Should Age Determine What We Can and Cannot Do?

A Thematic Unit on Age Restriction for 8th Grade ELA

Presented by Jennifer Petrosino on December 14, 2012 for AED 341

TABLE OF CONTENTS
OVERVIEW
3

TEXT SET

SCHEDULE
WEEK ONE WEEK TWO WEEK THREE WEEK FOUR WEEK FIVE

11 12 15 18 21 24

HANDOUTS
CULMINATING PROJECT: RAISE A CHALLENGE FLAG HUMAN LIFE EVENTS BY AGE RUBRIC

27 28 29 30 31

SELF-ASSESMENT HANDOUT

OVERVIEW
Summary EQ: Should age determine what we can and cannot do? EU: Students will understand that while age actively serves as a marker for which restrictions are based upon, it is not the only indicator of what one should or shouldnt be permitted to do. Students will come to realize that certain restrictions should be evaluated on a situational basis, and other factors, such as the individual, should be taken into consideration. Students will consider the different restrictions in their lives that are based almost solely on age. They will consider whether or not age should determine what we can and cannot do, and hopefully come to an understanding by the end of the unit that while age is used as a marker of many life events due to how we mature, through life experiences and personalities we all mature differently. Though age definitely has a place in deciding what is appropriate for us to engage in, it cannot solely be the determinant for everything. Rationale 1.Administrators: Students will learn to write in many different formats that will allow them to prove their arguments. This writing will allow them to better develop their arguments on standardized test essays. Students will learn about the importance of evidence and textual support in developing their arguments, and will be able to use this knowledge in order to aid arguments they make. Students will learn how to write to a specific audience and by identifying their audience, will write in an appropriate tone. Students will also be able to use ethos, pathos, and/or logos in developing their arguments according to which they think will best work to persuade their audience. All of these skills can be utilized on standardized tests, where students are asked to think critically about audience, tone, as well as to create essays that establish an argument, and support this argument with sufficient detailed evidence. 2. Students: Students are always saying that it is not fair that they cant engage in a certain activity or go somewhere; While some students share the same concerns, some are bothered by entirely different issues. Students will explain why society, their parents, school administrators have certain rules/restrictions in place and gather evidence as to why these rules should actually be changed. Students often complain that no one is listening to them, however, with the skills to effectively persuade those in charge, such as identifying their audience, the purpose of their writing, the effectiveness of pathos, logos, and ethos, as well as other persuasive elements such as deliberate word choice, evidence, and examples, students will be able to use their voices with powerful language to really advocate for themselves and the change they wish to see. 3. Colleagues/Practitioners of Critical Pedagogy/Empowering Education: This unit allows students to research by interacting with many different multimodal texts. By showing students that reading and writing have the ability to make significant changes in their lives and society, it will promote their interaction 3

with texts and literacy practices. In addition to this, students will use their knowledge of persuasive argument, and the different forms of writing persuasively, in order to explore how they can truly make their voices heard in a world where they so often feel invisible and without voice. Students will be able to use the elements of persuasion in order to help others see what they see. By identifying their specific goal and intended audience, students will use elements of persuasion, such as evidence, real-life examples, and tone, in a manner that best delivers their argument. Project Based Learning In this culminating project, students will be able to explore what truly matters to them. Instead of focusing on one issue as a class that is of interest to some that others could care less about, each student has the opportunity to consider an issue of concern to them. After students think of a concern to them, they will then explore and research the issue, ultimately deciding which platform and audience will be most conducive to creating the change they wish to see. Interdisciplinary Justification Students will explore many other disciplines in this unit outside of the ELA classroom: psychology, science, and social studies. Students will learn about society at large by looking at Lenas society in the novel Delirium by Lauren Olivier as well as their own. They will look at the laws and age restrictions present in their society, something they might explore in depth in social studies. They will also explore science and psychology through the exploration of love as a disease in the novel, Delirium. Respect for Difference Students will have some similarities in this assignment seeing as though many students will have been told they couldnt do certain things at the same ages of their lives, seen in the restrictions society has put into place. However, because students have different cultures, religions, ethnicities and genders, students are sure to have experienced certain things that they could not do that others could. Students will have the ability to explicitly address this in this culminating activity, if they choose to do so. They will research broadly to gather evidence and see the issue from many different sides that arent their own, as well. Assessments At the end of each mini-unit, (persuasive speech, letters, and PSAs) students will be asked to map out a persuasive argument, (this could be about anything) incorporating at least one example for each persuasive element we have learned about. At the end of each week, students will be asked to write in their journals about the elements of persuasion that they have learned that week. Students will respond to questions such as, for example: ToneWhat tone did you use in making your last argument? Do you think it helped/hindered your effectiveness? If so, which tone should you have chosen instead? If you could make this argument again, how would you use tone, and the other elements we have learned up until this point, 4

in order to successfully convince your audience? Also, in a culminating project, through the response of the intended audience, as well as my own, and the students own reflection of their piece, I will be able to assess how effectively they argued their issue. I will have students reflect upon a few questions in in their journals as a means of self-assessment. Students will have a rubric to guide the creation of their pieces, as well.

