|Lesson Plan ID:
Persuasive Strategies and Tuck Everlasting
This lesson is a persuasive strategy lesson plan for Tuck Everlasting. It allows the student to incorporate technology in the development of an original thirty second commercial.
|TC2(6-8) ||2. Publish digital products that communicate curriculum concepts. |
|TC2(6-8) ||4. Determine basic troubleshooting strategies to correct common hardware and software
|TC2(6-8) ||5. Use basic features of word processing, spreadsheets, databases, and presentation software. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|TC2(6-8) ||9. Practice responsible and legal use of technology systems and digital content. |
|TC2(6-8) ||14. Use digital tools to generate new ideas, products, or processes. |
|ELA2015(7) ||2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2] |
|ELA2015(7) ||20. Write arguments to support claims with clear reasons and relevant evidence. [W.7.1] |
|ELA2015(7) ||23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4] |
|ELA2015(7) ||25. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6] |
|ELA2015(7) ||34. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5] |
|ELA2015(7) ||37. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.7.2] |
|ELA2015(7) ||38. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3] |
|Primary Learning Objective(s):
The student will identify persuasive writing techniques.
The student will analyze a comercial for persuasive strategies.
The student will construct a thirty second commercial implementing persuasive writing strategies.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Tuck Everlasting novel, Persuasive Strategies PowerPoint, commercial rubric, Animoto Teacher's account with student account set up OR access to Photostory 3 (rubric can be adapted to accommodate).
|Technology Resources Needed:
Computer with internet access, PowerPoint software (and Photostory 3 if required).
Students must have read up through Chapter 22 in Tuck Everlasting to successfully complete this assignment.
Overview: After reading through Chapter 22 in Tuck Everlasting, students will create an original thirty second commercial using persuasive techniques to try to convince people to purchase "eternal life" water. The commercials will be created in PowerPoint, saved as a jpeg file, and then uploaded into Animoto. Students will insert their PowerPoint commercial pictures into Animoto to make an original thirty second commercial..
Step 1: Prior to beginning the activity, students will need to view the Persuasive Strategies PowerPoint (attached), and discuss the different ways to create an effective advertisement.
Step 2: Students will need to be introduced to the rubric and assignment requirements (attached).
Step 3: Students will open Microsoft PowerPoint and create their commercial slides.
Step 4: Once the slides are complete, they must be saved as a JPEG file. To do this, have the student go to file, save as, and then select JPEG File Interchange Format from the drop-down box under file type.
Step 5: Have students go to www.animoto.com and log in to student/teacher accounts. (These should be set up prior to activity based on school district policy). Students should select the 30 second feature.
Step 6: Have students upload JPEG PowerPoint commercial slides into animoto. Hold down CTRL to upload more than one slide. To upload one at a time click upload and followed by the "Add More" feature at the bottom.
Step 7: Have student select music for the advertisement. For copyright purposes, it is recommended that students select from the collection available on the website. Once a track is selected, select "Save & Continue."
Step 8: Have students check settings at "Customize Your Video," ensuring that the length, background, and music is appropriate for their commercial.
Step 9: Have students assign a title to their work (ex. lnamefname.tuck ad), a description, and place their name in the "Producer Name" section.
Step 10: Click "Create Video."
Step 11: Animoto will render the video and students can share their work.
Step 12: Animoto allows for downloading of work. If a student share network has been set up, the commercial can be saved to a student share file by clicking "Download," followed by "Save," and then saving the work into the appropriate location.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Extension: Students can present advertisements and debate why the advertisement is effective or analyze each others work and try to identify specific persuasive techniques that are being utilized.
Remediation: Review of persuasive strategy; analyze a variety of current advertisements for persuasive techniques.
Accommodation: Lessen number of slides required; allow students to use only PowerPoint.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: