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

Title:

Persuasive Strategies and Tuck Everlasting

Overview/Annotation:

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):
Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 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
Technology Education
TC2 (2009)
Grade: 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

Technology Education
TC2 (2009)
Grade: 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

Technology Education
TC2 (2009)
Grade: 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
Technology Education
TC2 (2009)
Grade: 6-8
14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

-  products—animation, video

-  processes—models, simulations

English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text
  • analyze the development of a central idea or theme over the course of a text
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze development
  • objective summary
Knowledge:
Students know:
  • the qualities of an objective summary
  • texts use particular details to convey a theme or central idea
Skills:
Students are able to:
  • summarize a text objectively
  • explain how particular details work together over the course of a text to create theme or central ideas
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.2.1: Define objective, theme, and summary.
ELA 7.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 7.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
ELA 7.2.4: Use graphic organizer or outline to sort or categorize information for a summary.
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write arguments to support claims with clear reasons, relevant evidence, and:
  • use an introduction that states the claim and acknowledges opposing claims
  • use a logical structure for organizing reasons and evidence
  • use supporting claims with logical reasoning
  • use supporting claims with accurate and credible sources
  • demonstrate a clear understanding of the topic
  • clarify relationships between claims and reasons with words, phrases, and clauses
  • use a formal style
  • end with a concluding statement or section that is related to and supports the argument
Teacher Vocabulary:
  • argument
  • support claims
  • clear reasons
  • relevant evidence
  • introduce claim
  • acknowledge alternate or opposing claim
  • logical reasoning
  • organize reasons and evidence clearly
  • accurate, credible sources
  • demonstrating an understanding
  • create cohesion
  • clarify relationships among claims reasons and evidence
  • formal style
  • concluding statement or section that follows from and supports argument
Knowledge:
Students know:
  • the difference between argument and opinion
  • what counterarguments are and how to identify, form, and use them
  • how to select the best evidence (accurate, credible sources) to support their claim
  • arguments demonstrate an understanding of the topic and states and supports a claim
  • techniques for creating cohesion and clarifying relationships among claims, reasons, and evidence (words, phrases, and clauses)
  • writing style is adjusted based on audience and purpose
  • the difference between formal and informal style
  • arguments follow a predictable structure (e.g. introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement)
Skills:
Students are able to:
  • identify qualities of arguments,
  • write an argument to support a claim,
  • acknowledge alternate or opposing claims,
  • use logical reasoning and relevant evidence (credible sources) to support claim,
  • demonstrate understanding of topic
  • use words, phrases, and clauses to clarify relationships and create cohesion,
  • write with a formal style
  • write with a predictable structure (introduction with statement of claim, clearly organized evidence, and conclusion that supports argument),
Understanding:
Students understand that well-developed arguments express a point-of-view and are supported by relevant evidence.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.20.1: Define argument, claims, support, evidence, formal style.
ELA 7.20.2: Use graphic organizers to organize claims and evidence.
ELA 7.20.3: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
ELA 7.20.4: Identify and use a variety of reference materials.
ELA 7.20.5: Write sentences with varying sentence structures.
ELA 7.20.6: Identify compound, complex, and compound-complex sentences.
ELA 7.20.7: Write a complete sentence.
ELA 7.20.7: Identify different types of sentences (interrogative, declarative, imperative, and exclamatory).
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)
Teacher Vocabulary:
  • "clear and coherent writing"
  • development
  • organization
  • style
  • "appropriate to task, purpose, and audience"
  • "grade-specific expectations"
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety of types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas in a way appropriate to task and purpose
  • organize thoughts in a way appropriate to task and purpose
  • use style appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.23.1: Define coherent writing, organization, purpose, style, identify audience
ELA 7.23.2: Produce, with guidance, a writing that is clear and understandable to the audience.
ELA 7.23.3: Produce writings that follow the basic writing conventions.
Examples: the writing process, paragraphing, topic sentences, concluding sentences
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • use technology to produce and publish writing