TEXT SET
Oliver, Lauren. Delirium. New York: Harper, 2011. Print. Bedell, Grace. "Dear Sir." Letter to Abraham Lincoln. 15 Oct. 1860. American History. N.p., n.d. Web. 6 Dec. 2012. A long time ago, young Grace Bedell wrote to Abraham Lincoln about her worry that he wouldnt be elected due to his lack of facial hair. This letter will serve to show that if enough concern is expressed, one will respond, and this can even sometimes include authority figures such as the President. Students will use this example of letter exchange to inspect various different elements of letters and letter writing, such as audience, intent, and format. Brown, Lindsey S. "Island County Sheriff." (n.d.): n. pag. Www.scribd.com. 11 Mar. 2009. Web. 23 Nov. 2012. <http://www.scribd.com/doc/13184442/Sample Persuasive-Letter>. This is a persuasive letter written by a concerned citizen who wishes to keep the island she lives on beautiful. She suggests to the county sheriff office that they begin to ticket people more frequently for littering in order to keep the island clean. This persuasive letter is a great model for the students as it serves to show how to effectively persuade a specific audience by following the structure of persuasive letters. "Curfews." Asfar.org. N.p., n.d. Web. 26 Nov. 2012. <http://asfar.org/positionpapers/curfews>. In Delirium, the uncureds have curfews. This article speaks about the history of curfews, the advantages/disadvantages, why they are made, and how they affect different members of society. This article will begin to get students thinking about both sides of an issue, the issue of curfews in particular, and will aid them in their development of a hypothetical argument for/against curfew in Lenas society. Kelly, Maura. "3 Ways in Which Love Resembles an Illness Read More: 3 Ways in Which Love Resembles an Illness - Marie Claire." www.marieclaire.com. N.p., 31 Mar. 2010. Web. 26 Nov. 2012. <http://www.marieclaire.com/sexlove/dating-blog/love-illness-infatuationvasopressin-oxytocin>. In this article, Maura considers the idea that perhaps love is truly an illness; much in the same way Lena explains how love has been depicted in her society in the novel Delirium. This article explores the psychology and science behind falling in love, much of which is also evidence that the government uses as well in order to fortify and vindicate their argument as to why love is considered a disease to citizens. This article will help students to develop their own argument about love and love as an illness in their own society, and will serve to introduce the novel as well as the importance of one of its main themes, to students.

Klugh, Sophia B. "Dear Barack Obama." Letter to Obama. N.d. Letters of Note. N.p., 6 Nov. 2012. Web. 6 Dec. 2012. Recently a young girl wrote to President Obama expressing her admiration that he is accepting of homosexuality, and in specific, gay marriage. Young Sophia uses reallife examples, such as being raised by two fathers, to express her gratitude and admiration. Students will read this as an endearing example of how letters are formatted, and how they open up conversation. Students will be able to use this letter in order to look for tone and audience, as well, as the conversation is between a young girl and a President. "Our Work." Our Work. N.p., n.d. Web. 08 Dec. 2012. <http://www.adcouncil.org/Our-Work>. In the PSAs, Bullying Prevention, Hurricane Sandy Relief, Discovering Nature, Shelter Pet Adoption, Texting and Driving Prevention, and Dating Abuse Prevention, various elements of a PSA are used differently so as to speak to a different audience, all with different tones, acting and sound techniques. By watching all of these videos, students will understand that PSAs speak to a wide range of issues, and because of this, a wide range of techniques are explored in order to best deliver the message and persuade the audience. "With Great Respect, Marge Simpson." LettersofNote.com. N.p., 19 Sept. 2011. Web. 26 Nov. 2012. <http://www.lettersofnote.com/2011/09/with-great-respect-margesimpson.html>. This is a letter that The Simpsons character Marge Simpson wrote to the First Lady at the time, Barbara Bush, in response to a comment she had made about the television show. Also included is Bushs response to Marge. Although comical, this letter exchange shows how one can address a concern to another person, even if it is the presidents wife. Students will use this as an example of a letter exchange, and begin to think about the conversation letter writing opens up between both the writer and the recipient. Students will also learn that the audience matters, no matter how unlikelyit could even be a conversation between a fictional character and an important, authority figure such as the First Lady. "YouTube An Apple A Day (A PSA On Anorexia)" YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=gy90ucB2-8E>. This PSA is dedicated to raising awareness about anorexia. Students will begin to think about the deliberate decisions made by the creator, such as the harsh sound of the treadmill and the jump rope hitting the ground repeatedly. These audio techniques add to the overall message of the video, and students will continue to think about how this message is conveyed through these audio techniques. "YouTube BMW 4.17: Corys Speech" YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=DpJ_b7fNYo8>. 7

In this clip from the popular television series, Boy Meets World, Cory explains that love knows no age, and even goes through a time line of events where he felt love for his long time girlfriend, Topanga. Cory explores the notion of falling in love, and when it is right and wrong, deciding that there shouldnt be an aged limit placed on love. This video is directly related to both the theme of love and when it is appropriate to fall in love that the novel Delirium raises. This clip also highlights an extremely persuasive speech that draws on emotion and personal experiences. "YouTube Controversial Bristol Palin Teen Pregnancy PSA" YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=YpHlztPeHf8>. In this PSA, Bristol Palin, Sarah Palins young daughter, speaks out against teenage pregnancy. This PSA is an example of how celebrities are used as credible sources, as well as how music is used in order to set a specific tone, and move the viewers in a certain way. "YouTube Ethos, Pathos, Logos." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=tAsxyffBqm0>. This video asserts that persuasion is an art, and by examining effective persuasive speakers in history, both positive and negative, such as Oprah Winfrey and Adolf Hitler. This clip looks at how such speakers did this so successfully by way of examining Aristotles three principles: ethos, pathos and logos. By watching this video and examining such crucial concepts, students will learn how they too can incorporate such elements in their own writing and speaking in order to persuade their audiences, just like these historically great speakers did at one point in time. "YouTube Funny College Informative speech on Cloning." YouTube - Broadcast Yourself. N.p., n.d. Web. 8 Dec. 2012. <http://www.youtube.com/watch?v=dNVnAgsl-Sc&feature=related>. In this informative speech, this student evokes humor in his introduction in order to introduce his topic of cloning by asking his audience, What would you want two of? As he begins to list some things that we may want two of, which are funny to think about, the audience begins to laugh, and before you know it, they are all ears. This video will work well to help students think of ways they can use humor to engage their audience appropriately in developing their own persuasive speeches. "YouTube George W. Bush 9/11 Bullhorn Speech." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=x7OCgMPX2mE>. George W. Bush addresses the Ground Zero workers thanking them for all of their hard work at the difficult point in time. George W. Bush delivers this powerful thank you by evoking emotion, and incorporates ethos, pathos and logos. In students examination of how ethos, pathos, and logos are applied to writing, in specific, persuasive writing such as speeches, students can observe its effectiveness by observing the audiences reaction. "YouTube Haiti Mission: Miley Cyrus PSA." YouTube - Broadcast Yourself. N.p., n.d. 8

Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=uK3zjmUxiew>. The Starkey Hearing Foundation stars Miley Cyrus in their PSA that speaks about their mission to provide children affected by the recent hurricane in Haiti with hearing aids. Students will use this PSA that features a popular celebrity in order to think about why certain celebrities are used for different campaigns and PSAs. "YouTube Magic Words of Persuasion." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=wfbH3r-A7mw>. In this video, Kevin Hogan explores the magic words of persuasion and the different techniques that writers and speakers make in efforts to persuade their audiences. In watching this video, students can begin to examine such techniques, thinking back to when they have been persuaded before. Students can then incorporate these techniques in their own writing with intents to persuade their audience in their direction. "YouTube Persuasive Speech on Being a Hero." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012.<http://www.youtube.com/watch?v=KYtm8uEo5vU>. In this speech the speaker asserts that we can all be heroes, even though many people define heroes by super hero actions and outfits. As a means to introduce this, the speaker begins to dress up in a super hero outfit before addressing his audience and proposing his argument. This is an effective introduction into his argument, as his audience certainly begins to wonder why he is getting dressed up to deliver a speech. Students can use this example of an effective, persuasive speech as they begin to think about how they can grab their audiences attention in their own persuasive speeches. "YouTube Stop Diabetes PSA with Nick Jonas." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=d0jvsJaSukg>. The American Diabetes Association features Nick Jonas, teen musician, in their PSA dedicated to stopping diabetes. By watching this PSA, students will think about the deliberate choice to cast Nick Jonas in a PSA for diabetes, as well as the various other techniques and elements of a PSA that they incorporate. "YouTube Taylor Swift Sound Matters PSA Cause Marketing." YouTube Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=fDVnZhKQwik>. In this PSA, Taylor Swift delivers the message behind the movement, Sound Matters, that it is necessary we take care of our hearing. In addition to casting Taylor Swift, a prominently known musician, this PSA uses vivid visuals, as well as one of Taylor Swifts own songs, Fifteen. In watching this PSA, students will begin to think about the role of visuals such as Taylor Swifts name embellished on her guitar. Students will also think about why the PSA incorporates Taylor Swifts song, and what it does overall to convey the message. "YouTube Teen Against Bullying PSA (HQ)." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=bsMbV661NJg>. 9

The Pacer Centre for Bullying Prevention Centre uses Demi Lovato and her personal experiences with being bullied to speak out against bullying in this PSA. Students will understand how celebrities are used specifically and logically to raise awareness to specific audiences about certain issues. "YouTube The Cove PSA My Friend Is YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=F8JC_239vnc>. This PSA, inspired by the Oscar-winning documentary, THE COVE, uses different TV, music, and film stars in order to convey the issues surrounding the slaughter of Japans dolphins. Students will begin to see that a variety of stars are used to target many audiences, as well as understand the unique technique made by the creators of this PSA of repeating the ambiguous statement, My friend is in order to intrigue audiences and grab their attention, as well. "YouTube Think Before You Speak Thats So Gay Official (HQ)." YouTube Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch?v=TVicCD8FmMs>. In this PSA, Hilary Duff, a popular actress, speaks against the prominent use of the word gay within teen culture, and culture in general. This PSA will serve to show how a well known actress to youth such as Hilary Duff can effectively draw attention to an issue, and help raise wide spread awareness. "YouTube Why hip hop is the devil, funny college persuasive speech." YouTube Broadcast Yourself. N.p., n.d. Web. 8. 2012. <http://www.youtube.com/watch?v= 2jgtISu0WWw>. In this students persuasive speech about why hip-hop should be considered the devil, the speaker uses humor by quoting a funny hip-hop song as a means to introduce his argument. His audience is immediately laughing, however, they are also intently listening to his speech and the argument that he is making. Students can use this speech as an example that will help them think about how they can incorporate both humor and quotes as a way to introduce their speech and grab their audiences attention.

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SCHEDULE

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WEEK ONE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Factual Evidence: Introduction to Essential Question/Unit: Gallery Walk Students will do a gallery walk that will expose people, in specific, young adults, engaging in various different illegal activities, with the exception of a few images of teen couples. Students will write what the images make them think of. We will talk in length about what these photos have in common. Students will then write a small piece and read this piece aloud to their classmates. Persuasive Arguments: Introduction to the unit/text: Is love a disease? Students will read the article, 3 Ways in Which Love Resembles an Illness, and engage in debate about whether or not love should or could be considered an illness. Students will then contemplate whether or not young teens are more susceptible to this illness. Classroom Debate The teacher will instruct students on the varying roles that emotion and reason play in developing arguments, showing examples of the effectiveness of both. In groups, students will use the article and Delirium to form a list of reasons as to why teens should/shouldnt be able to fall in love. They will then group them by reason/emotion. Each person will take one reason, and using emotion/reason, develop the argument further. Organizing Persuasive Arguments: Students will learn to construct arguments by way of introduction, statement of case, proposition statement, refutation, confirmation, digression, and conclusion. Students will write 1-2 sentences per structure for their own argument of why/why not. Students will learn about how facts and statistics help strengthen arguments. Students will read the article on curfews, as well as collect research. You are a part of your schools community board: Develop an argument as to why teens should be able to stay out until 11 every night, not just for the Fourth of July. Using two examples of emotion, and two examples of reason, or four of one alone, develop an argument based on the organizational structure you learned.

