AdvocacyNorthwestern High SchoolMr. Medoff and Mrs. Avery

2/6/12 – 2/10/12

Day 1 Day 2 Day 3 Day 4 Day 5

Objective (day 1)

Students will Confirm understanding after

reading, viewing, and/or listening to print and non-print texts

Determine the critical or central idea(s) of a text

Use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing

Analyze advocacy as it applies to print and non-print texts

In order to Analyze the article “4 Ways to

Stop Gun Violence” and complete worksheet about advocacy

Analyze the song “We are the World 25 for Haiti” and complete worksheet about advocacy

Analyze the website www.thetruth.com as it relates to advocacy and complete worksheet

Analyze images from the ‘got milk’ campaign and ‘above the influence’ campaign as they relate to advocacy and complete worksheets

Warm-Up

1. Why do people use ethos, logos, and pathos?

2. What is advocacy?

3. How does advocacy differ from persuasion?

Five Station RotationGet into groups of THREE.There are 5 stations:

1. ‘Got milk’ images2. ‘Hope for Haiti’ song3. Thetruth.com site4. ‘Above the Influence’ images5. Gun violence article

You will have TEN minutes to complete the worksheet at each station.

Presentations

Who wants to present their findings?!

Let’s discuss what we found.

Exit Slip

What is advocacy?

Objective (day 2)

Students willProve understanding

after reading, viewing, and/or listening to print and non-print texts

Demonstrate an understanding of advocacy in modern society

Analyze advocacy as it applies to print and non-print texts

In order toCreate a newsletter

advocating for a topic Create a picket / petition

sign to go along with the newsletter

Demonstrate and discuss advocacy as it relates to modern society

Warm-Up

1. What does it mean to advocate for something?

2. What does advocate mean in the following sentence: The advocate was

willing to do anything to help reduce gun violence.

Guns are BAD!!

3. What part of speech is advocate in this sentence?

Newsletter and Petition Get into groups of FIVE. Pick a topic your group would like to advocate for. Each person writes one paragraph.

o One person writes the introductiono One person writes the first body paragrapho One person writes the second body paragrapho One person writes the third body paragrapho One person writes the conclusion

Combine all five paragraphs and add an illustration.

NewsletterFor full credit, you must:

- Advocate for a specific issue.

- Have all 5 parts of the 5-paragraph essay.

- Uses ethos, logos, and pathos in the newsletter.

- Includes illustrations.

Petition/Picket SignCreate a petition sign to go along with your

newsletter.

For full credit, your group must:Have a clear and visible slogan that clearly shows

what you are advocating for [or against].Use illustrations to support your slogan.Use at least four colors.

Petition

Exit Slip

Let’s share our newsletters and petitions.

Homework

Review persuasion. Review ethos, logos, and

pathos. Review advocacy.

Test – Friday, February 10, 2012.

I will answer any questions on Thursday.

Objective (day 3)

Students willProve understanding

after reading, viewing, and/or listening to print and non-print texts

Demonstrate an understanding of advocacy in modern society

Analyze advocacy as it applies to print and non-print texts

In order toCreate a commercial

advocating for a topic Create a list of issues in

modern society that are often advocated for

Demonstrate and discuss advocacy as it relates to modern society

Warm-Up

1. List 3 things people advocate for in modern society and explain why they are advocated for.

2. What does advocate mean in the following sentence: The student was

advocating for more lenient gun control laws.

Guns are GOOD!!

3. What part of speech is advocating in this sentence?

GW: Advocacy in Modern Society

Get into groups of FOUR.Pick a recorder [someone to write].You will have 90 seconds to list as many

issues that are advocated for in modern society as you can.

WG: Advocacy in Modern Society

Advocacy in Modern Society

CommercialsGet into groups of

FOUR.

Pick a topic your group would like to advocate for from the list we made.

Create a commercial advocating for that topic.

CommercialWhat you will be doing:Picking a topic – something that is advocated

for in modern society.Creating a commercial clearly advocating for

that topic – between 30-90 seconds.Using props to support your commercial.Writing a paragraph outlining what you plan

on doing in the commercial and why.

Commercial Rubric

For full credit, your group must:

Clearly indicate what you

are advocatin

g for

Explain why it is

worth being

advocated for

Use at least 2 props

Have everybod

y participat

e

Be between

30 and 90 seconds

Write a paragrap

h explaining what you are

advocating for and

why 30 points 40 points 20 points 50 points 20 points 40 points

Presentation

Let’s present our commercials!

Exit Slip

What is the difference between advocacy and persuasion?

Objective (day 4)

Students willProve understanding

after reading, viewing, and/or listening to print and non-print texts

Demonstrate an understanding of advocacy in modern society

Analyze advocacy as it applies to print and non-print texts

In order toAnalyze videos

advocating for pertinent issues in modern day society [abortion, death penalty, euthanasia, and gun control]

Formulate paragraphs advocating for a stance on controversial issues

Demonstrate and discuss advocacy as it relates to modern society

Warm-Up

List any questions you have concerning persuasion, ethos, logos, pathos, and/or

advocacy.Can you use ethos, logos, and pathos at

the same time?

Euthanasia

Watch the following video:Make sure to fill in your chart as you watch.

Euthanasia

Euthanasia

Watch the following video:Make sure to fill in your chart as you watch.

Euthanasia - the other side of the story

IW: EuthanasiaWhere do you stand on this issue?

Pick a side and write a paragraph advocating for it.

[Time: 6 minutes]

Gun ControlWatch the following video:

Make sure to fill in your chart as you watch.

Gun Control

Gun Control

Watch the following video:Make sure to fill in your chart as you watch.

Gun Control - the other side of the story

IW: Gun ControlWhere do you stand on this issue?

Pick a side and write a paragraph advocating for it.

[Time: 6 minutes]

Death PenaltyWatch the following video:

Make sure to fill in your chart as you watch.

Death Penalty

Death Penalty

Watch the following video:Make sure to fill in your chart as you watch.

Death Penalty- the other side of the story

IW: Death PenaltyWhere do you stand on this issue?

Pick a side and write a paragraph advocating for it.

[Time: 6 minutes]

Abortion

Watch the following video:Make sure to fill in your chart as you watch.

Abortion

Abortion

Watch the following video:Make sure to fill in your chart as you watch.

Abortion - the other side of the story

IW: AbortionWhere do you stand on this issue?

Pick a side and write a paragraph advocating for it.

[Time: 6 minutes]

Exit Slip

When dealing with issues that can have valid arguments made for both sides [such as the ones we saw today], how can somebody win or lose an

argument about them?

Friday

Objective: Students will answer multiple choice questions, create a visual representation, and formulate a paragraph in order to show an understanding of persuasive strategies and advocacy.

Warm-Up: List any questions you have about advocacy or persuasion.

Good Luck

You have the entire class to work.No talking, please.