Week of January 27, 2020- January 31, 2020

Learning Targets: We Are Learning to Success Criteria Homework/ Assessment

- Compose an Informational Essay on their
chosen topic
- Assess prior knowledge of argumentation.
- Understand Aristotle’s method of
persuasion.
- Identify Elements of an Argument
- Compare different types of consumerism
Week of: February 3, 2020- February 7, 2020
- I can write an informational essay about my Scholars will continue to work at home on their
chosen topic. Informational Essay.
- I can classify arguments and identify which
of Aristotle’s methods of persuasion are
being used.
- I can compare and contrast the different
types of consumerism.
- I can list the elements of an argument.

Learning Targets Success Criteria Homework/ Assessment

- Analyze various accounts of a subject told
in different mediums
- Explicitly state five methods advertisers
use to hook viewers to ensure they watch
the commercial
- Identify the language and images that
state the real and perceived values.
- Determine Word Choice. Determine and
analyze the meanings of words and phrases.
Analyze the cumulative effect in meaning and
tone.
- Analyze Author’s Development. Analyze how
ideas are introduced, developed, and
connected.
- Introduce Precise Claim(s). Distinguish the
claims from alternate claims.
-
Week of: February 10, 2020- February 14, 2020
1. I can work in partnerships and small 1. Listen to identify ways advertisers hook
groups listeners and possibly persuade them to buy
2. I can share which commercials had the the product. Name two or more categories for
most effective hooks and why. radio ads.
3. I can compare my radio advertisement
research with a partner.
4. I can implement a research plan and draw
conclusions on the effectiveness of
advertising methods.
5. I can understand the meanings of words
and phrases within different mediums
used to persuade.
6. I can distinguish the differences between
claims and alternate claims

Learning Targets Success Criteria Homework/ Assessment

- Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
- Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
- I can produce clear and coherent writing Scholars will receive their essay writing
in which the development, organization, requirements and begin the writing process at
and style are appropriate to task,
purpose, and audience home.
 relationships between claim(s) and reasons, between - Use technology, including the Internet,
reasons and evidence, and between claim(s) and to produce and publish writing and to
counterclaims. interact and collaborate with others
- Gather relevant information from
- Find credible sources on the internet. multiple print and digital sources,
- Choose a topic for the persuasive essay assess the credibility and accuracy of
each source, and integrate the
information while avoiding plagiarism.

Week of: February 17, 2020- February 21, 2020

Learning Targets Success Criteria Homework/ Assessment

- School is not in session - School is not in session Scholars will complete their brainstorm for
their Persuasive essay and collect research on
their topic.

Week of: February 24, 2020- February 28, 2020

Learning Targets Success Criteria Homework/ Assessment

- Compose the Persuasive essay - I can compose a hook to engage my Scholars will continue working on their
- With guidance, scholars will compose their persuasive audience persuasive essays at home.
essays in class. - I can properly compose a thesis
statement
- I can compose arguments and counter-
arguments for my topic/ claim
-
Unit Four Focus Essential Questions

In this unit students read a range of advertisements across marketing sub- 1. What values do advertisers use to persuade consumers?
genres to analyze how advertisers market a product and persuade a consumer 2. How do advertisers influence a consumer?
3. What methods do advertisers use in print and non-print texts? What
to purchase it. Students compare two advertisements, collect textual evidence, makes these methods effective?
formulate a claim and select evidence to support that position. They write a
compelling analysis of the marketing strategies employed by two
advertisements. They revise to select the best evidence to support their
position. They edit their work to be sure that they comply with the conventions
of critical reviews.

Key Concepts Summative Assessment Tasks

Becoming aware, through explicit emphasis on intellectual processes, of the Mid-Unit Assessment Task:
nature of thinking and one's mental capability to control attitudes
Developing a repertoire of cognitive and meta cognitive skills and strategies for Scholars will take a test that will require them to identify whether an
problem solving, decision making, and inquiry advertisement is utilizing ethos, pathos, or logos in order to persuade
Engaging in authentic learning experiences to maximize learning
Using thinking skills, through numerous experiential activities, to increase consumers.
independence and responsibility
Post-Unit Assessment Task:

Scholars will take a post test that will cover the concepts covered within the
class.
(Pre-Unit Assessment Task
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)

Focus Standards Focus Standards

Writing Key Ideas and Details

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what
W.9-10.1. Write arguments to support claims in an analysis of substantive
the text says explicitly as well as inferences drawn from the text.
topics or texts, using valid reasoning and relevant and sufficient evidence.
Craft and Structure
W.9-10.1a. Introduce precise claim(s), distinguish the claim(s) from alternate or
RI.9-10.4. Determine the meaning of words and phrases as they are used in a
opposing claims, and create an organization that establishes clear relationships
text, including figurative, connotative, and technical meanings; analyze the
among claim(s), counterclaims, reasons, and evidence.
cumulative impact of specific word choices on meaning and tone (e.g., how the
W.9-10.1c. Use words, phrases, and clauses to link the major sections of the language of a court opinion differs from that of a newspaper).
text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and Integration of Knowledge and Ideas
counterclaims. RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g.,
a person’s life story in both print and multimedia), determining which details
W.9-10.1e. Provide a concluding statement or section that follows from and
are emphasized in each account.
supports the argument presented.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance
Production and Distribution of Writing
(e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
4. Produce clear and coherent writing in which the development, organization,
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
and style are appropriate to task, purpose, and audience.
address related themes and concepts.
W.9-10.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.

W.9-10.7. Conduct short as well as more sustained research projects to answer

a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.

9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.

W.9-10.9. Draw evidence from literary or informational texts to support

analysis, reflection, and research