ALEX Classroom Resource

  

Persuasive Techniques in Advertising

  Classroom Resource Information  

Title:

 Persuasive Techniques in Advertising

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Students will learn persuasive techniques used in advertising, specifically, pathos or emotion, logos or logic, and ethos or credibility/character. They will use this knowledge to analyze advertising in a variety of sources: print, television, and Web-based advertising. Students will also explore the concepts of demographics and marketing for a specific audience. The unit will culminate in the production of an advertisement in one of several various forms of media, intended for a specific demographic.

The updated link for the Comic Creator resource is https://www.readwritethink.org/classroom-resources/student-interactives/comic-creator.

The updated link for the Printing Press resource is https://www.readwritethink.org/classroom-resources/student-interactives/printing-press. 

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 9
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
  • Active listening
  • Formal conversations
  • Informal conversations
  • Predetermined norms
Knowledge:
R3. Students know:
  • Active listening skills.
  • Strategies to identify formal and informal settings.
  • Engage in formal and informal conversations.
  • Predetermined norms for formal and informal discussions.
Skills:
R3. Students are able to:
  • Demonstrate active listening skills during formal and informal discussions.
  • Practice predetermined norms for formal and informal discussions.
Understanding:
R3. Students understand that:
  • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts
ELA2021 (2021)
Grade: 9
R4. Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Teacher Vocabulary:
R4.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
Knowledge:
R4. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
Skills:
R4. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.
Understanding:
R4. Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts
ELA2021 (2021)
Grade: 9
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience
Knowledge:
R5. Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
Skills:
R5. Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.
Understanding:
R5. Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts
ELA2021 (2021)
Grade: 9
5. Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.
Unpacked Content
Teacher Vocabulary:
5.
  • Context
  • Organizational structure
  • Tone
  • Theme
Knowledge:
5. Students know:
  • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
  • Strategies to identify the theme, tone, and meaning of written work.
Skills:
5. Students are able to:
  • Identify the theme, tone, and meaning of written work.
  • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.
Understanding:
5. Students understand that:
  • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
English Language Arts
ELA2021 (2021)
Grade: 9
8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Unpacked Content
Teacher Vocabulary:
8.
  • Active listening
  • Tone
  • Organization
  • Content
  • Nonverbal cues
  • Purpose
  • Credibility
Knowledge:
8. Students know:
  • Active listening skills.
  • Strategies to evaluate the tone, organization, and content of spoken language.
  • Methods to identify nonverbal cues of a speaker.
Skills:
8. Students are able to:
  • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
  • Evaluate a speaker's nonverbal cues.
  • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
Understanding:
8. Students understand that:
  • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
English Language Arts
ELA2021 (2021)
Grade: 9
11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
Unpacked Content
Teacher Vocabulary:
11.
  • Collaborative discussions
  • Perspectives
  • Relevant information
  • Commentary
Knowledge:
11. Students know:
  • The format and process for respectful, collaborative discussions.
  • Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.
Skills:
11. Students are able to:
  • Participate in a class discussion in a respectful and collaborative environment.
  • Use evidence to support perspectives in a collaborative discussion.
Understanding:
11. Students understand that:
  • Using evidence to support a perspective is necessary in a respectful, collaborative discussion.
English Language Arts
ELA2021 (2021)
Grade: 9
18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.
Unpacked Content
Teacher Vocabulary:
18.
  • Rhetorical choices
  • Aesthetic choices
  • Organizational choices
  • Point of view
  • Purpose
Knowledge:
18. Students know:
  • Speakers organize their speech to indicate the point of view and purpose of the presentation.
  • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
Skills:
18. Students are able to:
  • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
  • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
Understanding:
18. Students understand that:
  • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
  • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
  • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    • English Language Arts
    ELA2021 (2021)
    Grade: 10
    R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
    Unpacked Content
    Teacher Vocabulary:
    R3.
    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms
    Knowledge:
    R3. Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.
    Skills:
    R3. Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.
    Understanding:
    R3. Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    R4. Use digital and electronic tools appropriately, safely, and ethically.
    Unpacked Content
    Teacher Vocabulary:
    R4.
    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    Knowledge:
    R4. Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    Skills:
    R4. Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.
    Understanding:
    R4. Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
    Unpacked Content
    Teacher Vocabulary:
    R5.
    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience
    Knowledge:
    R5. Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
    Skills:
    R5. Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.
    Understanding:
    R5. Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    5. Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.
    Unpacked Content
    Teacher Vocabulary:
    5.
    • Context
    • Organizational structure
    • Tone
    • Theme
    Knowledge:
    5. Students know:
    • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
    • Strategies to identify the theme, tone, and meaning of written work.
    Skills:
    5. Students are able to:
    • Identify the theme, tone, and meaning of written work.
    • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.
    Understanding:
    5. Students understand that:
    • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
    Unpacked Content
    Teacher Vocabulary:
    8.
    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility
    Knowledge:
    8. Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.
    Skills:
    8. Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
    Understanding:
    8. Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
    Unpacked Content
    Teacher Vocabulary:
    11.
    • Collaborative discussions
    • Perspectives
    • Relevant information
    • Commentary
    Knowledge:
    11. Students know:
    • The format and process for respectful, collaborative discussions.
    • Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.
    Skills:
    11. Students are able to:
    • Participate in a class discussion in a respectful and collaborative environment.
    • Use evidence to support perspectives in a collaborative discussion.
    Understanding:
    11. Students understand that:
    • Using evidence to support a perspective is necessary for a respectful, collaborative discussion.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    15. Create and deliver an individual or collaborative presentation that is suitable in purpose and tone for its intended audience and occasion.

    Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices
    Unpacked Content
    Teacher Vocabulary:
    15.
    • Collaborative presentation
    • Individual presentation
    • Occasion
    • Audience
    • Purpose
    • Tone
    Knowledge:
    15. Students know:
    • Methods to deliver ideas in an individual or collaborative presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
    • Strategies to determine the subject, occasion, audience, and purpose for a presentation.
    • Necessary skills to create and deliver a presentation in an individual or collaborative format.
    Skills:
    15. Students are able to:
    • Collaborate to create an academic presentation.
    • Work independently to create an academic presentation.
    • Adjust audience, purpose, tone, and occasion as required for academic presentations.
    Understanding:
    15. Students understand that:
    • Respectful collaboration with peers is necessary for academic and workplace success.
    • There are occasions when they will be required to present by themselves.
    • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
    English Language Arts
    ELA2021 (2021)
    Grade: 10
    18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

    Examples: Analyze Mahatma Gandhi's "Quit India" speech.
    Analyze "The Appeal of 18 June" by Charles de Gaulle.
    Unpacked Content
    Teacher Vocabulary:
    18.
    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    Knowledge:
    18. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
    Skills:
    18. Students are able to:
    • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
    Understanding:
    18. Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
    Unpacked Content
    Teacher Vocabulary:
    R3.
    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms
    Knowledge:
    R3. Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.
    Skills:
    R3. Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.
    Understanding:
    R3. Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    R4. Use digital and electronic tools appropriately, safely, and ethically.
    Unpacked Content
    Teacher Vocabulary:
    R4.
    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    Knowledge:
    R4. Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    Skills:
    R4. Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.
    Understanding:
    R4. Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
    Unpacked Content
    Teacher Vocabulary:
    R5.
    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience
    Knowledge:
    R5. Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
    Skills:
    R5. Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.
    Understanding:
    R5. Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    5. Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author's purpose.
    Unpacked Content
    Teacher Vocabulary:
    5.
    • Evaluate
    • Structural details
    • Organizational details
    • Literary text
    • Nonfiction/informational text
    • Digital text
    • Multimodal texts
    • Genre
    • Author's purpose
    Knowledge:
    5. Students know:
    • Strategies to evaluate the structure and organization of various texts.
    • Authors choose to write in different genres to support their purpose for writing.
    Skills:
    5. Students are able to:
    • Identify and evaluate structural and organizational details in texts from multiple genres.
    • Determine how the genre of a text supports the author's purpose.
    Understanding:
    5. Students understand that:
    • There are a variety of genres of text, and authors choose to write in a particular genre to support their purpose for writing.
    • Different genres of text have different structures and organizations.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    10. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
    Unpacked Content
    Teacher Vocabulary:
    10.
    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility
    Knowledge:
    10. Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.
    Skills:
    10. Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
    Understanding:
    10. Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    12. Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.
    Unpacked Content
    Teacher Vocabulary:
    12.
    • Collaborate
    • Writing tasks
    • Diverse groups
    • Compromises
    Knowledge:
    12. Students know:
    • Necessary skills to collaborate in diverse groups, such as compromising, sharing responsibility, and respect for others' opinions.
    • Grade-appropriate writing skills.
    Skills:
    12. Students are able to:
    • Collaborate on writing tasks in diverse groups.
    • Make necessary compromises to accomplish a goal.
    • Share responsibility for collaborative work.
    • Show respect for the individual contributions of each group member.
    Understanding:
    12. Students understand that:
    • They will frequently collaborate with others to develop writing products in school and in the workplace.
    • Being an effective collaborator requires compromising, sharing responsibility for the work, and being respectful of others.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    17. Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
    Unpacked Content
    Teacher Vocabulary:
    17.
    • Images
    • Sound
    • Animation
    • Expression
    • Collaborative
    • Digital texts
    • Multimodal texts
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion
    Knowledge:
    17. Students know:
    • Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
