The Power
of Persuasion
The Power of Persuasion
English Teacher: Suzi Plaut
Math Teacher: Michele Durso
Art Teacher: Bethe Levy
Time Frame: 3 - 4 Weeks
Grade Level: 6th
Content Standards
English Standards: (Language Arts MD Voluntary State Curriculum 2.0 4, 2.0 5, 4.0 2)
• Analyze important ideas and messages in informational texts
• Analyze purposeful use of language
• Compose oral, written, and visual presentations that express personal ideas,
inform, and persuade
Math Standards: (Bais Yaakov 6th Grade Math Curriculum)
• Demonstrate the ability to calculate unit prices of various items
• Demonstrate the ability to estimate values such as unit prices.
• Demonstrate the ability to construct a bar graph for the purposes
of comparison using a medium of paper as well as Microsoft Excel
Art Standards: (Art MD Voluntary State Curriculum 2.0 4, 3.0 2, 4.0 1)
• Apply problem solving strategies used among the arts to solve visual problems
• Demonstrate ways the elements of art and principles of design are manipulated to
communicate ideas
• Analyze the ways the elements of art and principles of design contribute to
aesthetic design
http://www.isbe.state.il.us/profprep/CASCDvr/htmls/FormInfo.htm
Concept Map
BT#1 – Emotional Connection
All three integrated units begin with opening activities
meant to assess current student knowledge and build
an interest in the different subject matters (persuasive
language, unit pricing, and visual advertisements).
Throughout the unit, students clearly see the day-today relevance of the disparate skills they are learning.
Arts and technology integration are threaded
throughout the units in various ways. In addition,
students have flexibility in some assignments to choose
their method of assessment.
BT#1 – Emotional Connection
English
• Discuss prior knowledge of
advertisements and review 6 + 1
Writing Traits Framework (this unit
focuses on Word Choice; Ideas are
secondary)
• Students will create a constructed
response (paragraph) about a time s/he
persuaded her or his parents to have a
privilege or gain a material item
(responses shared on 2nd day of unit)
http://www.220-electronics.com/tv/tvs.htm
http://www.mapds.com.au/newsletters/0807/Newsletter_18_July_2008.htm
BT#1- Emotional Connection
Math
• Opening activity assesses students’ prior
knowledge as well as introduces them to
the importance of calculating unit
pricing (BT#3)
• Discussions about the importance of the topic and the
relevance to students’ lives
Art
• Discuss prior knowledge of favorite snack food packaging
and print advertisements
• Later in the unit, students will create an appealing
package for their choice of fruit or vegetable
http://know.triangle.com/node/11342
BT#2 – Physical Environment
Arrange desks in small sections for group activities
Rooms are comfortable and free of clutter
English
• Display teacher and student collected
print advertisements
• Have dictionaries and thesauri accessible
for Word Choice activities
NOT LIKE…
Math
• Display various store circulars around the room as well as a
poster of the Food Pyramid
• When completed, display students’ bar graphs
• During final assessment, part of the classroom is transformed
to look like a store
http://www.homeroomteacher.com/schooldeskchairs.html
BT#2 – Physical Environment
Art
•Food in the Arts
will be displayed in
the room as well as
a poster of the Food
Pyramid
•Displays of
students packaging
of students favorite
snacks
http://www.thinkstainless.com/portfolio_images/cheezit_package.jpg
http://dailyartmuse.com/wp-content/uploads/2009/01/dolack_dots.jpg
http://www.guy-sports.com/fun_pictures/art_with_food.jpg
http://www.artrepublic.com/attachments/image/695/10695/10695.jpeg
BT#3 – Concept Map
BT#3 – Introductory
“Big Picture” Activity
English
• Students will create a constructed
response (paragraph) about a
time s/he persuades her or his
parents to have a privilege, take
responsibility or gain a material
item
• Have students identify commonly
known advertisement
campaigns/slogans
BT#3 – “Big Picture” Activity
Word Choice
Word Choice is the use of rich, colorful, precise language that
communicates not just in a functional way, but in a way that
moves and enlightens the reader. In descriptive writing, strong
word choice resulting in imagery, especially sensory, show-me
writing, clarifies and expands ideas. In persuasive writing,
purposeful word choice moves the reader to a new vision of
ideas. In all modes of writing figurative language such as
metaphors, similes and analogies articulate, enhance, and enrich
the content. Strong word choice is characterized not so much by
an exceptional vocabulary chosen to impress the reader, but
more by the skill to use everyday words well.
