Persuasive Techniques in Advertising

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

9, 10, 11, 12

Overview

Students will learn persuasive techniques used in advertising, specifically, pathos or emotion, logos or logic, and ethos or credibility/character. They will use this knowledge to analyze advertising in a variety of sources: print, television, and Web-based advertising. Students will also explore the concepts of demographics and marketing for a specific audience. The unit will culminate in the production of an advertisement in one of several various forms of media, intended for a specific demographic.

The updated link for the Comic Creator resource is https://www.readwritethink.org/classroom-resources/student-interactives/comic-creator.

The updated link for the Printing Press resource is https://www.readwritethink.org/classroom-resources/student-interactives/printing-press. 

English Language Arts (2021) Grade(s): 9

ELA21.9.R3

Utilize active listening skills in formal and informal conversations, following predetermined norms.

UP:ELA21.9.R3

Vocabulary

  • Active listening
  • Formal conversations
  • Informal conversations
  • Predetermined norms

Knowledge

Students know:
  • Active listening skills.
  • Strategies to identify formal and informal settings.
  • Engage in formal and informal conversations.
  • Predetermined norms for formal and informal discussions.

Skills

Students are able to:
  • Demonstrate active listening skills during formal and informal discussions.
  • Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:
  • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts (2021) Grade(s): 9

ELA21.9.R4

Use digital and electronic tools appropriately, safely, and ethically.

UP:ELA21.9.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 9

ELA21.9.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.9.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 9

ELA21.9.5

Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.

UP:ELA21.9.5

Vocabulary

  • Context
  • Organizational structure
  • Tone
  • Theme

Knowledge

Students know:
  • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
  • Strategies to identify the theme, tone, and meaning of written work.

Skills

Students are able to:
  • Identify the theme, tone, and meaning of written work.
  • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.

Understanding

Students understand that:
  • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
English Language Arts (2021) Grade(s): 9

ELA21.9.8

Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

UP:ELA21.9.8

Vocabulary

  • Active listening
  • Tone
  • Organization
  • Content
  • Nonverbal cues
  • Purpose
  • Credibility

Knowledge

Students know:
  • Active listening skills.
  • Strategies to evaluate the tone, organization, and content of spoken language.
  • Methods to identify nonverbal cues of a speaker.

Skills

Students are able to:
  • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
  • Evaluate a speaker's nonverbal cues.
  • Listen actively to determine the credibility of a speaker and the purpose of the presentation.

Understanding

Students understand that:
  • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
English Language Arts (2021) Grade(s): 9

ELA21.9.11

Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

UP:ELA21.9.11

Vocabulary

  • Collaborative discussions
  • Perspectives
  • Relevant information
  • Commentary

Knowledge

Students know:
  • The format and process for respectful, collaborative discussions.
  • Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.

Skills

Students are able to:
  • Participate in a class discussion in a respectful and collaborative environment.
  • Use evidence to support perspectives in a collaborative discussion.

Understanding

Students understand that:
  • Using evidence to support a perspective is necessary in a respectful, collaborative discussion.
English Language Arts (2021) Grade(s): 9

ELA21.9.18

Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

UP:ELA21.9.18

Vocabulary

  • Rhetorical choices
  • Aesthetic choices
  • Organizational choices
  • Point of view
  • Purpose

Knowledge

Students know:
  • Speakers organize their speech to indicate the point of view and purpose of the presentation.
  • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Skills

Students are able to:
  • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
  • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Understanding

Students understand that:
  • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
  • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
  • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    • English Language Arts (2021) Grade(s): 10

    ELA21.10.R3

    Utilize active listening skills in formal and informal conversations, following predetermined norms.

    UP:ELA21.10.R3

    Vocabulary

    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.

    Skills

    Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.

    Understanding

    Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.R4

    Use digital and electronic tools appropriately, safely, and ethically.

    UP:ELA21.10.R4

    Vocabulary

    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically

    Knowledge

    Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.

    Skills

    Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.

    Understanding

    Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.R5

    Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

    UP:ELA21.10.R5

    Vocabulary

    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience

    Knowledge

    Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

    Skills

    Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.

