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- Topic-Different Perspectives
- Guiding Question-How can I read across a set of related texts, noting and analyzing multiple perspectives and their supporting reasons so that I can have my own informed opinion? a. The proposed date to introduce this persuasive lesson is February 3, 2015. b. The entire unit will take about 12 days. c. The duration of each lesson is about one hour.
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Inform students that we will be using our iPads to complete activities during this unit. Display and review "Guidelines for a Safe Learning Environment." Introduce and review what multiple perspectives means. Use the Perspectives elephant picture to introduce the idea. Questioning: How are both sides of the topic presented to justify their stance? Next, students will use an egg image and express different view points about what they think about the broken egg.
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- Topic-Different Perspectives
- Guiding Question-How can I read across a set of related texts, noting and analyzing multiple perspectives and their supporting reasons so that I can have my own informed opinion? a. The proposed date to introduce this persuasive lesson is February 3, 2015.
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Students will annotate and discuss the Recycling article
1. How does the author build a strong argument for recycling and justify his stance?
2. Is this author’s reasoning sound? Give evidence from the text to support. -
Students will learn and practice using the persuasive techniques logos, ethos, and pathos.
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Before the lesson, students will take an online quiz on Pathos, Ethos, and Logos. Questioning: What ideas are being presented? What are the sides of the controversy? Watch the Blackfish trailer and take notes about what you observe and feel.
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Questioning: How can using multiple perspectives help you develop a more accurate opinion or make a better decision? Students will use their iPads to watch a 15 minute video on the treatment of sealife at Seaworld, San Diego. As they watch, students will create a tree map of the multiple perspectives presented in the video as well as their perspective.
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Questioning: What services will animals and customers need? Students will watch the STEM videos on their iPads and take notes of their observations. Share out. Students will work together to categorize information into Essentials and Luxuries.
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Questioning: How are you going to pitch your zoo?
Students will create a dynamic marketing pitch to zoo executives about the new and improved necessities to make a zoo run more efficiently by taking multiple perspectives into consideration. Each group will create a Prezi to communicate their ideas. -
Questioning: Which presentation was the most convinceing and why? Students will watch all group presentations, vote on the one that was most convincing, and complete an exit ticket on the Socrative app.
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Questioning: Do you agree with the assumptions made by the artists? Why or why not?
Introduce the topic of driving age with use of political cartoons. Students will participate in a Gallery Walk and have a discussion about biases. -
Questioning: What are some powerful persuasive words you can use? How do I organize a persuasive letter? How do I format a business letter?
In groups of 3, students will write a persuasive business letter expressing their opinions about changing the driving age. -
Groups will exchange business letters and peer edit five times. A peer editing sheet will be filled out by each group each time. Students will make corrections and revise. A final draft is due the next day typed in MLA format.
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Performance Task Assessment: This article will challenge students to find multiple perspectives on the same topic and decide what makes a perspective or a source reliable. Students will annotate, brainstorm, and respond individually to one of the following prompts
1. How does the author angle this piece of writing to convince parents to use the device?
2. Identify the difference between facts and opinions in this article, citing specific pieces of evidence.