LESSON PLAN

HW/RQ

Students will come to class having read chapters 1-2 of Delirium. No Reading Questions were assigned for today. Students will come to

Chapters 2-5: How would you feel if you had to live your life until you were 18, and then suddenly a procedure changed everything? For homework, students will write why they believe love is an illness or not, and write if they think it should/shouldnt be outlawed. They will also respond to whether or not they think teens should be able to fall in love.

Chapters 5-7: Hana and Lena run past an all boys school. How would you feel if you had to attend an all girls/boys school until you were 18 and couldnt speak to the peers of the opposite sex? Do you think the government has any validity in this segregation? Imagine that your school district has created certain schools for all

Chapters 7-10: The procedure cures the selfconsciousness and anxiety that so often comes along with adolescence. Do you think this is something that should be erased in the first place? At Lenas graduation ceremony, the principal drones on about their entrance into adulthood and into the community order.

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tomorrows class reading Chapters 2-5 and answering the following reading questions, that are outlined in tomorrows schedule.

girls and all boys and that you must attend. Do you think that the world would be a safer place if we had a curfew not only from our parents but also from our government like in Lenas world? Why/why not? If so, would it be worth the constraint in the long run?

What do you think is so special about the age 18, or senior year, that suddenly allows us to do many things that we couldnt? Fourth of July is a holiday that signals independence and therefore the uncureds are allowed to stay out until 11 instead of the normal curfew that is 9PM. What is so ironic about this?

TEXTS

Gallery walk images.

Kelly, Maura. "3 Ways in Which Love Resembles an Illness Read More: 3 Ways in Which Love Resembles an Illness - Marie Claire." Www.marieclaire.com. N.p., 31 Mar. 2010. Web. 26 Nov. 2012. <http://www.marieclaire.com/sexlove/dating-blog/love-illnessinfatuation-vasopressin-oxytocin>.

Students will use yesterdays article along with the novel.

"Curfews." Asfar.org. N.p., n.d. Web. 26 Nov. 2012. <http://asfar.org/positionpapers/curfews>.

EQ: What should age determine?

EQ: Should love be considered a disease? EU: Students will learn that with any debatable topic, there are two sides of an issue.

EQ: Does love know no age? EU: Each individual falls in love at different times in their lives, regardless of their age.

EQ: Does love know no age? EU: Each individual falls in love at different times in their lives, regardless of their age.

EQ: Should age determine what society tells us we can/cant do? EU: Our society often puts laws/rules/restrictions into place according to how old citizens are, however, that shouldnt set it in stone.

EQ/EU

EU: Our society builds rules/laws that are governed by age; however, we are all individuals and mature uniquely.

TOPICAL Q/U

TQ: What can surface when we free write? TU: Great things can come from our own individual free writing, and often times, we can find what matters to us

TQ: Is there ever a right or wrong answer? TU: Sometimes, there isnt a right or wrong answer to things; especially when every argument typically has two sides to the issue.

TQ: What role does emotion and reason play in persuasive arguments? TU: Emotion and reason are both highly persuasive elements to call upon in developing an argument, and are usually used for different

TQ: How can we organize our thoughts/ideas? TU: By organizing our ideas, our arguments are more effective and persuasive to our audience.

TQ: How do we build cases through factual evidence? TU: Factual evidence helps support our arguments and helps to persuade readers and audiences.

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most.

purposes.

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WEEK TWO

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Persuasive Arguments: Purpose and Audience Students will learn different purposes of writing: expressing ideas, informing, explaining, exploring, persuading. Students will learn that their audiences gender, age, location, education, knowledge of the issue/idea, interests and beliefs will need to be considered when writing/speaking. Students will look at the persuasive arguments developed surrounding curfew and develop audience.
Chapters 10-11:

Introduction to Letter Writing: Persuasive Letters Students will learn that persuasive letters consider the audience, authors goal/thesis, supporting evidence (facts, statistics, real-life examples), organization, and format. Students will read a sample letter, analyze each element, and then outline their own letters, which will be written to a parent/authority figure, explaining why they should be able to do something they cant. They will finish this for homework.

Letter Writing: Formatting Letters Students will learn about formatting letters and the different elements that comprise letters, specifically, the heading, date, address, salutation, body, closing, and end notations. Students will read The Simpsons letter and observe and identify these elements. Students will be asked to think of an issue within the text that Lena might take up. They will outline their argument, as well as the components of their format.

Letter Writing: Political Stances and Writing for Audiences Students will look at two examples of writing that young adults have written in completely different time periods to presidents. Students will then read the responses. Students will highlight word use and tone, and reflect on the opinions expressed.

Letter Writing: Political Stances and Writing for Audiences Students will think about the inequality they found in society from last nights homework. Students will use the computer to research more information about this law/rule/restriction. Students will then use all they have learned to begin to write a letter, which will challenge the restriction. Students will finish for homework.

LESSON PLAN

HW/RQ

In the beginning of chapter 10, the symptoms of deliria are outlined. Think about the topic you have taken up and look at the arguments as to why the certain rule is in place. Is there any truth to this list? Have you ever experienced any of these symptoms? Choose one of the symptoms and argue the

Chapters 11-13: At almost age 18, Lena has her first kiss. When was your first kiss? Have you had your first kiss yet? Is there an age where kissing is appropriate? Lena has a job, but society demands that she not be able to speak to boys her age? Do you

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validity or invalidity to it using research that you have collected.

think thats fair? Do we have any inequalities in society like this? (For example, serving in the military but not being able to drink) If not, what are some age restrictions that bother you? (Being 18 to smoke? Being 21 to drink?) Why?

TEXTS

Students will use their arguments they created for homework.

Brown, Lindsey S. "Island County Sheriff." (n.d.): n. pag. www.scribd.com. 11 Mar. 2009. Web. 23 Nov. 2012. <http://www.scribd.com/doc /13184442/Sample -Persuasive-Letter>.

