Would You Like To


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  • Would You Like To

    1. 2. Would you like to… Pop Culture and Persuasive Writing Messages Erin Mathews
    2. 3. “The beauty of argument is if argue correctly you are never wrong.” Thank You for Smoking “To be persuasive we must be believable; to be believable we must be credible; credible we must be truthful.” Edward R. Murrow “Power is the most persuasive rhetoric.” Friedrich Schiller “The foolish and the dead alone never change their opinions.” James Russell Lowell
    3. 4. It’s just a song… <ul><li>Listen to the four songs that you heard in the opening section of our lesson again. </li></ul><ul><li>With your group decide what the main persuasive message of the song given to your group appears to be. Write this on the green sentence strip. </li></ul>
    4. 5. They Said What?? <ul><li>With your group underline phrases that you think may have/be a part of persuasive messages. </li></ul><ul><li>Write your top two choices on the blue sentence strips. </li></ul>
    5. 6. 10 Techniques <ul><li>Repetition </li></ul><ul><li>Reasons Why </li></ul><ul><li>Consistency </li></ul><ul><li>Social Proof </li></ul><ul><li>Comparisons </li></ul><ul><li>Agitate and Solve </li></ul><ul><li>Prognosticate </li></ul><ul><li>Go Tribal </li></ul><ul><li>Address Objections </li></ul><ul><li>Storytelling </li></ul>
    6. 7. Student Response <ul><li>“I see people trying to persuade me EVERYWHERE!” –Beau </li></ul><ul><li>“I know songs and songs are easy to find messages in.” –Edgar, ELL </li></ul><ul><li>“You have to know the message that the government is trying to tell you…or else you can’t know how to think about it.” </li></ul><ul><li>-Catherine </li></ul>
    7. 8. Breakout of Lesson <ul><li>Day 1: Introduction-Persuasive Phrases </li></ul><ul><li>Day 2: Media Prompt Practice </li></ul><ul><li>Day 3: Love Survey </li></ul><ul><li>Day 4: Love Survey Graphs/Results </li></ul><ul><li>Day 5: Working Copy/Peer Edit </li></ul><ul><li>Day 6: Final Presentation </li></ul>
    8. 9. Uh-Huh, Nu-uh... <ul><li>Students today are flooded with persuasive messages; however, many are not able to adequately evaluate the argument or present a persuasive message themselves. The ability for students to reflect on their own experiences as both persuaders and persuadees, uncovering the diverse and dynamic ranges of methods which have worked for them. </li></ul>
    9. 10. Different Grade Levels and Content <ul><li>Adaptable songs and themes </li></ul><ul><li>Mini-lesson on word choice </li></ul><ul><li>Real world applications-what is the message? </li></ul><ul><li>ELLs-different language phrases applied academically </li></ul><ul><li>Historical subject areas: propaganda and music used in different eras. </li></ul>
    10. 11. TEKS <ul><li>(12)  Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to: </li></ul><ul><li>(A)  analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice; </li></ul><ul><li>(B)  evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; and </li></ul><ul><li>(C)  recognize logical, deceptive, and/or faulty modes of persuasion in texts. </li></ul><ul><li>(14)  Listening/speaking/critical listening. The student listens attentively for a variety of purposes. The student is expected to: </li></ul><ul><li>(A)  focus attention, interpret, respond, and evaluate speaker's message; and </li></ul><ul><li>(B)  engage in critical, empathic, appreciative, and reflective listening. </li></ul><ul><li>(15)  Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performance and presentations. The student is expected to: </li></ul><ul><li>(A)  listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances of scripts; </li></ul><ul><li>(B)  identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language; </li></ul><ul><li>(C)  evaluate informative and persuasive presentations of peers, public figures, and media presentations; </li></ul><ul><li>(D)  evaluate artistic performances of peers, public presenters, and media presentations; and </li></ul><ul><li>(E)  use feedback to evaluate his/her own effectiveness and set goals for future presentations. </li></ul><ul><li>(16)  Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences. The student is expected to: </li></ul><ul><li>(A)  use the conventions of oral language effectively; </li></ul><ul><li>(B)  use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; </li></ul><ul><li>(C)  prepare, organize, and present a variety of informative and persuasive messages effectively with an emphasis on persuasion; </li></ul><ul><li>(D)  use effective verbal and nonverbal strategies in presenting oral messages; </li></ul><ul><li>(E)  ask clear questions for a variety of purposes and respond appropriately to the questions of others; and </li></ul><ul><li>(F)  make relevant contributions in conversations and discussions. </li></ul>
