Lesson PlanLet’s Argue!

Created By Iryna Khitsova-Ormond

Rationale:This lesson was designed to teach students to watch commercials

with a more “critical eye” as well as to teach them how to write a persuasive paragraph, using transitions and targeted vocabulary pertaining to the topic of discussion. The structure of the lesson allows second language learners to work on their listening, speaking, reading, writing skills in a meaningful context of exploring, analyzing, producing media products. An added benefit of this unit is that students will also be exposed to ”deep view” technique in analyzing and critiquing commercials which can be utilized with other media too.

Teaching writing to middle school ESL students can present a challenge. Often, they just don't have enough knowledge in grammar or vocabulary to write much. These problems can be overcome by providing them with visual and verbal models to imitate. Modern informational media may provide invaluable tools to observe these models and create something entirely new based on them.

Target Audience and Timing This lesson can be implemented in groups of

middle school grades 7 and grade 8 students in groups of 5 or 6.

It could be also used for high school, provided suitable topics were chosen. A dictionary is essential for this lesson where second language learners will be trying to express ideas in writing, far beyond their speaking ability.

This lesson will take 6 lesson periods to accomplish, 45 minutes each.

MaterialsComputers with internet access,Overhead projector,Dictionaries,Paper, Pencils Handouts:- Smoking Vocabulary;- Ban Smoking, - Defend Smoking,- Arbiters’ handout;- Transitions

ObjectivesStudents will be able to: Express ideas in speaking and writing on the

chosen topic;Master new vocabulary though active writing

process and work in collaborative groups;Utilize transitions in writing a persuasive

paragraph;Watch and analyze cigarettes commercials and

smoke ban commercials;Examine the pros and cons of presenting

smoking in these commercials;

Objectives (continued)Using evidence and examples presented in the

commercials, explore the possibilities of constructing persuasive paragraphs about whether smoking should be banned or allowed in public places.

Participate in the process of “deep view” of the chosen commercials;

Create their own commercials defending their view point, using any digital tool of their choosing where they incorporate their respective persuasive paragraphs.

Reflect on the benefits and drawbacks of collaboratively created projects and a students’ place in the collaborative process.

Day 1Teacher will start a lesson by posing a question : What

do you know about smoking? Does anyone you know smokes? How does it effect you?

Students will complete the vocabulary handout titled Smoking. This work which incorporates a lot of discussion, will play a motivational role and will be essential because it will help them become more familiar with the content vocabulary during the following classes.

Initial discussion 10 minutesMatching activity -10 minutesDiscussion of three questions in the handout in groups

and writing a reflection-25 minutes

Day 1 ( Handout : Smoking Vocabulary)Smoking

Match these words with their definition . Discuss the questions at the bottom of the page and write your reflection. tobacco o hard to quit ashtray o the part of a cigarette that smokers throw away f orest fi re o the plant leaf in a cigarette lung cancer o dirty cigarette butt o a fire on a mountain or in a forest matches o smell addictive o breathe in fi lthy o the place where smokers put their ashes odor o a disease caused by smoking secondhand smoke o breathe out nicotine o a habit that smokers develop cough o an addictive chemical in cigarettes inhale o smoke that the people around smokers inhale exhale o something used to light cigarettes Why do people start to smoke? What are some bad effects of smoking? Are there any good effects of smoking?

Day 2 Students will be divided into three groups: - The group defending smoking in public places; - The group arguing against smoking in public places; - The group of arbiters Teacher will explain what statement thesis is and distributes the handouts

to all three groups. Students will be asked to watch commercials advertising and banning

smoking in the respective groups and will be asked to make notes in the handouts.

After they complete this work they will be asked to vote in their groups to decide which commercial in their category was the most effective and why.

The teacher will wander around the room giving suggestions and answering questions as needed

Organizational moment and Explanation of the assignment - 5 minutes Viewing commercials and taking notes - 30 minutes Voting for the best commercial and discussing the evidence to support the viewpoint - 10

minutes

Day2: (Handout Ban Smoking)Building an Argument

Thesis statement: the main point of your argument. When you want to convince someone that your main thesis is true, you need to support your thesis with several good points and examples. Thesis statement: Smoking should be banned from public places.

