Improving Reading Skills & Understanding Persuasive Techniques through Standards-Based Edu, Exams of History of Education

Download Improving Reading Skills & Understanding Persuasive Techniques through Standards-Based Edu and more Exams History of Education in PDF only on Docsity! Course Project 1 Running Head: COURSE PROJECT 8TH GR READING CURRICULAR MATERIALS Course Project 8th Grade Reading Curricular Materials EDTL 611 Instructor: Dr. Savilla Banister Paul Williams Bowling Green State University Course Project 2 Course Project 8th Grade Reading Curricular Materials Summary/Rationale No Child Left Behind legislation has mandated States to implement accountability measures to monitor school district performance. Types of measures used in Ohio are State performance designation, Adequate Yearly Progress, and Value-added measures. All three measures use standardized test results and other data that are common across all schools. None of the three measures tells us what happened to cause the actual assessment results, yet legislatures and the public use these results to conjure opinions about our schools (Battelle For Kids & the Ohio Board of Regents, 2007). Apparently, standards-based education is here to stay, therefore the necessity to focus on test passage rates to attain high category ratings, maintaining an extensive curriculum, and focusing on students’ actually learning material, is paramount to school success. Many factors figure in to the hindering of student learning including struggling or non- readers. Students lacking literacy skills are deprived the basic human function of reading for livelihood, worldly knowledge, and pleasure. Thus, low functioning readers feel inferior to those who have mastered essential reading skills (United Nations Literacy Decade, 2005). Inferior thoughts can control student minds and offer challenges to learning. Moreover, masses of illiterate people help contribute to inequality in our citizens as evidence in the number of inmates in our prisons. 70% of prison inmates are functionally illiterate or read below the 8th grade level. (Kutner, Greenberg, Jin, & Dunleavy, 2007). As a result, to combat challenges caused by illiteracy, students participating in the Ohio Achievement Test 8th Grade Reading Lab using Study Island, Buckle-Down, and the Ohio Department of Education website, will ensure steady progress measured by Ohio’s Accountability Measures, and improved student achievement and Course Project 5 References Battelle For Kids & the Ohio Board of Regents. (2007). Understanding Value-Added Assessment in Ohio. Buckle Down Publishing. (2007). Buckle Down Ohio Achievement 8 Reading. Iowa City, IA: Author. Kutner, M., Greenberg, E., Jin, Y., & Dunleavy, E. (2007). Literacy in everyday life: results from the 2003 national assessment of adult literacy. Washington, D.C.: National Center for Education Statistics. The Ohio Department of Education. (2008, July 31). Lesson Plan: Persuasion in Print - Grade Eight - Grade 08. Retrieved July 31, 2008, from The Ohio Department of Education Web site: http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c805319cb The Ohio Department of Education. (2003). Standards guides for families. Columbus:Author. United Nations Literacy Decade. (2005, Novermber 18). United Nations Literacy Decade 2003- 2012. Retrieved July 31, 2008, from United Nations Literacy Decade 2003-2012: http://portal.unesco.org/education/en/ev.php- URL_ID=5000&URL_DO=DO_TOPIC&URL_SECTION=201.html Course Project 6 Lesson Plan 1 Rationale Previously, we have learned how to acquire vocabulary, learned the activities of the reading process, and learned that authors either simply present information or have an agenda. Today, we start our investigation of how authors simply present information by examining information sources. Objectives 1. The learner will be able to define different types of information sources. 2. The leaner will be able to understand the uses of information sources. Materials Workbook: Ohio Buckle Down 8th Grade Reading Achievement Pencils/Pens Pre-Assessment Anticipation Guide Worksheet Exit Ticket Overhead/Transparency Overhead Marker Procedures 1. Teacher asks students to complete Pre-Assessment Anticipation Guide about Information Sources. 2. Teacher uses direct instruction and explains that information sources include consumer materials and public documents. Consumer materials include product information, and instructional materials. Public documents include workplace documents, and government service documents. 3. Students record notes from direct instruction on paper. 4. Teacher assigns pg. 127-139. Students are to read and answer questions 1-8. 5. Students are encouraged to write in margins thoughts as they read. 6. Teacher asks students what they have learned. 7. Student record answer on an exit ticket. Assessment 1. Informal questions 2. Workbook Assignment 3. Exit Ticket Course Project 7 Course Project 10 Course Project 11 Course Project 12 Course Project 15 Course Project 16 Course Project 17 Course Project 20 Course Project 21 Course Project 22 Course Project 25 NAME:______________________________________________________DATE:_________ WHAT DID YOU LEARN TODAY? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ EXIT
