Eng. 9 Unit 5: Basics of Argumentation

1. Eng. 9 Unit 5: Basics of Argumentation (4 weeks – 13 lessons) Rapert

2. Argumentation Unit (4 wks 13 lessons) Students engage in a common study reading, responding, researching, identifying claims in published texts and forming claims about these texts. Students develop a working knowledge of the basic elements of argument: claim, counterclaim, evidence, explanation (warrant), and refute. Through the inquiry, students write an argumentative essay in which they develop a claim in response to a prompt, support the claim with evidence from multiple texts, and explain and connect the evidence to establish a line of reasoning.

3. Session 1: Arguments are Everywhere* How influenced are you by advertisements and media? After reflecting on ways you interact with media and advertising, write a paragraph describing an advertisement that influenced you to think or act in a specific way. State two or more reasons this advertisement was effective. Materials: Print Advertisement Analysis

4. Session 1: To Do Skill:Determine Word Choice. Determine and analyze the meanings of words and phrases. Analyze the cumulative effect in meaning and tone. • Think-aloud and chart an advertisement that demonstrates real and perceived value. • Focus think-aloud on words used that explicitly state real value and words that add perceived value. • Shift to the visual image and think-aloud the explicit real value stated in the image and the added perceived value. • State the argument the advertiser is building to persuade a consumer to buy the product. Indicate if the persuasion is based on real value or perceived value.

5. Session 1 To Do Contd. • Partnerships use the same process on a second advertisement. • Report out and chart the findings: words, images, argument. • Working in partnerships, use a three-step process to explore print (online non-video) advertisements and determine the validity of real and perceived values in ads. Search, analyze, and chart findings. • Step 1: General search for a range of advertisements (4 ads). • Step 2: Specific search for two ads from the same company. • Step 3: Specific search for two ads from competing companies.

6. Session 1 To Do Contd. • Answer: Do advertisers mostly build arguments to persuade buyers with real value or perceived value? • Use evidence from their searches to support their research findings. • Explore the world of advertising arguments that sell perceived value. Collect 2 advertisements that demonstrate advertisers persuade buyers by selling perceived values. • Magazine, newspaper, online websites (non-video), and/or cell-phone photos of advertisements. • Chart the advertisements in your notebook and state the advertiser’s argument.

7. Session 2: Methods behind the Magic Skill(s):(1) Determine Word Choice. Determine and analyze the meanings of words and phrases. Analyze the cumulative effect in meaning and tone. (2) Analyze Author’s Development. Analyze how ideas are introduced, developed, and connected. Materials: Non-Print Advertisement Analysis

8. Session 2 To Do • Students learn the five methods advertisers use to hook viewers to ensure they watch the commercial: facts, humor, story, celebrity-appeal, and character-appeal. • First Viewing: Watch a commercial in one category (humor). • Focus Question for Viewing: How does the humor add to the argument? • How does humor hooks you and keeps you watching the advertisement. • Second Viewing: Watch an commercial in another category (facts). • Focus Questions for Viewing: What are the real and perceived values in the language and images? • What is more persuasive? The method of hooking the viewer or the language and images?

9. Session 2 To Do contd. • Partnerships use the same process on another commercial from a different category (celebrity-appeal). • Working in partnerships, watch four television commercials twice. • First Viewing: Identify the method for hooking the viewer. Rate it. Explain your score. • Second Viewing: Identify the language and images that state the real and perceived values. Rate the commercial’s persuasiveness. Explain your score. • Partners share findings with a second partnership. This larger group will identify two commercials that answer the following questions: • What are the most common methods advertisers use to hook a viewing audience? • Which commercial most effectively hooked you? Why was it effective? • Which commercial most effectively persuaded you to buy the product? Why was it persuasive?