    Understanding

    Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.5

    Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.

    UP:ELA21.10.5

    Vocabulary

    • Context
    • Organizational structure
    • Tone
    • Theme

    Knowledge

    Students know:
    • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
    • Strategies to identify the theme, tone, and meaning of written work.

    Skills

    Students are able to:
    • Identify the theme, tone, and meaning of written work.
    • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.

    Understanding

    Students understand that:
    • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.8

    Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

    UP:ELA21.10.8

    Vocabulary

    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.

    Skills

    Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.

    Understanding

    Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.11

    Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

    UP:ELA21.10.11

    Vocabulary

    • Collaborative discussions
    • Perspectives
    • Relevant information
    • Commentary

    Knowledge

    Students know:
    • The format and process for respectful, collaborative discussions.
    • Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.

    Skills

    Students are able to:
    • Participate in a class discussion in a respectful and collaborative environment.
    • Use evidence to support perspectives in a collaborative discussion.

    Understanding

    Students understand that:
    • Using evidence to support a perspective is necessary for a respectful, collaborative discussion.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.15

    Create and deliver an individual or collaborative presentation that is suitable in purpose and tone for its intended audience and occasion.

    UP:ELA21.10.15

    Vocabulary

    • Collaborative presentation
    • Individual presentation
    • Occasion
    • Audience
    • Purpose
    • Tone

    Knowledge

    Students know:
    • Methods to deliver ideas in an individual or collaborative presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
    • Strategies to determine the subject, occasion, audience, and purpose for a presentation.
    • Necessary skills to create and deliver a presentation in an individual or collaborative format.

    Skills

    Students are able to:
    • Collaborate to create an academic presentation.
    • Work independently to create an academic presentation.
    • Adjust audience, purpose, tone, and occasion as required for academic presentations.

    Understanding

    Students understand that:
    • Respectful collaboration with peers is necessary for academic and workplace success.
    • There are occasions when they will be required to present by themselves.
    • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
    English Language Arts (2021) Grade(s): 10

    ELA21.10.18

    Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

    UP:ELA21.10.18

    Vocabulary

    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose

    Knowledge

    Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

    Skills

    Students are able to:
    • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

    Understanding

    Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.R3

    Utilize active listening skills in formal and informal conversations, following predetermined norms.

    UP:ELA21.11.R3

    Vocabulary

    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.

    Skills

    Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.

    Understanding

    Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.R4

    Use digital and electronic tools appropriately, safely, and ethically.

    UP:ELA21.11.R4

    Vocabulary

    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically

    Knowledge

    Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.

    Skills

    Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.

    Understanding

    Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.R5

    Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

    UP:ELA21.11.R5

    Vocabulary

    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience

    Knowledge

    Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

    Skills

    Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.

    Understanding

    Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.5

    Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author’s purpose.

    UP:ELA21.11.5

    Vocabulary

    • Evaluate
    • Structural details
    • Organizational details
    • Literary text
    • Nonfiction/informational text
    • Digital text
    • Multimodal texts
    • Genre
    • Author's purpose

    Knowledge

    Students know:
    • Strategies to evaluate the structure and organization of various texts.
    • Authors choose to write in different genres to support their purpose for writing.

    Skills

    Students are able to:
    • Identify and evaluate structural and organizational details in texts from multiple genres.
    • Determine how the genre of a text supports the author's purpose.

    Understanding

    Students understand that:
    • There are a variety of genres of text, and authors choose to write in a particular genre to support their purpose for writing.
    • Different genres of text have different structures and organizations.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.10

    Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

    UP:ELA21.11.10

    Vocabulary

    • Active listening
    • Tone
    • Organization
    • Content
    • Nonverbal cues
    • Purpose
    • Credibility

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify nonverbal cues of a speaker.

    Skills

    Students are able to:
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's nonverbal cues.
    • Listen actively to determine the credibility of a speaker and the purpose of the presentation.

    Understanding

    Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.12

    Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.

