Project Based Learning-outline With References
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Project Based Learning – Differentiated Instruction Project Title: Critical Thinking and the Art of Persuasion Grade Level: Middle School, 7th-8th grade Student Configuration: Individual, pairs and groups depending on the lesson and based on interest and choice Time needed: 3-4 weeks Subjects: Language Arts, Literature, Writing, Technology, Art
Begin With the End in Mind Big Ideas of the Project Students will learn and evaluate artistic techniques and their use as persuasive techniques in political cartoons in our society. Students will view, compare and critique television commercials. Students will ask; How are they different? What do they have in common? What is the purpose of each commercial? What are the persuasive devices that the advertiser uses to sell the product? They will then take what they have learned to create a product or service and market it to their class using persuasive techniques. The product or service will address their peers as the target audience. Students will create a storyboard and a script and use props and the elements necessary to film their commercial using I-movie, Photo story or Power Point. Content Standards- Illinois State Board of Education History 14. F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution. 16. A.3b Make inferences about historical events and eras using historical maps and other historical sources 18. A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture. Fine Arts 25. A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. 25. B.3 Compare and contrast the elements and principles in two or more art works that share similar themes
26. A.3e Describe how the choices of tools/technologies and processes are used to create specific effects in the arts. 26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. 27. B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present Reading 2. A.3d Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 2. B.3a Respond to literary material from personal, creative and critical points of view. Listening and Speaking 4. B.3b Design and produce reports and multi-media compositions that represent group projects. 4. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support 4. B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict
Research 5. A.3a Identify appropriate resources to solve problems or answer questions through research 5. C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5. C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats. Key Skills students will learn •
Students will be able to set project goals and carry out a project plan
•
Students will be able to deliver an oral presentation in front of their class
•
Students will be able to work effectively in a group and be more disposed to cooperate with peers
Habits of Mind students will exhibit during this project •
Using problem solving skills
•
Planning and Organizing
•
Acquiring resources
District or school wide outcomes •
Differentiated Instruction
•
Data Driven Instruction
Craft the Driving Question Central Question What are the devices which are used in persuasive vehicles and how do they affect the choices of people in our society? Project sub-questions •
What are the ways in which people are influenced by political cartoons?
•
How are these cartoons different or the same as news articles?
•
Why am I using particular persuasive tactics in my writing?
•
How do the different persuasive techniques influence people?
•
What are the key features and needs of my target audience?
•
What persuasive hooks will best address my product and my audience?
•
How will I effectively create a commercial to sell my product?
Plan the Assessment ~Early in the Project
It’s No Laughing Matter Analyzing Political Cartoons Editorial Cartoon Analysis Sheet ~During the Project Comments and reflection on activities Student Checklist of progress ~End of the Project Rubric for Commercial Presentation Reflection over project
Map the Project
Knowledge and Skills Needed
Already Have Learned
Taught the Before the Project
Taught During the Project
Product: A commercial which sells their product
Key vocabulary terms of persuasion
X
Instruction on using imovie, power point or photo story Elements of idea, focus, support, sentence fluency, word choice, voice and convention in writing Work cooperatively with others to complete a task and product
Daily Goal sheets and task lists will be used during the project
X X
X X
References AAEC - Political Cartoons. (n.d.). AAEC - Today's Political Cartoons. Retrieved November 29, 2009, from http://editorialcartoonists.com/cartoon/ Borchers, T. (2004). Persuasion in The Media Age with PowerWeb. New York City: McGrawHill Humanities/Social Sciences/Languages. Filkins, S. (2009, May 14). Persuasive Techniques in Advertising. ReadWriteThink. Retrieved November 10, 2009, from http://www.readwritethink.org/lesson_images/lesson1166/PersuasiveTechniques.pdf It's No Laughing Matter - Analyzing Political Cartoons - The Learning Page from the Library of Congress. (n.d.). American Memory from the Library of Congress - Home Page. Retrieved November 29, 2009, from http://lcweb2.loc.gov:8081/learn/features/political_cartoon/index.html Marketing to Teens: Advertising Strategies | Handout. (n.d.). Media Awareness Network | Réseau éducation médias. Retrieved November 29, 2009, from http://www.mediaawareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_adverti sing_strategies.cfm Rose, C. (n.d.). YouTube-The Art of Persuasion.YouTube- Broadcast Yourself.. Retrieved November 19, 2009, from http://www.youtube.com/watch?v=hHJlVRFJb6A APA formatting by BibMe.org.
