ARI Writing/7th Lesson Plans Teachers: Van Syoc and Villanueva

Unit TEKS: (RS/SS) 2. Reading/Vocabulary Development. 11. Reading/Comprehension of Informational Text/Persuasive Text.

Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; and (B) identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts. Subject: ARI DATE: 1/27/14 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ Homework HOT ds/1/1/6/7/ /la_mac_5- 8.pdf Commonly Confused Words (one per day) Cornell notes over introduction to persuasive ppt techniques. What is your current favorite commercial? Why? Read 20 mins a day Whole class interaction with Cornell Notes 3G: Students will express his/her ideas on HOT question with a partner. Whole Class discussion to follow.

Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; and (B) identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts. 1/6/7/ /la_mac_5-8.pdf Commonly Confused Words (one per day) Subject: ARI DATE: 1/28/14 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ Homework HOT Van Syoc: computer lab (iStation) Villanueva: Handout #1 Extended… with Read 20 mins a day Opinion Column of Handout #1 How do you feel advertiser’s persuade you to buy a product? 5A: Students will learn the relationship between two commonly confused words by working individually to discover the correct usage.

1/6/7/ /la_mac_5-8.pdf Commonly Confused Words (one per day) 5A: Students will learn the relationship between two commonly confused words by working individually to discover the correct usage. Subject: ARI DATE:1/30/14 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ Homework HOT ****Early Release**** SWBAT to indicate what slogans are being shown and how persuaded student is to purchase product. Slogans identification activity Read 20 mins a day Identifying common, everyday slogans What slogans are your favorite? Why?

1/6/7/ /la_mac_5-8.pdf Commonly Confused Words (one per day) 5A: Students will learn the relationship between two commonly confused words by working individually to discover the correct usage. Subject: ARI DATE:1/30/14 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ Homework HOT SWBAT: discover the persuasive techniques used in SuperBowl commercials and complete a chart on how it makes student feel. Watch a commercial and complete Plutchik’s Wheel of Emotion. Write about how made you feel. Class discussion. Read 20 mins a day Plutchik’s Wheel of Emotion. Write up and class discussion. What role does emotions play in making a purchase?

1/6/7/ /la_mac_5-8.pdf Commonly Confused Words (one per day) 5A: Students will learn the relationship between two commonly confused words by working individually to discover the correct usage. Subject: ARI DATE: 1/31/14 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ Homework HOT Do you think commercials make you purchase products you don’t want or need? SWBAT create an advertisement for a common, everyday product in groups of three or four. Advertising sheet. Bring in six or seven items for students to complete sheet. Read 20 mins a day Created Advertisement