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Understanding Advocacy: A 5-Day Educational Journey at Northwestern High School

Join Mr. Medoff and Mrs. Avery for a comprehensive 5-day learning experience focused on advocacy at Northwestern High School from February 6 to February 10, 2012. Students will explore the concept of advocacy through various print and non-print texts, including articles, songs, and advertisements. They will engage with hands-on group activities such as creating newsletters, petition signs, and commercials, all aimed at solidifying their understanding of advocacy's role in society. This program emphasizes critical thinking, creativity, and collaboration.

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Understanding Advocacy: A 5-Day Educational Journey at Northwestern High School

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  1. Day 1 Day 2 Day 3 Day 4 Day 5 Advocacy Northwestern High School Mr. Medoff and Mrs. Avery 2/6/12 – 2/10/12

  2. Objective (day 1) Students will • Confirm understanding after reading, viewing, and/or listening to print and non-print texts • Determine the critical or central idea(s) of a text • Use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing • Analyze advocacy as it applies to print and non-print texts In order to • Analyze the article “4 Ways to Stop Gun Violence” and complete worksheet about advocacy • Analyze the song “We are the World 25 for Haiti” and complete worksheet about advocacy • Analyze the website www.thetruth.com as it relates to advocacy and complete worksheet • Analyze images from the ‘got milk’ campaign and ‘above the influence’ campaign as they relate to advocacy and complete worksheets

  3. Warm-Up • Why do people use ethos, logos, and pathos? • What is advocacy? • How does advocacy differ from persuasion?

  4. Five Station Rotation • Get into groups of THREE. • There are 5 stations: • ‘Got milk’ images • ‘Hope for Haiti’ song • Thetruth.com site • ‘Above the Influence’ images • Gun violence article • You will have TEN minutes to complete the worksheet at each station.

  5. Presentations • Who wants to present their findings?! • Let’s discuss what we found.

  6. Exit Slip What is advocacy?

  7. Objective (day 2) Students will • Prove understanding after reading, viewing, and/or listening to print and non-print texts • Demonstrate an understanding of advocacy in modern society • Analyze advocacy as it applies to print and non-print texts In order to • Create a newsletter advocating for a topic • Create a picket / petition sign to go along with the newsletter • Demonstrate and discuss advocacy as it relates to modern society

  8. Warm-Up • What does it mean to advocate for something? • What does advocate mean in the following sentence: The advocate was willing to do anything to help reduce gun violence. Guns are BAD!! 3. What part of speech is advocate in this sentence?

  9. Newsletter and Petition • Get into groups of FIVE. • Pick a topic your group would like to advocate for. • Each person writes one paragraph. • One person writes the introduction • One person writes the first body paragraph • One person writes the second body paragraph • One person writes the third body paragraph • One person writes the conclusion • Combine all five paragraphs and add an illustration.

  10. Newsletter • For full credit, you must: • Advocate for a specific issue. • Have all 5 parts of the 5-paragraph essay. • Uses ethos, logos, and pathos in the newsletter. • Includes illustrations.

  11. Petition/Picket Sign • Create a petition sign to go along with your newsletter. For full credit, your group must: • Have a clear and visible slogan that clearly shows what you are advocating for [or against]. • Use illustrations to support your slogan. • Use at least four colors.

  12. Petition

  13. Exit Slip • Let’s share our newsletters and petitions.

  14. Homework • Review persuasion. • Review ethos, logos, and pathos. • Review advocacy. • Test – Friday, February 10, 2012. • I will answer any questions on Thursday.

  15. Objective (day 3) Students will • Prove understanding after reading, viewing, and/or listening to print and non-print texts • Demonstrate an understanding of advocacy in modern society • Analyze advocacy as it applies to print and non-print texts In order to • Create a commercial advocating for a topic • Create a list of issues in modern society that are often advocated for • Demonstrate and discuss advocacy as it relates to modern society

  16. Warm-Up • List 3 things people advocate for in modern society and explain why they are advocated for. • What does advocate mean in the following sentence: The student was advocating for more lenient gun control laws. Guns are GOOD!! 3. What part of speech is advocating in this sentence?

  17. GW: Advocacy in Modern Society • Get into groups of FOUR. • Pick a recorder [someone to write]. • You will have 90 seconds to list as many issues that are advocated for in modern society as you can.

  18. WG: Advocacy in Modern Society

  19. Commercials • Get into groups of FOUR. • Pick a topic your group would like to advocate for from the list we made. • Create a commercial advocating for that topic.

  20. Commercial What you will be doing: • Picking a topic – something that is advocated for in modern society. • Creating a commercial clearly advocating for that topic – between 30-90 seconds. • Using props to support your commercial. • Writing a paragraph outlining what you plan on doing in the commercial and why.

  21. Commercial Rubric For full credit, your group must:

  22. Presentation Let’s present our commercials!

  23. Exit Slip What is the difference between advocacy and persuasion?

  24. Objective (day 4) Students will • Prove understanding after reading, viewing, and/or listening to print and non-print texts • Demonstrate an understanding of advocacy in modern society • Analyze advocacy as it applies to print and non-print texts In order to • Analyze videos advocating for pertinent issues in modern day society [abortion, death penalty, euthanasia, and gun control] • Formulate paragraphs advocating for a stance on controversial issues • Demonstrate and discuss advocacy as it relates to modern society

  25. Warm-Up List any questions you have concerning persuasion, ethos, logos, pathos, and/or advocacy. Can you use ethos, logos, and pathos at the same time?

  26. Euthanasia Watch the following video: • Make sure to fill in your chart as you watch. Euthanasia

  27. Euthanasia Watch the following video: • Make sure to fill in your chart as you watch. Euthanasia - the other side of the story

  28. IW: Euthanasia Where do you stand on this issue? Pick a side and write a paragraph advocating for it. [Time: 6 minutes]

  29. Gun Control Watch the following video: • Make sure to fill in your chart as you watch. Gun Control

  30. Gun Control Watch the following video: • Make sure to fill in your chart as you watch. Gun Control - the other side of the story

  31. IW: Gun Control Where do you stand on this issue? Pick a side and write a paragraph advocating for it. [Time: 6 minutes]

  32. Death Penalty Watch the following video: • Make sure to fill in your chart as you watch. Death Penalty

  33. Death Penalty Watch the following video: • Make sure to fill in your chart as you watch. Death Penalty- the other side of the story

  34. IW: Death Penalty Where do you stand on this issue? Pick a side and write a paragraph advocating for it. [Time: 6 minutes]

  35. Abortion Watch the following video: • Make sure to fill in your chart as you watch. Abortion

  36. Abortion Watch the following video: • Make sure to fill in your chart as you watch. Abortion - the other side of the story

  37. IW: Abortion Where do you stand on this issue? Pick a side and write a paragraph advocating for it. [Time: 6 minutes]

  38. Exit Slip When dealing with issues that can have valid arguments made for both sides [such as the ones we saw today], how can somebody win or lose an argument about them?

  39. Friday • Objective: Students will answer multiple choice questions, create a visual representation, and formulate a paragraph in order to show an understanding of persuasive strategies and advocacy. • Warm-Up: List any questions you have about advocacy or persuasion.

  40. Good Luck • You have the entire class to work. • No talking, please.

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