Richards LE 5
Name: Lori Richards
Discipline: English Language Arts
Grade: 9
Title: Critically Analyzing Fallacies in Advertising
Performance Indicator Level: Commencement
Stage One: Learning Context and Identify Desired Results
1. Brief Overview of Experience
We live in a consumerist society, in which we are constantly being persuaded to think or act in specific ways based on fallacies presented by advertisers. By teaching students about fallacies in advertisements—how to recognize them and critically evaluate their intentions—we can help students further develop their overall skills in critical analysis while helping them to make thoughtful, informed decisions regarding media.
· Enduring Understandings
- Students will understand that writers form their texts with a specific perspective, purpose, and intended audience in mind.
- Students will understand that critical readers question the text, consider various perspectives, and look for author’s bias in order to think, live, and act differently.
· Essential Questions
- How is language used to influence us?
- How do avoid societal pressures, and make decisions for ourselves?
- How does an author determine how to go about influencing a targeted audience?
2. NYS Standard(s) and Performance Indicator(s)
Standard 3: Language for Critical Analysis and Evaluation
Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. A speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information, and issues.
Specific Performance Indicators:
· Generate a list of significant questions to assist with analysis of text.
· Analyze and evaluate nonfiction texts to:
- determine the significance and reliability of information.
- focus on key words/phrases that signal that the text is heading in a particular direction.
· Use strategies designed to influence or persuade in advertisements.
· Present content that is clearly organized and based on knowledge of audience needs and interests.
3. Results
Declarative Knowledge (What students will Know)
Students will know:
- that fallacies exist in advertising.
- that writers form their texts with a specific perspective, purpose, and intended audience in mind.
- that critical readers question the texts they read.
- the vocabulary used to name the various types of advertising fallacies.
Procedural Knowledge (What students will Be Able to Do)
Students will be able to:
- critically evaluate advertisements and identify their fallacies.
- determine an advertisement’s targeted audience.
- determine an author’s bias based on the targeted audience.
- develop their own advertisements formed with a targeted audience and purpose in mind.
Stage Two: Assessment Plan to Determine Acceptable Evidence
4. Balanced assessment plan of traditional assessments such as selected responses,
constructed responses, and teacher checklists, as well as performance assessments with
rubrics. Construct a chart to indicate how all desired results will be assessed.
Pre assessment
What Assessed
/How
Assess what students already know about advertisements. / KWL chartAssess whether students can already define the word “fallacy.” / Brief writing assignment
Formative Assessment
What Assessed
/How
Assess students’ understanding of targeted audiences in advertisements. / Think, pair, share using various magazine advertisementsAssess students’ understanding of authors’ biases in advertisements. / Think, pair, share using various magazine articles
Assess students’ understanding of the influence of fallacies in advertisement. / Quickwrite
Summative Assessment
What Assessed
/How
Assess whether students grasp the enduring understandings. / GRASPStage Three: Implementation and Reflection
5. Procedure (the students will be able to—SWBAT)
1. SWBAT:define an advertising fallacy & name the various types. / 2. SWBAT:
identify different advertising fallacies in various advertisements and define which type they are. / 3. SWBAT: define the steps used in developing an advertising fallacy and identify those steps in various advertisements. / 4. SWBAT:
with guidance, review and practice all the vocabulary and steps involved in identifying/developing advertising fallacies. / 5. SWBAT:
as a class, develop an advertisement that uses an advertising fallacy and has a determined product and targeted audience
GRASP
Goal:
Your task is to persuade a product company to choose your ad campaign to sell their product.
Role:
You are a representative for a marketing agency.
Audience:
The target audience for your speech is the product company.
The target audience for your ad is the product consumer.
Situation:
The challenge involves properly using an advertising fallacy to convince the targeted audiences to want your business and the product.
Product/Performance & Purpose:
You need to develop a speech in which you define the product, the targeted audience for that product, your marketing approach (fallacy used in the ad), and your reasons for that approach.
Standards & Criteria for Success:
Your work will be judged by whether you successfully target the audience and explain to the product company why your fallacy will effectively market their product.
Rubric for Fallacy Sales Pitch
Criteria / Fallacy Expert / Fallacy Detector / Fallacy Novice / Fallacy AmateurPurpose
/ Sales pitch had a clearly defined product, purpose, and audience. / Sales pitch had at least two of three required elements, and they were clearly defined. / Sales pitch had at least one of the three required elements and it was clearly defined. / Sales pitch had no defined product, purpose, or audience.Language / Sales pitch included many key words and phrases that apply to the targeted audience. / Sales pitch included at least six key words or phrases that apply to the targeted audience. / Sales pitch included less than six, but at least one, of the key words or phrases that apply to the targeted audience. / Sales pitch did not include any key words or phrases that apply to the targeted audience.
Use of Fallacy / Sales pitch properly used one of the fallacies designed to influence or persuade the intended audience. / Sales pitch showed evidence of using one of the fallacies designed to influence or persuade the intended audience, and it was somewhat effective. / Sales pitch showed evidence of an attempt to use one of the fallacies designed to influence or persuade the intended audience, but it was improperly used. / Sales pitch did not attempt to use one of the fallacies designed to influence or persuade the intended audience.
Reasoning / Sales pitch clearly explained why the fallacy and key words would prove effective with the targeted audience. / Sales pitch clearly explained why most of the key words/the fallacy would prove effective with the targeted audience. / Sales pitch attempted to explain why the fallacy and key words would prove effective with the targeted audience, but explanations were not always clear. / Sales pitch did not mention or explain why the fallacy and key words would prove effective with the targeted audience.