"With Great Respect, Marge Simpson." LettersofNote.com. N.p., 19 Sept. 2011. Web. 26 Nov. 2012. <http://www.lettersofnote.com/ 2011/09/with-great-respectmarge-simpson.html>.

Bedell, Grace. "Dear Sir." Letter to Abraham Lincoln. 15 Oct. 1860. American History. N.p., n.d. Web. 6 Dec. 2012.

Klugh, Sophia B. "Dear Barack Obama." Letter to Obama. N.d. Letters of Note. N.p., 6 Nov. 2012. Web. 6 Dec. 2012.

EQ: Should age determine what society tells us we can/cant do?

EQ: What issues are considered important? EU: Students will learn that with any debatable topic, there are two sides of an issue.

EQ: How do we decide what to fight for? EU: Everybody has different issues and concerns, and thus, this is usually what they will want to use their knowledge of persuasion for.

EQ: Does age influence response? EU: Though age assures maturity, there have been plenty of instances in which authority figures have listened and respected the opinions of young adults.

EQ: Should age determine what society tells us we can/cant do? EU: Our society often puts laws/rules/restrictions into place according to how old citizens are, however, that shouldnt set it in stone.

EQ/EU

EU: Our society often puts laws/rules/restrictions into place according to how old citizens are, however, that shouldnt set it in stone.

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TQ: How does audience and purpose affect our writing?

TQ: Is there ever a right or wrong answer? TU: Sometimes, there isnt a right or wrong answer to things; especially when every argument typically has two sides to the issue.

TQ: How does formatting impact outcome? TU: By properly formatting, we establish a formal tone requiring respect, and further establish our audience and purpose.

TQ: How does tone and audience affect writing and response? TU: When writing politically, we must consider our audience and use an appropriate tone to assert respect.

TQ: How do we build cases through factual evidence? TU: Factual evidence helps support our arguments and helps to persuade readers and audiences.

TOPICAL Q/U

TU: Depending on why we are writing and who we are writing to/and for different techniques should be utilized to best persuade.

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WEEK THREE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Public Speaking and Persuasion: Aristotles RhetoricEthos, Pathos, and Logos Public Speaking: Gain Attention/ Interest Quotes? Humor? Shock? What will grab your audiences attention? Students will watch various videos so as to get an idea of different ways to grab attention. They will then create three different openings (1-2 sentences each min.) for each element (quotes, humor, shock). Students will learn: Ethos: the source's credibility, the speaker's/author's authority Logos: the logic used to support a claim (induction and deduction); can also be the facts and statistics used to help support the argument. Pathos: the emotional or motivational appeals; vivid language, emotional language and numerous sensory details. Students will watch the speech that George Bush made at Ground Zero, examining how they think he applied these terms. They will then read. Ethos, Pathos, and Logos Applied: George Bush at 9/11 Ground Zero.

Public Speaking/Persuasive Speeches: Magic Words that Can Change Minds Students will watch the video about the various different words and techniques that speakers, arguers, and writers make in order to change someones mind. Students will imagine that they are Lena being questioned by her Aunt before going to Hanas house for a sleepover. Students will break into pairs; one student will be Aunt Carol; one student will be Lena. The student will do their best to persuade Aunt Carol to let her go to Hanas.

Persuasive Speeches: Reviewing and Learning from Peers Persuasion in the Court: Shakespeare and Lena on Trial Students will engage in multiple mini-length classroom debates where Lena is put on trial by the government after her house is hypothetically raided and a copy of Shakespeares Romeo and Juliet is found. Students will create minitestimonies and questions that call upon their audience, pathos, ethos, logos, and persuasive word choice, in order to persuade peers in the direction of their position/argument. Students will present their speeches that they wrote the night before in response to the question: Are we ever too young to fall in love? This should be about 2 minutes long per student. Students will write down one thing they did great that was taught, and one thing that they can improve upon and submit this to the teacher. Students will then watch the video clip, and for homework, will respond agreeing/disagreeing to what Cory said, and adding their own opinions. Students will also reflect on what makes Corys speech effective.

LESSON PLAN

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HW/RQ

In the beginning of chapter 10, the symptoms of deliria are outlined. Is there any truth to this list? Have you ever experienced any of these symptoms? Choose one of the symptoms and argue the validity or invalidity of how it affects deliria as an illnessIf you were to make a speech challenging the validity of one of these symptoms, what could be a funny beginning? We will present these in class!

Chapters 10-11:

Chapters 13-17: Lena and Hana get their matches as to who they will spend the rest of their life with after the procedure. Do you think 18 years old is too young to get married and spend the rest of your life with someone? When is your ideal age to finally marry? Why?

Chapter 17- 20: Poetry is banned in Lenas world, as well as the play Romeo and Juliet. What age do you think it is finally okay for students to read this play? Fairy tales are banned in their society as well. We often read fairy tales to our children. Do you think this hinders them at all later in life? Lena finally realizes she is in love with Alex. Are we ever too young to fall in love? For homework, write a minipersuasive speech that you will deliver to class addressing your stance on this question.

"YouTube Funny College Informative speech on Cloning." YouTube - Broadcast Yourself. N.p., n.d. Web. 8 Dec. 2012.<http://www.youtube.com /watch?v=dNVnAgslSc&feature=related>.

TEXTS

"YouTube Why hip hop is the devil, funny college persuasive speech." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/ watch?v=2jgtISu0WWw>.

"YouTube George W. Bush 9/11 Bullhorn Speech." YouTube Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com /watch?v=x7OCgMPX2mE>. "YouTube Ethos, Pathos, Logos." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/ watch?v=tAsxyffBqm0>.

"YouTube Magic Words of Persuasion." YouTube Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube. com/watch?v=wfbH3rA7mw>.

BMW 4.17: Cory's Speech. www.youtube.com. N.p., 17 Apr. 2011. Web. 26 Nov. 2012. <http://www.youtube.com/ watch?v=DpJ_b7fNYo8>.

