduction (e.g. Starting statement, setting/description, quote) with effective ending/conclusion (respond to a "so what" question connect to bigger o Students will write a persuasive essay Introducing RAFT 2.13 An Idea for Derek Jeter o Students will incorporate quotations from research to support a thesis. o Students will address the opposition in their writing with counterarguments. 2.8 Debating an Idea 2.14 s in the World o Students will write well developed body paragraphs as a part of their persuasive essay. o Students will provide a thoughtful conclusion. o Students will write persuasive body paragraphs that provide extensive support. Persuasive Appeals Logos Ethos Pathos Content RAFT Content Citation Annotated bibliography Validity Coverage Authority Writing Workshop 10: Research Writing Workshop 1: The Writing Process Writing Workshop 10: Research

5 picture) 2.13 An Idea for Derek Jeter Writing Workshop 1: Writing Process Demonstrates understanding of how audience influences writer's choices persuasive technique (powerful & emotional imagery) literary devices (metaphor, symbols, anecdotes consider connotation and denotation when selecting words Uses a variety or sentences consistent with audience, purpose and form variety of sentence structure o Students will explore both sides of an issue by writing in the voice of another person. o Students will use persuasive appeals to strengthen an argument. 2.7 Thinking About Ideas 2.8 Debating an Idea 2.9 Identifying s 2.11 Introducing RAFT 2.13 An Idea for Derek Jeter Embedded Assessment #1 Embedded Assessment #2 Persuasive Essay Writing Workshop 8: Persuasive Writing

6 LANGUAGE () o Applies strategies to comprehend words and ideas o Understands and applies content/academic vocabulary critical to the meaning of the text (see district list) LANGUAGE (Grammar) o Choose or create simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. o Ensure that pronouns are in the proper case. o Recognize and correct inappropriate shifts in pronoun number and case. o Use parallel construction in a simple series and phrases. o Form and use verbs in the active and passive voice. o Students will examine academic vocabulary related to media. o Students will continue a study of Greek and Latin roots and affixes. 2.2 Defining Media 2.3 Creating Media Awareness Online Embedded Assessment #2 o Students will examine the use of parallel structure in advertising. o Students will review the formation and uses of the perfect tenses with the verb to see. o Students will examine a text and identify subordinate clauses in a text. Parallel Structure (2.5) Perfect tenses (2.12) o Past participle Complex Sentences (2.13) o Subordinate Clause o Independent Clause o Subordinating Conjunctions Article: "Just the Facts About Advertising and Marketing to Children," by Betsy Taylor Article: "Student Dress Codes," by Mechanically Inclined, by Jeff Anderson Elements of Writing: English Textual Power LANGUAGE (Conventions) o Use commas for emphasis or clarity. o Use apostrophes to form plurals of letters or numbers. o Use a colon between title and subtitle. o Use a diagonal slash correctly. o Students will cite sources using the proper format within the body of a text and in an annotated bibliography. o Students will produce writing that has been revised for conventions. Embedded Assessment #1 Embedded Assessment #2 Mechanically Inclined, by Jeff Anderson Elements of Writing: English Textual Power