  • use the Internet to produce and publish writing
  • link to and cite sources
  • use technology to interact and collaborate with others
Teacher Vocabulary:
  • use technology
  • produce
  • publish
  • link to and cite sources
  • interact and collaborate with others
Knowledge:
Students know:
  • technology can be used to produce and publish writing
  • the Internet can be used to produce and publish writing
  • steps for using technology to link to and cite sources
  • techniques for using technology to interact and collaborate with peers
Skills:
Students are able to:
  • use technology to produce and publish writing
  • use the Internet to produce and publish writing
  • link to and cite sources
  • use technology to interact and collaborate with others
Understanding:
Students understand that technology and the Internet can be used to effectively produce and publish writing, link to and cite sources, and interact and collaborate with others.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.25.1: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELA 7.25.2: Use keyboarding to produce writing.
ELA 7.25.3: Identify and follow appropriate etiquette for online sharing.
Example: think before you post online, privacy, plagiarism of words and images
ELA 7.25.4: Identify possible sources which could be used for research.
ELA 7.25.5: Take notes and organize information into categories.
English Language Arts
ELA2015 (2015)
Grade: 7
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students include multimedia components and visual displays to:
  • clarify claims and findings
  • emphasize main points in presentations.
Teacher Vocabulary:
  • multimedia components
  • visual displays
  • presentations
  • clarify claims
  • emphasize salient points
Knowledge:
Students know:
  • varied multimedia components
  • when multimedia components and visual displays could be used for clarification and emphasis
  • techniques for creating multimedia components or visual displays for clarification and emphasis
Skills:
Students are able to:
  • clarify claims and findings and emphasize salient points in a presentation through the use of multimedia components and visual displays.
Understanding:
Students understand that a speaker can clarify and emphasize information through multimedia components and visual displays.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.34.1: Utilize digital media to make engaging audio recordings of stories or poems using visual displays to show facts and details.
ELA 7.34.2: Retell a story or informative text through the use of multimedia components (graphics, images, music, or sounds).
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Conventions of Standard English
Evidence of Student Attainment:
Students, when writing, apply standard capitalization, punctuation, and spelling including:
  • using commas to separate adjectives
  • spelling words correctly
Teacher Vocabulary:
  • demonstrate command
  • conventions of standard English
  • capitalization
  • punctuation
  • spelling
  • comma
  • coordinate adjectives
  • spell correctly
Knowledge:
Students know:
  • commas are used to separate coordinate adjectives
  • techniques for correct spelling
  • vocabulary: comma, adjective
Skills:
Students are able to:
  • apply conventional capitalization, punctuation, and spelling in writing to convey a message that is easily understood by the intended audience
  • use commas to separate adjectives
  • spell words correctly
Understanding:
Students understand that the effectiveness of a message is enhanced through correct capitalization, punctuation, and spelling.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.37.1: Identify adjectives in a sentence.
ELA 7.37.2: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive or parenthetical elements.
ELA 7.37.3: Use punctuation to separate items in a series.
ELA 7.37.4: Use a comma to separate an introductory element from the rest of the sentence.
ELA 7.37.5: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., is that you, Steve?).
ELA 7.37.6: Spell words correctly, consulting references as needed.
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Knowledge of Language
Evidence of Student Attainment:
Students, in writing and/or speaking:
  • express ideas precisely and concisely
Teacher Vocabulary:
  • conventions
  • expresses ideas precisely and concisely
  • wordiness and redundancy
Knowledge:
Students know:
  • precise and concise language eliminates wordiness and redundancy
  • vocabulary: conventions, precisely, concisely, redundancy
Skills:
Students are able to:
  • reduce wordiness and eliminate redundancy by choosing precise and concise language
Understanding:
Students understand that ideas are effectively communicated through concise and precise language.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.38.1: Use reference materials in order to prevent redundancy and to improve concise word choice.
Example: thesaurus, dictionary
ELA 7.38.2: Use rubric or checklist for precision and redundancy.

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).

Background/Preparation:

Students must have read up through Chapter 22 in Tuck Everlasting to successfully complete this assignment.

  Procedures/Activities: 

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.
  Assessment  

Assessment Strategies

See attached rubric

 

Acceleration:

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.

Intervention:

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.