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 Course Project 26 Lesson Plan 2 Rationale In our prior lesson we investigated how authors present information by examining information sources. Today we will create a consumer material by writing product information on a chosen product. Objectives 1. The learner will be able to write product information on a chosen product. 2. The learner will be able to search the Internet/Newspaper/Magazines. Materials Workbook: Ohio Buckle Down 8th Grade Reading Achievement Pencils/Pens Student Chosen Product Container Magazines, Newspapers Computers: Word Processor, Internet (Optional): Construction paper, glue, tape, scissors, markers, colored pencils, crayons or other household items. Product Information Rubric Procedures 1. Teacher asks students what product information is. 2. Students respond orally. 3. Teacher explains product information assignment to students. 4. Students are to pick a product via the Internet, Magazines, and or Newspapers. 5. Students are to write original product information for the chosen product. 6. If actual product container is obtainable, this is encouraged. If not, students can create their own product container using construction paper, glue, scissors, markers, and or other household items. 7. Teacher will use Product Information Rubric to evaluate creations. Assessment 1. Informal questions 2. Student product information creation 3. Student product information rubric Course Project 27 Student Product Information Rubric Points Guideline for Score 15 Student writing used on the product information creation contain both instructions for using the product and user requirements. 10 Student writing used on the product information creation is missing either instructions for using product or user requirements. 5 Student writing used on the product information contains neither instructions for using product or user requirements. 0 No product information creation was made Course Project 30 Persuasive Techniques Pre-Quiz Name _________________________________________________________________________ Directions: Match the names of the following persuasive techniques with their definitions. Write the letter in the space provided. A. Bandwagon C. Glittering generalities E. Emotional word repetition B. Testimonial D. Bait and switch F. Transfer _____ 1. People are attracted by the advertisement of a low-priced product or service but are then encouraged to buy a higher-priced one. _____ 2. People are drawn to a cause or agree to join an organization or club that is popular because they are persuaded to “follow the crowd” rather than use “evidence” to justify their choice. _____ 3. People are persuaded to buy a product or service because it is associated with something attractive or respectable. _____ 4. People are persuaded by specially chosen words that can have many different positive or negative meanings because the words are deliberately linked to widely and highly valued concepts. _____ 5. People are persuaded to buy a product or service by its connection to a famous or respectable person through quotations or endorsements. _____ 6. People are conditioned to remember or persuaded to buy a product or service by repetition of the name of the product or service. Directions: Use the six persuasive techniques listed above as your guide. Three of the techniques correspond with the three examples below. Write the name of the corresponding technique in the blank provided. 7. Mr. Lion Good who uses Title golf gear says, “Hey, get out on the greens and swing like a ‘lion’ with Title. Make a ‘title’ for yourself as I did.” This is an example of _________________________________________________________ 8. “Drink your SHAKE-DOWN with a shake and a wiggle. SHAKE-DOWN has got ‘get-down and move’ to get you going in the morning. Are you ‘down’ with it? Drink SHAKE-DOWN to ‘shake-up’ your morning. For that morning ‘shake, rattle and roll,’ drink SHAKE-DOWN!!” This is an example of _________________________________________________________ 9. “Vote for a champion! Vote Joe Lampion!” This is an example of _________________________________________________________ Course Project 31 Advertising Analysis Sheet Name __________________________________________________________________ Select three magazine advertisements that appeal to you. Choose one advertisement from among these three to analyze and answer the following questions. 1. What is the name and date of the magazine? _______________________________________ 2. Who is the intended audience of the magazine? _______________________________________ Age? ____________ Gender? ___________ 3. What is the brand name and product advertised? ___________________________________________________________________________ 4. What is the purpose of the ad? _________________________________________________________________________________ _____________________________________________________________________ 5. What visual image or images are used? _________________________________________________________________________________ _____________________________________________________________________ 6. Are any jingles, slogans or catchy words used? __________ If yes, what are they? _________________________________________________________________________________ _____________________________________________________________________ 7. Which statement(s) about the product in the advertisement is (are) true? _________________________________________________________________________________ _____________________________________________________________________ 