ALEX Lesson Plan


Persuasive Strategies and Tuck Everlasting

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  This lesson provided by:  
Author:Evelyn Moore
System: Shelby County
School: Montevallo Middle School
  General Lesson Information  
Lesson Plan ID: 29988


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.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (6-8)
2. Publish digital products that communicate curriculum concepts.
Examples: Web pages, videos, podcasts, multimedia presentations
TC2 (6-8)
4. Determine basic troubleshooting strategies to correct common hardware and software problems.
Examples: checking connections, restarting equipment, creating a backup copy of digital data
  • Describing the importance of antivirus and security software
  • TC2 (6-8)
    5. Use basic features of word processing, spreadsheets, databases, and presentation software.
    Examples: word processing—reports, letters, brochures
    spreadsheets—discovering patterns, tracking spending, creating budgets
    databases—contact list of addresses and telephone numbers
    presentation software—slideshow
    TC2 (6-8)
    6. Select specific digital tools for completing curriculum-related tasks.
    Examples: spreadsheet for budgets, word processing software for essays, probes for data collection
    TC2 (6-8)
    9. Practice responsible and legal use of technology systems and digital content.
    Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites
  • Identifying examples of computer crime and related penalties
  • Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying
    penalties—fines, incarceration
  • Citing sources of digital content
  • TC2 (6-8)
    14. Use digital tools to generate new ideas, products, or processes.
    Examples: ideas—predictions, trends
    products—animation, video
    processes—models, simulations
    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]
    a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. [W.7.1a]
    b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.7.1b]
    c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. [W.7.1c]
    d. Establish and maintain a formal style. [W.7.1d]
    e. Provide a concluding statement or section that follows from and supports the argument presented. [W.7.1e]
    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]
    a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). [L.7.2a]
    b. Spell correctly. [L.7.2b]
    ELA2015 (7)
    38. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3]
    a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* [L.7.3a]

    Local/National Standards:


    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):

     Preparation Information 

    Total Duration:

    61 to 90 Minutes

    Materials and Resources:

    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 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.

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

    See attached rubric



    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 accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.