Influence and Perception

Influence and perception
St Nicholas School - Alphaville Guðrún Ingimundardóttir, Alexandre Velasquez
IB MYP English Phases 2, 3, 4, 5, 6 (Grade 6) X
Summary
Influence and perception Current
4 of 10
weeks
Subject Year Start date Duration
English Grade 6 Week 2, February 10 weeks 40 hours
Key and Related Concepts
Key Concepts
Key Concepts Definition
Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a
message and an intended receiver. Communication involves the activity of conveying information or meaning.
Communication Effective communication requires a common 'language' (which may be written, spoken or non-verbal).
Related Concept(s)
Phase 2 - Audience, Message, Purpose, Word choice
Inquiry
Conceptual Understanding
Students should recognise the power of influence (both influencers and influencing elements) that impact their perception of
reality. This includes advertisements, persuasive language, use of visual aids, and other means to influence our perception of
what we see and hear, and the choices we believe to be right.
Global Context
Global Context Explorations to develop
Social constructions of reality, Analysis and argument, Craft, Creation
Personal and cultural

expression
Statement of Inquiry
Communication and expression is shaped by the intended influence upon people and how their perception is altered as a result.
St Nicholas School - Alphaville

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Inquiry Questions
Type Inquiry Questions Line of Inquiry
Factual What are the stylistic devices used to Presentation

influence perception?
Conceptual Why and how are people influenced by Perception

words and images?
Debatable Should advertising and public Influence and manipulation

communication be "honest" and not
use influential devices or techniques?
Curriculum
Aims
Enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the
various modes of communication
Enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative
techniques for comprehension and construction of meaning
MYP subject group objective(s)
Phase
B Reading
Emergent level (phase 1 and 2)
i.identify explicit and implicit information (facts, opinions, messages and supporting details)
ii.analyse conventions
iii.analyse connections
D Writing
Emergent level (phase 1 and 2)
i.use a wide range of vocabulary
ii.use a wide range of grammatical structures generally accurately
iii.organize information effectively and coherently in an appropriate format using a wide range of simple and some
complex cohesive devices
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
Content (topics, knowledge, skills)
Factual:

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Rhetorical techniques involved in advertising (rhetorical questions, direct address, celebrity endorsement, use of colours,
adjectives, hyperbole)
Understanding of purpose (inform, entertain, explain, persuade) and audience (different target groups)
Understand comparatives and superlatives

Use sentence prompts to begin using appropriate analytical language.
Conceptual:
How to adapt a message for a certain audience based on target group research
How to formulate a hypothesis
Procedural:
How to structure a multimodal advertisement by incorporating rhetorical techniques as well as non-verbal and visual
communication.
How to critically read and understand the conventions of a non-fiction text about advertising.
How to structure a survey in order to gather relevant information in order to prove or disprove a hypothesis.
Skills
The ability to understand the purpose and message of a text and being able to adapt it to a variety of audiences.
The ability to select information and communicate it using rhetorical devices in addition to multimodal texts.
The ability to transfer understanding of survey within a target group to a product or outcome.
The ability to understand the power of influence on different groups, and the ability to understand that there are different
audiences within different demographics.
The ability to think creatively while basing their work on inspiration in the advertising world.
ATL Skills
ATL skills
Communication
- I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Give and receive meaningful feedback
Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information
Write for different purposes
Organize and depict information logically
Self-management

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Research
- VI. Information literacy skills
Finding, interpreting, judging and creating information
Collect, record and verify data
- VII. Media literacy skills
Interacting with media to use and create ideas and information
Make informed choices about personal viewing experiences
Developing IB Learners
IB Learner Profile
Inquirers
Communicators
Reflective
Description
Inquirers:
Students will carry out research, both market research as well as online research into different persuasive or perception-altering
strategies and stylistic techniques.
Communicators:
Students will share feedback with each other, and assess each other's work, as well as create material that is supposed to
communicate a message to an audience with an intended purpose and elements that appeal to that audience.
Reflective:
Students will reflection on their assumptions and biases, and how their perception of the world can be easily altered.
Integration
International Mindedness
Students will consider the importance of global media and advertising, and consider how the media is targeted for different
groups of people (by race, gender, socioeconomic status, age etc.), and how our views can be manipulated depending on which
group we fall into.
Academic Integrity
When students do their research online for both their inspiration for advertising texts (when contributing to the shared document),
and when students choose to borrow a picture from the internet instead of taking their own, they must cite sources carefully.

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At this stage in their learning, we will not be using citation conventions such as APA, but students will be made aware of the
importance of citing their sources.
Connections
Language Development
Students will study key rhetorical techniques and thus expand their knowledge of subject-specific terminology. They will also
enhance their understanding of the use of adjectives, including the comparative and superlative forms, and their meaning within
advertising. Students will also study the use of imperative verbs and how they are used to communicate meaning and achieve
different ends within advertising.
Information Communication Technology
Students will work contribute to a shared Google Doc as a means to create a shared platform of understanding, but students
will also learn how to work with digital media such as Canva and Adobe poster maker in order to be able to present their poster.
Some elements of photoshopping will also be used, albeit under careful supervision of the teacher.
Service as Action
Become more aware of their own strengths and areas for growth:
Students will engage in scaffolded and deliberate exercises designed to help them reflect on their progress, and work with tools
such as checklists to allow them to recognise where there is room for improvement.
Work collaboratively with others:
Students will have to complete the first summative assessment as members of a group, and they must as such be able to work
together to reach a shared understanding and negotiate their differences. Students must decide on their role as a member of a
group, and how they can individually use their strengths to either write the text or create the image, and where they are most
likely to allow their group to succeed.
Assessment
Summative Assessment
The summative assessment will be separated into two stages:
Stage 1 (to assess criterion C and D): Students will create their own advertising campaign that demonstrates their understanding
of the use of message, audience, and stylistic devices to influence the perception of a target group.
Stage 2 (to assess Criterion A): Students analyse each other's work in order to examine the stylistic devices used and recognise
elements to capture audiences, and how influence and perception is used to alter opinions.