    UP:ELA21.11.12

    Vocabulary

    • Collaborate
    • Writing tasks
    • Diverse groups
    • Compromises

    Knowledge

    Students know:
    • Necessary skills to collaborate in diverse groups, such as compromising, sharing responsibility, and respect for others' opinions.
    • Grade-appropriate writing skills.

    Skills

    Students are able to:
    • Collaborate on writing tasks in diverse groups.
    • Make necessary compromises to accomplish a goal.
    • Share responsibility for collaborative work.
    • Show respect for the individual contributions of each group member.

    Understanding

    Students understand that:
    • They will frequently collaborate with others to develop writing products in school and in the workplace.
    • Being an effective collaborator requires compromising, sharing responsibility for the work, and being respectful of others.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.17

    Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

    UP:ELA21.11.17

    Vocabulary

    • Images
    • Sound
    • Animation
    • Expression
    • Collaborative
    • Digital texts
    • Multimodal texts
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion

    Knowledge

    Students know:
    • Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
    • Collaboration skills.
    • The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.

    Skills

    Students are able to:
    • Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
    • Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

    Understanding

    Students understand that:
    • Digital texts can be used to communicate with a variety of audiences and occasions.
    • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
    • They will frequently collaborate with others to develop digital products in school and in the workplace.
    • Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.18

    Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

    UP:ELA21.11.18

    Vocabulary

    • Oral presentation
    • Collaboratively
    • Individual contributions
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion

    Knowledge

    Students know:
    • Methods to deliver ideas in an oral presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
    • Strategies to determine the purpose, tone, audience, and occasion for a presentation.
    • Necessary skills to create and deliver a presentation in a collaborative format.

    Skills

    Students are able to:
    • Create an oral presentation by collaboratively combining individual contributions.
    • Deliver an oral presentation.
    • Adjust audience, purpose, tone, and occasion as required for oral presentations.

    Understanding

    Students understand that:
    • Respectful collaboration with peers is necessary for academic and workplace success.
    • Finished collaborative products can be created by combining each individual's contribution.
    • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
    English Language Arts (2021) Grade(s): 11

    ELA21.11.21

    Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.

    UP:ELA21.11.21

    Vocabulary

    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness

    Knowledge

    Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

    Skills

    Students are able to:
    • Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

    Understanding

    Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.R3

    Utilize active listening skills in formal and informal conversations, following predetermined norms.

    UP:ELA21.12.R3

    Vocabulary

    • Active listening
    • Formal conversations
    • Informal conversations
    • Predetermined norms

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to identify formal and informal settings.
    • Engage in formal and informal conversations.
    • Predetermined norms for formal and informal discussions.

    Skills

    Students are able to:
    • Demonstrate active listening skills during formal and informal discussions.
    • Practice predetermined norms for formal and informal discussions.

    Understanding

    Students understand that:
    • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.R4

    Use digital and electronic tools appropriately, safely, and ethically.

    UP:ELA21.12.R4

    Vocabulary

    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically

    Knowledge

    Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.

    Skills

    Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools.

    Understanding

    Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.R5

    Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

    UP:ELA21.12.R5

    Vocabulary

    • Writing process
    • Plan
    • Revise
    • Edit
    • Peer-edit
    • Rewrite
    • Focused
    • Organized
    • Coherent
    • Purpose
    • Audience

    Knowledge

    Students know:
    • The writing process steps are to plan, revise, edit, and rewrite.
    • Editing can be completed by the writer or by a peer.
    • Peer-editing skills.
    • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

    Skills

    Students are able to:
    • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
    • Compose a writing piece for a specific purpose and intended audience.
    • Engage in the peer-editing process.

    Understanding

    Students understand that:
    • Writing is a process that requires multiple drafts, edits, and versions.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.10

    Determine through active listening the purpose, credibility, and effectiveness of a speaker or multiple sources of information by evaluating tone, organization, content, and verbal and non-verbal cues and identifying any fallacious reasoning or distorted evidence.