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EQ: What makes us do things?

EQ: What are the magic words? EU: Sometimes you just have to say the right thing in order to make someone believe what you are saying.

EQ: Are we ever too young to fall in love? EU: Although some argue that teens are in puppy love, because everybody matures at different stages, certain young adults fall in love quickly in life.

EQ: Are we ever too young to fall in love? EU: Although some argue that teens are in puppy love, because everybody matures at different stages, certain young adults fall in love quickly in life.

EQ/EU

EQ: What makes an argument valid? EU: The way one argues an argument puts validity behind it.

EU: Students will learn that we are called to action through different appeals (logos, pathos, and ethos).

TOPICAL Q/U

TQ: What can grabbing our audiences attention do? TU: By using different methods such as shock, humor, and quotes, we can effectively grab our audiences initial attention.

TQ: Is there ever a right or wrong answer? TU: Sometimes, there isnt a right or wrong answer to things; especially when every argument typically has two sides to the issue.

TQ: What do certain things, like repeating someones name, do for an argument? TU: Word choice and technique are important parts of persuading audiences.

TQ: Should literature such as Shakespeare be censored? TU: Although Shakespeares work contains themes such as suicide, his work is invaluable and should be available to all.

TQ: What can we learn from our peers? TU: We all have different strengths, and can learn different things from our peers through watching what they do.

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WEEK FOUR

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Reflecting on Text: FreeWriting Students will free-write about how they would feel if they were in either Lena/Alexs shoes. Students will be given the option to develop a persuasive argument on the following questions:

Introduction to Public Service Announcements: What is a PSA? Persuasive Speech and Letter Writing: Why you should read Delirium, too Students will develop an argument as to whether the teacher should teach Delirium to next years class. Students will use the various elements of persuasion in order to persuade the teacher to read this with next years class. Teacher will tally the responses, and give the class his/her final decision for next year. He/she will support his/her decision to the class in his/her own persuasive speech, with evidence from the strongest letters. Students will understand the intent of PSAs. Students will think about what they have already learned: purpose, audience, ethos, pathos, logos, research and facts, and free-write about whether or not they think PSAs are a visual form of persuasion. Students will watch various different PSAs, and will be asked to write down elements they see being used, as well as how they feel, and what stuck out to them.

PSAs: Intent and Reason PSAs: Scenarios and Scripting Students will learn that although visual, PSAs incorporate a written component. Students will learn that like a play, PSAs incorporate characters, a sort of story line, as well as a setting. Students will inspect one PSA from the website, www.adcouncil.org, and write out what they think the script would have looked like before producing the PSA. Students will observe that often times in PSAs, the goal will flash across the screen in the final few second. Students will also examine the role of voice over as a means to explain the reason why the PSA is being made or shown, or in other words, why the message is so important. Students will scan their own examples from Delirium and establish the main goal that could potentially flash across the screen, as well as the reasons why their stance should be taken into consideration. They will then find ways to incorporate this into dialogue, or carefully incorporate it into their script by way of voiceover.

LESSON PLAN

-At what age should a child find out they were adopted or the truth about their parent, such as in Lenas case? -Do you ever stop being a child to your parents? -Should parents change how they parent you once you turn 18? Students will brainstorm in groups, then write their argument and present to the class.

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HW/RQ

Chapters 20-22: He is your pair. You will meet him, and you will like him, and thats that, says Aunt Carol. You are Lena, write a speech or a letter in which you try your hardest to persuade Aunt Carol that you do not have to dine with him. At what age, if at all, do you think you stop being a child to your parents? At what age should a child find out the truth about a parent? In Lenas case? An adopted child?

Chapters 22-End: At what age do you think you would be mature enough to run away from home? Hana says that on her first night cured she will stay out all night just because she can. Do you think she should have to wait to have the procedure to be able to be outside of her house during the nighttime? What dangers, if any, do you find with someone under 18 being out at night? Do you think Lena is too young to cope with the death of a loved one?

For homework, students will research one of the ads topics and argue if the ad persuaded a certain side of the issue well. They will rewatch the PSA of choice and expand the response they wrote in class.

For homework, students will think about an issue in Delirium. Examples are: curfew, love, and censorship. Students will take a stance on one of these issues, and script out a PSA.

For homework, students will continue working with what they have developed in class.

"Our Work." Our Work. N.p.,n.d. Web. 08 Dec. 2012. <http://www.ad council.org/Our-Work>.

TEXTS

Bullying Prevention Hurricane Sandy Relief Discovering Nature Shelter Pet Adoption Texting and Driving Prevention Dating Abuse Prevention EQ: Is writing a form of organization? EU: Writing works to organize many thoughts and ideas in disciplines other than English and projects other than explicit writing assignments.

EQ: Are we ever too young to know the truth?

EQ: Is the teacher always right? EU: Students will learn that their opinions should be highly valued by all individualseven individuals with authority, such as their teachers.

.EQ: How can we be persuaded visually? EU: Students will learn that PSAs are a form of visual that works to persuade viewers using many of the same elements seen in writing.

EQ: Why are goals and reasons so important? EU: Reasons as to why we create things, as to the overall goal, when clearly defined, help the audience see your side of the issue.

EQ/EU

EU: Certain times, there are things that are too mature for someone to handle at a certain age, however, this age should be dependent upon the individual.

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TOPICAL Q/U

TQ: What can reflecting do for us as readers and writers? TU: Reflecting is an effective practice for us to think about the different ideas that have been bouncing around in our minds.

TQ: What are our decisions based on? TU: Through the various elements of persuasion, a writer can impact an intended audiences opinion greatly, even if they did not hold that opinion initially.

TQ: What are PSAs? TU: PSAs are short videos that work to persuade audiences of a particular side to an issue.

TQ: How do we script? TU: Scripting characters, actions, setting, and dialogue allow creators to put ideas to paper before production.