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MYP Assessment Criteria
Peer and Self-assessment
A significant part of the final summative assessment will be peer assessment, but students will also be assessing themselves by
comparing their work to models, generating checklists, and identifying their strengths and weaknesses through discussions on
their work as part of group and whole class discussions.
Standardization and Moderation
The standardisation of the assessments will be achieved by comparing
Learning Experiences
Prior Learning Experiences
The students will be able to build upon their prior experiences with writing persuasive texts in primary school, as well as their
knowledge of the use of adjectives in order to describe various situations and circumstances. They will be familiar with some
aspects of advertising and poster making, but they will learn more about targeted advertising and what means to tailor your
advertising to suit a range of audiences and purposes.
Learning Experiences and Teaching Strategies

Learning experiences:
The students will carry out the following activities in order to expand their conceptual understanding:
- Surveys in order to test their hypotheses regarding advertising for various groups
- Analysis of advertising of similar products but to different target groups
- Looking at persuasive language and how it needs to be tailored to different age groups
- Analyse their own receptiveness to advertising and persuasive messages (realise which techniques they are most likely to be
swayed by)
- Students will define their own success criteria by comparing successful and unsuccessful advertising campaigns, and then
making checklists based on what they identify in good texts.
Teaching strategies:
Students will work in groups on a final project (advertising poster), but students will also have a chance to identify the
weaknesses in their work and select a goal to work towards before the end of the unit. Students will practice articulating their
ideas through discussions, and they will work on deductive strategies to develop an understanding of how advertising works for
different groups of people.
Student Expectations
Students will know what is expected of them through a careful and moderated discussion of good models. Students will first
examine what they know about advertising, then use models of good advertising to generate their own success criteria, and
combine it with their content knowledge of the use of persuasive language and sentence structure.
The task sheet and the achievement descriptors will also be used extensively in the process leading up to the summative
assessment.

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Feedback
Feedback will be provided both through self-evaluation and targeted verbal and written feedback.
Self-evaluation: Students will look at exemplars of good advertising texts and generate their own checklist, that they will then
use to evaluate their work. They will be asked to place themselves on the scale of the grade descriptors, and identify what they
need to improve on over the course of the unit.
Targeted written and verbal feedback: Students will submit a first draft of their work for the final summative assessment, and they
will be given a numerical grade as well as detailed written feedback with points for improvement based on the grade descriptors.
This will then be followed up by one-on-one feedback that will enable students to make the necessary changes to their work
before their final submission.
Differentiation
- Students will be given various levels of feedback, and they will also have the opportunity to base their writing on a model, that
they would then adapt by swapping the adjectives and nouns, although this is optional so that stronger students may use other
methods.
- Targeted feedback will use differentiated questioning.
- When students work on a brainstorming document together, the tasks will be differentiated based on the abilities of each
student.
- Students will be able to work together in groups so that each group member may contribute with their own unique talents,
which should then be complemented by the strengths of others.
Stream & Resources
Resources
Guðrún Ingimundardóttir
Posted 1 file on Oct 30, 2020 at 1:45 PM
19.10.2020._What_good_adverts_need_.pdf
4 MB PDF Document
Posted 1 file on Dec 6, 2019 at 1:08 PM
05.12.19._Assessment_preparation_.pdf
200 KB PDF Document
Posted 1 file on Dec 6, 2019 at 1:07 PM

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06.12.19._-_Assessment_preparation.pdf
400 KB PDF Document
Posted 1 file on Nov 10, 2019 at 3:02 PM
11.11.19._Posters_Worksheet.docx
30 KB Word Document
11.11.19._-_Advertisement_workshop.pdf
1 MB PDF Document
07.11.19._-_Brainstorming_ideas.pdf
40 KB PDF Document
07.11.19._-_Feedback_and_summative_assessment.pdf
200 KB PDF Document
08.11.19._-_Advertising_texts.pdf
40 KB PDF Document
01.11.19._Advertising.pdf
1000 KB PDF Document

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01.11.19._Advertising_language.pdf
200 KB PDF Document
28.10.19._adjectives.pdf
4 MB PDF Document
28.10.19._Adjectives.pptx
1000 KB PowerPoint Presentation
Posted 1 file on Oct 25, 2019 at 10:55 AM
What_good_adverts_need_.pptx
10 MB PowerPoint Presentation

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Influence and Perception

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Influence and perception

St Nicholas School - Alphaville Guðrún Ingimundardóttir, Alexandre Velasquez

IB MYP English Phases 2, 3, 4, 5, 6 (Grade 6) X