    UP:ELA21.12.10

    Vocabulary

    • Active listening
    • Purpose
    • Credibility
    • Effectiveness
    • Tone
    • Organization
    • Content
    • Verbal cues
    • Non-verbal cues
    • Fallacious reasoning
    • Distorted evidence

    Knowledge

    Students know:
    • Active listening skills.
    • Criteria to assess the purpose, credibility, and effectiveness of a speaker.
    • Strategies to evaluate the tone, organization, and content of spoken language.
    • Methods to identify verbal and nonverbal cues of a speaker.
    • Fallacious reasoning is illogical and invalid, and distorted evidence is evidence that is not presented accurately.

    Skills

    Students are able to:
    • Listen actively to a speaker to determine the purpose, credibility, and effectiveness of the presentation.
    • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
    • Evaluate a speaker's verbal and non-verbal cues.
    • Identify fallacious reasoning or distorted evidence.

    Understanding

    Students understand that:
    • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
    • Spoken language should be closely analyzed for any instances of illogical reasoning or inaccurate evidence.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.14

    Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.

    UP:ELA21.12.14

    Vocabulary

    • Collaborative discussions
    • Pairs
    • Diverse groups
    • Whole class settings

    Knowledge

    Students know:
    • The format and process for respectful, collaborative discussions in a variety of settings.
    • Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others.

    Skills

    Students are able to:
    • Participate in a collaborative discussion in pairs, diverse groups, and whole class settings.
    • Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others.

    Understanding

    Students understand that:
    • They can better understand a topic or text by discussing their ideas with others.
    • There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.16

    Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.

    UP:ELA21.12.16

    Vocabulary

    • Analyze
    • Audible communications
    • Evaluate
    • Effectiveness
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone
    • Credibility
    • Digital sources

    Knowledge

    Students know:
    • Active listening skills.
    • Digital audible communications have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • Digital audible communications can include effects like words, music, and sound effects that impact the source's effectiveness.
    • A credible source is free from bias and supported with relevant evidence.

    Skills

    Students are able to:
    • Listen and analyze elements of a digital audible communication source, including its subject, occasion, audience, purpose, tone, and overall credibility.
    • Evaluate the effectiveness of elements included in a digital audible communication source.

    Understanding

    Students understand that:
    • Actively listening can help analyze and evaluate important aspects of a digital audible communication source including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.17

    Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

    UP:ELA21.12.17

    Vocabulary

    • Images
    • Sound
    • Animation
    • Expression
    • Collaborative
    • Digital texts
    • Multimodal texts
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion

    Knowledge

    Students know:
    • Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
    • Collaboration skills.
    • The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.

    Skills

    Students are able to:
    • Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
    • Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

    Understanding

    Students understand that:
    • Digital texts can be used to communicate with a variety of audiences and occasions.
    • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
    • They will frequently collaborate with others to develop digital products in school and in the workplace.
    • Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.18

    Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

    UP:ELA21.12.18

    Vocabulary

    • Oral presentation
    • Collaboratively
    • Individual contributions
    • Purpose
    • Tone
    • Intended audience
    • Intended occasion

    Knowledge

    Students know:
    • Methods to deliver ideas in an oral presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
    • Strategies to determine the purpose, tone, audience, and occasion for a presentation.
    • Necessary skills to create and deliver a presentation in a collaborative format.

    Skills

    Students are able to:
    • Create an oral presentation by collaboratively combining individual contributions.
    • Deliver an oral presentation.
    • Adjust audience, purpose, tone, and occasion as required for oral presentations.

    Understanding

    Students understand that:
    • Respectful collaboration with peers is necessary for academic and workplace success.
    • Finished collaborative products can be created by combining each individual's contribution.
    • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
    English Language Arts (2021) Grade(s): 12

    ELA21.12.21

    Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.

    UP:ELA21.12.21

    Vocabulary

    • Rhetorical choices
    • Aesthetic choices
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness

    Knowledge

    Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

    Skills

    Students are able to:
    • Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
    • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

    Understanding

    Students understand that:
    • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
    • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
    • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    ReadWriteThink

    License Type

    Custom
    http://readwritethink.org/classroom-resources/lesson-plans/persuasive-technique…

    Custom License Type (URL)

    http://www.readwritethink.org/util/legal.html

    Approved Date

    Owner (Author)

    raulstoncg
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