Watch several commercials showing anti- smoking ads on You Tube and write supporting points and examples for your thesis statement.

Supporting Points Examples Smoking is dirty. Smokers leave ashes, matches.

In your group decide which commercial was the most effective in persuading the viewer to stop smoking. Write down the reasons for this choice.

_________________________________________________________________________________________________________________________________________________________________________________________________________

Day 2: (Handout Defend Smoking)Building an Argument

Thesis statement: the main point of your argument. When you want to convince someone that your main thesis is true, you need to support your thesis with several good points and examples. Thesis statement: Smoking should be allowed in public places.

Watch several commercials advertising smoking on YouTube and write supporting points and examples for your thesis statement

Supporting Points Examples

Smoking is a recreational activity. Smokers use this habit to relax when they are stressed.

In your group decide which commercial was the most effective in persuading the viewer to continue smoking. Write down the reasons for this choice.

_________________________________________________________________________________________________________________________________________________________________________________________________________

Day 2: Arbiters’ HandoutArbiters

Decide for yourself to defend or ban smoking in the public places.

Watch several commercials on You Tube that summon to ban smoking and that advertise smoking.

Write about pros and cons of smoking in the chart. You will be doing it for two days .

At the end of the second day you have to vote in your group which commercial was the most effective in persuading a viewer to stop or continue smoking. Write down the reasons for this choice.

Smoking

Pros Cons

Reasons for choosing the winning commercial _________________________________________________________________________________________________________________________________________________________________________________________________________

Day 3 Teacher will explain how each connecting

phrase (transition) is used in writing, distributing the following handout.

Students will work in the groups and write the paragraphs for their thesis statement, discussing and using the information they recorded during the pervious lesson. The teacher will walk around the room providing help and suggestions.

Explanation - 10 minutesDiscussion and writing -35 minutes

Day 3 ( Transitions Handout)Building an Argument

Your argument needs to flow. You can use these expressions to connect your thoughts.

First of all Use these to introduce your To begin with, first point To start with, And, Use these to connect your Also, points Furthermore, What’s more, As well, Use these to show relatively More importantly, more important points. What’s worse, What’s more, Use these to show your most Above all else, Important point Above all, Most of all, Use these to show your final Finally, point. Use these to conclude your In conclusion, idea. Therefore, Use these to introduce For example, examples. For instance,

Day 4Students will start a lesson with showing the

commercials to the group of arbiters that they deem to be the most effective in carrying across their point. They will also present the reasons for their decision.

In the time of demonstration the members of the opposite group and the arbiters will be encouraged to take notes and ask clarifying questions.

The group of arbiters will also demonstrate the chosen commercial and defend their choice with presenting the evidence or set of reasons that influence their vote in its favor.

Day 4 (continued)Teacher will introduce the technique of deep viewing with

description, interpretation and evaluation. Teacher will ask to describe verbally what students observe on the screen. Then teacher will ask some open-ended questions which will enable students to analyze the way advertisements influence viewers, like, for example, the choice of words, intonations, tones of the voice color, music, visual images, slogans, locations, timing , play of light and shade, movements and camera shots and so on.

Then teacher will ask to interpret and evaluate what these images might mean for different groups of people: “What do makers of the commercial imply by it? What values do they want to convey? Do they use any stereotypes used in popular culture? Are they able to convince you?” Do you trust to what they are saying? Why or why not/ Support you viewpoint with the evidence from the commercial”.

Students will be encouraged to take notes for incorporating the information stated in their projects.

Demonstrations of the commercials by three groups - 15 minutesDeeper view of the chosen commercials and consequent discussion about them – 30

minutes

Day 5The students in two groups will be asked to

create their own commercials while incorporating a persuasive paragraph for their thesis statement in it. They will choose a digital tool for executing this assignment and distribute the roles within their groups.

Meanwhile the group of arbiters will be asked to write an advertisement critique using the Deep View technique that will incorporate three levels of description, interpretation and evaluation.