10. Session 2 To Do contd. • Independently, students research radio advertisements. • Listen to identify ways advertisers hook listeners and possibly persuade them to buy the product. Name two or more categories for radio ads. One popular category might be JINGLE or SONG. The song connects the listener to the product. • Keep a list of radio ads that belong in your two categories. • Explain why one hook is more effective than another method of hooking listeners.

11. Session 3: Methods behind the Magic Argument writers develop an inquiry in search and reflection cycles to notice, name and create theories (stances) about the multiple intentions and methods of advertisements. Skill(s):(1) Determine Word Choice. Determine and analyze the meanings of words and phrases. Analyze the cumulative effect in meaning and tone.(2) Analyze Author’s Development. Analyze how ideas are introduced, developed, and connected. Materials: Research Plan, Advertisement Research, Print Advertisement Analysis, and Non-Print Advertisement Analysis

12. Session 3 To Do • Students consider: What is being sold? After reading a variety of advertisements across the sub-genres of consumer marketing, write a comparison/contrast essay that compares the methods advertisers use and argues which methods most effectively acquire and persuade consumers. • Teacher provides students with a list of ways to approach this task and explains the research process students will use to study and collect information on a variety of advertisements. • Students think-aloud a method and approach for researching several sub-genres of advertisements based on their interests. Report out and chart the possible approaches. • Students write and submit a research plan

13. Session 3 To Do contd. • Working in partnerships or small groups, students will implement a research plan and draw conclusions on the effectiveness of advertising methods. • The good, the bad, the impulsive buyer’s nightmare. Students nominate an ad for one category. The class watches the nominated ad and votes on its effectiveness stating why it belongs in “the good,” or “the bad,” or “the impulsive buyer’s nightmare.” • Research at home: students will collect at least one advertisement at home and come prepared to share it with the research team.

14. Session 4: Creating Claims from Data Argument writers identify and explore multiple stances (claims) and approaches as they research consumer marketing. They use thinking frames (templates) to support their writing so they can focus on noticing and analyzing the advertisements. Skill(s):(1) Determine Word Choice. Determine and analyze the meanings of words and phrases. Analyze the cumulative effect in meaning and tone.(2) Analyze Author’s Development. Analyze how ideas are introduced, developed, and connected. (3) Introduce Precise Claim(s). Distinguish the claims from alternate claims.

15. Session 4 To Do Teacher models: • Claim: 1) the process of reviewing the data and 2) the writing of a clear claim—experimentation with language but avoiding words like should, must, could. If possible, use student work for your modeling: Use data collected by a group of students or an advertisement that uses a unique method to hook a reader/viewer or creates a strong impulse to buy. • Then write an alternate claim that states a different point of view. Use the following thinking frame to help students see the relationship between the two claims: original claim and alternate claim. • During recent advertisement research, it seems clear that most advertisers _____________________________________________ to persuade a buyer. • Although this seems to be the trend, _______________________________________ takes a different approach. Instead, they persuade buyers ______________________ • ______________________________________________________________________.

16. Session 4 To Do contd. • Students review their current research and write a claim and an alternate claim that might be supported with evidence from their data. Students will use the thinking frame to write their two claims in their reader’s notebook. • Working in partnerships or small groups, students will implement a research plan and draw conclusions on the effectiveness of advertising methods. • The good, the bad, the impulsive buyer’s nightmare. Students nominate an ad for one category. The class watches the nominated ad and votes on its effectiveness stating why it belongs in “the good,” or “the bad,” or “the impulsive buyer’s nightmare.” • Research at Home: Students will collect at least one advertisement at home and come prepared to share it with the research team.

17. Session 5: Seeing Data From Multiple Views • MID UNIT ASSESSMENT PROJECT • What methods do advertisers use to influence consumers? • After reading a variety of advertisements across the sub-genres of consumer marketing create a how-to poster for two advertisements • Label and describe the method • Explain how it persuades consumers.

