1. Students will be able to develop an understanding of the effect of history on a piece of American literature (See Grade 11/12: R.C. 2.5). 2. Students.

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How do You Sell an Idea?How do You Sell an Idea?Rachael OngIntroduction/ Rationale Audience: Juniors at Bullard High School During high school, students are bombarded with a plethora of information and advertisements which attempt to sell students ideas and products. In their junior year in high school, many students will begin to explore options for attending college and many of those students will move away to attend college. During this transition toward independence, students need to be able to make wise and informed decisions. teach students how to critically analyze and evaluate the information they consume so that they will not be fooled into believing what they hear, read, and/or see. the importance of teaching students to keep the rhetorical situation in mind when writing. Deans conception of genre differs from basic conceptions of teaching writing in that it should encourage writers to recognize that different writing situations require different types of writing, that what is good in a piece of academic literary criticism may not be good in a newspaper book review and will very likely not be good in a brochure2Main Learning OutcomesStudents will be able to develop an understanding of the effect of history on a piece of American literature (See Grade 11/12: R.C. 2.5). Students will be able to understand how the authors style contributes to the irony, tone, and mood of the text and how the language used achieves specific rhetorical or aesthetic purposes (See Grade 11/12: L.I. 3.3).Students will be able to demonstrate their understanding of purpose, speaker, audience, and form when completing writing assignments (See Grade 11/12: W. 1.1).Historical Context- how complex considerations guide decisions. Techniques the author uses to persuade.Genre- Rhetorical Situation.3Main TextThe Great Gatsby:Historical FictionThemes Applicable to Students LivesCommunicates an Opinion about the Historical Era Non- Fiction:1. Presidential Speech- Pearl Harbor Address to the Nation (1941): Franklin Delano Roosevelt- This speech was given by FDR after the Japanese bombing of Pearl Harbor which caused America to enter into World War II. In this speech FDR is attempting to persuade Congress to declare war while also attempting to unite the country.2. Speech- I Have Been to the Mountaintop (1968): Martin Luther King Jr.-This speech was given the day before MLK was assassinated. The purpose of Dr. Kings speech in Memphis was to support the sanitation workers who were striking for recognition of their union, better safety standards, and a decent wage. The Civil Rights Act had just been passed in 1964 and the Voting Rights Act had just been passed in 1965. Fiction:1. Historical Fiction Novel- The Great Gatsby (1925): F. Scott Fitzgerald-The Great Gatsby is about the experiences of Nick Carraway who moves from the Midwest to a wealthy area of New York in 1922. The people in Nicks area are obsessed with displaying their wealth and often do so by throwing parties. Nicks experiences reveal that in addition to the superficiality, engaging in affairs is also widely accepted. Nick becomes disgusted with how morally corrupt those around him are.Poetry:1. I Know Why the Caged Bird Sings: Maya Angelou- Compares and contrasts the abilities and experiences of a caged bird and a free bird. The poem explains how the caged bird longs for freedom and uses a solemn tone to describe the caged birds situation while describing the free birds situation in a much more positive and joyful tone.4Final Advertisement ProjectInstructions: Students will create their own advertisement of a product (the PRODUCT may be created or existing). Students can choose to either create a print collage advertisement in which they use pictures (photographs they take themselves, cut out in magazines, or find online) to advertise a product of their choice.OR a media advertisement (commercial or infomercial).Students will present their media or print advertisement in class along with their marketing pitch (explained in detail below).Key Scaffolding Activity- Gallery Walk(Thursday, Week 2)How do the persuasive/ rhetorical techniques used in commercials differ from those techniques used in print advertisements?Consider persuasive audience appeals and rhetorical devices.Create a Venn diagram to organize your findings. This activity was key in scaffolding students to be able to independently complete the final advertisement project. It also required that students be aware of the rhetorical situation and context in which each advertisement/ persuasive appeal was created in and the purpose/ goal the advertisement/ persuasive appeal was created for.6Print Advertisements vs.Commercial AdvertisementsConclusionConstructivist PhilosophyScaffoldingStudent Application8

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