8. What important information is missing? ___________________________________________________________________________ 9. Is there any meaning or information you could infer from the text of this advertisement? ___________________________________________________________________________ 10. Are there any negative side effects for consumers to consider or any false information? _____ If yes, please explain. _________________________________________________________________________________ ________________________________________________________________________________ 11. Are there examples of bias or stereotyping in the ad? __________ If yes, what are they? _____________________________________________________________________________ ___________________________________________________________________________ Course Project 32 (Continued) Advertising Analysis Sheet We have developed in class working definitions for six different advertising techniques. They are bandwagon, bait and switch, testimonial, emotional word repetition, glittering generalities and transfer. What technique(s) were used in the advertisement and why? Use the space below to write your responses. 12. Technique Used and Why ________________________________________________________________________________ ______________________________________________________________________ 13. Technique Used and Why ________________________________________________________________________________ ______________________________________________________________________ 14. Technique Used and Why ________________________________________________________________________________ ______________________________________________________________________ 15. Rate this advertisement’s persuasiveness using a rating scale from 1 to 5 with 16. 1 = Boring and 5 = I want to go and buy this now. Circle one: 1 2 3 4 5 17. Why did you give the ad this rating? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Course Project 35 Sample Rubric for Reflective Writing Name___________________________________________________________________ 20 points total 1. Does the writing show evidence of thought and effort? Did the writer go deeper than the immediate surface reaction to the prompt? 1-----------------------2----------------------------3---------------------------4----------------------5 2. Did the writer stay focused on the assigned prompt? 1-----------------------2----------------------------3---------------------------4----------------------5 3. Does the writer support his or her ideas with specific examples and ideas? 1-----------------------2----------------------------3---------------------------4----------------------5 4. Does the writer completely explain his/her ideas? 1-----------------------2----------------------------3---------------------------4----------------------5 Little to no thought and effort Clearly shows in-depth thought and effort May touch on topic, but most of the writing was off-topic Focused on the assigned prompt None or few specific examples Specific examples that support the writer’s ideas Difficult to understand what the writer is trying to say Reader can clearly understand the writer’s views Course Project 36 Lesson Plan 6 Rationale In our previous lesson, introduced our Group Poster Project by picking our favorite advertisements, identified advertising techniques, and worked in cooperative groups. You have been given class time to work on you posters. Today, we present our Group Posters, and reflect upon the persuasive techniques used presently, and in previous lessons. Objectives 1. The learner will be able to deliver presentations that convey relevant information and descriptive details. 2. The learner will be able to explain how authors manipulate audiences of advertisements. 3. The learner will be able to use a rubric to guide their reflective writing. Materials Group Posters Group Poster Scoring Rubric Overhead Overhead Marker Pens/Pencils/Paper Post-Assessment Sample Rubric for Reflective Writing Procedure 1. Students present their posters. 2. Teacher assesses each presentation and poster using the Group Poster Scoring Rubric. 3. Teacher asks students what they have learned. 4. Students reflect upon the persuasive techniques they have learned in this unit and answer orally. 5. Teacher writes on the overhead: What have you learned about how advertisers manipulate you to purchase their products through their advertisements? 6. Teacher hands out Sample Rubric for Reflective Writing. 7. Students use rubric to guide their reflective writing. 8. Students complete Post Assessment. Assessment 1. Sample Rubric for Reflective Writing 2. Group Poster Scoring Rubric 3. Informal questions 4. Post Assessment Course Project 37 Post-assessment Instruction: Respond to each statement. Write A if you agree with the statement. Write B if you disagree with the statement. Response After Unit Topic: Information Sources Reading very tiny text isn’t worth your time. It is wise to read product information before using the product itself. Manuals inform workers of their rights and important procedures. Memorandum is only sent to all employees at a workplace. Instructions never provide a list of steps that should be performed in order. Bus schedules, tax forms, and consumer advocate publications are examples of public documents. There is a difference between a speech and an editorial.