18. Session 5: Seeing Data From Multiple Views contd. Argument writers research and collect evidence (data) to develop multiple theories from the evidence.These theories will eventually develop into an arguable claim and an alternate or opposing claim.They use thinking frames (templates) or graphic organizers to support their writing so they can focus on noticing and analyzing the advertisements.

19. Session 5 contd. Skill(s): (1) Determine Word Choice. Determine and analyze the meanings of words and phrases. Analyze the cumulative effect in meaning and tone. (2) Analyze Author’s Development. Analyze how ideas are introduced, developed, and connected. (3) Introduce Precise Claim(s). Distinguish the claims from alternate claims. (4) Develop Claim(s). Identify supporting evidence that is both relevant and sufficient.

20. Session 5 contd. • Listen to Rory Sutherland: Life lessons from an ad man on TED TALKS. • Investigate three ads (print and non-print) that represent three ways advertisers create perceived value. • Badge Value: A person sees themselves as elevated through ownership or use of this product (jewelry, watches, cars, luxury items, trips) • Messaging Value: A person sees themselves as socially conscious (Public Service Announcements, blue jeans, some automobiles) • Branding Value: A person demonstrates loyalty to a brand (restaurants, phones, computers, clothing)

21. Session 5 Contd. • Review your advertisements and find two advertisements that both develop the same value. • What do these two advertisements have in common? • Why would different advertisers use this approach? • How effective is it for teens? For adults? For children? • Who might not be persuaded with this approach? • Share your analysis with your group. • Class discussion: how marketing companies target the audience using specific methods to create a real or perceived value that will persuade buyers to purchase impulsively or plan a purchase thoughtfully.

22. Session 5 contd. • Group Mini-Task: Create a poster that compares two advertisements. Use a series of analytical tasks: • Review your research data and determine characteristics of one type of perceived value. • Analyze one set of ads looking for perceived values. • Create a claim and two alternate claims based on your findings. Use the thinking frame provided. • Create a poster that labels the elements and analyzes the methods the advertisers use.

23. Session 6: Planning an Essay • Post Unit Assessment • Prompt: What is being sold? • After reading a variety of advertisements across the sub-genres of consumer marketing, write a comparison/contrast essay that compares the methods advertisers use and argues which methods most effectively acquire and persuade consumers.

24. Session 6: contd. • Argument writers focus evidence to make relevant comparisons between advertisements. They use thinking frames (templates) or graphic organizers to plan their writing so they can focus on noticing and analyzing the advertisements. • Skills: • (1) Introduce Precise Claim(s). Distinguish the claims from alternate claims; Create an organization that establishes clear relationships among claims. • (2) Develop Claim(s). Identify supporting evidence that is both relevant and sufficient.

25. Session 6: To Do • Think-aloud the process of writing an argumentative essay that compares and evaluates methods used by advertisers. • What ads in my research do I want to compare? • What methods do I believe are most effective? • What claims and alternate claims can I make based on my evidence. • What evidence defines the methods used by the advertisements? • What evidence illustrates effectiveness of these methods? Use graphic organizer to identify points and evidence.

26. Session 6 To Do contd. Students think-aloud a method and approach for researching several sub-genres of advertisements based on their interests. Report out and chart the possible approaches. Students write and submit a research plan. Mini-Task: Working in partnerships or small groups, students will implement a research plan and draw conclusions on the effectiveness of advertising methods.

27. Session 7: Re-evaluating Evidence to Develop Multiple Claims & Alternate Views • Argument writers focus an essay by developing multiple stances (claims) to anticipate the alternative views of readers. • Skills: • (1) Introduce Precise Claim(s). Distinguish the claims from alternate claims; Create an organization that establishes clear relationships among claims. • (2) Develop Claim(s). Identify supporting evidence that is both relevant and sufficient; Point out strengths and limitations anticipating audience’s knowledge and concerns.

28. Session 7: Re-evaluating Evidence to Develop Multiple Claims & Alternate Views Contd. Return to the ads we viewed yesterday to anticipate an audience. Ask and answer the following questions