Lesson Modification Template for ESL Students

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Lesson Modification Template for ELL Students

1. Content Area
Describe how this lesson fits into your curriculum and overall unit.
This is a lesson adapted from the Ramp UP program – Persuasive Unit
· Paraphrase information in a passage.
· Identify persuasive appeals. ACCORDING TO THE PROGRAM OF STUDIES, THESE ARE LOGICAL/EMOTION/ETHICAL APPEALS.
· Identify persuasive and propaganda techniques. ACCORDING TO THE PROGRAM OF STUDIES, THESE ARE TESTIMONIAL, BANDWAGON, TRANSFER, PERSONAL ATTACK, ETC.
2. Concepts Addressed/ Learning Objectives
What are the key concepts that you want the student to understand?
· Students will be able to identify various sources in which we find persuasion.
· Students will be able to compare/contrast a variety of persuasive pieces.
3. Scheduling
Describe the approximate length of lesson and when in the year will it be taught.
This particular lesson will last about 4-5 days. It will be taught during the last trimester when students will have had an opportunity to practice literary analysis strategies.
4. Home/School Connection
How will you involve parents and address potential cultural barriers?
Ask students to watch together some ads/commercials on TV and ask them to compare and contrast persuasive techniques on U.S. TV vs. those used in other cultures. Watch for ads that involve cultural behavior (food, celebrations, etc.)
5. Web-Based Resources
Describe some the web-based resources and tools that you plan to incorporate into your lesson.
· This site helps with introducing the persuasive techniques: http://myeslsite.com/Reading/ComprehensionExercises/Media%20Literacy/PersuasiveTechniques/AdTechniquesReading.htm
· Create podcasts that advertise a product or service or one that tries to persuade the audience.
· Participate in a blog set up on JCPS Online to discuss different themes that originate from the persuasive ads.
6. Lesson Modification
Describe how you will modify your existing lesson.
· Pose this question to the group and have them respond in their Reader’s Response Notebook before discussing.
“Representatives from Coca-Cola have said that the two main things the company
tries to convey in its advertisements are ‘youth and energy.” Describe some of
the fast-food advertisements you’ve seen. Drawing on what you have learned
from Chew On This, name some of the techniques that fast-food companies use in
these advertisements to attract children to their restaurants. Do you think these
techniques are fair? Ethical? You might want to let them look at the “Persuasive
and Propaganda Techniques” poster while responding.
· Discuss student responses to the prompt.
· Introduce students to the “Persuasive Appeals and Techniques” and “Persuasive and Propaganda Techniques” posters. Provide examples of each of the appeals and the persuasive techniques. .
· Discuss and share some examples using prior knowledge (yours and students’) of advertisements that use the various appeals (logical, emotional, ethical) and techniques. Same can be used to discuss these at home with their parents.
· Have students look through magazines and newspapers (independently or in small groups) to identify advertisements that use the various appeals and techniques. Find one advertisement for each appeal and then identify the techniques that are used. Model this first, by selecting representatives of each of the three appeals and then showing on the overhead or document camera which Persuasive techniques you see in each.
· Compare and contrast with other cultures. NOTE: It is not unlikely for more than one appeal to be evident. Have them use the tracking chart to chart their responses.
· Have students share out their advertisements and conclusions regarding appeals and techniques and as a class discuss whether or not you believe they are correct. Invite students to bring in cultural comparisons and contrasts.
· You may want to give some students some sentence starters or model how to share out. Have students state “This is an example of …because it appeals to the (mind, heart, gut (right and wrong))…and the evidence is…(lots of numbers, pictures of children, etc.)
7. Assessment Strategies
List the various ways you plan to assess student understanding of your learning objectives.
1. Create podcasts
2. Create PPTs
3. ORQs - Analyze a commercial (presented in class as part of assessment) and identify persuasive techniques (paper ad, video ad)

Notes: Based on the readings for Session 2, I have adapted parts of this lesson to reflect two points covered in Chapter 4: Making Language Arts Comprehensible to the ELL (Grades 7-12): a. Adolescent literature needs to be a mirror of who they are and what they are struggling with as well as a window for understanding the world – this lesson lets students spend time with material that is on TV, videos, and other media and that they choose to watch; for example, they can look at commercials that advertise products or services of interest to adolescents and teenagers; b. Encourage students to maintain native language – students are invited to involve their parents in watching together commercials and other ads in their own language (for example, Spanish language TV) and then compare and contrast how the persuasive techniques are used in each language.

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Instructional Approaches for Teachers of English Language Learners: Final Project Template / 1