GAME PLAN: DAY TWO
Overview:
-review class definition of persuasion
- identify different elements of persuasion
- watch film
- reactions to film
- identify how language is used to persuade
Objectives:
- to encourage students to use critical thinking skills to get beneath the surface of persuasion
- to have students generate ideas from one another
- to expose students to different ways in which language can be used to persuade
- to draw upon students' prior knowledge and experiences with persuasion
Rationale:
By asking students to articulate their own experiences with persuasion, we hope to build on students' prior knowledge and experiences. We are doing this with the intent to increase their awareness in order that they may make informed decisions. We feel it is important for students to recognize different points of view, styles, and agendas in the realm of literacy, but specifically persuasion. We believe that social action is an integral part of the classroom and therefore we begin with inquiry via Team Time.
Resources:
-playbooks
-film, TV, VCR
Layout and Activities:
-pre-game warm-up: Think of a time you tried to persuade someone. How did you do it? (5 min)
-ask for volunteer(s) to share their pre-game warm-up (5 min)
- identify different elements of persuasion
-in groups of two students will brainstorm elements of persuasion (5 min)
- watch film (20 min)
-clip order
-questions to have students think about while watching videos
-how does language vary between the different video clips
-identify additional elements of persuasion
-Team Time discussion: reactions to film (10 min)
-questions to help facilitate discussion
-what are your initial reactions to the different clips?
-what persuasive message did you find most effective? Why?
-why do the appeals "work" for each specific audience?
-how did the language change within each persuasive message?
-wrap-up lesson (1 min)
-explain homework
Practice on your own:
Have students write a one page free-write on their reaction to the film clips. Keep the questions from discussion in mind (see above).
Ask students to bring in an editorial that they believe has social significance. Be able to support why you think the editorial you picked is socially significant.
Reflection: