Standards Based Unit of Study

Unit Planning Template

Teacher(s) Rob Seng___________________________________________________________________________________

Subject(s)/Course(s):_English____________________________ Grade/Level: 9_______________________________

Unit Topic/Focus:

Understanding the language & techniques of advertising___________________________________

Integration with other content areas (if applicable)_Social Studies_____________________________________________

Estimated time for implementation:_1 week________________________________________________________________

Connections to previous/future learning: _Students will have been reading the novel So Yesterday which deals with the media’s influence on teens.

Standards Visit the KDE Website for quick access to the Academic Expectations, Program of Studies (Revised April 2006), and Core Content for Assessment (Version 4.1). The documents on the KDE web site makes it easier to copy and paste the standards you are addressing into your standards-based unit of study and lessons plans.

Academic Expectations	Program of Studies	Core Content for Assessment
Academic Expectation 1:2 Students make sense of the variety of materials they read. High School Demonstrators •  Construct meaning, elaborate and respond critically to print materials read in and out of school. •  Apply a variety of strategies (e.g., prior knowledge, predict, question, summarize) to construct meaning and evaluate the selected strategy. •  Relate reading experiences to life situations. •  Select and use appropriate print materials ( e.g., literary, informative, persuasive, practical) for a variety of purposes (e.g., pleasure, information, and practical application). •  Select and read print materials for personal interest both in and out of school. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.	EL-9-WV-S-1 Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language – metaphors, similes, alliteration, personification) EL-9-WV-S-2 Students will use specialized content vocabulary and words used for specific contexts, as needed EL-9-DIU-S-3 Students will explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation	RD-09-3.0.8 Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage. RD-09-3.0.9 Students will explain the appropriateness of the author’s content for an intended audience. WR-HS-1.2.3 In Transactive Writing, · Students will communicate relevant information to clarify and justify a specific purpose. · Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). · Students will develop explanations to support the writer’s purpose. · Students will synthesize research to support ideas when appropriate. Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
	EL-9-IT-S-5 Students will demonstrate understanding of informational passages/texts:
	· identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)

Interdisciplinary, Meaningful and Authentic Connections Big Idea: Interpreting Text (Reading) – Continued

Grades 9 & 10Students will…

• demonstrate understanding of informational passages/texts:

To identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal,

repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer,

personal attack)

Context (Unit Organizer): A narrative that

· will have studentsuse higher order thinking skills to decode persuasive messages embedded in advertising messages

· will allow work in groups to coordinate knowledge and skills to achieve the final product of a fully developed advertisement

· will foster creativity and organization which are large components of this unit

· will given the saturation of media in today’s society, create awareness and skill that should be developed

Essential Questions:

· Does advertising influence your life?

· Is the media friend or foe?

· Does the student understand the nature and intent of the motivational factors behind advertising?

· Does the student see media as a menace or means to an end in our society?

· Given what you have learned in this unit, will this help you become more aware of the extent to which you are targeted by advertisers?

Culminating Activity/Assessment:

· Written analysis of ads posted online in which student states understanding of concepts

• Group activity culminates in a newly created advertisement using knowledge gained in the lesson.
• Scoring guide/rubric posted online

Resources / Technology:

• Computer and internet access
• Microsoft Powerpoint
• Flash drive or other storage device

Outline of Daily Plans

Date	Assignment types	Agenda
Mon	Activity Assessment Technology	Intro to media awareness Take media lit quiz Use internet site to take quiz
Tues	Activity Assessment Technology	Go over persuasive techniques Turn in response paper; VFT
Weds	Activity Assessment Technology	Go over ad analyses in class Collect assignments’Scoring rubric 1 View TV ads for same techniques
Thurs	Activity Assessment Technology	Break into groups and assign product
Friday	Activity Assessment Technology	Class time in lab to work on project
Mon		Final project due in Powerpoint form Scoring rubric 2