They will work on it for 45 minutes

Day 6 Students will present their commercials together

with persuasive paragraphs to their peers and a teacher. The group of arbiters will view commercials advertising or banning smoking in public places and decide which commercial was the most effective and persuasive, using the evaluation form.

All Students will also be asked to reflect on the topic discussed and on the process of creating a commercial in a peer group.

Examining and discussion of commercials - 20 minutesConclusive discussion on the project and filling out self - evaluation

form -25 minutes

Day 6 ( Arbiter’s Evaluation Form) Arbiter’s Evaluation Form

Rate the commercial of the group, using scale from 1 to 51. The commercial was visually appealing and easy to understand. 1 2 3 4 52. The writing in the commercial was persuasive and carried the

point across. 1 2 3 4 53. Visual effects in the commercial makes it entertaining to watch. 1 2 3 4 5 4. The commercial was informative with example and supporting

evidence 1 2 3 4 5

Day 6 ( Self-Evaluation and Peer Evaluation Form)Self- Evaluation and Peer- Evaluation Form

Student’s name __________________________________________

Answer the following questions:

1. What did you learn from this unit? What will you still know and will be able to talk about tomorrow? __________________________

2. What helped your learning?____________________________ 3. What got in the way of your learning? ____________________ 4. What confused the most during these 6 lessons? ___________ 5. What major things did you notice in the commercials that you watched?

_____________________________________________ 6. Which ‘tricks” did you notice the advertisers use to attract peoples’ attention? 7. Which tools advertisers use to inform or misinform viewers about smoking use? 8. Did you use the same tools in your commercial?_________________ 9. Was it hard to work in your group? If yes, Why? _________________ 10. Did you feel that the members of your group help and support you? Did they

listen to your opinion? ____________________________________ 11. Was it hard to operate digital tools to complete your part of the project? _____________________________________________________________ 12. Is anything else do you want me to know? _________________________

Assessment OverviewStudents will be assessed on the

advertisements they created according to the rubric.

The final project of creating a commercial is worth 20 points

5 points: language5 points: transitions5 points: support for position and

persuasiveness5 points: visual presentation

RubricLanguage 5 points

All sentences are well-constructed with varied structure.

4 points Most sentences are well-constructed and there is some varied sentence structure in the essay.

3 points Most sentences are well constructed, but there is no variation is structure.

2 points Most sentences are not well-constructed or varied.

Transitions 5 points A variety of thoughtful transitions are used. They clearly show how ideas are connected.

4 points Transitions show how ideas are connected, but there is little variety.

3 points Some transitions work well, but some connections between ideas are fuzzy.

2 points The transitions between ideas are unclear OR nonexistent.

Rubric (continued)Support for Position and Persuasiveness

5points Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the viewer's concerns, biases or arguments and has provided at least 1 counter-argument.

4points Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

3points Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

2 points Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Visual Presentation Several of the graphics or objects used in the commercial reflect an exceptional degree of group’s creativity in their creation and/or display.

One or two of the graphics or objects used in the commercial reflect group’s creativity in their creation and/or display.

One or two graphics or objects were made or customized by the students, but the ideas were typical rather than creative .

The student did not make or customize any of the items in the commercial.

StandardsStandard 1: Students will listen, speak, read and

write for information and understanding.1.3 Select information appropriate for the purpose of

investigation, relate ideas from one written or spoken source to another and exclude nonsensical information;

1.7 present information clearly in a variety of oral and written forms;

1. 12 convey information and ideas through spoken and written language using conventions and features of American English appropriate to audience and purpose;

1.13 engage in the collaborative activities through a variety of students groupings to read, gather, share, discuss, organize, analyze and present information;

1.14: Consult print and non-print resources in the native language when needed.

Standards (continued)Standard 3: Students will listen, speak, read

and write for critical analysis and evaluation.3.1 Develop and present clear interpretations,

analyses and evaluations of issues, ideas, texts and experiences, supporting positions with well-developed arguments.

3.3 recognize and communicate personal and multiple points of view within and among groups, in discussing, interpreting, and evaluating information in texts and presentations;

3.4 Evaluate students own and other’s work individually and collaboratively on the basis of a variety of criteria.