2 The Power of Persuasion English Teacher: Suzi PlautMath Teacher: Michele DursoArt Teacher: Bethe LevyTime Frame: WeeksGrade Level: 6th
3 Content StandardsEnglish Standards: (Language Arts MD Voluntary State Curriculum 2.0 4, 2.0 5, 4.0 2)Analyze important ideas and messages in informational textsAnalyze purposeful use of languageCompose oral, written, and visual presentations that express personal ideas, inform, and persuadeMath Standards: (Bais Yaakov 6th Grade Math Curriculum)Demonstrate the ability to calculate unit prices of various itemsDemonstrate the ability to estimate values such as unit prices.Demonstrate the ability to construct a bar graph for the purposesof comparison using a medium of paper as well as Microsoft ExcelArt Standards: (Art MD Voluntary State Curriculum 2.0 4, 3.0 2, 4.0 1)Apply problem solving strategies used among the arts to solve visual problemsDemonstrate ways the elements of art and principles of design are manipulated to communicate ideasAnalyze the ways the elements of art and principles of design contribute to aesthetic design
5 BT#1 – Emotional Connection All three integrated units begin with opening activities meant to assess current student knowledge and build an interest in the different subject matters (persuasive language, unit pricing, and visual advertisements). Throughout the unit, students clearly see the day-to-day relevance of the disparate skills they are learning. Arts and technology integration are threaded throughout the units in various ways. In addition, students have flexibility in some assignments to choose their method of assessment.
6 BT#1 – Emotional Connection EnglishDiscuss prior knowledge of advertisements and review Writing Traits Framework (this unit focuses on Word Choice; Ideas are secondary)Students will create a constructed response (paragraph) about a time s/he persuaded her or his parents to have a privilege or gain a material item (responses shared on 2nd day of unit)
7 BT#1- Emotional Connection MathOpening activity assesses students’ prior knowledge as well as introduces them to the importance of calculating unit pricing (BT#3)Discussions about the importance of the topic and the relevance to students’ livesArtDiscuss prior knowledge of favorite snack food packaging and print advertisementsLater in the unit, students will create an appealing package for their choice of fruit or vegetable
8 BT#2 – Physical Environment Arrange desks in small sections for group activitiesRooms are comfortable and free of clutterNOT LIKE…EnglishDisplay teacher and student collected print advertisementsHave dictionaries and thesauri accessible for Word Choice activitiesMathDisplay various store circulars around the room as well as a poster of the Food PyramidWhen completed, display students’ bar graphsDuring final assessment, part of the classroom is transformed to look like a store
9 BT#2 – Physical Environment ArtFood in the Arts will be displayed in the room as well as a poster of the Food PyramidDisplays of students packaging of students favorite snacks
11 BT#3 – Introductory “Big Picture” Activity EnglishStudents will create a constructed response (paragraph) about a time s/he persuades her or his parents to have a privilege, take responsibility or gain a material itemHave students identify commonly known advertisement campaigns/slogans
12 BT#3 – “Big Picture” Activity Word ChoiceWord Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong word choice resulting in imagery, especially sensory, show-me writing, clarifies and expands ideas. In persuasive writing, purposeful word choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.
13 BT#3 – Introductory “Big Picture” Activity MathConnect students to the importance of understanding unit pricing through an interactive activity where students are presented with two sizes of common household items (e.g. tuna fish, mayonnaise, soda, etc.) and the corresponding price of each and asked to determine which is the better dealHave students discuss in small groups how they would actually determine which item is the “real” better deal; discuss “unit pricing” terminologyArtFavorite Packaged Snack Foods and Food in Art will be collected and displayed on wallStudents will discuss how they feel when they see popular ads or appealing images and why they think they feel that way
14 BT#4 – Mastery Activities EnglishUsing school lunch menu, students will create more appetizing descriptions (focusing on word choice)Throughout the unit, encourage students to share experiences of persuasive techniques they encounter in their life experiencesStudents will share a description of their favorite food experience using figurative language and descriptive words without naming the food; peers will “guess” the foodIn a partner activity, students will use their parent persuasive constructed response from Day 1 and create a realistic dialogue between a child and a parent based on the topic discussed; focus on word choice and persuasive techniques (and body language); some scenes will be acted outIn small groups, create persuasive topic sentences (theses) for 6 different topics: bike helmets, bed time, movie rating system, the age kids should be able to get their own cell phone, middle school start times, and female players in the NFL.Students will rewrite a Dr. Seuss book for a middle school audience without rhymes and with appropriate word choice while still maintaining the message of the story
15 BT#4 – Mastery Activities “How do I know which word to use?”Know the difference between connotation and denotation.Connotation is the feeling a word gives a reader.Ex. boney vs. slenderDenotation is the actual dictionary definition of the word.Use figurative language to help you describe something or someone ordinary.Similes, metaphors, personification, and alliterationIdentify your topic, audience, and purpose for writingAvoid slang unless it is a character’s voice.Use content specific vocabulary.Use persuasive language when appropriate.From Howard County Middle School Writing Stylebook
16 BT#4 – Mastery Activities “When I’m writing dialogue, what other words can I use besides ‘said’?”addedagreedbabbledboastedcommandedclaimeddecidedexplainedestimatedgruntedinsistedinstructedlecturedmentionedmumblednaggedobjectedpleadedreassuredrequestedscoldedshriekedstammeredtauntedurgedutteredvowedwarnedwailedwhispered
17 “What are overused words?” BT#4 – Mastery Activities“What are overused words?”a lot bad good big cool cute fun great veryinteresting pretty sadsaid little got run tellstuff take things walk sitWarning: When using a thesaurus, DON’T OVERDO IT!Readers can tell if a word is out of place, so use words that you own and that fit your style!