    11. 12. TEKS <ul><li>(17)  Listening/speaking/presentations. The student prepares and presents informative and persuasive messages. The student is expected to: </li></ul><ul><li>(A)  present and advance a clear thesis and logical points, claims, or arguments to support messages; </li></ul><ul><li>(B)  choose valid proofs from reliable sources to support claims; </li></ul><ul><li>(C)  use appropriate appeals to support claims and arguments; </li></ul><ul><li>(D)  use language and rhetorical strategies skillfully in informative and persuasive messages; </li></ul><ul><li>(E)  use effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and </li></ul><ul><li>(F)  make informed, accurate, truthful, and ethical presentations. </li></ul><ul><li>(18)  Listening/speaking/literary interpretations. The student prepares, organizes, plans, and presents literary interpretations. The student is expected to: </li></ul><ul><li>(A)  make valid interpretations of a variety of literary texts; </li></ul><ul><li>(F)  evaluate a spoken message in terms of its content, credibility, and delivery (6-8). </li></ul><ul><li>(15)  Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to: </li></ul><ul><li>(A)  write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); </li></ul><ul><li>(B)  write to influence such as to persuade, argue, and request (4-8); </li></ul><ul><li>(C)  write to inform such as to explain, describe, report, and narrate (4-8); </li></ul><ul><li>(D)  write to entertain such as to compose humorous poems or short stories (4-8); </li></ul><ul><li>(E)  select and use voice and style appropriate to audience and purpose (6-8); </li></ul><ul><li>(F)  choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reviews, poems, memoirs, narratives, and instructions (7-8); </li></ul><ul><li>(G)  use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and </li></ul><ul><li>(H)  produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8). </li></ul>
    12. 13. TEKS <ul><li>(B)  justify the choice of verbal and nonverbal performance techniques by referring to the analysis and interpretations of the text; and </li></ul><ul><li>(C)  present interpretations by telling stories, performing original works, and interpreting poems and stories for a variety of audiences. </li></ul><ul><li>(19)  Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to: </li></ul><ul><li>(A)  describe how meanings are communicated through elements of design such as shape, line, color, and texture; </li></ul><ul><li>(B)  analyze relationships, ideas, and cultures as represented in various media; and </li></ul><ul><li>(C)  distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. </li></ul><ul><li>(20)  Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to: </li></ul><ul><li>(A)  investigate the source of a media presentation or production such as who made it and why it was made; </li></ul><ul><li>(B)  deconstruct media to get the main idea of the message's content; </li></ul><ul><li>(C)  evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols; </li></ul><ul><li>(D)  recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music; </li></ul><ul><li>(E)  recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and </li></ul><ul><li>(F)  compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet. </li></ul>
    13. 14. and more TEKS <ul><li>(21)  Viewing/representing/production. The student produces visual representations that communicate with others. The student is expected to: </li></ul><ul><li>(A)  examine the effect of media on constructing his/her own perception of reality; </li></ul><ul><li>(B)  use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages; </li></ul><ul><li>(C)  use a range of techniques to plan and create a media text and reflect critically on the work produced; </li></ul><ul><li>(D)  create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences; and </li></ul><ul><li>(E)  create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. </li></ul><ul><li>K-8 </li></ul><ul><li>(2)  Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to: </li></ul><ul><li>(A)  interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); </li></ul><ul><li>(B)  analyze a speaker's persuasive techniques and credibility (7-8); </li></ul><ul><li>(C)  distinguish between the speaker's opinion and verifiable fact (4-8); </li></ul><ul><li>(D)  monitor his/her own understanding of the spoken message and seek clarification as needed (4-8); </li></ul><ul><li>(E)  compare his/her own perception of a spoken message with the perception of others (6-8); and </li></ul>
    14. 15. Pop Culture and Persuasion <ul><li>MUSIC = LIFE </li></ul><ul><li>-QuAran </li></ul><ul><li>According to Csikszentmihalyi, students thrive in the feeling of competence and control. </li></ul>
    15. 16. Works Cited <ul><li>Bauman, A., & Peterson, A. (2002). Breakthrough:Class Discoveries </li></ul><ul><li>About Teaching Writing . Berkeley: National Writing Project. </li></ul><ul><li>Caro-Bruce, C., Flessner, R., Klehr, M., & Burmaster, K. (2007). </li></ul><ul><li>Creating Equitable Classrooms Through Action Research . Thousand Oaks: </li></ul><ul><li>Corwin Press. </li></ul><ul><li>Lane, B., & Bernabei, G. (2001). Why We Must Run with Scissors . Shoreham: </li></ul><ul><li>Discover Writing Press. </li></ul><ul><li>Samway, K. (2006). When English Language Learners Write . Portsmouth: Heinemann. </li></ul><ul><li>Smith, M., & Wilhelm, J. (2002). &quot;Reading Don't Fix No Chevys&quot;: Literacy in the Lives of </li></ul><ul><li>Young Men . Portsmouth: Heinemann. </li></ul><ul><li>Webster, J. (2002). Teaching through Culture . Houston: Arte Publico Press. </li></ul><ul><li>Wynn, M. (2005). Empowering African-American Males . Marietta: Rising Sun Publishing. </li></ul>