2010-P1-Stephanie

=Project Overview=


 * Title**: Lights! Camera! Persuade!
 * Grade Level**: 3rd
 * Subject Area**: Reading
 * Time Frame (when, duration)**: Third Benchmark (3 weeks)

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< The intent of this project is to allow students a visual, engaging and creative way to demonstrate their knowledge of persuasive vocabulary in advertisements. They will design, write, film and edit a short commercial that attempts to persuade the viewer to purchase a product or service. || //What will guide student inquiry?// ||  ||   ||< How do authors/screenwriters use emotion words and phrases to persuade a reader/viewer of a particular belief? What facts would you use to demonstrate that a product is new, exciting, inexpensive, etc...? How can you change opinions into facts, and what effect does this have on your reader? What value words/ persuasive phrases would you use to demonstrate that a product is new, exciting, inexpensive, etc...? || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< **Reading**: S3C3PO1. Distinguish fact from opinion in persuasive text (e.g., advertisements, product labels, and written communications). S3C3PO2. Identify persuasive vocabulary (e.g., emotional words) used to influence readers’ perspectives. S3C4PO1. Write persuasive text (e.g., advertisements, paragraph) that attempts to influence the reader. S1C4PO1. Use digital creativity tools to create original works. || //What will students learn and do?// ||  ||   ||< * Students will understand that advertisements and commercials use and blend facts and opinions to persuade a reader to believe specific things. (for example that a product is inexpensive, new, easy to use, etc...) //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< Check points: - **First**. Students will complete a graphic organizer on their product. They will identify their three intended messages and at least one fact and one opinion to support each message.
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * Writing**:
 * Technology**:
 * < **Student Outcomes**
 * Students will be able to create facts and opinions and justify their selections.
 * Students will determine what they want their readers/viewers to believe and will create facts and persuasive phrases (opinions) to support that. ||
 * < **Assessment**

-**Second**. In writing, students will compose a persuasive paragraph that uses facts and opinions to persuade their reader to buy their product. They will use their graphic organizer to complete this.

-**Third**. Students who adequately demonstrate their knowledge of persuasive writing will then be put in groups to film a commercial. || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**