Begin With the End in Mind Big Ideas of the Project Students will learn and evaluate artistic techniques and their use as persuasive techniques in political cartoons in our society. Students will view, compare and critique television commercials. Students will ask; How are they different? What do they have in common? What is the purpose of each commercial? What are the persuasive devices that the advertiser uses to sell the product? They will then take what they have learned to create a product or service and market it to their class using persuasive techniques. The product or service will address their peers as the target audience. Students will create a storyboard and a script and use props and the elements necessary to film their commercial using I-movie, Photo story or Power Point. Content Standards- Illinois State Board of Education History 14. F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution. 16. A.3b Make inferences about historical events and eras using historical maps and other historical sources 18. A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture. Fine Arts 25. A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. 25. B.3 Compare and contrast the elements and principles in two or more art works that share similar themes
26. A.3e Describe how the choices of tools/technologies and processes are used to create specific effects in the arts. 26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. 27. B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present Reading 2. A.3d Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 2. B.3a Respond to literary material from personal, creative and critical points of view. Listening and Speaking 4. B.3b Design and produce reports and multi-media compositions that represent group projects. 4. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support 4. B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict
Research 5. A.3a Identify appropriate resources to solve problems or answer questions through research 5. C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5. C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats. Key Skills students will learn •
Students will be able to set project goals and carry out a project plan
•
Students will be able to deliver an oral presentation in front of their class
•
Students will be able to work effectively in a group and be more disposed to cooperate with peers
Habits of Mind students will exhibit during this project •
Using problem solving skills
•
Planning and Organizing
•
Acquiring resources
District or school wide outcomes •
Differentiated Instruction
•
Data Driven Instruction
Craft the Driving Question Central Question What are the devices which are used in persuasive vehicles and how do they affect the choices of people in our society? Project sub-questions •
What are the ways in which people are influenced by political cartoons?
•
How are these cartoons different or the same as news articles?
•
Why am I using particular persuasive tactics in my writing?
•
How do the different persuasive techniques influence people?
•
What are the key features and needs of my target audience?
•
What persuasive hooks will best address my product and my audience?
•
How will I effectively create a commercial to sell my product?
Plan the Assessment ~Early in the Project
It’s No Laughing Matter Analyzing Political Cartoons Editorial Cartoon Analysis Sheet ~During the Project Comments and reflection on activities Student Checklist of progress ~End of the Project Rubric for Commercial Presentation Reflection over project
Map the Project
Knowledge and Skills Needed
Already Have Learned
Taught the Before the Project
Taught During the Project
Product: A commercial which sells their product
Key vocabulary terms of persuasion
X
Instruction on using imovie, power point or photo story Elements of idea, focus, support, sentence fluency, word choice, voice and convention in writing Work cooperatively with others to complete a task and product
Daily Goal sheets and task lists will be used during the project
X X
X X
References AAEC - Political Cartoons. (n.d.). AAEC - Today's Political Cartoons. Retrieved November 29, 2009, from http://editorialcartoonists.com/cartoon/ Borchers, T. (2004). Persuasion in The Media Age with PowerWeb. New York City: McGrawHill Humanities/Social Sciences/Languages. Filkins, S. (2009, May 14). Persuasive Techniques in Advertising. ReadWriteThink. Retrieved November 10, 2009, from http://www.readwritethink.org/lesson_images/lesson1166/PersuasiveTechniques.pdf It's No Laughing Matter - Analyzing Political Cartoons - The Learning Page from the Library of Congress. (n.d.). American Memory from the Library of Congress - Home Page. Retrieved November 29, 2009, from http://lcweb2.loc.gov:8081/learn/features/political_cartoon/index.html Marketing to Teens: Advertising Strategies | Handout. (n.d.). Media Awareness Network | Réseau éducation médias. Retrieved November 29, 2009, from http://www.mediaawareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_adverti sing_strategies.cfm Rose, C. (n.d.). YouTube-The Art of Persuasion.YouTube- Broadcast Yourself.. Retrieved November 19, 2009, from http://www.youtube.com/watch?v=hHJlVRFJb6A APA formatting by BibMe.org.
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