Transcript Lesson 22 1) Turn in EA1 to tray 2) Get out Journals: Checking for 2

Lesson 22
1) Turn in EA1 to
tray
2) Get out
Journals:
Checking for 2
3) SSR during
Journal Check
Goals:
To design, conduct, and interpret a peer
survey
To compare and contrast current issues
affecting teens’ reading choices
To analyze and create a persuasive text
1.16 Teens and Books: What
are the Influences?

Think, Pair, Share
 Think about some of the books you have
read in the last couple of years that you
read that were unassigned
 Team up with your partner and talk about
these books.
 What kinds of books were they?
 How did you hear about the books?
 What caused you to read them?
 What other types of print media have you
read?
1.16
 Open
books to page 64
 As a class, let’s answer #1: what are
some book titles, magazines,
articles, etc. that we’ve read lately?
 Why do we read a variety of things?
Why do some people prefer a
magazine over a book?
#2
 Based
on your Think, Pair, Share
discussions and our class answers,
brainstorm a list of open ended
questions you could ask your peers
about the kinds of books they read.
 Ask about both what they prefer to
read and what influences their
reading choices!
#2…Continued on a separate
sheet
 You
now have 10 minutes to go around
the room and interview three different
people with the questions you came up
with. Jot down their answers.
 Remember, direct quotes are a good
thing, but it has to be word-for-word what
the person said.
 No shoving people down a flight of stairs

Skip #3—Move on to #4
 “Read
the following article about
marketing books to teens. Take notes
on the type of advertising formats that
advertisers consider effective for teen
audiences. While you are reading,
make text-to-self connections, and
take note sin the margin on whether or
not you agree with the points made in
the article.”
As If! Marketing to Older Teens
by Judith Rosen
Marking the Text

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Article is page 65-67
One color: highlight the types of advertising
formats used that are considered to be
effective for teens
Second color: highlight any part of the text
that you can make a personal connection to;
then write that connection in the “My Notes”
column
Third color: Important facts from the article
#5 on page 64: Writing Prompt
 On
a separate sheet of paper,
respond to the prompt in question
five.


Judith Rosen’s article states that teens said their
“ideal” activity is reading a book. For the
majority of teens, do you think reading a book is
their ideal activity? Explain why you agree or
disagree, and cite specific examples to support
your position.
Two paragraphs
Lesson 23:
Continuing
1.16, and
moving on to
1.17 
10 minutes of
SSR
Goals for 1.17
Identify common techniques used
in advertising
Explain why certain advertising
techniques appeal to specific
audiences
1.16: What Are the Influences?
Open
books to page 68
You need your writing prompts
from earlier in the activity as
well!
Elements of an Argument
 Hook
 Claim
 Concessions
and Refutations
 Support
 Summary/Call
 We’re
to Action
going to identify each of
these elements in the student
example on the bottom of page 68
I just read a 600-page book in a
day and a half. I couldn’t put it down.
It had everything a girl could want:
romance, friendship, adventure, and
fun characters. Unfortunately, it’s the
only novel I’ve read all year. Reading
just isn’t my top priority, and most of my
friends would agree.
After reading this article, I asked ten of
my friends what their “ideal” activity would be,
and not one person answered “reading.” Most
of my fiends would rather go shopping or
hang out with friends. My smartest friend, who
has a 4.0, said, “I read at least an hour each
night for school. Why would I choose to read
more than that?” I figure if I spent the entire
day as an accountant, I would not want to go
home and do math problems! Plus I have no
time. Between soccer, band practice, and my
friends, I could watch a movie for two hours or
read a book for two weeks! I’m sure the
I can also hear my Mom
telling me that someday I will
wish I had read more books.
Perhaps she is right, but I don’t
want that now. What I want now
is three extra hours in every day
because I have homecoming to
help plan and homework to do.
So until another “can’t miss”
book comes out, my to-do list will
not include reading a novel.
Revising Time
 Bottom
of 68: Now look at the response
you wrote to the writing prompt on page
64. Work with a partner to identify the
elements of an argument in your
responses. Revise your pieces to
incorporate each element of an
argument.
 Turn
in your revised paragraph to tray
when finished!
1.17 Examining Ads and
Reviewing Appeals
 We
are now going to examine in detail
some different print advertisements
 Look over on page 69
 Working
with your partner, take a close
look at the advertisement provided.
 Answer questions 1-3 in Part 1 over the ad
Part 2
Switch
ads with another
partner set.
Take a closer look at this
second ad, and answer
questions 1-9 about this ad with
your partner.
Writing Prompt: Individual
 Split
a sheet of paper between you
and your partner, and answer the
prompt on the bottom of page 70:


Write a paragraph identifying the target
audience, the appeals the ad uses to reach this
audience, and whether you think the ad was
effective in persuading the audience of its
message.
Turn into tray when finished!
Lesson 24
Continuing
Activity 1.17
Page 71, Examining Ads
and Reviewing Appeals
 Today
we’re going to look at five
different advertising techniques
used to try and persuade
audiences to purchase a product.
 Try to think of examples of ads you
see that use each of these
techniques!
Bandwagon
 Advertisers
make it seem as if everyone is
buying this product, so you better buy it
too.
 “The best car of the year is here… All your
friends and neighbors are driving one…”
 This technique makes you feel left out if
you are not buying the product
 http://www.youtube.com/watch?v=EoMk
J87uMBU
Avant-garde
 This
technique is almost the reverse of
bandwagon: It makes the product seem
so new and so cool that you will be the
first on the block to have it.
 Only super-cool people like you will even
know about this product.
 http://www.youtube.com/watch?v=BAUs
09jJZQQ
Testimonial
 Advertisers
use celebrities or just
regular people to endorse the
product.
 Pay close attention; sometimes the
celebrity doesn’t even actually say
that he or she uses the product.
 http://www.youtube.com/watch?v
=Hrd98Ppn8GE
Facts and Figures
 Statistics,
percentages, and numbers are
used to convince you that this product is
better or more effective than another
product.
 Be aware of what numbers are actually
saying. What does “30 percent more
effective than the leading brand” really
mean?
 http://www.youtube.com/watch?v=A2se
Q8bUmaQ
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This is a rather complicated
technique for persuasion.
To recognize it, you really need to
pay attention to the background of
the ad or to the story of the
commercial.
This technique gets you to associate
good feelings shown in the ad with
the product itself.
Then the good feelings transfer to you
when you buy the product.
A commercial that shows a group of
people having a lot of un while
drinking a certain brand of soft drink
wants you to believe that you will be
a part of fun groups if you buy that
brand of soft drink too.
http://www.youtube.com/watch?v=
Transfer
Turn to page 72
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Now, in groups of four, you will create your own
commercial using two or more advertising
techniques
First you will choose a product you will try to sell to
your classmates (find one in the room )
Then, your group will design a two minute
commercial where you are using two of the
techniques we just discussed
Don’t forget to have a target audience for your
product.
You have 15 minutes to prepare; presentations
after!
I will be awarding a participation grade for this
Presentations
 While
other groups are presenting, take
note of what technique they use to
advertise in the organizer on page 72.
Mark the product they are selling in the
box.
 Under the product, state whether the
commercial is Substantiated or
Unsubstantiated
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Substantiated: provide evidence to support or prove
the truth of.
Unsubstantiated: not supported or proven by
evidence.
After…
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Choose one of the commercials presented to you
by your classmates.
Answer the questions at the bottom of page 72
based on the commercial.
Based on your examination of the advertising
techniques used, who do you suppose is the
audience for on of the ads? How did you know
this?
How would you expect the advertising techniques
to change if the audience were to change?
Explain.
When finished, get out your vocab notebook and
create you definition of advertising techniques.