http://www.thetraits.org/definitions.php
BT#3 – Introductory
“Big Picture” Activity
Math
• Connect students to the importance of understanding unit pricing
through an interactive activity where students are presented with
two sizes of common household items (e.g. tuna fish, mayonnaise,
soda, etc.) and the corresponding price of each and asked to
determine which is the better deal
• Have students discuss in small groups how they would actually
determine which item is the “real” better deal; discuss “unit
pricing” terminology
Art
• Favorite Packaged Snack Foods and Food in
Art will be collected and displayed on wall
• Students will discuss how they feel when
they see popular ads or appealing images
and why they think they feel that way
http://latimesblogs.latimes.com/greenspace/2009/01/california-atto.html
BT#4 – Mastery Activities
English
• Using school lunch menu, students will create more appetizing
descriptions (focusing on word choice)
• Throughout the unit, encourage students to share experiences of
persuasive techniques they encounter in their life experiences
• Students will share a description of their favorite food experience using
figurative language and descriptive words without naming the food; peers
will “guess” the food
• In a partner activity, students will use their parent persuasive constructed
response from Day 1 and create a realistic dialogue between a child and a
parent based on the topic discussed; focus on word choice and persuasive
techniques (and body language); some scenes will be acted out
• In small groups, create persuasive topic sentences (theses) for 6 different
topics: bike helmets, bed time, movie rating system, the age kids should
be able to get their own cell phone, middle school start times, and female
players in the NFL.
• Students will rewrite a Dr. Seuss book for a middle school audience
without rhymes and with appropriate word choice while still maintaining
the message of the story
BT#4 – Mastery Activities
“How do I know which word to use?”
• Know the difference between connotation and denotation.
– Connotation is the feeling a word gives a reader.
• Ex. boney vs. slender
– Denotation is the actual dictionary definition of the word.
• Use figurative language to help you describe something or
someone ordinary.
– Similes, metaphors, personification, and alliteration
• Identify your topic, audience, and purpose for writing
– Avoid slang unless it is a character’s voice.
– Use content specific vocabulary.
– Use persuasive language when appropriate.
From Howard County Middle School Writing Stylebook
BT#4 – Mastery Activities
“When I’m writing dialogue,
what other words can I use besides ‘said’?”
added
agreed
babbled
boasted
commanded
claimed
decided
explained
estimated
grunted
insisted
instructed
lectured
mentioned
mumbled
nagged
objected
pleaded
reassured
requested
scolded
shrieked
stammered
taunted
urged
uttered
vowed
warned
wailed
whispered
BT#4 – Mastery Activities
“What are overused words?”
a lot
bad
good
big
cool
cute
fun
great
very
interesting
pretty
sad
said
little got
run
tell
stuff
take
things
walk
sit
Warning: When using a thesaurus, DON’T OVERDO IT!
Readers can tell if a word is out of place, so use words
that you own and that fit your style!
BT#4 – Mastery Activities
In groups, create a Persuasive Topic
Sentence for each Issue:
1.
2.
3.
4.
5.
6.
Bike helmet laws
Movie rating system
Bed time for 7th graders
Women in the NFL
Start times of Middle School
Age kids should have their own cell phones
http://chinaoutdoorequipment.blogspot.com/2008/02/bike-helmet-h003.html
BT#4 – Mastery Activities
Math
• In small groups, students look at local store
circulars provided by the teacher and
“comparison shop,” noting the various unit
prices of different sizes and brands of items
• On the SMART Board, teacher and students
will use Microsoft Excel to create a bar
graph together comparing the prices of
various brands and sizes
• Group discussion of bar graphs: How do
they help us compare items quickly? What
are other methods of visually presenting
information for purposes of comparison?
• Class debate on estimation: Why is this an
important supermarket tool?
“Why can’t we just use a calculator??”
http://juliazanglcolby.wikispaces.com/SMARTBoard
BT#4 – Mastery Activities
Art
• “Clementine Experience” – the class
creates a graphic organizer modeling
descriptive language
• “Draw What You Smell” – students
choose 3 of 15 foods hidden under cones
and draw what they smell but cannot see
• Track one day’s food intake and correlate
to the food pyramid
• Bring in packaging of a snack food, find its
spot in the food pyramid, and identify the
appeal of packaging
http://www.lesliebeck.com/recipe_detail.php?id=797
BT#4 – Mastery Activities
Art
• Compare and contrast the packaging of Oreo cookies in the
50’s to present-day packaging.
Guiding Questions:
How much does the packaging matter? Where does your snack show up in the
food pyramid? Why aren’t major food pyramid foods packaged like snacks?
What is done with the package after the product is finished?
http://www2.canada.com/topics/lifestyle/holidayguide2007/create/cooking.html
BT#5 – Extension & Application
English
• Students will write a persuasive speech for their peers
convincing them to buy his or her chosen fruit or vegetable
• Students will create an appealing print advertisement for his
or her chosen fruit or vegetable using knowledge of word
choice
• At least a week prior to final speeches, peers give feedback to
each other on written persuasive speeches, focusing on
effective argument and word choice (rubric provided)
BT#5 – Extension & Application
Math
• Students individually create a scrapbook
listing unit prices for like items with
different brands and sizes (research done
as homework)
• Students use daily food intake recorded
for art class and visually depict how their
food intake corresponds to the
• Have students
recommended amounts of each food
research online if it
group (bar graphs will be completed with is mandatory in
either graph paper or software such as
their state for
Microsoft Excel)
merchants to post
unit prices for all
items
http://www.ag.ndsu.edu/pubs/yf/foods/he516w.htm
BT#5 – Extension & Application
Art
• Choose from 10 snack packages
provided and compare and contrast
three to the packaging of a bag of
carrots using a Venn Diagram
• Packaging Project: Students choose
a specific fruit or vegetable from a
basket, and design and create an
appealing package for their item
using the design elements of Color,
Shape, Graphics, Texture, and
Packaging as Content
BT#5 – Extension & Application
Art, Cont.
• Correlate the carrots and the 3 chosen snack foods to the
food pyramid:
Which foods would
children choose? Why?
How can you make
carrots more appealing?
What are the element
designs that appeal to
children? What can the
children do with the
packaging after product is
consumed? (Example:
Cheezit Package)
http://www.thinkstainless.com/portfolio_images/cheezit_package.jpg
http://www.idsgn.org/images/ritz-and-oreo-go-retro/oreo_before_after.jpg
BT#6 – Evaluation
English
• Use classroom resources
(dictionary and thesauri) as well
as peer and teacher feedback to
revise favorite food descriptive
writing
• Present persuasive speech to
peers and teacher
• Rubric is used to evaluate student
essays
• Students write PQP (Praise
Question Polish) as their peers
share persuasive speeches
http://dailymobile.se/2008/07/page/6/
BT#6 – Evaluation
Writing to Persuade Rubric
Score Point 4
• I have taken a clear stand on an issue and I fully support it
with appropriate personal or factual information.
• I have chosen numerous specific details that more than
adequately support my stand.
• I have an organization that is logical and does not jump
around.
• I understand the type of audience I am writing for and I use
language and arguments that they will understand.
• I make good language choices to help influence the reader to
agree with me.
Note: This rubric has been modified for use with 6th graders.
It is to be considered "kid language"
For comments and inquiries,
send email to: Cam Miller
Curriculum Planner
Berlin Middle School
Worcester County
BT#6 – Evaluation
Math
• Evaluate students’ scrapbooks and graphs for neatness and
accuracy using a rubric
• On the last day of the unit, an
interactive assessment will
have students act and feel as
if they are shoppers trying to
find the best deal in a store
without unit prices listed.
Students will choose which
items to buy based on
calculating the unit price as
well as “speed shop” through
one section using estimation
http://spreadsheets.about.com/od/excelcharts/ss/bar_graph_6.htm
BT#6 – Evaluation
Art
• Portfolio Assessment and Reflection of various activities
• Presentation of fruit or vegetable packaging to class; rubric is
used to assign grade
At the conclusion of the unit, each student will give
anonymous feedback to teachers about how to
improve this unit for future years… for example, I
liked… I did not like... I wish I had more time to…I
wish my art teacher… I wish my English teacher… I
wish my math teacher…
Concept Map