UbD Template

Persuassive Communication

Stage 1: Desired Results

Established Goals:

The learning goals and objectives are several-fold and reflect a variety of educational and real world needs. By the unit’s end, it is anticipated that students will be well versed in all aspects of persuasive communication that transcends what happens in the classroom and can be applied to the broader community. In particular, students will be able to recognize and identify incidences of persuasive communication as it appears in different formats, understand and explain its purpose and analyze and tease out its merit and value as they use the information to make decisions.

Students will learn how to craft an argument that supports a given point of view—a point of view they will support through information they gather—develop an appreciation for opposing viewpoints and use both to inform and influence public opinion.

Through a variety of activities, students will think critically about persuasive communication and come to recognize that it has the power to work to the betterment or detriment themselves and their world.

Understandings:

Students will come to understand that effective persuasive communication:

Clearly states opinions and positions that are supported by organized and relevant evidence that are used to validate arguments and conclusions.

Considers and addresses different perspectives on an issue.

Is a process of gathering, selecting, and organizing information related to an appropriate topic, task, and audience in order to present an effective position that will influence, support or change others’ points of view and/or actions.

Often depends more on an appeal to emotions than it does on logical reasoning.

Can be seen in a variety of media and everyday circumstances (e.g., letters of recommendation, newspaper editorials, book or movie reviews)

Is used by advertisers to convince consumers to buy their products.

Can work to both the benefit and detriment of people and society.

Essential Questions to Guide and Focus Instruction and Learning:

Why do people write or communicate persuasively?

Is it important to persuade others?

Are other opinions important?

What is the impact of opinion driven language?

How do you make decisions?

How do we know if we are making the right decisions?

What is the best way to make and win an argument?

How does persuasion function in everyday life?

Where do we see persuasive techniques being used?

How do advertisements influence people?

What hidden messages—often emotionally based—are being conveyed in advertisements and commercials?

Can persuasive communication work to the detriment of others and society?

Students will know and understand the:

Concept and purpose of persuasive communication.
Appeal and impact of persuasive communication.
Importance of and need to consider factors such as target audience, points of view, supporting Details, etc…
Persuasive communication techniques.
Process and stages of crafting a persuasive argument or appeal and conveying it to others.
Appearance and use of persuasive communication in everyday life.

Students will be able to:

Define the concept and purpose of persuasive communication
Describe the appeal and impact of persuasive communication
State, explain and support a position.
Convey a position or point of view in writing and other mediums.
Compare and contrast different viewpoints.
Use appropriate language for the audience and task.
Employ various persuasive communication techniques.
Recognize the use of persuasive communication techniques in everyday life.

Stage 2: Assessment Evidence

Performance Tasks:

Assessment will involve students':

Participation in small and large group discussion of the concept of persuasive communication and its use and impact in everyday life.
Submission of written and oral arguments supporting a controversial position which will be used in a debate.
Participation in a debate to present their groups point of view.
Completion of a rating form that compares their views on an issue before and after the position is researched and debated.
Participation in small and large group discussion—including group notes when students meet in small groups—which reflects their ability to identify persuasive elements in commercials and advertisements they review.
Development of their own commercials or advertisements designed to sway public opinion.
Completion of rating form that indicates the extent to which commercials and advertisements affect their use of a product.
Participation in small and large discussion—including group notes when students meet in small groups—regarding viewed speeches and reviewed articles that show how persuasive language can work to the detriment of society.
Completed exit cards assessing what they learned in class.

Other Evidence:

Students will:

Take two tests—one of which will be administered half way through the unit following the debate and the other given at the conclusion of the unit.

Write and submit journal reflections that chronicle their experiences and highlight their thoughts and feelings on important issues.

Stage 3: Learning Plan

Learning Activities:

Students will:

Discuss the concept of persuasive communication and its use and impact in everyday life.
Prepare written and oral arguments supporting a controversial position which will be used in a debate.
Complete a rating form that compares their views on an issue before and after the position is researched and debated.
Examine commercials and advertisements to identify their persuasive elements and content.
Develop their own commercials or advertisements in an effort to sway public opinion.
Indicate the extent to which commercials and advertisements affect their use of a product.
Listen to and view speeches and read articles that support a point of view that takes persuasive communication to another seemingly dangerous level to show how persuasive language can work to the detriment of society.
Complete exit cards assessing what they learned in class.
Write journal reflections that chronicle their experiences and highlight their thoughts and feelings on important issues.

Indication of How Activities and Assessments of Student Learning will Foster Authentic Learning:

In all activities and assessments, students are being asked not only to become aware of, recognize and identify information but to analyze, interpret and explain concepts and their impact on themselves and society—the latter of which represent the kinds of critically thinking whose value extends beyond the subject matter and classroom to the broader issues in the larger world community.

Gathering information and marshalling evidence in support of a position on a controversial issue, crafting the material into a cohesive argument to express their point of view while influencing others are skills that they will use throughout their academic and professional careers. Participation in small and large group discussions will enhance their ability to recognize, appreciate and show respect for differing opinions, help them alter their point of view—presumably for the better—if doing so makes sense and is supported by the evidence and reinforce the cooperative skills needed for success. In creating commercials or advertisements, students will participate in a project based learning approach that helps both reinforce an understanding of concepts and provides an opportunity to contribute as a member of a team—a much needed skill in the business world. While formal tests will be used to assess the information they acquire and their ability to apply their critical thinking skills, exit cards, journal reflections and self assessments will help students become more aware of and chart their moment to moment processing of material on cognitive, emotional and social levels and begin to foster in them responsibility for and a commitment to learning.