    • Collaboration skills.
    • The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.
    Skills:
    17. Students are able to:
    • Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
    • Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
    Understanding:
    17. Students understand that:
    • Digital texts can be used to communicate with a variety of audiences and occasions.
    • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
    • They will frequently collaborate with others to develop digital products in school and in the workplace.
    • Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

    Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices.
    Unpacked Content
    Teacher Vocabulary:
    18.
    • Oral presentation
    • Collaboratively
    • Individual contributions
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion
    Knowledge:
    18. Students know:
    • Methods to deliver ideas in an oral presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
    • Strategies to determine the purpose, tone, audience, and occasion for a presentation.
    • Necessary skills to create and deliver a presentation in a collaborative format.
    Skills:
    18. Students are able to:
    • Create an oral presentation by collaboratively combining individual contributions.
    • Deliver an oral presentation.
    • Adjust audience, purpose, tone, and occasion as required for oral presentations.
    Understanding:
    18. Students understand that:
    • Respectful collaboration with peers is necessary for academic and workplace success.
    • Finished collaborative products can be created by combining each individual's contribution.
    • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
    English Language Arts
    ELA2021 (2021)
    Grade: 11
    21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
    Unpacked Content
    Teacher Vocabulary:
    21.
    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness
    Knowledge:
    21. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Skills:
    21. Students are able to:
    • Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Understanding:
    21. Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
    Unpacked Content
    Teacher Vocabulary:
    R3.
    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms
    Knowledge:
    R3. Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.
    Skills:
    R3. Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.
    Understanding:
    R3. Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    R4. Use digital and electronic tools appropriately, safely, and ethically.
    Unpacked Content
    Teacher Vocabulary:
    R4.
    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    Knowledge:
    R4. Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    Skills:
    R4. Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.
    Understanding:
    R4. Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
    Unpacked Content
    Teacher Vocabulary:
    R5.
    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience
    Knowledge:
    R5. Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
    Skills:
    R5. Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.
    Understanding:
    R5. Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    10. Determine through active listening the purpose, credibility, and effectiveness of a speaker or multiple sources of information by evaluating tone, organization, content, and verbal and non-verbal cues and identifying any fallacious reasoning or distorted evidence.
    Unpacked Content
    Teacher Vocabulary:
    10.
    • Active listening
    • Purpose
    • Credibility
    • Effectiveness
    • Tone
    • Organization
    • Content
    • Verbal cues
    • Non-verbal cues
    • Fallacious reasoning
    • Distorted evidence
    Knowledge:
    10. Students know:
    • Active listening skills.
    • Criteria to assess the purpose, credibility, and effectiveness of a speaker.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify verbal and nonverbal cues of a speaker.
    • Fallacious reasoning is illogical and invalid, and distorted evidence is evidence that is not presented accurately.
    Skills:
    10. Students are able to:
    • Listen actively to a speaker to determine the purpose, credibility, and effectiveness of the presentation.
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's verbal and non-verbal cues.
    • Identify fallacious reasoning or distorted evidence.
    Understanding:
    10. Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    • Spoken language should be closely analyzed for any instances of illogical reasoning or inaccurate evidence.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    14. Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
    Unpacked Content
    Teacher Vocabulary:
    14.
    • Collaborative discussions
    • Pairs
    • Diverse groups
    • Whole class settings
    Knowledge:
    14. Students know:
    • The format and process for respectful, collaborative discussions in a variety of settings.
    • Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others.
    Skills:
    14. Students are able to:
    • Participate in a collaborative discussion in pairs, diverse groups, and whole class settings.
    • Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others.
    Understanding:
    14. Students understand that:
    • They can better understand a topic or text by discussing their ideas with others.
    • There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    16. Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.

