Lesson 221) Turn in EA1 to tray2) Get out Journals: Checking for 23) SSR during Journal CheckGoals:To design, conduct, and interpret a peer surveyTo compare and contrast current issues affecting teens’ reading choicesTo analyze and create a persuasive text

1.16 Teens and Books: What are the Influences? Think, Pair, Share

Think about some of the books you have read in the last couple of years that you read that were unassigned

Team up with your partner and talk about these books.

What kinds of books were they? How did you hear about the books? What caused you to read them? What other types of print media have

you read?

1.16Open books to page 64As a class, let’s answer #1: what

are some book titles, magazines, articles, etc. that we’ve read lately?

Why do we read a variety of things? Why do some people prefer a magazine over a book?

#2Based on your Think, Pair, Share

discussions and our class answers, brainstorm a list of open ended questions you could ask your peers about the kinds of books they read.

Ask about both what they prefer to read and what influences their reading choices!

#2…Continued on a separate sheet You now have 10 minutes to go around

the room and interview three different people with the questions you came up with. Jot down their answers.

Remember, direct quotes are a good thing, but it has to be word-for-word what the person said.

No shoving people down a flight of stairs

Skip #3—Move on to #4 “Read the following article about

marketing books to teens. Take notes on the type of advertising formats that advertisers consider effective for teen audiences. While you are reading, make text-to-self connections, and take note sin the margin on whether or not you agree with the points made in the article.”

As If! Marketing to Older Teensby Judith RosenMarking the Text Article is page 65-67 One color: highlight the types of

advertising formats used that are considered to be effective for teens

Second color: highlight any part of the text that you can make a personal connection to; then write that connection in the “My Notes” column

Third color: Important facts from the article

#5 on page 64: Writing PromptOn a separate sheet of paper,

respond to the prompt in question five. Judith Rosen’s article states that teens said

their “ideal” activity is reading a book. For the majority of teens, do you think reading a book is their ideal activity? Explain why you agree or disagree, and cite specific examples to support your position.

Two paragraphs

Lesson 23:Continuing 1.16, and moving on to 1.17 10 minutes of SSRGoals for 1.17Identify common techniques used in advertisingExplain why certain advertising techniques appeal to specific audiences

1.16: What Are the Influences?Open books to page 68You need your writing prompts

from earlier in the activity as well!

Elements of an ArgumentHookClaimConcessions and RefutationsSupportSummary/Call to Action

We’re going to identify each of these elements in the student example on the bottom of page 68

I just read a 600-page book in a day and a half. I couldn’t put it down. It had everything a girl could want: romance, friendship, adventure, and fun characters. Unfortunately, it’s the only novel I’ve read all year. Reading just isn’t my top priority, and most of my friends would agree.

After reading this article, I asked ten of my friends what their “ideal” activity would be, and not one person answered “reading.” Most of my fiends would rather go shopping or hang out with friends. My smartest friend, who has a 4.0, said, “I read at least an hour each night for school. Why would I choose to read more than that?” I figure if I spent the entire day as an accountant, I would not want to go home and do math problems! Plus I have no time. Between soccer, band practice, and my friends, I could watch a movie for two hours or read a book for two weeks! I’m sure the person who says that the book is definitely better than the movie is not a teenager who has no time to read.

I can also hear my Mom telling me that someday I will wish I had read more books. Perhaps she is right, but I don’t want that now. What I want now is three extra hours in every day because I have homecoming to help plan and homework to do. So until another “can’t miss” book comes out, my to-do list will not include reading a novel.

Revising Time Bottom of 68: Now look at the response

you wrote to the writing prompt on page 64. Work with a partner to identify the elements of an argument in your responses. Revise your pieces to incorporate each element of an argument.

Turn in your revised paragraph to tray when finished!

1.17 Examining Ads and Reviewing Appeals We are now going to examine in detail

some different print advertisements Look over on page 69

Working with your partner, take a close look at the advertisement provided.

Answer questions 1-3 in Part 1 over the ad

Part 2Switch ads with another

partner set.Take a closer look at this

second ad, and answer questions 1-9 about this ad with your partner.

Writing Prompt: IndividualSplit a sheet of paper between you

and your partner, and answer the prompt on the bottom of page 70: Write a paragraph identifying the target

audience, the appeals the ad uses to reach this audience, and whether you think the ad was effective in persuading the audience of its message.

Turn into tray when finished!

Lesson 24Continuing Activity 1.17

Page 71, Examining Ads and Reviewing AppealsToday we’re going to look at five

different advertising techniques used to try and persuade audiences to purchase a product.

Try to think of examples of ads you see that use each of these techniques!

Bandwagon Advertisers make it seem as if everyone

is buying this product, so you better buy it too.

“The best car of the year is here… All your friends and neighbors are driving one…”

This technique makes you feel left out if you are not buying the product

http://www.youtube.com/watch?v=EoMkJ87uMBU

Avant-garde This technique is almost the reverse of

bandwagon: It makes the product seem so new and so cool that you will be the first on the block to have it.

Only super-cool people like you will even know about this product.

http://www.youtube.com/watch?v=BAUs09jJZQQ

TestimonialAdvertisers use celebrities or just

regular people to endorse the product.

Pay close attention; sometimes the celebrity doesn’t even actually say that he or she uses the product.

http://www.youtube.com/watch?v=Hrd98Ppn8GE

Facts and Figures Statistics, percentages, and numbers

are used to convince you that this product is better or more effective than another product.

Be aware of what numbers are actually saying. What does “30 percent more effective than the leading brand” really mean?

http://www.youtube.com/watch?v=A2seQ8bUmaQ

Transfer

This is a rather complicated technique for persuasion.

To recognize it, you really need to pay attention to the background of the ad or to the story of the commercial.

This technique gets you to associate good feelings shown in the ad with the product itself.

Then the good feelings transfer to you when you buy the product.

A commercial that shows a group of people having a lot of un while drinking a certain brand of soft drink wants you to believe that you will be a part of fun groups if you buy that brand of soft drink too.

http://www.youtube.com/watch?v=WgMoFTBX6EQ

Turn to page 72 Now, in groups of four, you will create your own

commercial using two or more advertising techniques

First you will choose a product you will try to sell to your classmates (find one in the room )

Then, your group will design a two minute commercial where you are using two of the techniques we just discussed

Don’t forget to have a target audience for your product.

You have 15 minutes to prepare; presentations after!

I will be awarding a participation grade for this activity today.

Presentations While other groups are presenting, take

note of what technique they use to advertise in the organizer on page 72. Mark the product they are selling in the box.

Under the product, state whether the commercial is Substantiated or Unsubstantiated Substantiated: provide evidence to support or prove the

truth of. Unsubstantiated: not supported or proven by evidence.

After… Choose one of the commercials presented to

you by your classmates. Answer the questions at the bottom of page 72

based on the commercial. Based on your examination of the advertising

techniques used, who do you suppose is the audience for on of the ads? How did you know this?

How would you expect the advertising techniques to change if the audience were to change? Explain.

When finished, get out your vocab notebook and create you definition of advertising techniques.