Jones_K,+Round+4

=Interdisciplinary Persuasion Project=

5 weeks || > ====(A) compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents; and ==== > ====(B) analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts. ==== > ====(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: ==== > ====(A) evaluate the role of media in focusing attention on events and informing opinion on issues; ==== > ====(B) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message; ==== > ====(C) evaluate various techniques used to create a point of view in media and the impact on audience; and ==== > ====(D) assess the correct level of formality and tone for successful participation in various digital media. ==== > ====(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to (complete entire writing process - pre-writing, drafting, revision, editing, and publishing ==== > ====(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: ==== > ====(A) establishes a clear thesis or position; ==== > ====(B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and ==== > ====(C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion. ==== > ====(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: ==== > ====(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and ==== > ====(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches. ==== > ====(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies; ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(B) categorize information thematically in order to see the larger constructs inherent in the information; ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources. ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another. ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(A) draws conclusions and summarizes or paraphrases the findings in a systematic way; ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(B) marshals evidence to explain the topic and gives relevant reasons for conclusions; ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(C) presents the findings in a meaningful format; and ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas. ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact,speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively. ==== > ====<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium;">(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. ==== > = = || Rubrics - Research and Writing Performance (depending): PSA, Speech, Presentation Student Reflection - effectiveness of "campaign" aspect.
 * **Title**: ||< Convince Me! or Change My Mind! or UNLESS someone like ME cares a whole awful lot, Nothing is going to get better, It's Not! ||
 * **Subject**: ||< ELA, Science, US History (possible inclusion of Math) ||
 * **Grade**: ||< 8 ||
 * **Time Frame**: ||< How long will the activity/lesson/project take?
 * **Summary:** ||< Students will create and execute a persuasive campaign pertaining to an issue of interest to the student. (As the goal is to include interdisciplinary content, the students will be strongly encouraged to select issues that impact those areas. Examples include, climate change, planetary exploration, gun control...) The "campaign" components for ELA are a properly constructed persuasive essay; authentic communication in research or advocacy - letters/e-mails to experts, letters to decision makers, editors; and an authentic performance piece: PSA, Presentation and/or speech to Civic Group/Club/Organization, or other avenue of advocacy for their position as the student deems appropriate. ||
 * **Tasks**: ||< 1) Describe the main steps of the activity/lesson/project here
 * Project goals and parameters outlined and refined as desired by students & faculty advisers;
 * Issue selection and curricular/performance objectives/expectations determined and agreed upon;
 * Project calendar/timeline developed;
 * Group process/roles/contract created;
 * Research strategies taught and practiced pertaining to: process, collection, evaluation, & documentation
 * Campaign desired based on issue and research;
 * Persuasive written pieces created;
 * Performance pieces created;
 * Delivery of pieces
 * Debriefing/Reflection ||
 * Objectives: ||< * What TEKS or other objectives does this activity/lesson project meet?
 * ====(11) Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:====
 * Assessment: ||< How will you assess the students learning?

Please identify opportunities for differentiation. The written component offers little in the way of differentiation The essential elements are structure of argument and counterargument. I see the differentiation offered in the performance aspects in terms of the open nature of "performances" available for students to participate. ||
 * Resources: ||< * What resources will be needed? ||
 * **Teacher**
 * Reflections:** || Please share what went well, what was challenging and what you might tweak or modify for your next round.... ||
 * **Examples**: ||< * Links to teacher or student work examples. ||

Discussion:
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