    Examples: words, music, sound effects
    Unpacked Content
    Teacher Vocabulary:
    16.
    • Analyze
    • Audible communications
    • Evaluate
    • Effectiveness
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone
    • Credibility
    • Digital sources
    Knowledge:
    16. Students know:
    • Active listening skills.
    • Digital audible communications have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • Digital audible communications can include effects like words, music, and sound effects that impact the source's effectiveness.
    • A credible source is free from bias and supported with relevant evidence.
    Skills:
    16. Students are able to:
    • Listen and analyze elements of a digital audible communication source, including its subject, occasion, audience, purpose, tone, and overall credibility.
    • Evaluate the effectiveness of elements included in a digital audible communication source.
    Understanding:
    16. Students understand that:
    • Actively listening can help analyze and evaluate important aspects of a digital audible communication source including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    17. Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
    Unpacked Content
    Teacher Vocabulary:
    17.
    • Images
    • Sound
    • Animation
    • Expression
    • Collaborative
    • Digital texts
    • Multimodal texts
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion
    Knowledge:
    17. Students know:
    • Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
    • Collaboration skills.
    • The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.
    Skills:
    17. Students are able to:
    • Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
    • Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
    Understanding:
    17. Students understand that:
    • Digital texts can be used to communicate with a variety of audiences and occasions.
    • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
    • They will frequently collaborate with others to develop digital products in school and in the workplace.
    • Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

    Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices
    Unpacked Content
    Teacher Vocabulary:
    18.
    • Oral presentation
    • Collaboratively
    • Individual contributions
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion
    Knowledge:
    18. Students know:
    • Methods to deliver ideas in an oral presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
    • Strategies to determine the purpose, tone, audience, and occasion for a presentation.
    • Necessary skills to create and deliver a presentation in a collaborative format.
    Skills:
    18. Students are able to:
    • Create an oral presentation by collaboratively combining individual contributions.
    • Deliver an oral presentation.
    • Adjust audience, purpose, tone, and occasion as required for oral presentations.
    Understanding:
    18. Students understand that:
    • Respectful collaboration with peers is necessary for academic and workplace success.
    • Finished collaborative products can be created by combining each individual's contribution.
    • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
    English Language Arts
    ELA2021 (2021)
    Grade: 12
    21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
    Unpacked Content
    Teacher Vocabulary:
    21.
    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness
    Knowledge:
    21. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Skills:
    21. Students are able to:
    • Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.
    Understanding:
    21. Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    Tags: advertising, analyze, Comic Creator, marketing, media, persuasion, Printing Press, Venn Diagram
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    Author: Cassie Raulston
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