18 In groups, create a Persuasive Topic Sentence for each Issue: BT#4 – Mastery ActivitiesIn groups, create a Persuasive Topic Sentence for each Issue:Bike helmet lawsMovie rating systemBed time for 7th gradersWomen in the NFLStart times of Middle SchoolAge kids should have their own cell phones
19 BT#4 – Mastery Activities MathIn small groups, students look at local store circulars provided by the teacher and “comparison shop,” noting the various unit prices of different sizes and brands of itemsOn the SMART Board, teacher and students will use Microsoft Excel to create a bar graph together comparing the prices of various brands and sizesGroup discussion of bar graphs: How do they help us compare items quickly? What are other methods of visually presenting information for purposes of comparison?Class debate on estimation: Why is this an important supermarket tool?“Why can’t we just use a calculator??”
20 BT#4 – Mastery Activities Art“Clementine Experience” – the class creates a graphic organizer modeling descriptive language“Draw What You Smell” – students choose 3 of 15 foods hidden under cones and draw what they smell but cannot seeTrack one day’s food intake and correlate to the food pyramidBring in packaging of a snack food, find its spot in the food pyramid, and identify the appeal of packaging
21 BT#4 – Mastery Activities ArtCompare and contrast the packaging of Oreo cookies in the 50’s to present-day packaging.Guiding Questions:How much does the packaging matter? Where does your snack show up in the food pyramid? Why aren’t major food pyramid foods packaged like snacks? What is done with the package after the product is finished?
22 BT#5 – Extension & Application EnglishStudents will write a persuasive speech for their peers convincing them to buy his or her chosen fruit or vegetableStudents will create an appealing print advertisement for his or her chosen fruit or vegetable using knowledge of word choiceAt least a week prior to final speeches, peers give feedback to each other on written persuasive speeches, focusing on effective argument and word choice (rubric provided)
23 BT#5 – Extension & Application MathStudents individually create a scrapbook listing unit prices for like items with different brands and sizes (research done as homework)Students use daily food intake recorded for art class and visually depict how their food intake corresponds to the recommended amounts of each food group (bar graphs will be completed with either graph paper or software such as Microsoft Excel)Have students research online if it is mandatory in their state for merchants to post unit prices for all items
24 BT#5 – Extension & Application ArtChoose from 10 snack packages provided and compare and contrast three to the packaging of a bag of carrots using a Venn DiagramPackaging Project: Students choose a specific fruit or vegetable from a basket, and design and create an appealing package for their item using the design elements of Color, Shape, Graphics, Texture, and Packaging as Content
25 BT#5 – Extension & Application Art, Cont.Correlate the carrots and the 3 chosen snack foods to the food pyramid:Which foods would children choose? Why? How can you make carrots more appealing? What are the element designs that appeal to children? What can the children do with the packaging after product is consumed? (Example: Cheezit Package)
26 BT#6 – Evaluation English Use classroom resources (dictionary and thesauri) as well as peer and teacher feedback to revise favorite food descriptive writingPresent persuasive speech to peers and teacherRubric is used to evaluate student essaysStudents write PQP (Praise Question Polish) as their peers share persuasive speeches
27 Writing to Persuade Rubric BT#6 – EvaluationWriting to Persuade RubricScore Point 4I have taken a clear stand on an issue and I fully support it with appropriate personal or factual information.I have chosen numerous specific details that more than adequately support my stand.I have an organization that is logical and does not jump around.I understand the type of audience I am writing for and I use language and arguments that they will understand.I make good language choices to help influence the reader to agree with me.Note: This rubric has been modified for use with 6th graders.It is to be considered "kid language"For comments and inquiries,send to: Cam Miller Curriculum Planner Berlin Middle School Worcester County
28 BT#6 – EvaluationMathEvaluate students’ scrapbooks and graphs for neatness and accuracy using a rubricOn the last day of the unit, an interactive assessment will have students act and feel as if they are shoppers trying to find the best deal in a store without unit prices listed. Students will choose which items to buy based on calculating the unit price as well as “speed shop” through one section using estimation
29 BT#6 – EvaluationArtPortfolio Assessment and Reflection of various activitiesPresentation of fruit or vegetable packaging to class; rubric is used to assign gradeAt the conclusion of the unit, each student will give anonymous feedback to teachers about how to improve this unit for future years… for example, I liked… I did not like... I wish I had more time to…I wish my art teacher… I wish my English teacher… I wish my math teacher…