Maria Genca
Grades 9-12
ESL
Stage 1 Desired Results
ESTABLISHED GOALS
Reading Standards for Information Text
CC9-10. R.I.1
Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn from
the text.
CC.9-10.R.I.2
Determine a central idea of a text and
analyze its development over the course
of the text, including how it emerges and
is shaped and refined by specific details;
provide an objective summary of the text.
CC.9-10. R.I.3
Analyze how the author unfolds an
analysis or series of ideas or events,
including the order in which the points
are made, how they are introduced and
developed, and the connections that are
drawn between them.
CC.9-10.R.I.5
Analyze in detail how an author’s ideas or
claims are developed and refined by
particular sentences, paragraphs or larger
portions of a text.
CC.9-10. R.I.8 Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and
sufficient; identify false statements and
Transfer
Students will be able to independently use their learning to…
Understand that American consumption affects society and the environment.
Evaluate products and advertisements.
Write arguments to support a claim using valid reasons and evidence.
Compare and contrast global consumption.
Draw conclusions on the American lifestyle, the environment and the world’s resources.
UNDERSTANDINGS
Students will understand …
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Global perspectives guide us to look
at ourselves and others in order to
gain understanding.
Differences in global consumption.
American lifestyle and the extent of
the impact on the environment and
the world.
Meaning
ESSENTIAL QUESTIONS
How do the media shape the way people think?
How does American consumption impact society?
How does this consumption effect the environment?
What are the differences in global consumption?
How are the worlds resources distributed among
people?
How does advertising impact my life?
How can I evaluate ads critically?
What can I do to make a difference locally and/or
fallacious reasoning.
Writing Standards
CC.9-10.W.1
Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
CC.9-10.W.2
Write informative/explanatory texts to
examine and convey complex ideas,
concepts and information clearly and
accurately through effective selection,
organization, and analysis of content.
CC.9-10.W.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
CC.9-10.W.9
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Speaking and Listening Standards
CC.9-10.SL.1
Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups and teacher-led) with
diverse partners on Grades 9-10 topics,
texts, and issues building on others’ ideas
and expressing their own clearly and
persuasively.
globally?
Acquisition
Students will know…
Students will be skilled at…
Supporting arguments with evidence
The changing expectation of the American
Distinguishing author’s purpose.
standard of living.
Developing a well-organized essay using evidence
A greater understanding of the underlying
and logic to convince readers.
structures of hidden messages in advertising. Identifying and using key vocabulary.
The effects of advertising in schools.
Analyzing articles and drawing conclusions.
How to create a clear and coherent writing. Utilizing multiple forms of technology.
How to analyze ads and create a parody on
an advertisement.
How to compare and contrast consumption
in other parts of the world.
The impact of their purchases on the
environment.
Stage 2 - Evidence
Evaluative Criteria
1. Evaluate “own spending” in a
thoughtful manner. Use oral language
with clarity, voice and fluency to
communicate a message. Responds to
the ideas of others.
2. Expand academic vocabulary to
construct meaning. Demonstrate use of
words and phrases in context. Develop
vocabulary in listening and speaking.
3. Presents information and findings
clearly, concisely and logically. Visual and
oral presentations are appropriate to
purpose, audience and task.
4. Synthesize information on
advertisements.
5. Write for a purpose with clear ideas,
supporting evidence, and appropriate
features of persuasive writing.
6 .Use charts to identify the contrasts in
world resources. Present findings in
thoughtful discussion.
7. Shows research information gathered
from relevant sources. Demonstrates
understanding of the subject.
Assessment Evidence
TRANSFER TASK(S):
1.Interview/ Compare and Contrast Chart- After watching the video and learning more about the
trends and habits of American spending, consider your own spending habits in both cultures. Use
the interview questions to help guide you when interviewing your family member. Try to get
information regarding their lifestyles growing up. Use the Compare/Contrast sheet to show
similarities and differences.
2. Conclusion and Appeals Charts – As you read the articles use the Conclusion and Appeals chart to
help you put together ideas and information to form new conclusions. You can read the writer’s
claims, combine it with your knowledge and draw conclusions.
3. Prezi Presentation- Now that you have a better understanding of the structures of advertising
and marketing you will look for some existing ads to present to the class in a Prezi. When creating
the Prezi be sure to use key vocabulary to explain the messages used to sell the ad.
4. Parody Presentation – Use the message of an advertisement to express a different point of view.
Using the advertisements in your Prezi and change the advertisement to say the opposite.
5. Google presentation – You will write a well-organized persuasive essay. First you must gather
some information on both sides of your topic. Using the available databases, you will research the
topic of advertising in school, identify the pros and cons, and share through a Google presentation.
6.Google presentation - Together we will view videos, photos and examine statistics to gain an
understanding of the division of First and Third Worlds. Continue to research on your own focusing
on similarities and differences. Share your information.
7. Impact of Stuff Sheet- Choose one product that you are familiar with such as designer athletic
shoes, video games, etc. and research what resources go into the product. Consider how this has
an impact on the environment. Research and place your findings on the Impact of Stuff worksheet.
We will discuss your findings and share comments.
8. Problem Solving Locally- Think about the products we have in our own school. How can we
reduce “stuff”? Identify problem, brainstorm solutions, and create action steps. How will you solve
this problem?
8. Creates an action plan that is realistic
and thoughtful. Clearly identifies the
steps needed to address the problem.
Understanding the connection to a global
world.
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
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Brainstorm – Students will explain and discuss quotes by using jigsaw cooperative learning.
Background Knowledge/Cultural Perspectives: Students will watch a video on American standards of living. In groups, students will
discuss their own spending habits. Students will then interview a family member about his/her lifestyle growing up. Students will be
asked to compare and contrast their attitudes about possessions with those of family members.
Key Vocabulary- Students will study and apply key vocabulary words used in discussing and writing about how the media shapes the way
people think.
Synthesize article- Students will individually read article, Ad Power by Shari Graydon. Using a Conclusion Chart, students will note the
writer’s claims and provide evidence from the text to support the argument. The chart also has students contribute their own
experiences in order to synthesize information and draw a conclusion. Students will have to identify and provide examples of what
constitutes a good slogan and logo.
Synthesize article- Students will individually read article, What’s Wrong with Advertising? By David Ogilvy. Students will focus on
persuasive appeals and create an Appeals Chart to help identify words, phrases or examples that appeal to the reader’s emotions.
Poem- As a class, we will read and interpret Without Commercials by Alice Walker. We will compare point of view from all the readings.
Example of advertisements- In groups of 3, students will create a Prezi with existing ads. The group will explain logos, slogans, target
audience, key messages and emotional appeals. The students will focus on key vocabulary previously studied.
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Parody on advertisements- Using the same images/ advertisements created on the Prezi, students will need to change the message. In
doing so, they will refer to previous articles and the methods in which advertisers appeal to consumers.
Debate advertising in schools- Students will use the evidence collected to write a persuasive essay. Students will be guided through the
steps of the writing process.
Global View- Students will explore and identify the differences in the world’s resources.
Impact of Stuff- Students will be able to identify what goes into a product and the impact on the environment.
Create an Action Plan- Students will create a plan on how to reduce “ stuff” within our own school. Identify problems, brainstorm
solution and create action steps.