TQ: What is our goal and reason? TU: Goal and reason are basically what we want to do and why we want to do it.

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WEEK FIVE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

PSA: Music and Sound Students will understand the intent of PSAs. PSA: Actors and Acting Students will watch PSAs that use famous actors. Students will write down why they think these actors were used. Students will debate about whether or not they would be more likely to listen to the message if it were to be delivered by a famous person. How would this affect their casting decisions if they were to create their own PSA? Students will think about what they have already learned: purpose, audience, ethos, pathos, logos, research and facts, and free-write about whether or not they think PSAs are a visual form of persuasion. Students will watch various different PSAs, and will be asked to write down elements they see being used, as well as how they feel, and what stuck out to them.

Persuasive Arguments: The Goal The culminating project handout will be distributed in class. Students will be divided into small groups, and they will be asked to create a list of everything they cant do. We will compile a class list, and students will come to the board and circle which things they cant do that they believe they can or should be able to. Students will then receive the handout of restrictions in our society governed by law that are based on age. Culminating Project Students will fill out the handout for the teacher that asks for the goal, method, argument they will be making in their persuasive final assignment. This will be an outline for students for the work they will be doing. Students will use the remaining time in the computer lab to continue researching.

PSAs: Tone and Audience Students will recall the PSAs they have watched. They will free-write reflecting on the audience they think was intended for each, as well as the tone that was applied by actors and narrators. Students will share with class. Students will note that a serious tone allows audiences to view the issue as important, and the actor/narrator as credible.

LESSON PLAN

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In their journals, students will respond to the question: Who do you believe the most? Why? What makes these people believable? Students may say that they believe older people more than younger people, their peers because they share the same beliefs, maybe their parents.

In their journals, students will come to class with this question explored: Who is your favorite celebrity? Why? If you could cast them in a PSA, what would the PSA be for? Why would this celebrity do a good job of acting for this PSA? For example: I would cast Miley Cyrus in a PSA against animal abuse, because I know how much she loves animals, etc.
"YouTube Haiti Mission: Miley Cyrus PSA." YouTube Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/ watch?v=uK3zjmUxiew>. "YouTube Stop Diabetes PSA with Nick Jonas." YouTube Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube. com/ watch?v=d0jvsJaSukg>.

In their journals, students will continue to respond to last nights question: Select one song you would add to this mock PSA you have created and casting. Why would this be an ideal choice for your PSA? If you decide not to incorporate a song, what other sound effects would you employ?

HW/RQ

For homework, students will begin to research the one issue that struck them the most in class. Students should have research from multiple sources, for example: one article, one blog, and one video.

No homework is assigned other than working on their culminating projects.

"YouTube An Apple A Day (A PSA On Anorexia)" YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec.2012. < http://www.youtube. com/watch?v=gy90ucB2-8E>. "YouTube Taylor Swift Sound Matters PSA Cause Marketing." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/ watch?v=fDVnZhKQwik>. Controversial Bristol Palin Teen Pregnancy PSA. www.youtube.com. N.p., 07 Apr. 2010. Web. 26 Nov. 2012. <http://www.youtube.com /watch?v=YpHlztPeHf8>.

Culminating Project Handout Restriction/Law Handout

TEXTS

"YouTube Teen Against Bullying PSA (HQ)." YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. <http://www.youtube.com/watch? v=bsMbV661NJg >. "YouTube The Cove PSA - My Friend Is YouTube - Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012. < http://www.youtube.com/ watch?v=F8JC_239vnc >. "YouTube Think Before You Speak Thats So Gay Official (HQ)." YouTube -Broadcast Yourself. N.p., n.d. Web. 8. Dec. 2012.<http://www.youtube.com /watch?v=TVicCD8FmMs>.

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EQ: Who de we believe most? EQ: Why so serious? EU: Students will learn that although we try our hardest not to be influenced, certain people influence or persuade us more than others.

.EQ: What sounds work to sharpen our attention? EU: Students will learn that sound and music can be another element of persuasion in video.

EQ: How do we prove ourselves? EQ: What matters to you? EU: Different things matter to different people; this usually depends on their personalities, interests, etc. EU: In order to prove ourselves, we must be thoroughly informed and be viewed as credible.

EQ/EU

EU: Students will learn that tone should reflect the message and the goal.

TOPICAL Q/U

TQ: What is tone? TU: Students will learn that tone literally refers to sound, however, in writing refers to character and attitude, working to explain how, when read, something sounds.

TQ: What is credibility? TU: Students will learn that when someone is credible, easily believed because of their character, their persuasive arguments will be much stronger.

TQ: How does music and sound move us? TU: Choices for music and sound are always well thought out because they work to move an audience, helping them to feel a certain way.

TQ: What are we trying to do? TU: By creating lists and critically thinking, we can understand what it is we want to do/say.

TQ: What is our goal and reason? TU: Goal and reason are basically what we want to do and why we want to do it.

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HANDOUTS

27

RAISE A CHALLENGE FLAG

Think of an ISSUE: What bothers you? What is one rule you wish you could change either set in place by your parents, a family member, a school administrator, or the government? 1. RESEARCH the issue entirely, gathering evidence to support your stance (facts, statistics, testimonies, court cases) 2. CHOOSE one: Write a persuasive letter, persuasive speech, or create a PSA. 3. Use the ELEMENTS we learned about! Use emotion, personal experience, tone, logic, pathos, logos, ethos, research evidence, and factual information in order to establish a clear goal with an authentic audience. (One example of this could be to write a persuasive essay to the director of a popular contest TV show such as American Idol as to why they should lower/increase their age restriction to audition for the show. If you cant think of an issue, feel free to look at the attached handout for some ideas.) 4. RESULT: If you are writing a letter, whom will you write it to? And if you are creating a PSA, who will see it, and how will they (YouTube, School TV station)? If you are writing a speech, whom will you deliver it to? ASSESSMENT: See attached rubric for more information. Your knowledge of the issue and integration of research. How polished your piece is; meaning no grammatical, formatting, or spelling errors. Your argument must be well stated and well received by your audience. OBJECTIVES:

Topical: Students will learn to identify audience, purpose, tone, ethos, pathos, logos, and format of various texts and be able to incorporate all into their own writing. Overarching: Students will consider themes of age, love and freedom/restriction. Students will challenge the norm, and support their arguments with evidence. Students will continue to reflect on their own writing, as well as on their reading of various texts, learning to think and read critically.

ELA STANDARDS:

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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HUMAN LIFE EVENTS BY AGE

Birth you may apply for SSN (social security number) 5 You may enter kindergarten for public or private schools 8 Age of reason (legal age to know right from wrong/lie vs. truth in court of law) 12 Most airlines allow child to travel alone 13 May apply for emancipation in most states 13-18 May marry with consent (some special circumstances can apply) 13 May view PG-rated films 14 Child work permit 14 May Set-up IRA 14-18 varies by state Abortion without consent 14-18 varies by state Body modification with parental consent 13-18 varies by state and sexual orientation Age of sexual consent 13-18 City curfews enforced, varies by city, some have none, some are strict 15 May get Learners Permit to Drive 16 Drivers License 16 Work as adult, with limits if in school 17 May view R-rated films 17 May join military with consent 18 May travel outside the US without adult 18 May rent hotel room 18 May apply for credit card 18 May open checking account 18 May take out a loan or mortgage 18 May sign a legal contract 18 May give own consent for medical procedure 18 Body modifications without consent 18 Join military without consent (or be drafted if applicable) 18 May hold public office 18 May vote 18 May marry 18 May buy and smoke cigarettes 18 May purchase lottery tickets 18 Graduate High School, usually 18 May own Real Property 18 Work in a liquor-serving establishment, with restrictions 18 varies by state purchase long knife, prior to this there are restrictions 18 Earns right to trial by jury 18 Right to have legal representation of choice, without parental consent 19 Parents lose IRS deduction, unless fulltime student then age 24 21 May drink liquor 21 May enter gambling establishments and may gamble 21 May purchase firearms 21-25 (depends on Rental Company) you may rent a car 24 Maximum age to begin filing IRS if never before, even if student 25 Mens car insurance rates go down (not a "right" but it happens) 35 Minimum age to run for President of the United States 36 Too late to join military-- subject to change soon 50 Senior Discounts if member of AARP 62 First opportunity to get social security distribution, discounted 65 All senior discounts 65 100% of social security distributed, if you waited

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Generalization
CLARITY COHESION ENLIGHTENMENT ON TOPIC

Quality
The extent to which the response exhibits sound understanding, interpretation, and analysis of the task.

4:Exceeds Standard
The student has become an expert on the law, restriction or rule they have taken up. It is apparent the student has read a variety of texts that have given them insight on both sides of the issue. Student provides multiple relevant and credible sources of research and information that help their overall argument. Research is from a wide range of sources. Is formatted correctly throughout. Transitions were smooth and seamless.

3: Meets Standard
The student is knowledgeable about the law, restriction or rule they have taken up. The student has read a good amount of texts that have given them insight on both sides of the issue. Student provides a decent amount of research and information that work to develop their argument. Research is from a decent amount of sources. Is formatted almost entirely correctlythere are one to two errors present. Transitions are integrated well, but could be developed more.

2:Approaching Standard
The student is familiar with the law, restriction or rule they have taken up. The student could read more texts that can add to their understanding of the issue. Student provides a few examples of research and information; however, the student needs more to fully develop their argument. Research is not from a variety of sources (for example: all articles) Is not formatted correctlythere are three or more errors present. Transitions are present but are not smooth and need development.

1: Below Standard
The student does not show a deep understanding of the issue they have selected. It is apparent the student has not read enough texts to familiarize themselves enough with the issue.

SUPPORT Development Relevance Control

The extents to which ideas are elaborated using evidence and research.

Student provides one example of research, and therefore, needs much more evidence to support and develop their argument.

GLOBAL ORGANIZATION/ COHESION CONTROL TRANSITION

The extent to which the response exhibits direction, shape, and coherence. The extent to which the response reveals an awareness of audience and purpose through effective use of words and sentence structure. The extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization and grammar usage.

It is not formatted correctly at all. Transitions are not present.

VOICE AUDIENCE/PURPOSE/TONE VISUALS

Audience is established and maintained by the constant usage of appropriate tone.

Audience is established and maintained almost constantly throughout.

Audience is established and maintained more than half the time.

Audience is never clearly established, and the same tone is not used throughout.

CONVENTIONS

There is one to two grammatical, spelling, paragraphing, formatting or fewer errors. Speaking and narration has only one mishap (stuttering, losing place, etc.)

There are two to four grammatical, spelling, paragraphing, formatting or fewer errors. Speaking and narration has one to two mishaps (stuttering, losing place, etc.)

There are four or more grammatical, spelling, paragraphing, formatting or fewer errors. Speaking and narration has two or more mishaps (stuttering, losing place, etc.)

Five or more grammatical, spelling, paragraphing and formatting errors are present and they make reading/listening difficult. Speaking and narration has more than three mishaps (stuttering, losing place, etc.)

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SELF-ASSESSMENT HANDOUT
REFLECTION: Write a 1-2 page response that addresses the following What was your argument and how did you present it? How did your audience respond? o Positive/Negative? o Why do you think you received this response? o Did you expect this response? What did you do well? What could you have done better? Did you learn more about your topic? o Did anything particularly surprise you? If you could do it again, what would you change? o Would you have chosen a different format (for example: a speech instead of a letter)?

ASSESSMENT: This response will be graded on If you addressed each question If you gave an insightful response to each Timeliness

*This reflection will count for three journal grades.

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